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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

1387649

	registered interest
	date	14/12/2021
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Primary Education: Headteachers
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, how many items of guidance have been issued by his Department to headteachers of primary schools, excluding guidance that relates only to particular individual schools, individual local authorities, or individual multi-academy trusts, in each of the last 36 months.
	tabling member constituency	Houghton and Sunderland South
	tabling member printed	Bridget Phillipson
	uin	92896
	answer	answer is ministerial correction date of answer 05/01/2022 answer text <p>A database of publications by category can be found here: <a href="https://www.gov.uk/search/all?level_one_taxon=c58fdadd-7743-46d6-9629-90bb3ccc4ef0&amp;order=most-viewed" target="_blank">https://www.gov.uk/search/all?level_one_taxon=c58fdadd-7743-46d6-9629-90bb3ccc4ef0&amp;order=most-viewed</a>.</p><p>This database can be interrogated to identify specific guidance aimed at specific audiences, including education and training providers.</p><p>The database contains guidance that may have been updated on multiple occasions, for instance the guidance document ‘Actions for Schools during the coronavirus outbreak’ has been updated 42 times since it was first published in July 2020: <a href="https://www.gov.uk/government/publications/actions-for-schools-during-the-coronavirus-outbreak" target="_blank">https://www.gov.uk/government/publications/actions-for-schools-during-the-coronavirus-outbreak</a>.</p> answering member constituency Worcester answering member printed Mr Robin Walker grouped question UIN 92897 93876 question first answered 05/01/2022 14:42:46 answering member 4091 label Biography information for Mr Robin Walker
	tabling member	4046 label Biography information for Bridget Phillipson

1387650

	registered interest
	date	14/12/2021
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Secondary Education: Head Teachers
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, how many items of guidance have been issued by his Department to headteachers of secondary schools, excluding such guidance as relates only to particular individual schools, individual local authorities, or individual multi-academy trusts, in each of the last 36 months.
	tabling member constituency	Houghton and Sunderland South
	tabling member printed	Bridget Phillipson
	uin	92897
	answer	answer is ministerial correction date of answer 05/01/2022 answer text <p>A database of publications by category can be found here: <a href="https://www.gov.uk/search/all?level_one_taxon=c58fdadd-7743-46d6-9629-90bb3ccc4ef0&amp;order=most-viewed" target="_blank">https://www.gov.uk/search/all?level_one_taxon=c58fdadd-7743-46d6-9629-90bb3ccc4ef0&amp;order=most-viewed</a>.</p><p>This database can be interrogated to identify specific guidance aimed at specific audiences, including education and training providers.</p><p>The database contains guidance that may have been updated on multiple occasions, for instance the guidance document ‘Actions for Schools during the coronavirus outbreak’ has been updated 42 times since it was first published in July 2020: <a href="https://www.gov.uk/government/publications/actions-for-schools-during-the-coronavirus-outbreak" target="_blank">https://www.gov.uk/government/publications/actions-for-schools-during-the-coronavirus-outbreak</a>.</p> answering member constituency Worcester answering member printed Mr Robin Walker grouped question UIN 92896 93876 question first answered 05/01/2022 14:42:46 answering member 4091 label Biography information for Mr Robin Walker
	tabling member	4046 label Biography information for Bridget Phillipson

1472099

	registered interest
	date	21/06/2022
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Academies
	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 (a) value and (b) potential merits of the operating freedoms available to academy schools.
	tabling member constituency	Houghton and Sunderland South
	tabling member printed	Bridget Phillipson
	uin	22409
	answer	answer is ministerial correction date of answer 27/06/2022 answer text <p>Academy trust freedoms include the autonomy for academy trusts to make decisions on matters such as financial governance, the school year and day, curriculum, staffing, and pay. These enable academy trusts to collaborate, innovate, and run themselves efficiently to support teachers and schools where the challenge is greatest to deliver the best outcomes for their pupils.</p><p> </p><p>As set out in the Schools White Paper, the department knows the best multi-academy trusts transform outcomes for pupils, particularly the most disadvantaged, and deliver improvement in schools and areas where poor performance had become entrenched.</p><p> </p><p>There are no provisions in the Schools Bill that undermine academy freedoms. The Schools Bill makes provisions for the Academy Trust Standards, which will bring together existing requirements currently set out across funding agreements, legislation, and the Academy Trust Handbook into a single statutory framework. This will bring greater clarity, understanding and reassurance to the sector, and will ensure the same minimum standards apply consistently to all academies now and in the future.</p><p> </p><p>The department will consult with the sector on every iteration of the Academy Trust Standards regulations.</p> answering member constituency Worcester answering member printed Mr Robin Walker grouped question UIN 22410 question first answered 27/06/2022 10:45:56 answering member 4091 label Biography information for Mr Robin Walker
	tabling member	4046 label Biography information for Bridget Phillipson

