Show Search Form

Search Results

registered interest	true false
date	exactly: or between: and
answering body
answering dept id
answering dept short name
answering dept sort name
hansard heading
house id
legislature	pref label
question text
tabling member constituency
tabling member printed
uin
answer	is ministerial correction true false date of answer exactly: or between: and answer text answering member constituency answering member printed grouped question UIN question first answered question first ministerially corrected answering member label previous answer version answering member constituency answering member printed answering member label
tabling member	label

Search

1453623

	registered interest
	date	23/03/2022
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Textbooks: Languages
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, whether he has given directions to his Department to assess or improve capacity for translating educational materials into (a) Ukrainian and (b) Russian.
	tabling member constituency	Houghton and Sunderland South
	tabling member printed	Bridget Phillipson
	uin	145854
	answer	answer is ministerial correction date of answer 28/03/2022 answer text <p>10,000 lessons can now be auto-translated into Ukrainian, Russian, and other languages through remote education resource Oak National Academy, serving millions of children through the COVID-19 pandemic. This will help schools who support many pupils for whom English is a second language.</p><p> </p> answering member constituency Worcester answering member printed Mr Robin Walker question first answered 28/03/2022 16:08:47 answering member 4091 label Biography information for Mr Robin Walker
	tabling member	4046 label Biography information for Bridget Phillipson

1455104

	registered interest
	date	28/03/2022
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Grammar Schools: Social Mobility
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, what assessment his Department has made of the effect of grammar schools on social mobility.
	tabling member constituency	Bexleyheath and Crayford
	tabling member printed	Sir David Evennett
	uin	148069
	answer	answer is ministerial correction date of answer 05/04/2022 answer text <p>99% of grammar schools are good or outstanding. 75% percent are outstanding. They provide excellent education and are oversubscribed.</p><p>There is already a wide range of published research that explores the question of the effect of grammar schools on social mobility. [1] [2] [3] [4] [5]</p><p>In order to promote greater social mobility, the Memorandum of Understanding (MOU) between the Department for Education and the Grammar School Heads Association sets out the commitment of its members to increase the number of disadvantaged pupils on roll. Many prioritise pupil premium children for admission. Those gaining places in a grammar school will benefit from the high quality education they deliver.</p><p>Alongside the MOU, the 22 successful bids from the Selective Schools Expansion Fund all prioritise pupil premium children for admission, with some also committing to lowering the entrance test pass mark for such pupils and undertaking outreach work to increase the number of disadvantaged pupils on roll. They are in the early stages of delivering their five-year plans.</p><p> </p><p>[1] Andrews et al., 2016, EPI, “Grammar schools and social mobility”</p><p>[2] Atkinson et al., 2006, &quot;The result of 11+ Selection: An Investigation into Opportunities and Outcomes for Pupils in Selective LEAs&quot;</p><p>[3] Gorard and Siddiqui, 2016, &quot;Grammar schools in England: a new approach to analysing their intakes and outcomes&quot;</p><p>[4] Burgess et al., 2018, &quot;Assessing the role of grammar schools in promoting social mobility&quot;</p><p>[5] Cribb et al., 2013, &quot;Entry into Grammar Schools in England&quot;</p> answering member constituency Worcester answering member printed Mr Robin Walker question first answered 05/04/2022 16:27:09 answering member 4091 label Biography information for Mr Robin Walker
	tabling member	1198 label Biography information for Sir David Evennett

