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1130520

	registered interest
	date	06/06/2019
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Schools: Admissions
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, how many school-age children whose parents or guardians have requested a school place have been out of school for more than a term in the (a) UK and (b) London Borough of Lambeth in the (i) 2017-18 and (ii) 2018-19 academic years.
	tabling member constituency	Streatham
	tabling member printed	Chuka Umunna
	uin	261221
	answer	answer is ministerial correction date of answer 13/06/2019 answer text <p>​The information requested is not held centrally. The Department does not hold data on the number of in-year admission applications made and the length of time a child has been out of school prior to their parents or guardians submitting an application.</p><p>Parents can apply for a place at any school, at any time. When parents apply for a school place outside of the normal admissions round, this is classed as an in-year admission. This process is managed at a local level by either the local authority, where it coordinates the in-year admissions for schools in their area, or directly by the admission authority of the school.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 13/06/2019 16:51:13 answering member 111 label Biography information for Nick Gibb
	tabling member	4128 label Biography information for Chuka Umunna

1130529

	registered interest
	date	06/06/2019
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Literacy
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, what comparative assessment his Department’s has made of adult literacy levels in each of the last five years.
	tabling member constituency	Streatham
	tabling member printed	Chuka Umunna
	uin	261226
	answer	answer is ministerial correction date of answer 13/06/2019 answer text <p>The department has not conducted an assessment of adult literacy levels within the past 5 years.</p><p>We participate in the Organisation for Economic Co-operation and Development’s (OECD) Survey of Adult Skills to assess our performance in literacy, which was last conducted in England and 24 other countries in 2011-12. Findings from the survey can be found at: <a href="http://www.oecd.org/skills/" target="_blank">http://www.oecd.org/skills/</a>.</p><p>The next Survey of Adult Skills will take place in 2021/22, with results available in 2023.</p> answering member constituency Guildford answering member printed Anne Milton question first answered 13/06/2019 13:21:40 answering member 1523 label Biography information for Anne Milton
	tabling member	4128 label Biography information for Chuka Umunna

1130530

	registered interest
	date	06/06/2019
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Adult Education
	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 number of adult education providers in each of the last five years.
	tabling member constituency	Streatham
	tabling member printed	Chuka Umunna
	uin	261227
	answer	answer is ministerial correction date of answer 13/06/2019 answer text <p>The tables below show the number of providers that we allocated funds to in each of the funding years.</p><p> </p><p>Note that in 2014/15 and 2015/16, the Adult Skills budget was part of the Apprenticeship budget and allocated as such. The Adult Education Budget was created in 2016/17, separate from apprenticeships. For the years 2014/15 and 2015/16 therefore, the number of providers includes those with Adult Skills and Adult Apprenticeship allocations.</p><p> </p><p> </p><table><tbody><tr><td colspan="2"><p><strong>Adult Skills Budget and Adult Apprenticeship Allocations </strong></p></td></tr><tr><td><p><strong>Funding Year</strong></p></td><td><p><strong>Providers</strong></p></td></tr><tr><td><p>2014/15</p></td><td><p>923</p></td></tr><tr><td><p>2015/16</p></td><td><p>947</p></td></tr><tr><td><p> </p></td><td><p> </p></td></tr></tbody></table><p> </p><p> </p><table><tbody><tr><td colspan="2"><p><strong>Adult Education Budget Allocations</strong></p></td></tr><tr><td><p><strong>Funding Year</strong></p></td><td><p><strong>Providers</strong></p></td></tr><tr><td><p>2016/17</p></td><td><p>737</p></td></tr><tr><td><p>2017/18</p></td><td><p>831</p></td></tr><tr><td><p>2018/19</p></td><td><p>646</p></td></tr></tbody></table><p> </p> answering member constituency Guildford answering member printed Anne Milton question first answered 13/06/2019 13:36:25 answering member 1523 label Biography information for Anne Milton
	tabling member	4128 label Biography information for Chuka Umunna

1130521

	registered interest
	date	06/06/2019
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Primary Education: Finance
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, what recent estimate his Department has made of the proportion of primary school funding that has been donated by parents or guardians of pupils in (a) South London and (b) the London Borough of Lambeth.
	tabling member constituency	Streatham
	tabling member printed	Chuka Umunna
	uin	261222
	answer	answer is ministerial correction date of answer 14/06/2019 answer text <p>​The information requested is not held centrally, as the Department does not collect data about donations from parents. However, schools’ financial returns show that the proportion of income from all donations and voluntary funds in London Primary schools was 0.7% in 2017-18, which is the same as the national average. In Lambeth, this figure was 0.3% in 2017-18.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 14/06/2019 11:53:44 answering member 111 label Biography information for Nick Gibb
	tabling member	4128 label Biography information for Chuka Umunna

1130531

	registered interest
	date	06/06/2019
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Universities: Students
	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 number of adults over 25 years of age who have undertaken a non-university course in each of the last five years.
	tabling member constituency	Streatham
	tabling member printed	Chuka Umunna
	uin	261228
	answer	answer is ministerial correction date of answer 14/06/2019 answer text <p>The number of learners aged 25 and over participating on government-funded further education courses in each academic year are shown in the attached table. These figures include learners on government-funded further education courses that are delivered in higher education institutions.</p> answering member constituency Guildford answering member printed Anne Milton question first answered 14/06/2019 13:16:12 answering member 1523 label Biography information for Anne Milton attachment 1 file name 261228_table_showing_learners_aged_25_or_over_participating_in_government_funded_further_education_courses.doc title 261228_table
	tabling member	4128 label Biography information for Chuka Umunna

1183740

	registered interest
	date	09/03/2020
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Human Trafficking: Children in Care
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, what steps his Department is taking to support children in care who are victims of trafficking.
	tabling member constituency	Streatham
	tabling member printed	Bell Ribeiro-Addy
	uin	27059
	answer	answer is ministerial correction date of answer 16/03/2020 answer text <p>The government provides Independent Child Trafficking Guardians (ICTGs). They are an independent source of advice for trafficked children, working with multi-agency partners to advocate on behalf of the child so that they are protected from further harm and to promote the child’s recovery. Last year, ICTGs were successfully rolled out to one third of all local authorities in England and Wales and the Government remains committed to rolling ICTGs out nationally.</p><p>The ‘Care Planning, Placement and Case Review (England) Regulations 2010’ were amended in 2014 to require that local authorities’ duties to care for looked after children are fulfilled with particular regard to a child’s circumstances and needs as a trafficked child. The Regulations apply to all children, regardless of their immigration status, nationality or documentation.</p><p>The departments statutory guidance ‘Care of unaccompanied migrant children and child victims of modern slavery (2017)’ sets out detailed steps that local authorities should take to care for children who are victims of modern slavery, including trafficking. It emphasises that care placement decisions should take particular account of protecting the child from any continued risk from traffickers and processes should be in place to monitor policies and performance relating to child victims of modern slavery. Responsible managers should understand the risks and issues facing child victims of modern slavery and review best practice in planning for the care of these children.</p><p>The statutory guidance ‘Working together to safeguard children (2018)' actively promotes a child centred, multi-agency approach to safeguarding all children and specifically highlights the need to manage complex risks to children from exploitation by criminal gangs, including trafficking and modern slavery.</p> answering member constituency Chelmsford answering member printed Vicky Ford question first answered 16/03/2020 19:35:00 answering member 4674 label Biography information for Vicky Ford
	tabling member	4764 label Biography information for Bell Ribeiro-Addy

1203753

	registered interest
	date	15/06/2020
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Free School Meals: Streatham
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, what plans he has to support the families of pupils on free school meals in Streatham constituency during the school summer holidays in 2020.
	tabling member constituency	Streatham
	tabling member printed	Bell Ribeiro-Addy
	uin	59614
	answer	answer is ministerial correction date of answer 23/06/2020 answer text <p>I refer the hon. Members to the answer I have given today to Question 54195.</p> answering member constituency Chelmsford answering member printed Vicky Ford grouped question UIN 59612 question first answered 23/06/2020 15:01:44 answering member 4674 label Biography information for Vicky Ford
	tabling member	4764 label Biography information for Bell Ribeiro-Addy

1223946

	registered interest
	date	13/07/2020
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	English Language: Education
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, what assessment she has made of the potential merits of implementing recommendation 68 of the House of Lords Select Committee on Citizenship and Civic Participation’s 2018 report in relation to funding for ESOL teaching.
	tabling member constituency	Streatham
	tabling member printed	Bell Ribeiro-Addy
	uin	73103
	answer	answer is ministerial correction date of answer 21/07/2020 answer text <p>This government remains committed to the 2019 manifesto commitment to boost English language teaching to empower existing migrants and help promote integration into society.</p><p>In 2018/19, the Department for Education supported 120,500 adult learners to improve their levels of English through fully and part-funded English for speakers of other languages (ESOL) courses.</p><p>The Department for Education funds ESOL through the Adult Education Budget (AEB).</p><p>Approximately half the AEB is devolved to 6 Mayoral Combined Authorities (MCAs) and delegated to the Mayor of London acting through the Greater London Authority (GLA). The authorities are responsible for the provision of adult education, including ESOL, and allocation of the AEB in their local areas. The Education and Skills Funding Agency (ESFA) is responsible for the remaining AEB in non-devolved areas<strong>. </strong></p><p>In non-devolved areas colleges and adult learning providers have the freedom and flexibility to determine how they use their AEB allocation to meet the needs of their communities and this includes planning, with local partners, the ESOL courses that they will deliver locally.</p> answering member constituency Chichester answering member printed Gillian Keegan question first answered 21/07/2020 11:03:23 answering member 4680 label Biography information for Gillian Keegan
	tabling member	4764 label Biography information for Bell Ribeiro-Addy