1472100

	registered interest
	date	21/06/2022
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Academies
	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 potential impact of provisions in the Schools Bill on the operating freedoms available to academy schools.
	tabling member constituency	Houghton and Sunderland South
	tabling member printed	Bridget Phillipson
	uin	22410
	answer	answer is ministerial correction date of answer 27/06/2022 answer text <p>Academy trust freedoms include the autonomy for academy trusts to make decisions on matters such as financial governance, the school year and day, curriculum, staffing, and pay. These enable academy trusts to collaborate, innovate, and run themselves efficiently to support teachers and schools where the challenge is greatest to deliver the best outcomes for their pupils.</p><p> </p><p>As set out in the Schools White Paper, the department knows the best multi-academy trusts transform outcomes for pupils, particularly the most disadvantaged, and deliver improvement in schools and areas where poor performance had become entrenched.</p><p> </p><p>There are no provisions in the Schools Bill that undermine academy freedoms. The Schools Bill makes provisions for the Academy Trust Standards, which will bring together existing requirements currently set out across funding agreements, legislation, and the Academy Trust Handbook into a single statutory framework. This will bring greater clarity, understanding and reassurance to the sector, and will ensure the same minimum standards apply consistently to all academies now and in the future.</p><p> </p><p>The department will consult with the sector on every iteration of the Academy Trust Standards regulations.</p> answering member constituency Worcester answering member printed Mr Robin Walker grouped question UIN 22409 question first answered 27/06/2022 10:45:56 answering member 4091 label Biography information for Mr Robin Walker
	tabling member	4046 label Biography information for Bridget Phillipson

1415899

	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	Schools: Air Conditioning
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, for what reasons of ineligibility he has turned down applications from schools for air purification units; how many schools and other contexts in which children receive education have been refused one or more air purification units for which they applied; and if he will make a statement.
	tabling member constituency	Houghton and Sunderland South
	tabling member printed	Bridget Phillipson
	uin	110339
	answer	answer is ministerial correction date of answer 28/01/2022 answer text <p>Air cleaning units were allocated to providers based on need, using the eligibility criteria we have set out in our guidance here: <a href="https://drive.google.com/drive/folders/12cU_I5q0v1_my97yPMpb87RsSL5d5lpj" target="_blank">https://drive.google.com/drive/folders/12cU_I5q0v1_my97yPMpb87RsSL5d5lpj</a>.</p><p>As of 24 January, we received applications from 1,550 providers. Of these, 1,265 were successful and 285 settings will not receive air cleaning units as they did not meet the eligibility criteria set out in our guidance. For example, the room applied for may not have reported sustained CO2 readings above 1,500ppm, or may have been an unsuitable space, such as a hall, corridor or dining room.</p><p>Natural ventilation is best where that is achievable and the department has robust evidence that, in most cases, teaching spaces and classrooms benefit from sufficient natural ventilation. That evidence includes the responses to our recent survey of providers using the CO2 monitors that the department published on 24 January 2022, available here: <a href="https://www.gov.uk/government/publications/co2-monitor-survey-and-applications-for-air-cleaning-units" target="_blank">https://www.gov.uk/government/publications/co2-monitor-survey-and-applications-for-air-cleaning-units</a>. This survey showed that only 3% of providers reported sustained high CO2 readings (above 1,500ppm) that could not be remedied through quick fixes or remedial building works.</p> answering member constituency Worcester answering member printed Mr Robin Walker question first answered 28/01/2022 14:19:15 answering member 4091 label Biography information for Mr Robin Walker
	tabling member	4046 label Biography information for Bridget Phillipson