1400789

	registered interest
	date	07/01/2022
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Schools: Ventilation
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, if he will publish data gathered from the 350,000 carbon dioxide monitors distributed to schools across England from September 2021.
	tabling member constituency	Twickenham
	tabling member printed	Munira Wilson
	uin	99399
	answer	answer is ministerial correction date of answer 12/01/2022 answer text <p><del class="ministerial">During the autumn term, the department provided CO₂ monitors to all state-funded education providers. This includes early years, schools, and further education providers, backed by £25 million in government funding. Further information on this can be found here <a href="https://www.gov.uk/government/news/all-schools-to-receive-carbon-dioxide-monitors" target="_blank">https://www.gov.uk/government/news/all-schools-to-receive-carbon-dioxide-monitors</a>.</del></p><p><del class="ministerial">The department has now delivered on our public commitment with over 353,000 monitors delivered. The programme provided schools and other settings with sufficient monitors to take representative readings from across their estate. Feedback suggests that schools are finding the monitors helpful to manage ventilation and, in most education providers, existing ventilation measures are sufficient.</del></p><p><del class="ministerial">CO₂ monitors are an additional measure which the department have rolled out to education providers to be used as a guide for where ventilation can be improved. This is not intended to create an additional burden on staff but is an extra tool to support education providers to improve ventilation. It is up to school leaders to decide how to best use them in their specific setting.</del></p><p><del class="ministerial">On 2 January 2022, the department announced that 7000 air cleaning units are now being made available for mainstream state-funded providers, in addition to the 1000 units made available for special educational needs and disabilities (SEND) and alternative provision (AP) settings that we announced in November. Settings can apply for funded units via an online form. Applications are open until 9am on 17 January.</del></p><p><del class="ministerial">Before applying for a funded air cleaning unit, the following criteria must be met by mainstream education providers, as set out in the ‘How to apply for a Department for Education-funded air cleaning unit' guidance, which is available on the ventilation document sharing platform:</del></p><ul><li><del class="ministerial">Sustained high CO₂ readings: there have been sustained high CO₂ readings (1500ppm or higher) for at least 1 week while the room is occupied, despite taking all measures possible to introduce ventilation.</del></li><li><del class="ministerial">Lengthy remedial works required in order to address poor ventilation, that cannot be completed before the end of February 2022.</del></li><li><del class="ministerial">Suitable space: air cleaning units will be allocated for teaching spaces only.</del></li></ul><p><del class="ministerial">There are different criteria for SEND and AP settings due the higher-than-average number of vulnerable pupils attending those settings. For these education providers, air cleaning units will also be allocated to poorly ventilated staff rooms. The department will prioritise spaces with the poorest ventilation to receive units based on criteria such as CO₂ readings and occupation density.</del></p><p><del class="ministerial">The department has also launched an online marketplace which provides settings with a route to purchasing air cleaning units at a suitable specification and competitive price. Further information is available here: <a href="https://s107t01-webapp-v2-01.azurewebsites.net/list/air-cleaning" target="_blank">https://s107t01-webapp-v2-01.azurewebsites.net/list/air-cleaning</a>. In the future, the department may review this list and as more products which meet our specification become available, these will be added. All purchases through the marketplace are managed by the supplier, rather than by the department.</del></p><p><ins class="ministerial">The CO2 monitors funded by the department do not automatically report readings, they are read manually by school staff. CO2 monitors are an additional measure which we are rolling out to education providers to be used as a guide for where ventilation can be improved. This is not intended to create an additional burden on staff but is an extra tool to support providers to improve ventilation. It is up to school leaders to decide how to best use them in their specific school, college or nursery.</ins></p> answering member constituency Worcester answering member printed Mr Robin Walker question first answered 12/01/2022 17:00:52 question first ministerially corrected 25/01/2022 12:13:06 answering member 4091 label Biography information for Mr Robin Walker previous answer version 42765 answering member constituency Worcester answering member printed Mr Robin Walker answering member 4091 label Biography information for Mr Robin Walker
	tabling member	4776 label Biography information for Munira Wilson