1226717

	registered interest
	date	21/07/2020
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	English Language: Education
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, what plans his Department has to end the post code as a determining factor of access to English for Speakers of Other Languages provision.
	tabling member constituency	Streatham
	tabling member printed	Bell Ribeiro-Addy
	uin	77818
	answer	answer is ministerial correction date of answer 02/09/2020 answer text <p>In 2018/19, the department supported 120,500 adult learners to improve their levels of English through fully and part-funded English for speakers of other languages (ESOL) courses.</p><p>The department funds ESOL through the Adult Education Budget (AEB).</p><p>Approximately half of the AEB is devolved to 7 Mayoral Combined Authorities (MCAs) and delegated to the Mayor of London, acting where appropriate through the Greater London Authority (GLA). These devolved authorities are responsible for the provision of adult education, including ESOL, and allocation of the AEB in their local areas. The Education and Skills Funding Agency (ESFA) is responsible for the remaining AEB in non-devolved areas<strong>. </strong></p><p>In non-devolved areas, we do not ring-fence a particular amount of the ESFA AEB budget for ESOL. Colleges and adult training providers have the freedom and flexibility to determine how they use their AEB allocation to meet the needs of their communities. They are responsible for planning, with local partners, which ESOL courses can be delivered locally.</p><p>In devolved areas, providers have the opportunity to work with MCAs and the GLA to shape the ways in which they can contribute to meeting skills needs locally so that more people of all ages and backgrounds are given opportunities to develop the skills and experience they need, including ESOL provision.</p><p>We are committed to open dialogue with MCAs and the GLA on how best skills provision and reforms can be shaped to fit the needs of local areas.</p> answering member constituency Chichester answering member printed Gillian Keegan question first answered 02/09/2020 16:03:37 answering member 4680 label Biography information for Gillian Keegan
	tabling member	4764 label Biography information for Bell Ribeiro-Addy

1243398

	registered interest
	date	14/10/2020
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Pupils: Coronavirus
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, if he will make an assessment of the potential merits of suspending the School Attendance Order for parents who do not want their child to return to school during the covid-19 outbreak, particularly in cases where the child or a member of that child’s household is considered to be clinically extremely vulnerable.
	tabling member constituency	Streatham
	tabling member printed	Bell Ribeiro-Addy
	uin	103628
	answer	answer is ministerial correction date of answer 22/10/2020 answer text <p>Pupils in all year groups and from all types of school should now have returned to school full-time, as this is the best place for them to be for their education, development and wellbeing.</p><p>Parents have a duty to ensure that any of their children who are of compulsory school age receive a full-time education, either through regular attendance at school or through alternative arrangements, such as home schooling. A local authority will only serve a school attendance order if parents fail to satisfy the local authority that their child is receiving this.</p><p>Guidance on protecting people who are clinically extremely vulnerable is clear that all pupils should continue to attend school at all local COVID alert levels, unless they are one of the very small number of pupils under paediatric or other specialist care and have been advised by their GP or clinician not to attend school. The guidance is available here: <a href="https://www.gov.uk/government/publications/guidance-on-shielding-and-protecting-extremely-vulnerable-persons-from-covid-19/guidance-on-shielding-and-protecting-extremely-vulnerable-persons-from-covid-19" target="_blank">https://www.gov.uk/government/publications/guidance-on-shielding-and-protecting-extremely-vulnerable-persons-from-covid-19/guidance-on-shielding-and-protecting-extremely-vulnerable-persons-from-covid-19</a>.</p><p>Schools have their own measures in place to limit the risk of transmission. If parents of pupils with significant risk factors are concerned, we have recommended that schools discuss their concerns and provide reassurance of the measures they are putting in place to reduce the risk in school.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 22/10/2020 15:55:52 answering member 111 label Biography information for Nick Gibb
	tabling member	4764 label Biography information for Bell Ribeiro-Addy

1252215

	registered interest
	date	16/11/2020
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Music: Private Tutors
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, whether music lessons can take place in the teacher's home during the November 2020 covid-19 lockdown restrictions in England.
	tabling member constituency	Streatham
	tabling member printed	Bell Ribeiro-Addy
	uin	115817
	answer	answer is ministerial correction date of answer 24/11/2020 answer text <p>As outlined in the guidance for education and childcare settings on new national restrictions from 5 November 2020, out of school activities such as private tuition may continue to operate during the period of national restrictions. Guidance on this is available here: <a href="https://www.gov.uk/guidance/education-and-childcare-settings-new-national-restrictions-from-5-november-2020#ooss" target="_blank">https://www.gov.uk/guidance/education-and-childcare-settings-new-national-restrictions-from-5-november-2020#ooss</a>. Providers of these activities who are operating out of their own homes or private studios should ensure they are only being accessed for face to face provision by parents if their primary purpose is registered childcare. Other possible allowances are that they are providing other activities for children where it is reasonably necessary to enable parents to work or search for work, or to undertake training or education, or for the purposes of respite care. Out of school activities that are primarily used by home educating parents as part of their arrangements for their child to receive a suitable full time education (which could include, for example, private tutors) may also continue to operate for face to face provision for the duration of the national restrictions.</p><p>Where online lessons are not reasonably possible, providers are permitted to offer face to face provision in pupils’ homes, where it is necessary for them to continue to work.</p><p>Tutors that continue to operate face-to-face provision during this period should continue to undertake risk assessments and implement the system of controls set out in the following guidance: <a href="https://www.gov.uk/government/publications/protective-measures-for-holiday-or-after-school-clubs-and-other-out-of-school-settings-for-children-during-the-coronavirus-covid-19-outbreak/protective-measures-for-out-of-school-settings-during-the-coronavirus-covid-19-outbreak" target="_blank">https://www.gov.uk/government/publications/protective-measures-for-holiday-or-after-school-clubs-and-other-out-of-school-settings-for-children-during-the-coronavirus-covid-19-outbreak/protective-measures-for-out-of-school-settings-during-the-coronavirus-covid-19-outbreak</a>. Providers operating out of other people’s homes should also implement the guidance on working safely in such an environment: <a href="https://www.gov.uk/guidance/working-safely-during-coronavirus-covid-19/homes" target="_blank">https://www.gov.uk/guidance/working-safely-during-coronavirus-covid-19/homes</a>.</p><p>All other out of school activities, not being primarily used by parents for these purposes and that can offer remote education, should close for face to face provision for the duration of the national restrictions. This will minimise the amount of mixing between different groups of people and therefore reduce the risk of infection and transmission of the virus.</p><p> </p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 24/11/2020 16:39:03 answering member 111 label Biography information for Nick Gibb
	tabling member	4764 label Biography information for Bell Ribeiro-Addy

1253952

	registered interest
	date	19/11/2020
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Students: Coronavirus
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, what steps he is taking to prioritise the health and wellbeing of university students during the covid-19 outbreak.
	tabling member constituency	Streatham
	tabling member printed	Bell Ribeiro-Addy
	uin	118107
	answer	answer is ministerial correction date of answer 27/11/2020 answer text <p>Protecting the mental health and wellbeing of students continues to be a priority for this government and I have convened representatives from the higher education (HE) and health sectors to specifically address the current and pressing issues that university students are facing during the COVID-19 outbreak. In my recent letter to Vice Chancellors in October, I outlined that student welfare should remain a priority.</p><p>We expect HE providers to continue to support their students and identify and address the needs of their student body. Many HE providers have bolstered their existing mental health services and adapted delivery mechanisms, which includes reaching out to students who may be more vulnerable, to ensure that students are able to access the support that they need. Staff at universities and colleges have shown resourcefulness and there are many examples of good practice.</p><p>We have worked with the Office for Students (OfS) to provide Student Space, which has been funded by up to £3 million by the OfS. Student Space is a mental health and wellbeing platform that aims to bridge any gaps in support for students arising from this unprecedented situation and is designed to work alongside existing services. Ensuring students have access to quality mental health support is my top priority, which is why I asked the OfS to look at extending the platform. I am delighted they have been able to extend the platform to support students for the whole of the 2020/21 academic year because no student should be left behind at this challenging time. This resource provides dedicated one-to-one phone, text and web chat facilities as well as a collaborative online platform providing vital mental health and wellbeing resources.</p><p>The Department for Health and Social Care (DHSC) has overall policy responsibility for young people’s mental health. We continue to work closely with them to take significant steps to support the mental health and wellbeing support for students in higher education settings.</p><p>The DHSC is committed, through the NHS Long Term Plan, to investing at least £2.3 billion of extra funding a year into mental health services by 2023-24. This will see an additional 345,000 children and young people, and adults, able to access support through NHS-funded services.</p><p>Over £9 million has been provided by the government to leading mental health charities to help them expand and reach those most in need. Students struggling with their mental health can also access support via online resources from the mental health charity Mind, the NHS and Public Health England, and via the following website: <a href="https://www.nhs.uk/oneyou/every-mind-matters/" target="_blank">https://www.nhs.uk/oneyou/every-mind-matters/</a>.</p> answering member constituency Chippenham answering member printed Michelle Donelan question first answered 27/11/2020 09:31:38 answering member 4530 label Biography information for Michelle Donelan
	tabling member	4764 label Biography information for Bell Ribeiro-Addy

1273258

	registered interest
	date	30/12/2020
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Nurses: Training
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, if his Department will make an assessment of the potential merits of reimbursing the 2018-19 cohort of nursing students for their tuition fees.
	tabling member constituency	Streatham
	tabling member printed	Bell Ribeiro-Addy
	uin	133219
	answer	answer is ministerial correction date of answer 11/01/2021 answer text <p>This is a difficult and uncertain time for students, but we are working with the sector to make sure all reasonable efforts are being made to enable students to continue their studies. The government expects universities and other higher education providers to continue delivering a high-quality academic experience and help students to achieve qualifications that they and employers value.</p><p>The government is extremely grateful to all students who opted into a paid clinical placement in the NHS during the COVID-19 response. We have ensured that all these students were rewarded fairly for their hard work. Nursing, midwifery, and allied health students who opted into a paid clinical placement received a salary and automatic NHS pension entitlement at the appropriate band. Time spent on paid placements as part of the COVID-19 response also counted towards the requirement for students to complete a specified number of training hours in order to successfully complete their degrees. There are no plans for tuition fee refunds or a specific debt write-off scheme for student volunteers.</p><p>Whether or not an individual student is entitled to a refund of fees will depend on the specific contractual arrangements between the provider and student. Universities and other higher education providers are autonomous and responsible for setting their own fees. In deciding to keep charging full fees, providers will want to ensure that they can continue to deliver courses which are fit for purpose and help students progress their qualifications.</p><p>If students have concerns, there is a process in place. They should first raise their concerns with their university. If their concerns remain unresolved, students at providers in England or Wales can ask the Office of the Independent Adjudicator for Higher Education to consider their complaint.</p><p> </p> answering member constituency Chippenham answering member printed Michelle Donelan question first answered 11/01/2021 17:48:39 answering member 4530 label Biography information for Michelle Donelan
	tabling member	4764 label Biography information for Bell Ribeiro-Addy