1456552

	registered interest
	date	31/03/2022
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Department for Education: Randstad
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, with reference to the Written Statement of 31 March 2022, HCWS755 on Education Update, on what date the decision was taken not to renew the contract held with Randstad beyond its initial contract term.
	tabling member constituency	Houghton and Sunderland South
	tabling member printed	Bridget Phillipson
	uin	151070
	answer	answer is ministerial correction date of answer 21/04/2022 answer text <p>As of 13 March 2022, the National Tutoring Programme has delivered just under 1.2 million tuition course starts. This has been driven by the successful introduction of school-led tutoring, which is proving popular among schools. The latest statistical release on 31 March 2022 showed that 76% of tutoring in the 2021/22 academic year is being delivered through this route.</p><p>The department has concluded that a new approach is required for next year. This is based on government learning from school-led tutoring and wider feedback from schools asking for more freedom and flexibility to deliver tutoring.</p><p>On 31 March 2022, the department announced that all tutoring funding for the 2022/23 academic year will go directly to schools. This will simplify the system and increase flexibility for schools to decide how best to provide tutoring for their children. The department announced the launch of procurement activity in mid-April to appoint one or more delivery partners for the 2022/23 academic year and the 2023/24 academic year. The delivery partner(s) will be responsible for quality assurance of tuition partners, recruiting and deploying Academic Mentors, and offering training.</p><p>Independent evaluations are being conducted by the National Foundation for Educational Research (NFER) for both year one and two of the programme’s Tuition partner and Academic Mentor routes. The department expects results from the year one evaluation to be published in Autumn 2022.This will include insights into how the programme has been implemented and the impact on pupil progress. Interim findings are being shared with the department so that ongoing evaluation can inform policy making. The year two evaluation of the Tuition partner and Academic Mentor routes focuses on pupil progress, school and teacher impacts, and reasons for non-participation.</p><p>In addition to the evaluation of the Tuition partner and Academic Mentor routes, school-led tutoring is being evaluated by the NFER. It is looking at the impact of school-led tutoring on pupil attainment outcomes. Its report will also look at how schools have chosen to spend the grant, how successfully training has supported tutoring, the perceived benefits of the school-led tutoring grant and how it could be improved in the future. The year two reports will be published in 2023. These will include an estimate of the number of tutors participating in school-led tutoring and the proportion of those with qualified teacher status.</p><p> </p><p> </p><p> </p> answering member constituency Worcester answering member printed Mr Robin Walker grouped question UIN 151078 151079 151080 question first answered 21/04/2022 12:54:24 answering member 4091 label Biography information for Mr Robin Walker
	tabling member	4046 label Biography information for Bridget Phillipson

1456578

	registered interest
	date	31/03/2022
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	National Tutoring Programme
	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 impact of the National Tutoring Programme on pupil attainment.
	tabling member constituency	Houghton and Sunderland South
	tabling member printed	Bridget Phillipson
	uin	151078
	answer	answer is ministerial correction date of answer 21/04/2022 answer text <p>As of 13 March 2022, the National Tutoring Programme has delivered just under 1.2 million tuition course starts. This has been driven by the successful introduction of school-led tutoring, which is proving popular among schools. The latest statistical release on 31 March 2022 showed that 76% of tutoring in the 2021/22 academic year is being delivered through this route.</p><p>The department has concluded that a new approach is required for next year. This is based on government learning from school-led tutoring and wider feedback from schools asking for more freedom and flexibility to deliver tutoring.</p><p>On 31 March 2022, the department announced that all tutoring funding for the 2022/23 academic year will go directly to schools. This will simplify the system and increase flexibility for schools to decide how best to provide tutoring for their children. The department announced the launch of procurement activity in mid-April to appoint one or more delivery partners for the 2022/23 academic year and the 2023/24 academic year. The delivery partner(s) will be responsible for quality assurance of tuition partners, recruiting and deploying Academic Mentors, and offering training.</p><p>Independent evaluations are being conducted by the National Foundation for Educational Research (NFER) for both year one and two of the programme’s Tuition partner and Academic Mentor routes. The department expects results from the year one evaluation to be published in Autumn 2022.This will include insights into how the programme has been implemented and the impact on pupil progress. Interim findings are being shared with the department so that ongoing evaluation can inform policy making. The year two evaluation of the Tuition partner and Academic Mentor routes focuses on pupil progress, school and teacher impacts, and reasons for non-participation.</p><p>In addition to the evaluation of the Tuition partner and Academic Mentor routes, school-led tutoring is being evaluated by the NFER. It is looking at the impact of school-led tutoring on pupil attainment outcomes. Its report will also look at how schools have chosen to spend the grant, how successfully training has supported tutoring, the perceived benefits of the school-led tutoring grant and how it could be improved in the future. The year two reports will be published in 2023. These will include an estimate of the number of tutors participating in school-led tutoring and the proportion of those with qualified teacher status.</p><p> </p><p> </p><p> </p> answering member constituency Worcester answering member printed Mr Robin Walker grouped question UIN 151070 151079 151080 question first answered 21/04/2022 12:54:24 answering member 4091 label Biography information for Mr Robin Walker
	tabling member	4046 label Biography information for Bridget Phillipson