1415920

	registered interest
	date	24/01/2022
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Literacy: Teaching Methods
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, what estimate his Department has made of the cost to the public purse of schools moving to validated systematic synthetic phonics (SSP) programmes.
	tabling member constituency	Twickenham
	tabling member printed	Munira Wilson
	uin	110601
	answer	answer is ministerial correction date of answer 28/01/2022 answer text <p>A comprehensive review of robust studies by the Education Endowment Foundation found that systematic phonics is the most effective approach for teaching pupils to decode, including older pupils struggling with decoding, when embedded in a rich literacy environment. That is why the government has made systematic phonics teaching part of the national curriculum, embedded it as a component of teacher training, introduced the phonics screening check and made reading a core part of Ofsted primary inspections.</p><p>The department and Ofsted do not mandate that schools use a validated programme to teach systematic synthetic phonics (SSP). What is important is that schools take an approach that is rigorous, systematic, used with fidelity (any resources used should exactly match the Grapheme Phoneme Correspondence progression of their chosen SSP approach), and achieves strong results for all pupils, including the most disadvantaged. To support the high-quality teaching of phonics, the department recommends using a programme from the validated list of SSP programmes, but this is not mandatory. If schools are receiving support through the English Hubs programme to improve their phonics teaching, they must follow a programme from the validated list.</p><p>Validation indicates that an SSP programme has been self-assessed by its publisher and assessed by a panel of experts, and that both consider it to meet all of the most recent Department for Education criteria for an effective SSP programme, which can be found here: <a href="https://www.gov.uk/government/publications/phonics-teaching-materials-core-criteria-and-self-assessment/validation-of-systematic-synthetic-phonics-programmes-supporting-documentation#essential-core-criteria" target="_blank">https://www.gov.uk/government/publications/phonics-teaching-materials-core-criteria-and-self-assessment/validation-of-systematic-synthetic-phonics-programmes-supporting-documentation#essential-core-criteria</a>. The department sought views on the validation criteria from SSP experts before publishing a final version.</p><p>The department’s list of validated programmes has been updated on gov.uk and there will be further updates following future validation panels. The updated list includes a number of options, including school-to-school support programmes and not for profit options. We recommend schools contact individual programme providers for more information on programme prices.</p><p>Schools have the flexibility to decide how to prioritise their spending to invest in a range of resources and activities that will best support their staff and pupils. Schools can choose to use their core funding to buy an SSP programme.</p><p>The department has made a further £5 million funding available to schools to purchase validated SSP programmes. Eligible schools must have a minimum of 22% of their pupils eligible for the pupil premium or service pupil premium and will be situated in a local authority area listed here: <a href="https://www.gov.uk/government/publications/choosing-a-phonics-teaching-programme/list-of-phonics-teaching-programmes" target="_blank">https://www.gov.uk/government/publications/choosing-a-phonics-teaching-programme/list-of-phonics-teaching-programmes</a>.</p><p>In addition, the department has funded various initiatives to improve the teaching of phonics in schools. Between 2011 and 2013, we provided £23.7 million of matched funding for resources and training for 14,000 schools. In 2018, we launched a £26.3 million English Hubs programme dedicated to improving the teaching of reading, with a focus on supporting children making the slowest progress in reading, many of whom come from disadvantaged backgrounds. We have since invested a further £17 million in this school-to-school improvement programme, which focuses on SSP, early language, and reading for pleasure. Since its launch, the English Hubs programme has provided appropriate and targeted support to several thousands of schools across England.</p> answering member constituency Worcester answering member printed Mr Robin Walker grouped question UIN 110602 question first answered 28/01/2022 14:14:18 answering member 4091 label Biography information for Mr Robin Walker
	tabling member	4776 label Biography information for Munira Wilson