1274255

	registered interest
	date	06/01/2021
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Pre-school Education: Coronavirus
	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 merits of closing (a) nurseries and (b) other early year providers for all except the children of key workers and vulnerable children during the January 2021 covid-19 lockdown.
	tabling member constituency	Streatham
	tabling member printed	Bell Ribeiro-Addy
	uin	134175
	answer	answer is ministerial correction date of answer 12/01/2021 answer text <p>My right hon. Friend the Prime Minister announced on 4 January 2021 that early years settings remain open for all children during the national lockdown. Details can be found here: <a href="https://www.gov.uk/guidance/national-lockdown-stay-at-home" target="_blank">https://www.gov.uk/guidance/national-lockdown-stay-at-home</a>.</p><p>Schools have been restricted because additional measures are needed to contain the spread of the virus. The wider significant restrictions in place as part of the national lockdown to contain the spread of the virus in the community enable us to continue prioritising keeping nurseries and childminders open, supporting parents and delivering the crucial care and education needed for our youngest children.</p><p>Early years settings remain low risk environments for children and staff. Current evidence suggests that pre-school children (0 to 5 years) are less susceptible to infection and are unlikely to be playing a driving role in transmission. There is no evidence the new strain of the virus causes more serious illness in either children or adults and there is no evidence that the new variant of coronavirus disproportionately affects young children.</p><p>PHE advice remains that the risk of transmission and infection is low if early years settings follow the system of controls, which reduce risks and create inherently safer environments.</p><p>Early years settings have been open to all children since 1 June 2020 and there is no evidence that the early years sector has contributed to a rise in virus cases within the community. Early modelling evidence from SAGE showed that early years provision had a smaller relative impact on transmission rate when modelled with both primary schools and secondary schools.</p><p>Early years childcare providers were one of the first sectors to have restrictions lifted last summer, in recognition of the key role they play in society. Childminders and nursery staff across the country have worked hard to keep settings open through the COVID-19 outbreak so that young children can be educated, and parents can work. The earliest years are the most crucial point of child development and attending early education lays the foundation for lifelong learning and supports children’s social and emotional development. We continue to prioritise keeping early years settings open in full because of the clear benefits to children’s education and wellbeing and to support working parents. Caring for the youngest age group is not something that can be done remotely.</p><p>These plans are being kept under review in the light of emerging scientific evidence. We are working with the scientific community to understand the properties and dynamics of the new variant VUI-202012/01 in relation to children and young people.</p><p>The department has been working closely with local authorities to assess the impact of the COVID-19 outbreak, setting up dedicated regional teams that are in frequent contact. Bringing together expertise from across the department, these teams monitor the challenges local authorities are facing. Our London regional team is in close contact with Havering and will be assessing the situation for early years settings in the authority.</p> answering member constituency Chelmsford answering member printed Vicky Ford grouped question UIN 133730 133848 133989 134067 134225 question first answered 12/01/2021 17:12:39 answering member 4674 label Biography information for Vicky Ford
	tabling member	4764 label Biography information for Bell Ribeiro-Addy

1275212

	registered interest
	date	11/01/2021
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Vocational Education: Assessments
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, what additional provisions he will make for BTEC students who are still required to take their exams, in order for them to be assessed and graded fairly while their learning has been disrupted due to the covid-19 outbreak.
	tabling member constituency	Streatham
	tabling member printed	Bell Ribeiro-Addy
	uin	136056
	answer	answer is ministerial correction date of answer 19/01/2021 answer text <p>The Extended Extraordinary Regulatory Framework published by Ofqual sets out how vocational and technical qualifications, including Pearson BTECs, can be adapted to mitigate disruption from COVID-19 to the teaching, learning and assessment of these qualifications.</p><p>The department allowed the January 2021 assessment window to proceed where schools and colleges judge it right to do so. Some students need to complete a practical assessment to obtain a licence to practice and enter the workplace and it is right that they should have the opportunity to do so, so that they are not prevented from progressing onto the next stage of their lives. To support providers, we have published guidance on conducting exams in a COVID-secure way and advice on how to restrict attendance during the national lockdown.</p><p>On 13 January 2021, my right hon. Friend, the Secretary of State for Education, wrote to Ofqual setting out that, where possible, practical assessments that are required to demonstrate occupational regulation or competence should proceed as planned, where they can be conducted in line with Public Health England safety measures. The letter also sets out that it is no longer viable for the written exams and assessments scheduled this academic year in February and March to go ahead, and the expectation that alternative arrangements would also be needed for exams between April and August 2021. Views on alternative arrangements will be sought through a consultation we are taking forward with Ofqual.</p> answering member constituency Chichester answering member printed Gillian Keegan question first answered 19/01/2021 17:17:51 answering member 4680 label Biography information for Gillian Keegan
	tabling member	4764 label Biography information for Bell Ribeiro-Addy

1280167

	registered interest
	date	25/01/2021
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Children's Social Care Independent Review
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, further to his Answer of 27 November 2020 to Question 118056, on Children in Care: Ethnic Groups, what plans his Department has to tackle racial disparity as part of the upcoming Children's Social Care Review.
	tabling member constituency	Streatham
	tabling member printed	Bell Ribeiro-Addy
	uin	143121
	answer	answer is ministerial correction date of answer 28/01/2021 answer text <p>The independent review of children’s social care launched on 15 January, and the review’s terms of reference are available here: <a href="https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/952624/terms_of_reference_independent_childrens_social_care_review.pdf" target="_blank">https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/952624/terms_of_reference_independent_childrens_social_care_review.pdf</a>.</p><p>As the review is independent, it will be up to the reviewer to consider the evidence and decide the direction and recommendations of the review.</p><p> </p><p> </p> answering member constituency Chelmsford answering member printed Vicky Ford question first answered 28/01/2021 11:05:51 answering member 4674 label Biography information for Vicky Ford
	tabling member	4764 label Biography information for Bell Ribeiro-Addy

1280168

	registered interest
	date	25/01/2021
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Children: Social Services
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, what steps his Department is taking to improve cultural literacy among (a) social workers and (b) other members of children’s social services staff.
	tabling member constituency	Streatham
	tabling member printed	Bell Ribeiro-Addy
	uin	143122
	answer	answer is ministerial correction date of answer 28/01/2021 answer text <p>The importance of cultural literacy in social workers is ensured by the professional standards that social workers must meet (post-qualification standards, which set out expectations for children and family social workers, and the education and training standards that training providers must meet).</p><p>The Social Work England Professional Standards set out what a social worker in England must know, understand and be able to do. Professional standards, and the education and training standards which training providers must meet, ensure the importance of cultural literacy in social workers.</p><p>The department continues to champion the improvement of equality and diversity among social workers through supporting the Continuous Professional Development (CPD) of social workers. While individual local authorities will take decisions about CPD provision, the department funds leadership programmes such as the Practice Supervisor Development Programme and Practice Leader Development programme. These programmes cover equality and diversity issues, and provide tools and resources for leaders to develop both their own understanding and their social workers’ understanding of children and families’ perspectives and lived experiences.</p><p>In the wider children’s social services workforce, the Children’s Homes Regulations quality standards outline that the registered person in children’s homes, secure children’s homes and residential special schools provide personalised care, including taking into account ethnicity, culture and linguistic background.</p><p>Other staff in the children's social care workforce may be subject to other standards, depending on their areas of specialism.</p> answering member constituency Chelmsford answering member printed Vicky Ford question first answered 28/01/2021 11:13:25 answering member 4674 label Biography information for Vicky Ford
	tabling member	4764 label Biography information for Bell Ribeiro-Addy

1281248

	registered interest
	date	27/01/2021
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Supply Teachers: Coronavirus Job Retention Scheme
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, what plans he has to compensate education supply staff in England and Wales through the Flexible Furlough Scheme in line with supply staff in Scotland and Northern Ireland.
	tabling member constituency	Streatham
	tabling member printed	Bell Ribeiro-Addy
	uin	144849
	answer	answer is ministerial correction date of answer 05/02/2021 answer text <p>Education is a devolved matter, therefore the following information applies to schools in England.</p><p>Schools in England will continue to receive their budgets for the coming year as usual, regardless of any periods of partial or complete closure. Schools have autonomy over these budgets and their employment arrangements and decisions on staffing are made at the local level.</p><p>If supply staff employed via employment agencies are unable to work due to COVID-19, their employment agency can place them on furlough and use the Coronavirus Job Retention Scheme (CJRS) to claim for 80% of their wages, including during school holiday periods, provided that the eligibility criteria are met. Details about the CJRS and eligibility criteria can be found here: <a href="https://www.gov.uk/guidance/claim-for-wage-costs-through-the-coronavirus-job-retention-scheme" target="_blank">https://www.gov.uk/guidance/claim-for-wage-costs-through-the-coronavirus-job-retention-scheme</a> <a href="https://www.gov.uk/guidance/check-which-employees-you-can-put-on-furlough-to-use-the-coronavirus-job-retention-scheme" target="_blank">https://www.gov.uk/guidance/check-which-employees-you-can-put-on-furlough-to-use-the-coronavirus-job-retention-scheme</a>.</p><p>Employers can now flexibly furlough their employees for the hours the employee would usually have worked in that period, whilst also being able to work outside of the hours they are furloughed, details of which can be found here: <a href="https://www.gov.uk/guidance/claim-for-wage-costs-through-the-coronavirus-job-retention-scheme#flexible-furlough-agreements" target="_blank">https://www.gov.uk/guidance/claim-for-wage-costs-through-the-coronavirus-job-retention-scheme#flexible-furlough-agreements</a>. Employees can work for any amount of time, and any work pattern but they cannot do any work for their employer during hours that employers record them as being on furlough.</p><p>The decision to furlough an employee, fully or flexibly, is entirely at the employer's discretion as it is dependent on a range of factors that the employer is best placed to determine, for example, the amount of work available for employees.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 05/02/2021 14:51:52 answering member 111 label Biography information for Nick Gibb
	tabling member	4764 label Biography information for Bell Ribeiro-Addy