1456583

	registered interest
	date	31/03/2022
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	National Tutoring Programme
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, what recent assessment he has made of the effectiveness of the National Tutoring Programme.
	tabling member constituency	Houghton and Sunderland South
	tabling member printed	Bridget Phillipson
	uin	151079
	answer	answer is ministerial correction date of answer 21/04/2022 answer text <p>As of 13 March 2022, the National Tutoring Programme has delivered just under 1.2 million tuition course starts. This has been driven by the successful introduction of school-led tutoring, which is proving popular among schools. The latest statistical release on 31 March 2022 showed that 76% of tutoring in the 2021/22 academic year is being delivered through this route.</p><p>The department has concluded that a new approach is required for next year. This is based on government learning from school-led tutoring and wider feedback from schools asking for more freedom and flexibility to deliver tutoring.</p><p>On 31 March 2022, the department announced that all tutoring funding for the 2022/23 academic year will go directly to schools. This will simplify the system and increase flexibility for schools to decide how best to provide tutoring for their children. The department announced the launch of procurement activity in mid-April to appoint one or more delivery partners for the 2022/23 academic year and the 2023/24 academic year. The delivery partner(s) will be responsible for quality assurance of tuition partners, recruiting and deploying Academic Mentors, and offering training.</p><p>Independent evaluations are being conducted by the National Foundation for Educational Research (NFER) for both year one and two of the programme’s Tuition partner and Academic Mentor routes. The department expects results from the year one evaluation to be published in Autumn 2022.This will include insights into how the programme has been implemented and the impact on pupil progress. Interim findings are being shared with the department so that ongoing evaluation can inform policy making. The year two evaluation of the Tuition partner and Academic Mentor routes focuses on pupil progress, school and teacher impacts, and reasons for non-participation.</p><p>In addition to the evaluation of the Tuition partner and Academic Mentor routes, school-led tutoring is being evaluated by the NFER. It is looking at the impact of school-led tutoring on pupil attainment outcomes. Its report will also look at how schools have chosen to spend the grant, how successfully training has supported tutoring, the perceived benefits of the school-led tutoring grant and how it could be improved in the future. The year two reports will be published in 2023. These will include an estimate of the number of tutors participating in school-led tutoring and the proportion of those with qualified teacher status.</p><p> </p><p> </p><p> </p> answering member constituency Worcester answering member printed Mr Robin Walker grouped question UIN 151070 151078 151080 question first answered 21/04/2022 12:54:24 answering member 4091 label Biography information for Mr Robin Walker
	tabling member	4046 label Biography information for Bridget Phillipson

1456586

	registered interest
	date	31/03/2022
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	National Tutoring Programme
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, what estimate he has made of the number of tutors employed through the funding provided to the National Tutoring Programme; and how many of those tutors are qualified teachers.
	tabling member constituency	Houghton and Sunderland South
	tabling member printed	Bridget Phillipson
	uin	151080
	answer	answer is ministerial correction date of answer 21/04/2022 answer text <p>As of 13 March 2022, the National Tutoring Programme has delivered just under 1.2 million tuition course starts. This has been driven by the successful introduction of school-led tutoring, which is proving popular among schools. The latest statistical release on 31 March 2022 showed that 76% of tutoring in the 2021/22 academic year is being delivered through this route.</p><p>The department has concluded that a new approach is required for next year. This is based on government learning from school-led tutoring and wider feedback from schools asking for more freedom and flexibility to deliver tutoring.</p><p>On 31 March 2022, the department announced that all tutoring funding for the 2022/23 academic year will go directly to schools. This will simplify the system and increase flexibility for schools to decide how best to provide tutoring for their children. The department announced the launch of procurement activity in mid-April to appoint one or more delivery partners for the 2022/23 academic year and the 2023/24 academic year. The delivery partner(s) will be responsible for quality assurance of tuition partners, recruiting and deploying Academic Mentors, and offering training.</p><p>Independent evaluations are being conducted by the National Foundation for Educational Research (NFER) for both year one and two of the programme’s Tuition partner and Academic Mentor routes. The department expects results from the year one evaluation to be published in Autumn 2022.This will include insights into how the programme has been implemented and the impact on pupil progress. Interim findings are being shared with the department so that ongoing evaluation can inform policy making. The year two evaluation of the Tuition partner and Academic Mentor routes focuses on pupil progress, school and teacher impacts, and reasons for non-participation.</p><p>In addition to the evaluation of the Tuition partner and Academic Mentor routes, school-led tutoring is being evaluated by the NFER. It is looking at the impact of school-led tutoring on pupil attainment outcomes. Its report will also look at how schools have chosen to spend the grant, how successfully training has supported tutoring, the perceived benefits of the school-led tutoring grant and how it could be improved in the future. The year two reports will be published in 2023. These will include an estimate of the number of tutors participating in school-led tutoring and the proportion of those with qualified teacher status.</p><p> </p><p> </p><p> </p> answering member constituency Worcester answering member printed Mr Robin Walker grouped question UIN 151070 151078 151079 question first answered 21/04/2022 12:54:24 answering member 4091 label Biography information for Mr Robin Walker
	tabling member	4046 label Biography information for Bridget Phillipson