1415921

	registered interest
	date	24/01/2022
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Literacy: Teaching Methods
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, what criteria his Department used to decide which systematic synthetic phonics (SSP) programmes to validate.
	tabling member constituency	Twickenham
	tabling member printed	Munira Wilson
	uin	110602
	answer	answer is ministerial correction date of answer 28/01/2022 answer text <p>A comprehensive review of robust studies by the Education Endowment Foundation found that systematic phonics is the most effective approach for teaching pupils to decode, including older pupils struggling with decoding, when embedded in a rich literacy environment. That is why the government has made systematic phonics teaching part of the national curriculum, embedded it as a component of teacher training, introduced the phonics screening check and made reading a core part of Ofsted primary inspections.</p><p>The department and Ofsted do not mandate that schools use a validated programme to teach systematic synthetic phonics (SSP). What is important is that schools take an approach that is rigorous, systematic, used with fidelity (any resources used should exactly match the Grapheme Phoneme Correspondence progression of their chosen SSP approach), and achieves strong results for all pupils, including the most disadvantaged. To support the high-quality teaching of phonics, the department recommends using a programme from the validated list of SSP programmes, but this is not mandatory. If schools are receiving support through the English Hubs programme to improve their phonics teaching, they must follow a programme from the validated list.</p><p>Validation indicates that an SSP programme has been self-assessed by its publisher and assessed by a panel of experts, and that both consider it to meet all of the most recent Department for Education criteria for an effective SSP programme, which can be found here: <a href="https://www.gov.uk/government/publications/phonics-teaching-materials-core-criteria-and-self-assessment/validation-of-systematic-synthetic-phonics-programmes-supporting-documentation#essential-core-criteria" target="_blank">https://www.gov.uk/government/publications/phonics-teaching-materials-core-criteria-and-self-assessment/validation-of-systematic-synthetic-phonics-programmes-supporting-documentation#essential-core-criteria</a>. The department sought views on the validation criteria from SSP experts before publishing a final version.</p><p>The department’s list of validated programmes has been updated on gov.uk and there will be further updates following future validation panels. The updated list includes a number of options, including school-to-school support programmes and not for profit options. We recommend schools contact individual programme providers for more information on programme prices.</p><p>Schools have the flexibility to decide how to prioritise their spending to invest in a range of resources and activities that will best support their staff and pupils. Schools can choose to use their core funding to buy an SSP programme.</p><p>The department has made a further £5 million funding available to schools to purchase validated SSP programmes. Eligible schools must have a minimum of 22% of their pupils eligible for the pupil premium or service pupil premium and will be situated in a local authority area listed here: <a href="https://www.gov.uk/government/publications/choosing-a-phonics-teaching-programme/list-of-phonics-teaching-programmes" target="_blank">https://www.gov.uk/government/publications/choosing-a-phonics-teaching-programme/list-of-phonics-teaching-programmes</a>.</p><p>In addition, the department has funded various initiatives to improve the teaching of phonics in schools. Between 2011 and 2013, we provided £23.7 million of matched funding for resources and training for 14,000 schools. In 2018, we launched a £26.3 million English Hubs programme dedicated to improving the teaching of reading, with a focus on supporting children making the slowest progress in reading, many of whom come from disadvantaged backgrounds. We have since invested a further £17 million in this school-to-school improvement programme, which focuses on SSP, early language, and reading for pleasure. Since its launch, the English Hubs programme has provided appropriate and targeted support to several thousands of schools across England.</p> answering member constituency Worcester answering member printed Mr Robin Walker grouped question UIN 110601 question first answered 28/01/2022 14:14:18 answering member 4091 label Biography information for Mr Robin Walker
	tabling member	4776 label Biography information for Munira Wilson

1464661

	registered interest
	date	20/05/2022
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Schools: Platinum Jubilee 2022
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, with reference to the book being sent to schools about Her Majesty the Queen on the occasion of her Platinum Jubilee, if he will place a copy in the Library; and whether he made arrangements to send a copy to each of the legal deposit libraries in the UK.
	tabling member constituency	Portsmouth South
	tabling member printed	Stephen Morgan
	uin	5679
	answer	answer is ministerial correction date of answer 27/05/2022 answer text <p>A copy of the commemorative book, ‘Queen Elizabeth: A Platinum Jubilee Celebration’, will be placed in the libraries of both Houses. I can also confirm that the publisher, DK Books, will deposit a copy with each of the legal deposit libraries in the UK.</p><p> </p><p> </p> answering member constituency Worcester answering member printed Mr Robin Walker question first answered 27/05/2022 10:50:14 answering member 4091 label Biography information for Mr Robin Walker
	tabling member	4653 label Biography information for Stephen Morgan