1283490

	registered interest
	date	03/02/2021
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Adoption: Ethnic Groups
	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 effect of the policy under the Adoption and Children Act 2002 that consideration to the child’s religious persuasion, racial origin and cultural and linguistic background is made when placing the child for adoption on the average time it takes to place black children for adoption.
	tabling member constituency	Streatham
	tabling member printed	Bell Ribeiro-Addy
	uin	148921
	answer	answer is ministerial correction date of answer 08/02/2021 answer text <p>In 2014 the government removed the requirement for adoption agencies to give “due consideration to a child’s religious persuasion, racial origin, and cultural and linguistic background” when matching a child and prospective adopters. This was to avoid any suggestion that the legislation placed a child's religious persuasion, racial origin and cultural and linguistic background above other factors which the agency should consider. As my right hon. Friend, the Secretary of State for Education, said in his speech of October 2020, “we want to make sure that far more people from all sorts of different backgrounds are willing to become adoptive parents, and to do that we must end this obsession with finding the perfect ethnic match for children”.</p><p>Adoption agencies must still have regard to any of the child's characteristics that the agency considers relevant. This could include a range of issues including health, disability, education, religious persuasion, racial origin, and cultural and linguistic background. This is about creating a children’s social care system that works for all children, giving them the best possible chance to succeed in life.</p><p>Latest published analysis shows that in 2014-15, Black and minority ethnic children were being placed for adoption 5 months earlier than in 2012-13. More recent Adoption and Special Guardianship Leadership Board (ASGLB) figures also show that waiting times fell by 35% for Black and minority ethnic children between 2014-15 and 2017-18. Since then, ASGLB data shows that waiting times for all children have increased which is due to a national shortage of adopters.</p><p>During the 2020-21 financial year, we gave the Regional Adoption Agency (RAA) Leaders Group £1 million to develop a sector led recruitment campaign. This campaign launched on 16 September 2020 and challenged preconceived conceptions about who can adopt and encouraged more people to come forward.</p><p>Part of the campaign had a specific focus on Black and minority ethnic communities through outreach work in 2 pilot areas, London and Birmingham. The RAA Leaders Group are also funding Home for Good to run a triage service to support prospective adopters from these pilot areas. This included a safe space to explore adoption and ask further questions, but also seek extra support during the process. Ensuring that the right adopters come forward for the children we have waiting for forever homes remains a priority for the government.</p> answering member constituency Chelmsford answering member printed Vicky Ford question first answered 08/02/2021 11:49:56 answering member 4674 label Biography information for Vicky Ford
	tabling member	4764 label Biography information for Bell Ribeiro-Addy

1282602

	registered interest
	date	01/02/2021
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Extended Services: Coronavirus
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, what steps he is taking to financially support the wraparound care sector during the covid-19 pandemic.
	tabling member constituency	Streatham
	tabling member printed	Bell Ribeiro-Addy
	uin	147060
	answer	answer is ministerial correction date of answer 09/02/2021 answer text <p>The department does not currently hold a central register of wraparound providers. Therefore, we are unable to make an accurate assessment of the financial viability of providers. However, we do understand and recognise that the wraparound childcare sector, like many sectors, is facing unprecedented financial pressures as a result of the COVID-19 outbreak.</p><p>It is for this reason that the government has made a range of financial packages of support available for businesses to access throughout the COVID-19 outbreak. This includes tax relief, business loans or cash grants through the Coronavirus Job Retention Scheme and the Self-Employed Income Support Scheme, as well as a £594 million discretionary fund for councils and the devolved administrations to support local businesses that may not be eligible for other support, during the current national lockdown.</p><p>We are also still encouraging all local authorities to consider using local grants that have been made available to them during the COVID-19 outbreak to support the wraparound childcare sector in their areas and to safeguard sufficient childcare provision for all families, but particularly those with vulnerable children and children of critical workers. This includes the expanded Holiday Activities and Food Programme, which comprises a £220 million fund to be delivered through grants to local authorities. This programme will give children eligible for free school meals the option to join a free holiday-time programme that provides healthy food and enriching activities during the summer, Christmas and Easter holidays in 2021.</p> answering member constituency Chelmsford answering member printed Vicky Ford grouped question UIN 147061 147065 question first answered 09/02/2021 11:24:10 answering member 4674 label Biography information for Vicky Ford
	tabling member	4764 label Biography information for Bell Ribeiro-Addy

1282603

	registered interest
	date	01/02/2021
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Extended Services: Coronavirus
	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 effect of the funding available to the wraparound care sector on the ability of businesses within that sector to remain financially viable during the covid-19 pandemic.
	tabling member constituency	Streatham
	tabling member printed	Bell Ribeiro-Addy
	uin	147061
	answer	answer is ministerial correction date of answer 09/02/2021 answer text <p>The department does not currently hold a central register of wraparound providers. Therefore, we are unable to make an accurate assessment of the financial viability of providers. However, we do understand and recognise that the wraparound childcare sector, like many sectors, is facing unprecedented financial pressures as a result of the COVID-19 outbreak.</p><p>It is for this reason that the government has made a range of financial packages of support available for businesses to access throughout the COVID-19 outbreak. This includes tax relief, business loans or cash grants through the Coronavirus Job Retention Scheme and the Self-Employed Income Support Scheme, as well as a £594 million discretionary fund for councils and the devolved administrations to support local businesses that may not be eligible for other support, during the current national lockdown.</p><p>We are also still encouraging all local authorities to consider using local grants that have been made available to them during the COVID-19 outbreak to support the wraparound childcare sector in their areas and to safeguard sufficient childcare provision for all families, but particularly those with vulnerable children and children of critical workers. This includes the expanded Holiday Activities and Food Programme, which comprises a £220 million fund to be delivered through grants to local authorities. This programme will give children eligible for free school meals the option to join a free holiday-time programme that provides healthy food and enriching activities during the summer, Christmas and Easter holidays in 2021.</p> answering member constituency Chelmsford answering member printed Vicky Ford grouped question UIN 147060 147065 question first answered 09/02/2021 11:24:10 answering member 4674 label Biography information for Vicky Ford
	tabling member	4764 label Biography information for Bell Ribeiro-Addy

1282604

	registered interest
	date	01/02/2021
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Extended Services: Coronavirus
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, if he will provide targeted funding to wraparound care providers to ensure they can continue to provide support to (a) key workers, (b) vulnerable children and (c) working families throughout the UK.
	tabling member constituency	Streatham
	tabling member printed	Bell Ribeiro-Addy
	uin	147062
	answer	answer is ministerial correction date of answer 09/02/2021 answer text <p>The department does not hold a central register of all wraparound provision and is therefore not able to give an assessment on the effects of children’s learning and development due to the closure of providers.</p><p>However, ensuring that parents and carers continue to have access to the childcare they need remains a priority for the government, particularly for parents of vulnerable children and those who are critical workers. That is why we have ensured that before and after-school clubs, holiday clubs, and other out-of-school settings have been able to stay open for children eligible to attend school on-site (i.e. for critical worker children, and vulnerable children and young people), for the duration of the national lockdown, in line with the protective measures guidance for the sector, which can be found here: <a href="https://www.gov.uk/government/publications/protective-measures-for-holiday-or-after-school-clubs-and-other-out-of-school-settings-for-children-during-the-coronavirus-covid-19-outbreak" target="_blank">https://www.gov.uk/government/publications/protective-measures-for-holiday-or-after-school-clubs-and-other-out-of-school-settings-for-children-during-the-coronavirus-covid-19-outbreak</a>.</p><p>We have also made clear that schools should be continuing to offer before and after-school provision for those pupils eligible to attend for on-site provision, where it is feasible for them to do so. We have provided guidance for schools to support them to resume this provision, available here: <a href="https://www.gov.uk/government/publications/actions-for-schools-during-the-coronavirus-outbreak#types-of-setting" target="_blank">https://www.gov.uk/government/publications/actions-for-schools-during-the-coronavirus-outbreak#types-of-setting</a>.</p><p>However, we recognise that the wraparound childcare sector, like many sectors, is facing unprecedented financial pressures, as a result of the COVID-19 outbreak. It is for this reason that the government has made a range of financial packages of support available for businesses to access throughout the current crisis. This includes tax relief, business loans or cash grants through the Coronavirus Job Retention Scheme, and the Self-Employed Support Scheme, as well as a £594 million discretionary fund for councils and the devolved administrations to support local businesses that may not be eligible for other support during the current national lockdown announced on 4 January 2020. Further information on these financial packages is available here: <a href="https://www.gov.uk/coronavirus/business-support" target="_blank">https://www.gov.uk/coronavirus/business-support</a>.</p><p>Given the value this sector offers to our children and young people, as well as to working parents, we have also encouraged all local authorities to consider using local grants, made available to them by the government, to bolster this part of the childcare sector in their areas and safeguard sufficient childcare provision. This includes making use of grants, such as the discretionary funding already mentioned, as well as funding provided as part of the holiday activities and food programme. The expanded programme, which comprises a £220 million fund to be delivered through grants to local authorities, will give children eligible for free school meals the option to join a free holiday-time programme that provides healthy food and enriching activities during the Easter, summer and Christmas holidays in 2021.</p><p>In addition, the department has engaged and met with representatives from the sector on a regular basis to discuss the impacts of COVID-19. We will continue to do so to help inform the government’s ongoing response to the outbreak, and how we may continue to best support the sector going forward.</p> answering member constituency Chelmsford answering member printed Vicky Ford grouped question UIN 147064 question first answered 09/02/2021 10:29:54 answering member 4674 label Biography information for Vicky Ford
	tabling member	4764 label Biography information for Bell Ribeiro-Addy

1282607

	registered interest
	date	01/02/2021
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Extended Services: Coronavirus
	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) adequacy of funding for the wraparound care sector and (b) effect of closures in that sector on the (a) learning and (b) development of children.
	tabling member constituency	Streatham
	tabling member printed	Bell Ribeiro-Addy
	uin	147064
	answer	answer is ministerial correction date of answer 09/02/2021 answer text <p>The department does not hold a central register of all wraparound provision and is therefore not able to give an assessment on the effects of children’s learning and development due to the closure of providers.</p><p>However, ensuring that parents and carers continue to have access to the childcare they need remains a priority for the government, particularly for parents of vulnerable children and those who are critical workers. That is why we have ensured that before and after-school clubs, holiday clubs, and other out-of-school settings have been able to stay open for children eligible to attend school on-site (i.e. for critical worker children, and vulnerable children and young people), for the duration of the national lockdown, in line with the protective measures guidance for the sector, which can be found here: <a href="https://www.gov.uk/government/publications/protective-measures-for-holiday-or-after-school-clubs-and-other-out-of-school-settings-for-children-during-the-coronavirus-covid-19-outbreak" target="_blank">https://www.gov.uk/government/publications/protective-measures-for-holiday-or-after-school-clubs-and-other-out-of-school-settings-for-children-during-the-coronavirus-covid-19-outbreak</a>.</p><p>We have also made clear that schools should be continuing to offer before and after-school provision for those pupils eligible to attend for on-site provision, where it is feasible for them to do so. We have provided guidance for schools to support them to resume this provision, available here: <a href="https://www.gov.uk/government/publications/actions-for-schools-during-the-coronavirus-outbreak#types-of-setting" target="_blank">https://www.gov.uk/government/publications/actions-for-schools-during-the-coronavirus-outbreak#types-of-setting</a>.</p><p>However, we recognise that the wraparound childcare sector, like many sectors, is facing unprecedented financial pressures, as a result of the COVID-19 outbreak. It is for this reason that the government has made a range of financial packages of support available for businesses to access throughout the current crisis. This includes tax relief, business loans or cash grants through the Coronavirus Job Retention Scheme, and the Self-Employed Support Scheme, as well as a £594 million discretionary fund for councils and the devolved administrations to support local businesses that may not be eligible for other support during the current national lockdown announced on 4 January 2020. Further information on these financial packages is available here: <a href="https://www.gov.uk/coronavirus/business-support" target="_blank">https://www.gov.uk/coronavirus/business-support</a>.</p><p>Given the value this sector offers to our children and young people, as well as to working parents, we have also encouraged all local authorities to consider using local grants, made available to them by the government, to bolster this part of the childcare sector in their areas and safeguard sufficient childcare provision. This includes making use of grants, such as the discretionary funding already mentioned, as well as funding provided as part of the holiday activities and food programme. The expanded programme, which comprises a £220 million fund to be delivered through grants to local authorities, will give children eligible for free school meals the option to join a free holiday-time programme that provides healthy food and enriching activities during the Easter, summer and Christmas holidays in 2021.</p><p>In addition, the department has engaged and met with representatives from the sector on a regular basis to discuss the impacts of COVID-19. We will continue to do so to help inform the government’s ongoing response to the outbreak, and how we may continue to best support the sector going forward.</p> answering member constituency Chelmsford answering member printed Vicky Ford grouped question UIN 147062 question first answered 09/02/2021 10:29:54 answering member 4674 label Biography information for Vicky Ford
	tabling member	4764 label Biography information for Bell Ribeiro-Addy