1470647

	registered interest
	date	15/06/2022
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Pupils: Broadband and Computers
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, what recent estimate he has made of the number of children in (a) Feltham and Heston constituency, (b) Hounslow, (c) London and (d) England without access (i) to broadband at home and (ii) to a computer at home to support their learning.
	tabling member constituency	Feltham and Heston
	tabling member printed	Seema Malhotra
	uin	18912
	answer	answer is ministerial correction date of answer 20/06/2022 answer text <p>A survey by Ofcom showed that during 2021, 94% of children (aged 0 to 17) in England had internet access and used it in the home, and figures for the UK show that almost half (47%) of children aged 3 to 17 used a laptop or netbook to go online, and 17% used a desktop. Use of more personal and portable devices was more common, with more than four in ten children (43%) saying they only used any device other than a laptop, netbook, or desktop to go online. The survey is available here: <a href="https://www.ofcom.org.uk/__data/assets/pdf_file/0024/234609/childrens-media-use-and-attitudes-report-2022.pdf" target="_blank">https://www.ofcom.org.uk/__data/assets/pdf_file/0024/234609/childrens-media-use-and-attitudes-report-2022.pdf</a>.</p><p>The department has data on the number of devices distributed to local authorities. However, we only know where devices were shipped. The devices distributed through the department are owned by schools, trusts, local authorities or further education (FE) providers who can lend these devices to children and young people who need them the most. The department does not have visibility of how devices move or how ownership was transferred after receipt.</p><p>10,272 devices were distributed to Hounslow local authority as part of the get help with technology scheme, including 9,685 laptops or tablets and 587 4G routers.</p><p>For all London constituencies, the total number of devices distributed was 354,493, including 334,075 laptops or tablets and 20,418 4G routers.</p><p>The department does not have data for the number of devices distributed to Feltham and Heston constituency.</p><p>The department has delivered over 1.95 million laptops and tablets to schools, trusts, local authorities and further education providers for disadvantaged children and young people as part of a £520 million government investment to support access to remote education and online social care services.</p><p>The department also provided support for over 130,000 families to get online through uplifts in mobile data and 4G wireless routers. This included partnering with the UK’s leading mobile operators to provide free data to help over 33,000 disadvantaged children get online and delivering over 100,000 4G wireless routers for pupils without connection at home. The government also provided funding to support schools and FE providers in providing internet access for disadvantaged pupils whose face-to-face education is disrupted due to COVID-19.</p><p>The get help with technology service is transitioning to provide further support to schools and colleges on meeting technology standards, including in relation to connectivity and devices. This is focused now on levelling up technology in schools and other education providers rather than in homes, but the support and funding already provided should give schools the flexibility to provide remote education support and can continue to be used in the longer term.</p> answering member constituency Worcester answering member printed Mr Robin Walker grouped question UIN 18913 question first answered 20/06/2022 16:38:27 answering member 4091 label Biography information for Mr Robin Walker
	tabling member	4253 label Biography information for Seema Malhotra