1282608

	registered interest
	date	01/02/2021
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Extended Services: Coronavirus
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, what steps he is taking to provide financial support to the wraparound care sector during the covid-19 outbreak.
	tabling member constituency	Streatham
	tabling member printed	Bell Ribeiro-Addy
	uin	147065
	answer	answer is ministerial correction date of answer 09/02/2021 answer text <p>The department does not currently hold a central register of wraparound providers. Therefore, we are unable to make an accurate assessment of the financial viability of providers. However, we do understand and recognise that the wraparound childcare sector, like many sectors, is facing unprecedented financial pressures as a result of the COVID-19 outbreak.</p><p>It is for this reason that the government has made a range of financial packages of support available for businesses to access throughout the COVID-19 outbreak. This includes tax relief, business loans or cash grants through the Coronavirus Job Retention Scheme and the Self-Employed Income Support Scheme, as well as a £594 million discretionary fund for councils and the devolved administrations to support local businesses that may not be eligible for other support, during the current national lockdown.</p><p>We are also still encouraging all local authorities to consider using local grants that have been made available to them during the COVID-19 outbreak to support the wraparound childcare sector in their areas and to safeguard sufficient childcare provision for all families, but particularly those with vulnerable children and children of critical workers. This includes the expanded Holiday Activities and Food Programme, which comprises a £220 million fund to be delivered through grants to local authorities. This programme will give children eligible for free school meals the option to join a free holiday-time programme that provides healthy food and enriching activities during the summer, Christmas and Easter holidays in 2021.</p> answering member constituency Chelmsford answering member printed Vicky Ford grouped question UIN 147060 147061 question first answered 09/02/2021 11:24:10 answering member 4674 label Biography information for Vicky Ford
	tabling member	4764 label Biography information for Bell Ribeiro-Addy

1282609

	registered interest
	date	01/02/2021
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Extended Services: Coronavirus
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, what steps he is taking to ensure the safety of vulnerable children unable to attend wraparound care due to the closure of businesses in the sector resulting from their ineligibility for Government financial support during the covid-19 outbreak.
	tabling member constituency	Streatham
	tabling member printed	Bell Ribeiro-Addy
	uin	147066
	answer	answer is ministerial correction date of answer 09/02/2021 answer text <p>During the period of national lockdown announced on 4 January 2021, primary, secondary, alternative provision, special schools, further education providers, and wraparound childcare providers and other out-of-school settings for children have been able to remain open to vulnerable children and young people.</p><p>We are committed to ensuring the safety and protection of vulnerable children and young people. Work is being co-ordinated across government to address the increased needs of vulnerable children and young people and their families. Throughout all restrictions to date, children's social care services and early help services have continued to support vulnerable children and young people and their families. We will continue to ensure this is the case during this period of national restrictions. There are a range of exemptions to national restrictions which allow key services to operate including childcare, contact between birth parents and children in care, therapy, or other forms of support, as well as other essential youth services, such as 1-to-1 youth work and support groups.</p><p>We also recognise the value the wraparound childcare sector offers to our children and young people, in terms of the enriching activities they provide and, in particular, the valuable support they provide to our critical worker parents, and vulnerable children. That is why we have encouraged all local authorities to consider how they could use local grants made available to them by government to help bolster this part of the childcare sector in their areas, to safeguard sufficient childcare provision for children of critical workers and vulnerable children.</p><p>This includes discretionary funding, such as the £594 million fund provided by government to local authorities to help them support local businesses affected by the new lockdown restrictions, as well as funding streams such as the holiday activities and food programme. The expanded programme, which comprises a £220 million fund to be delivered through grants to local authorities, will be expanded to reach all local authority areas over the Easter, summer, and Christmas holidays in 2021. This is further to the wider financial support packages that government has made available throughout the COVID-19 outbreak to support private businesses, which includes tax relief, business loans or cash grants through the Coronavirus Job Retention Scheme and the Self-Employed Support Scheme.</p><p> </p> answering member constituency Chelmsford answering member printed Vicky Ford question first answered 09/02/2021 11:06:31 answering member 4674 label Biography information for Vicky Ford
	tabling member	4764 label Biography information for Bell Ribeiro-Addy

1282613

	registered interest
	date	01/02/2021
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Children: Day Care
	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 role of the wraparound childcare sector in supporting children’s mental health during the covid-19 outbreak.
	tabling member constituency	Streatham
	tabling member printed	Bell Ribeiro-Addy
	uin	147070
	answer	answer is ministerial correction date of answer 09/02/2021 answer text <p>The government recognises the vital importance of supporting the mental health of children and young people, particularly throughout the COVID-19 outbreak. In September 2020, the Department for Health and Social Care (DHSC) launched its £8 million Wellbeing for Education Return programme. It has supported education staff to respond to the emotional and mental health pressures some children and young people may be feeling as a result of the COVID-19 outbreak. In addition, DHSC also launched a campaign in September through the Every Mind Matters website to raise awareness of the guidance and tools available to support children and young people’s mental wellbeing. Public Health England continues to update and promote the Every Mind Matters website. The government has also provided over £10 million of additional funding to mental health charities to support adults and children.</p><p>We also recognise the value the wraparound childcare sector offers in this regard, in terms of supporting children and young people’s general wellbeing and the positive effects it can have on their mental health through the enriching social opportunities they provide.</p><p>Given the valuable support this sector can provide, the government has therefore ensured that before and after-school clubs, holiday clubs and other out-of-school settings have been able to stay open for all children eligible to attend school on-site, and during the national lockdown for vulnerable children and young people, as well as the children of critical workers. We have also published protective measures guidance for the sector, to ensure they can offer this provision as safely as possible, which can be found at: <a href="https://www.gov.uk/government/publications/protective-measures-for-holiday-or-after-school-clubs-and-other-out-of-school-settings-for-children-during-the-coronavirus-covid-19-outbreak" target="_blank">https://www.gov.uk/government/publications/protective-measures-for-holiday-or-after-school-clubs-and-other-out-of-school-settings-for-children-during-the-coronavirus-covid-19-outbreak</a>.</p><p>We have also made clear that schools should be continuing to offer before and after-school provision for those pupils eligible to attend for on-site provision, where it is feasible for them to do so, given the importance of this provision for supporting parents to work, and providing enriching activities for children that improve their wellbeing and support their education. We have provided guidance for schools to support them to resume this provision. A copy of the guidance can be found at: <a href="https://www.gov.uk/government/publications/actions-for-schools-during-the-coronavirus-outbreak#types-of-setting" target="_blank">https://www.gov.uk/government/publications/actions-for-schools-during-the-coronavirus-outbreak#types-of-setting</a>.</p> answering member constituency Chelmsford answering member printed Vicky Ford question first answered 09/02/2021 16:58:56 answering member 4674 label Biography information for Vicky Ford
	tabling member	4764 label Biography information for Bell Ribeiro-Addy

1282616

	registered interest
	date	01/02/2021
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Children: Day Care
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, whether he has made an assessment of the effect on levels of inequality of the closure of businesses in the wraparound childcare sector due to their ineligibility for Government support.
	tabling member constituency	Streatham
	tabling member printed	Bell Ribeiro-Addy
	uin	147073
	answer	answer is ministerial correction date of answer 09/02/2021 answer text <p>In line with the requirements placed on the department by the public sector Equality Duty, we continue to examine the impacts on people with protected characteristics in regards to the government’s policy on restrictions or closures of businesses during the COVID-19 outbreak.</p><p>However, as outlined in the guidance on ‘Protective measures for holiday and after-school clubs, and other out-of-school settings during the coronavirus (COVID-19) outbreak’ wraparound childcare providers can currently remain open for face-to-face provision for all children eligible to attend school for on-site provision. This includes:</p><ul><li>children of critical workers, where it is reasonably necessary to enable their parents to work, search for work, attend education or training, or attend a medical appointment; and</li><li>vulnerable children and young people.</li></ul><p> </p><p> </p><p>Further information can be found here: <a href="https://www.gov.uk/government/publications/protective-measures-for-holiday-or-after-school-clubs-and-other-out-of-school-settings-for-children-during-the-coronavirus-covid-19-outbreak/protective-measures-for-out-of-school-settings-during-the-coronavirus-covid-19-outbreak#equality" target="_blank">https://www.gov.uk/government/publications/protective-measures-for-holiday-or-after-school-clubs-and-other-out-of-school-settings-for-children-during-the-coronavirus-covid-19-outbreak/protective-measures-for-out-of-school-settings-during-the-coronavirus-covid-19-outbreak#equality</a>.</p><p>The department does not hold a central register of all wraparound provision and so is not able to give an assessment of the number of business closures in the wraparound childcare sector and therefore the effect of this on levels of inequality.</p><p>We acknowledge that the wraparound childcare sector, like many sectors, is facing unprecedented financial pressures as a result of the COVID-19 outbreak. It is for this reason that the government has made a range of financial packages of support available for businesses to access throughout the current crisis. Further information can be found here: <a href="https://www.gov.uk/coronavirus/business-support" target="_blank">https://www.gov.uk/coronavirus/business-support</a>. Depending on their circumstances, businesses may be eligible for tax relief, business loans or cash grants through the Coronavirus Job Retention Scheme and the Self-Employed Income Support Scheme. A £594 million discretionary fund for councils and the devolved administrations to support local businesses that may not be eligible for other support, during the current national lockdown announced on 4 January 2020, has also been made available.</p><p>Given the important role these providers offer in terms of support for working parents, and enriching activities for children, we have also encouraged all local authorities to consider using local grants made available to them to bolster this part of the childcare sector in their areas. This includes the discretionary funding already mentioned, as well as the Holiday Activities and Food (HAF) programme. The expanded HAF programme, which comprises a £220 million fund to be delivered through grants to local authorities, will give children eligible for free school meals the option to join a free holiday-time programme that provides healthy food and enriching activities during the Easter, summer and Christmas holidays this year.</p> answering member constituency Chelmsford answering member printed Vicky Ford question first answered 09/02/2021 11:17:48 answering member 4674 label Biography information for Vicky Ford
	tabling member	4764 label Biography information for Bell Ribeiro-Addy

1282592

	registered interest
	date	01/02/2021
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Pre-school Education: Coronavirus Job Retention Scheme
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, what discussions he has had with the Chancellor of the Exchequer on the potential merits of enabling private nurseries and early year providers to furlough staff who need to self-isolate for the period of that isolation.
	tabling member constituency	Streatham
	tabling member printed	Bell Ribeiro-Addy
	uin	147059
	answer	answer is ministerial correction date of answer 10/02/2021 answer text <p>During the COVID-19 outbreak, we have provided unprecedented support to the early years sector, making grants and loans available and ensuring early years providers can access the Coronavirus Job Retention Scheme (CJRS) for their non-government funded income, and that childminders can access the Self-Employment Income Support Scheme.</p><p>If an employee is on sick leave or self-isolating as a result of COVID-19, they may be able to get help with Statutory Sick Pay, guidance for which is available here: <a href="https://www.gov.uk/statutory-sick-pay" target="_blank">https://www.gov.uk/statutory-sick-pay</a>. The CJRS is not intended for short-term absences from work due to sickness: <a href="https://www.gov.uk/guidance/check-if-you-could-be-covered-by-the-coronavirus-job-retention-scheme" target="_blank">https://www.gov.uk/guidance/check-if-you-could-be-covered-by-the-coronavirus-job-retention-scheme</a>. Short term illness or self-isolation should not be a consideration in deciding whether to furlough an employee. If, however, employers want to furlough employees for business reasons and they are currently off sick, they are eligible to do so, as with other employees. In these cases, the employee should no longer receive sick pay and would be classified as a furloughed employee.</p><p>We continue to work with the early years sector to understand how they can best be supported to ensure that sufficient safe, appropriate and affordable childcare is available to those who need it now, and for all families who need it in the longer term.</p><p> </p> answering member constituency Chelmsford answering member printed Vicky Ford question first answered 10/02/2021 17:11:55 answering member 4674 label Biography information for Vicky Ford
	tabling member	4764 label Biography information for Bell Ribeiro-Addy

1284723

	registered interest
	date	08/02/2021
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	PE and Sport Premium
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, what steps he is taking to ensure funding for the PE and sport premium from 2021 onwards.
	tabling member constituency	Streatham
	tabling member printed	Bell Ribeiro-Addy
	uin	150942
	answer	answer is ministerial correction date of answer 11/02/2021 answer text <p>Physical Education (PE) and school sport plays an important role in supporting children and young people to be physically active during the current COVID-19 restrictions. That is why the Department confirmed that the Primary PE and Sport premium would continue at £320 million for the 2020/21 academic year.</p><p>The Department is considering arrangements for the Primary PE and Sport Premium for the 2021/22 academic year and will confirm the position as soon as possible.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 11/02/2021 14:35:15 answering member 111 label Biography information for Nick Gibb
	tabling member	4764 label Biography information for Bell Ribeiro-Addy

1284086

	registered interest
	date	04/02/2021
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Remote Education: Greater London
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, how many (a) laptops, (b) devices and (c) tablets his Department has provided to schools under the Get help with technology during coronavirus scheme in (i) London, (ii) Lambeth and (iii) Streatham since March 2020.
	tabling member constituency	Streatham
	tabling member printed	Bell Ribeiro-Addy
	uin	149337
	answer	answer is ministerial correction date of answer 15/02/2021 answer text <p>The Government is investing over £400 million to support access to remote education and online social care services, including securing 1.3 million laptops and tablets for disadvantaged children and young people. This significant injection of laptops and tablets is on top of an estimated 2.9 million already owned by schools before the start of the outbreak.</p><p>The laptops and tablets are to help support schools, academy trusts and local authorities to provide access to remote education and online social care. Schools, colleges, academy trusts and local authorities are responsible for distributing the laptops and tablets and are best placed to know which children and young people need access to a device.</p><p>As of Monday 8 February 2021, over 980,000 laptops and tablets have been delivered to schools, trusts, local authorities and further education providers.</p><p>More information on the number of devices delivered to schools, trusts and local authorities, can be viewed here: <a href="https://explore-education-statistics.service.gov.uk/find-statistics/laptops-and-tablets-data" target="_blank">https://explore-education-statistics.service.gov.uk/find-statistics/laptops-and-tablets-data</a>.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 15/02/2021 17:16:21 answering member 111 label Biography information for Nick Gibb
	tabling member	4764 label Biography information for Bell Ribeiro-Addy

1299706

	registered interest
	date	04/03/2021
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Pupils: Hearing Impairment
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, when he plans to update guidance for schools and colleges on the use of clear face coverings to meet the needs of students who are deaf or hard of hearing.
	tabling member constituency	Streatham
	tabling member printed	Bell Ribeiro-Addy
	uin	163312
	answer	answer is ministerial correction date of answer 10/03/2021 answer text <p>The Department has published updated guidance for schools to support the return to full attendance from 8 March, which includes updated advice on face coverings. The guidance can be found here: <a href="https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/964351/Schools_coronavirus_operational_guidance.pdf" target="_blank">https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/964351/Schools_coronavirus_operational_guidance.pdf</a></p><p>As the guidance outlines, where pupils in Year 7 and above are educated, the Department recommends that face coverings should be worn by adults and pupils when moving around outside of classrooms, such as in corridors and communal areas, where social distancing cannot easily be maintained.</p><p>From 8 March, the Department recommends that in schools and colleges where pupils and students in Year 7 and above are educated, face coverings should be worn in classrooms unless social distancing can be maintained.</p><p>Some individuals are exempt from wearing face coverings. This includes people who cannot put on, wear or remove a face covering because of a physical or mental illness or impairment, or disability, or if you are speaking to or providing assistance to someone who relies on lip reading, clear sound or facial expressions to communicate. The same legal exemptions that apply to the wearing of face coverings in shops and on public transport also apply in schools and colleges.</p><p>Transparent face coverings, which may assist communication with someone who relies on lip reading, clear sound or facial expression to communicate, can also be worn. There is currently very limited evidence regarding the effectiveness or safety of transparent face coverings, but they may be effective in reducing the spread of COVID-19.</p><p>The Department is recommending these additional precautionary measures for a limited period until Easter. As with all measures, they will be under review and guidance will be updated, as necessary.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 10/03/2021 09:13:47 answering member 111 label Biography information for Nick Gibb
	tabling member	4764 label Biography information for Bell Ribeiro-Addy

1301899

	registered interest
	date	11/03/2021
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Pupil Premium
	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 effect on the level of pupil premium funding for (a) mainstream and (b) SEN schools as a result of the new calculations of eligible pupils using the October 2020 census instead of the January 2021 census.
	tabling member constituency	Streatham
	tabling member printed	Bell Ribeiro-Addy
	uin	167323
	answer	answer is ministerial correction date of answer 19/03/2021 answer text <p>The January 2021 census will be used to determine pupil premium eligibility for alternative provision and pupil referral units for the financial year 2021-22. Pupil premium eligibility for mainstream and special schools will be based on the October 2020 census. The Department will confirm pupil premium allocations for the financial year 2021-22 in June 2021. This will provide the public with information on the specific amounts that regions, local authorities and schools are receiving through the pupil premium for 2021-22.</p><p>Data on the number of pupils who have become eligible for free school meals since 2 October 2020 is currently being collected in the spring school census and is not yet available.</p><p>The Department publishes information on pupil premium allocations and the number of pupils eligible annually. The most recent publicly available figures can be found via this link:</p><p><a href="https://www.gov.uk/government/publications/pupil-premium-allocations-and-conditions-of-grant-2020-to-2021" target="_blank">https://www.gov.uk/government/publications/pupil-premium-allocations-and-conditions-of-grant-2020-to-2021</a>.</p><p> </p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 19/03/2021 12:19:44 answering member 111 label Biography information for Nick Gibb
	tabling member	4764 label Biography information for Bell Ribeiro-Addy

1327425

	registered interest
	date	24/05/2021
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Children in Care: Mental Health
	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 restraint on the (a) mental and (b) physical health of children in care, particularly during the covid-19 outbreak.
	tabling member constituency	Streatham
	tabling member printed	Bell Ribeiro-Addy
	uin	6472
	answer	answer is ministerial correction date of answer 27/05/2021 answer text <p>The department is clear that restraint that deliberately inflicts pain cannot be proportionate and should never be used on children in children’s homes. The Children's Homes (England) Regulations 2015 state under regulation 20(1) that the only purposes for which restraint can be used in a children's home are to prevent injury to any person (including the child who is being restrained) or to prevent serious damage to the property of any person. In addition, restraint may be used on a child in a secure children's home for the purpose of preventing a child from absconding from the home.</p><p>Regulation 35(1) of the Children’s Home (England) Regulations 2015 requires each home to prepare and implement a behaviour management policy. This policy should describe the home’s approach to promoting positive behaviour and the measures of control, discipline and restraint which may be used in the home.</p><p>Ofsted regularly inspect all children’s homes in England to ensure they are complying with their legal duties, which include detailing incidents of restraint. We have recently contacted all children’s homes in England to remind them of their responsibilities regarding restraint. Together with Ofsted, we will act swiftly against anyone breaching these rules.</p> answering member constituency Chelmsford answering member printed Vicky Ford question first answered 27/05/2021 13:15:13 answering member 4674 label Biography information for Vicky Ford
	tabling member	4764 label Biography information for Bell Ribeiro-Addy