1470648

	registered interest
	date	15/06/2022
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Pupils: Broadband and Computers
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, whether his Department is taking steps to help schools give pupils from families with low incomes access to (a) broadband and (b) computers at home to support their learning.
	tabling member constituency	Feltham and Heston
	tabling member printed	Seema Malhotra
	uin	18913
	answer	answer is ministerial correction date of answer 20/06/2022 answer text <p>A survey by Ofcom showed that during 2021, 94% of children (aged 0 to 17) in England had internet access and used it in the home, and figures for the UK show that almost half (47%) of children aged 3 to 17 used a laptop or netbook to go online, and 17% used a desktop. Use of more personal and portable devices was more common, with more than four in ten children (43%) saying they only used any device other than a laptop, netbook, or desktop to go online. The survey is available here: <a href="https://www.ofcom.org.uk/__data/assets/pdf_file/0024/234609/childrens-media-use-and-attitudes-report-2022.pdf" target="_blank">https://www.ofcom.org.uk/__data/assets/pdf_file/0024/234609/childrens-media-use-and-attitudes-report-2022.pdf</a>.</p><p>The department has data on the number of devices distributed to local authorities. However, we only know where devices were shipped. The devices distributed through the department are owned by schools, trusts, local authorities or further education (FE) providers who can lend these devices to children and young people who need them the most. The department does not have visibility of how devices move or how ownership was transferred after receipt.</p><p>10,272 devices were distributed to Hounslow local authority as part of the get help with technology scheme, including 9,685 laptops or tablets and 587 4G routers.</p><p>For all London constituencies, the total number of devices distributed was 354,493, including 334,075 laptops or tablets and 20,418 4G routers.</p><p>The department does not have data for the number of devices distributed to Feltham and Heston constituency.</p><p>The department has delivered over 1.95 million laptops and tablets to schools, trusts, local authorities and further education providers for disadvantaged children and young people as part of a £520 million government investment to support access to remote education and online social care services.</p><p>The department also provided support for over 130,000 families to get online through uplifts in mobile data and 4G wireless routers. This included partnering with the UK’s leading mobile operators to provide free data to help over 33,000 disadvantaged children get online and delivering over 100,000 4G wireless routers for pupils without connection at home. The government also provided funding to support schools and FE providers in providing internet access for disadvantaged pupils whose face-to-face education is disrupted due to COVID-19.</p><p>The get help with technology service is transitioning to provide further support to schools and colleges on meeting technology standards, including in relation to connectivity and devices. This is focused now on levelling up technology in schools and other education providers rather than in homes, but the support and funding already provided should give schools the flexibility to provide remote education support and can continue to be used in the longer term.</p> answering member constituency Worcester answering member printed Mr Robin Walker grouped question UIN 18912 question first answered 20/06/2022 16:38:27 answering member 4091 label Biography information for Mr Robin Walker
	tabling member	4253 label Biography information for Seema Malhotra

1469903

	registered interest
	date	13/06/2022
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Academies: Curriculum
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, what assessment he has made of the current flexibility of academy schools in setting the criteria for the curriculum they teach.
	tabling member constituency	Birmingham, Selly Oak
	tabling member printed	Steve McCabe
	uin	16832
	answer	answer is ministerial correction date of answer 20/06/2022 answer text <p>Academies have the autonomy to set their own school curriculum. However, they are required to teach a broad and balanced school curriculum, including maths, English and science, that is comparable in breadth and ambition to the national curriculum as a piece of statutory guidance.</p><p>For academies, the national curriculum acts as a benchmark for a high-quality, knowledge-rich school curriculum. Many academy schools choose to deliver the full national curriculum, but this is not a requirement. With their freedom, multi-academy trusts have been at the forefront of curriculum innovation, and they have led the development of evidence-based, subject-level teacher development programmes, resources, and research.</p><p>Ministers have no intention of using regulatory reforms to interfere in the day-to-day management of academies, other than in cases of failure. Ministers have no intention to restrict the freedoms that enable academies to collaborate, innovate, and organise themselves to deliver the best outcomes for pupils.</p><p>All schools are held accountable for delivering a broad and balanced curriculum through their performance in tests and exams and Ofsted inspections. Ofsted aims to reduce curriculum narrowing through the implementation of the 2019 education inspection framework, available at: <a href="https://www.gov.uk/government/publications/education-inspection-framework" target="_blank">https://www.gov.uk/government/publications/education-inspection-framework</a>. This framework evaluates the intent, implementation, and impact of each school's curriculum.</p><p>Oak National Academy was created in April 2020 as a rapid response to the COVID-19 pandemic. Teachers and colleagues from leading education organisations came together to support schools’ efforts to keep children learning. This included several multi-academy trusts who contributed to the development of lessons and online resources and continue to work with Oak as curriculum partners.</p><p>Building on the success of Oak National Academy’s work in the pandemic, the department announced in the Schools White Paper that we will establish a new arms-length curriculum body. It will work with thousands of teachers to co-design, create and continually improve packages of optional, free, adaptable digital curriculum resources and video lessons. These optional resources will be available across the UK, helping teachers deliver a high-quality curriculum. This sector-led approach will draw on expertise and inputs from across the country, involving teachers, schools, trusts, subject associations, national centres of excellence and educational publishers.</p><p>The resources are to be optional, non-Ofsted endorsed and intended to exemplify high-quality curriculum design to improve system curriculum thinking and support teachers across the country with their lesson planning and teaching.</p> answering member constituency Worcester answering member printed Mr Robin Walker grouped question UIN 16833 question first answered 20/06/2022 16:58:56 answering member 4091 label Biography information for Mr Robin Walker
	tabling member	298 label Biography information for Steve McCabe