1327426

	registered interest
	date	24/05/2021
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Children in Care: Restraint Techniques
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, what plans his Department has to tackle the impact of restraint during transportation on the (a) mental and (b) physical health of children in care.
	tabling member constituency	Streatham
	tabling member printed	Bell Ribeiro-Addy
	uin	6473
	answer	answer is ministerial correction date of answer 27/05/2021 answer text <p>Responsibility for the welfare of children while transported is noted under Regulation 12 of the Children's Homes (England) Regulations 2015. The registered person and the local authority overall have a responsibility to ensure that children are kept safe and their welfare is promoted.</p><p>Restraint should only be used in very limited circumstances and, under the Children’s Home Regulations (2015), all incidents of restraint when a young person is cared for by a children’s home must be recorded. When transport is arranged by the children’s home, regulation 20(1) states that the only purposes for which restraint can be used in a children's home are to prevent injury to any person (including the child who is being restrained) or to prevent serious damage to the property of any person. In addition, restraint may be used on a child in a secure children's home for the purpose of preventing a child from absconding from the home.</p><p>If this was arranged by the local authority which had responsibility for the child, then the care of the child would fall to them.</p><p>When restraint involves the use of force, it must not be more than is necessary and should be applied in a way that is proportionate (i.e. the minimum amount of force required to avert injury or serious damage to property for the shortest possible time).</p><p>Ofsted regularly inspect all children’s homes in England to ensure they are complying with their legal duties, which include detailing incidents of restraint. Should anyone breach these rules the department would expect Ofsted to take swift action.</p><p><strong><br> </strong></p> answering member constituency Chelmsford answering member printed Vicky Ford question first answered 27/05/2021 15:56:59 answering member 4674 label Biography information for Vicky Ford
	tabling member	4764 label Biography information for Bell Ribeiro-Addy

1338410

	registered interest
	date	21/06/2021
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Schools: Coronavirus
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, what steps his Department is taking to limit the (a) spread of covid-19 variants in schools and (b) disruptions caused by covid-19 variants in schools.
	tabling member constituency	Streatham
	tabling member printed	Bell Ribeiro-Addy
	uin	19696
	answer	answer is ministerial correction date of answer 24/06/2021 answer text <p>The Department for Education has worked closely with Public Health England (PHE) to develop and refresh the system of controls, which include cleaning hands thoroughly more often than usual, minimising contact between individuals, and keeping occupied spaces well ventilated to reduce the risk of transmission in schools. Robust testing regimes and the system of controls, when implemented in line with schools’ own workplace risk assessment, create an inherently safer environment for children and staff where the risk of transmission of infection is substantially reduced. The way to control the COVID-19 outbreak is the same, even with the current new variants. The system of controls is available to view here: <a href="https://www.gov.uk/government/publications/actions-for-schools-during-the-coronavirus-outbreak/schools-coronavirus-covid-19-operational-guidance#system-of-controls" target="_blank">https://www.gov.uk/government/publications/actions-for-schools-during-the-coronavirus-outbreak/schools-coronavirus-covid-19-operational-guidance#system-of-controls</a>.</p><p>The system of controls is kept under review and is based on the latest scientific and medical advice, including the context of prevalence, new variants, and progress of the vaccination programme. The Department will continue to develop comprehensive guidance and to understand the impact and effectiveness of these measures on staff, pupils, students, and parents.</p><p>In areas where there is a high prevalence of the Delta variant, the Department is increasing the availability of testing for staff, pupils, and families and working with Directors of Public Health to reduce local transmission. The reintroduction of face coverings for pupils, students, or staff may be advised for a temporary period in response to particular localised outbreaks. Further information on responding to individual or regional outbreaks can be found in the contingency framework for education and childcare: <a href="https://www.gov.uk/government/publications/coronavirus-covid-19-local-restrictions-in-education-and-childcare-settings/contingency-framework-education-and-childcare-settings" target="_blank">https://www.gov.uk/government/publications/coronavirus-covid-19-local-restrictions-in-education-and-childcare-settings/contingency-framework-education-and-childcare-settings</a>.</p><p>The Department recognises that extended school restrictions have had a substantial impact on children and young people’s education and we are committed to helping pupils make up education lost as a result of the COVID-19 outbreak. In June 2021 £1.4 billion was announced to support education recovery for children aged 2 to 19 in schools, colleges, and nurseries. This money will provide an additional £1 billion for tutoring, which will provide up to 100 million hours of tuition for 5 to 19-year-olds by 2024, targeting disadvantaged children and key subjects such as Mathematics and English. This is in addition to the £1.7 billion already committed, bringing total investment announced for education recovery over the past year to over £3 billion.</p><p>The Department is also making available an extra £400 million to help to provide 500,000 teacher training opportunities across the country, alongside professional development for early years practitioners.</p><p> </p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 24/06/2021 12:34:39 answering member 111 label Biography information for Nick Gibb
	tabling member	4764 label Biography information for Bell Ribeiro-Addy

1338943

	registered interest
	date	22/06/2021
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	STEM Subjects: Ethnic Groups
	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 educational attainment of Black pupils compared to pupils of other ethnic origins in STEM subjects in (a) Key Stage 1, (b) Key Stage 2, (c) Key Stage 3 and (d) Key stage 4.
	tabling member constituency	Streatham
	tabling member printed	Bell Ribeiro-Addy
	uin	20531
	answer	answer is ministerial correction date of answer 28/06/2021 answer text <p>The Department publishes data on the results of Key Stage 1 and Key Stage 2 assessments, including in Mathematics and science, broken down by ethnicity, in the Key Stage 1 and Key Stage 2 statistics publications, available to view here: <a href="https://www.gov.uk/government/collections/statistics-key-stage-1" target="_blank">https://www.gov.uk/government/collections/statistics-key-stage-1</a> and here: <a href="https://www.gov.uk/government/collections/statistics-key-stage-2#national-curriculum-assessments-at-key-stage-2" target="_blank">https://www.gov.uk/government/collections/statistics-key-stage-2#national-curriculum-assessments-at-key-stage-2</a>. Key Stage 3 assessments are no longer carried out. With regard to Key Stage 4, the Department does not publish statistics at this level which show the attainment in science, technology, engineering or Mathematics (STEM) subjects versus all others by ethnicity.</p><p>Data is routinely published on the achievement of STEM A level subjects broken down by ethnicity and other student characteristics in the A level and other 16 to 18 results statistical release, available to view here: <a href="https://www.gov.uk/government/collections/statistics-attainment-at-19-years#a-levels-and-other-16-to-18-results" target="_blank">https://www.gov.uk/government/collections/statistics-attainment-at-19-years#a-levels-and-other-16-to-18-results</a>.</p><p>The Department commissioned research by Renaissance Learning and the Education Policy Institute to understand pupils' progress over the course of the 2020/21 academic year. The research uses assessments from Renaissance Learning which some schools use as part of their usual formative assessment schedule. The research estimates education lost by predicting what pupils would have scored in a normal year using their historic results and compare that against their actual scores.</p><p>The Department has looked at the results by Black pupils and pupils belonging to other ethnic groups, but there is not a consistent picture of which ethnic groups have been worse affected across phases, subjects, and time periods in the study. Small sample sizes make it difficult to draw statistically significant conclusions about differences in impact between ethnic groups based on this study.</p><p>The Department has invested over £3 billion since June 2020 to support education recovery for children aged 2 to 19 in schools, colleges, and early years. This will have a material impact in addressing lost education and closing gaps that have emerged. As part of this, we have announced significant investment in reforms which the evidence shows have the biggest impact on pupils' progress: small group tuition and high quality teaching. For example, effective tutoring has been shown to boost catch up education by much as 3 to 5 months at a time.</p><p>The Department has committed to an ambitious, long-term education recovery plan and the next stage will include a review of time spent in school and college and the impact this could have on helping children and young people to catch up. The findings of the review will be set out later in the year to inform the Spending Review.</p><p>Ensuring that anyone, regardless of their background, has the opportunity to pursue a career in a STEM occupation is a key priority for this Government. The Department has made substantial spending commitments on Mathematics, digital, and technical education to encourage more students into STEM, from primary school to higher education. The demand for STEM skills is growing and improving take up of STEM subjects is vital for the UK’s future economic needs and to drive up productivity.</p><p>The Department is proud to have rolled out programmes such as the Advanced Maths Support Programme, Stimulating Physics Network, Enthuse bursaries, Teaching for Mastery and Isaac Physics. Together, these programmes will increase STEM support and uptake across all key stages, enhancing the next generation’s mathematical and scientific skills on which the STEM sector is underpinned.</p><p>Furthermore, programmes such as STEM Ambassadors, where volunteers who are employed in STEM industries engage directly with young people, help broaden pupils’ understanding of careers in science and engineering and how they can apply their individual skills and interests to different opportunities.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb grouped question UIN 20532 20533 20534 question first answered 28/06/2021 10:57:28 answering member 111 label Biography information for Nick Gibb
	tabling member	4764 label Biography information for Bell Ribeiro-Addy