1469907

	registered interest
	date	13/06/2022
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Academies: Curriculum
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, if he will take steps to improve the ability of academy schools to (a) set the curriculum they teach and (b) amend the current national curriculum within their own institutions.
	tabling member constituency	Birmingham, Selly Oak
	tabling member printed	Steve McCabe
	uin	16833
	answer	answer is ministerial correction date of answer 20/06/2022 answer text <p>Academies have the autonomy to set their own school curriculum. However, they are required to teach a broad and balanced school curriculum, including maths, English and science, that is comparable in breadth and ambition to the national curriculum as a piece of statutory guidance.</p><p>For academies, the national curriculum acts as a benchmark for a high-quality, knowledge-rich school curriculum. Many academy schools choose to deliver the full national curriculum, but this is not a requirement. With their freedom, multi-academy trusts have been at the forefront of curriculum innovation, and they have led the development of evidence-based, subject-level teacher development programmes, resources, and research.</p><p>Ministers have no intention of using regulatory reforms to interfere in the day-to-day management of academies, other than in cases of failure. Ministers have no intention to restrict the freedoms that enable academies to collaborate, innovate, and organise themselves to deliver the best outcomes for pupils.</p><p>All schools are held accountable for delivering a broad and balanced curriculum through their performance in tests and exams and Ofsted inspections. Ofsted aims to reduce curriculum narrowing through the implementation of the 2019 education inspection framework, available at: <a href="https://www.gov.uk/government/publications/education-inspection-framework" target="_blank">https://www.gov.uk/government/publications/education-inspection-framework</a>. This framework evaluates the intent, implementation, and impact of each school's curriculum.</p><p>Oak National Academy was created in April 2020 as a rapid response to the COVID-19 pandemic. Teachers and colleagues from leading education organisations came together to support schools’ efforts to keep children learning. This included several multi-academy trusts who contributed to the development of lessons and online resources and continue to work with Oak as curriculum partners.</p><p>Building on the success of Oak National Academy’s work in the pandemic, the department announced in the Schools White Paper that we will establish a new arms-length curriculum body. It will work with thousands of teachers to co-design, create and continually improve packages of optional, free, adaptable digital curriculum resources and video lessons. These optional resources will be available across the UK, helping teachers deliver a high-quality curriculum. This sector-led approach will draw on expertise and inputs from across the country, involving teachers, schools, trusts, subject associations, national centres of excellence and educational publishers.</p><p>The resources are to be optional, non-Ofsted endorsed and intended to exemplify high-quality curriculum design to improve system curriculum thinking and support teachers across the country with their lesson planning and teaching.</p> answering member constituency Worcester answering member printed Mr Robin Walker grouped question UIN 16832 question first answered 20/06/2022 16:58:56 answering member 4091 label Biography information for Mr Robin Walker
	tabling member	298 label Biography information for Steve McCabe