1338944

	registered interest
	date	22/06/2021
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	STEM Subjects: Ethnic Groups
	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 educational attainment of Black pupils compared to pupils of other ethnic origins in STEM subjects at A-level.
	tabling member constituency	Streatham
	tabling member printed	Bell Ribeiro-Addy
	uin	20532
	answer	answer is ministerial correction date of answer 28/06/2021 answer text <p>The Department publishes data on the results of Key Stage 1 and Key Stage 2 assessments, including in Mathematics and science, broken down by ethnicity, in the Key Stage 1 and Key Stage 2 statistics publications, available to view here: <a href="https://www.gov.uk/government/collections/statistics-key-stage-1" target="_blank">https://www.gov.uk/government/collections/statistics-key-stage-1</a> and here: <a href="https://www.gov.uk/government/collections/statistics-key-stage-2#national-curriculum-assessments-at-key-stage-2" target="_blank">https://www.gov.uk/government/collections/statistics-key-stage-2#national-curriculum-assessments-at-key-stage-2</a>. Key Stage 3 assessments are no longer carried out. With regard to Key Stage 4, the Department does not publish statistics at this level which show the attainment in science, technology, engineering or Mathematics (STEM) subjects versus all others by ethnicity.</p><p>Data is routinely published on the achievement of STEM A level subjects broken down by ethnicity and other student characteristics in the A level and other 16 to 18 results statistical release, available to view here: <a href="https://www.gov.uk/government/collections/statistics-attainment-at-19-years#a-levels-and-other-16-to-18-results" target="_blank">https://www.gov.uk/government/collections/statistics-attainment-at-19-years#a-levels-and-other-16-to-18-results</a>.</p><p>The Department commissioned research by Renaissance Learning and the Education Policy Institute to understand pupils' progress over the course of the 2020/21 academic year. The research uses assessments from Renaissance Learning which some schools use as part of their usual formative assessment schedule. The research estimates education lost by predicting what pupils would have scored in a normal year using their historic results and compare that against their actual scores.</p><p>The Department has looked at the results by Black pupils and pupils belonging to other ethnic groups, but there is not a consistent picture of which ethnic groups have been worse affected across phases, subjects, and time periods in the study. Small sample sizes make it difficult to draw statistically significant conclusions about differences in impact between ethnic groups based on this study.</p><p>The Department has invested over £3 billion since June 2020 to support education recovery for children aged 2 to 19 in schools, colleges, and early years. This will have a material impact in addressing lost education and closing gaps that have emerged. As part of this, we have announced significant investment in reforms which the evidence shows have the biggest impact on pupils' progress: small group tuition and high quality teaching. For example, effective tutoring has been shown to boost catch up education by much as 3 to 5 months at a time.</p><p>The Department has committed to an ambitious, long-term education recovery plan and the next stage will include a review of time spent in school and college and the impact this could have on helping children and young people to catch up. The findings of the review will be set out later in the year to inform the Spending Review.</p><p>Ensuring that anyone, regardless of their background, has the opportunity to pursue a career in a STEM occupation is a key priority for this Government. The Department has made substantial spending commitments on Mathematics, digital, and technical education to encourage more students into STEM, from primary school to higher education. The demand for STEM skills is growing and improving take up of STEM subjects is vital for the UK’s future economic needs and to drive up productivity.</p><p>The Department is proud to have rolled out programmes such as the Advanced Maths Support Programme, Stimulating Physics Network, Enthuse bursaries, Teaching for Mastery and Isaac Physics. Together, these programmes will increase STEM support and uptake across all key stages, enhancing the next generation’s mathematical and scientific skills on which the STEM sector is underpinned.</p><p>Furthermore, programmes such as STEM Ambassadors, where volunteers who are employed in STEM industries engage directly with young people, help broaden pupils’ understanding of careers in science and engineering and how they can apply their individual skills and interests to different opportunities.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb grouped question UIN 20531 20533 20534 question first answered 28/06/2021 10:57:28 answering member 111 label Biography information for Nick Gibb
	tabling member	4764 label Biography information for Bell Ribeiro-Addy

1338945

	registered interest
	date	22/06/2021
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	STEM Subjects: Ethnic Groups
	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 potential effect of the covid-19 lockdowns on the educational attainment of Black pupils in STEM subjects.
	tabling member constituency	Streatham
	tabling member printed	Bell Ribeiro-Addy
	uin	20533
	answer	answer is ministerial correction date of answer 28/06/2021 answer text <p>The Department publishes data on the results of Key Stage 1 and Key Stage 2 assessments, including in Mathematics and science, broken down by ethnicity, in the Key Stage 1 and Key Stage 2 statistics publications, available to view here: <a href="https://www.gov.uk/government/collections/statistics-key-stage-1" target="_blank">https://www.gov.uk/government/collections/statistics-key-stage-1</a> and here: <a href="https://www.gov.uk/government/collections/statistics-key-stage-2#national-curriculum-assessments-at-key-stage-2" target="_blank">https://www.gov.uk/government/collections/statistics-key-stage-2#national-curriculum-assessments-at-key-stage-2</a>. Key Stage 3 assessments are no longer carried out. With regard to Key Stage 4, the Department does not publish statistics at this level which show the attainment in science, technology, engineering or Mathematics (STEM) subjects versus all others by ethnicity.</p><p>Data is routinely published on the achievement of STEM A level subjects broken down by ethnicity and other student characteristics in the A level and other 16 to 18 results statistical release, available to view here: <a href="https://www.gov.uk/government/collections/statistics-attainment-at-19-years#a-levels-and-other-16-to-18-results" target="_blank">https://www.gov.uk/government/collections/statistics-attainment-at-19-years#a-levels-and-other-16-to-18-results</a>.</p><p>The Department commissioned research by Renaissance Learning and the Education Policy Institute to understand pupils' progress over the course of the 2020/21 academic year. The research uses assessments from Renaissance Learning which some schools use as part of their usual formative assessment schedule. The research estimates education lost by predicting what pupils would have scored in a normal year using their historic results and compare that against their actual scores.</p><p>The Department has looked at the results by Black pupils and pupils belonging to other ethnic groups, but there is not a consistent picture of which ethnic groups have been worse affected across phases, subjects, and time periods in the study. Small sample sizes make it difficult to draw statistically significant conclusions about differences in impact between ethnic groups based on this study.</p><p>The Department has invested over £3 billion since June 2020 to support education recovery for children aged 2 to 19 in schools, colleges, and early years. This will have a material impact in addressing lost education and closing gaps that have emerged. As part of this, we have announced significant investment in reforms which the evidence shows have the biggest impact on pupils' progress: small group tuition and high quality teaching. For example, effective tutoring has been shown to boost catch up education by much as 3 to 5 months at a time.</p><p>The Department has committed to an ambitious, long-term education recovery plan and the next stage will include a review of time spent in school and college and the impact this could have on helping children and young people to catch up. The findings of the review will be set out later in the year to inform the Spending Review.</p><p>Ensuring that anyone, regardless of their background, has the opportunity to pursue a career in a STEM occupation is a key priority for this Government. The Department has made substantial spending commitments on Mathematics, digital, and technical education to encourage more students into STEM, from primary school to higher education. The demand for STEM skills is growing and improving take up of STEM subjects is vital for the UK’s future economic needs and to drive up productivity.</p><p>The Department is proud to have rolled out programmes such as the Advanced Maths Support Programme, Stimulating Physics Network, Enthuse bursaries, Teaching for Mastery and Isaac Physics. Together, these programmes will increase STEM support and uptake across all key stages, enhancing the next generation’s mathematical and scientific skills on which the STEM sector is underpinned.</p><p>Furthermore, programmes such as STEM Ambassadors, where volunteers who are employed in STEM industries engage directly with young people, help broaden pupils’ understanding of careers in science and engineering and how they can apply their individual skills and interests to different opportunities.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb grouped question UIN 20531 20532 20534 question first answered 28/06/2021 10:57:28 answering member 111 label Biography information for Nick Gibb
	tabling member	4764 label Biography information for Bell Ribeiro-Addy

1338948

	registered interest
	date	22/06/2021
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Education: Ethnic Groups
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, what steps his Department is taking to bridge the educational attainment gap between Black pupils and pupils of other ethnic origins in (a) STEM and (b) other subjects.
	tabling member constituency	Streatham
	tabling member printed	Bell Ribeiro-Addy
	uin	20534
	answer	answer is ministerial correction date of answer 28/06/2021 answer text <p>The Department publishes data on the results of Key Stage 1 and Key Stage 2 assessments, including in Mathematics and science, broken down by ethnicity, in the Key Stage 1 and Key Stage 2 statistics publications, available to view here: <a href="https://www.gov.uk/government/collections/statistics-key-stage-1" target="_blank">https://www.gov.uk/government/collections/statistics-key-stage-1</a> and here: <a href="https://www.gov.uk/government/collections/statistics-key-stage-2#national-curriculum-assessments-at-key-stage-2" target="_blank">https://www.gov.uk/government/collections/statistics-key-stage-2#national-curriculum-assessments-at-key-stage-2</a>. Key Stage 3 assessments are no longer carried out. With regard to Key Stage 4, the Department does not publish statistics at this level which show the attainment in science, technology, engineering or Mathematics (STEM) subjects versus all others by ethnicity.</p><p>Data is routinely published on the achievement of STEM A level subjects broken down by ethnicity and other student characteristics in the A level and other 16 to 18 results statistical release, available to view here: <a href="https://www.gov.uk/government/collections/statistics-attainment-at-19-years#a-levels-and-other-16-to-18-results" target="_blank">https://www.gov.uk/government/collections/statistics-attainment-at-19-years#a-levels-and-other-16-to-18-results</a>.</p><p>The Department commissioned research by Renaissance Learning and the Education Policy Institute to understand pupils' progress over the course of the 2020/21 academic year. The research uses assessments from Renaissance Learning which some schools use as part of their usual formative assessment schedule. The research estimates education lost by predicting what pupils would have scored in a normal year using their historic results and compare that against their actual scores.</p><p>The Department has looked at the results by Black pupils and pupils belonging to other ethnic groups, but there is not a consistent picture of which ethnic groups have been worse affected across phases, subjects, and time periods in the study. Small sample sizes make it difficult to draw statistically significant conclusions about differences in impact between ethnic groups based on this study.</p><p>The Department has invested over £3 billion since June 2020 to support education recovery for children aged 2 to 19 in schools, colleges, and early years. This will have a material impact in addressing lost education and closing gaps that have emerged. As part of this, we have announced significant investment in reforms which the evidence shows have the biggest impact on pupils' progress: small group tuition and high quality teaching. For example, effective tutoring has been shown to boost catch up education by much as 3 to 5 months at a time.</p><p>The Department has committed to an ambitious, long-term education recovery plan and the next stage will include a review of time spent in school and college and the impact this could have on helping children and young people to catch up. The findings of the review will be set out later in the year to inform the Spending Review.</p><p>Ensuring that anyone, regardless of their background, has the opportunity to pursue a career in a STEM occupation is a key priority for this Government. The Department has made substantial spending commitments on Mathematics, digital, and technical education to encourage more students into STEM, from primary school to higher education. The demand for STEM skills is growing and improving take up of STEM subjects is vital for the UK’s future economic needs and to drive up productivity.</p><p>The Department is proud to have rolled out programmes such as the Advanced Maths Support Programme, Stimulating Physics Network, Enthuse bursaries, Teaching for Mastery and Isaac Physics. Together, these programmes will increase STEM support and uptake across all key stages, enhancing the next generation’s mathematical and scientific skills on which the STEM sector is underpinned.</p><p>Furthermore, programmes such as STEM Ambassadors, where volunteers who are employed in STEM industries engage directly with young people, help broaden pupils’ understanding of careers in science and engineering and how they can apply their individual skills and interests to different opportunities.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb grouped question UIN 20531 20532 20533 question first answered 28/06/2021 10:57:28 answering member 111 label Biography information for Nick Gibb
	tabling member	4764 label Biography information for Bell Ribeiro-Addy

1338949

	registered interest
	date	22/06/2021
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Postgraduate Education: Ethnic Groups
	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 percentage of Black undergraduate students who progress on to postgraduate studies.
	tabling member constituency	Streatham
	tabling member printed	Bell Ribeiro-Addy
	uin	20535
	answer	answer is ministerial correction date of answer 28/06/2021 answer text <p>The Higher Education Statistics Agency (HESA) collects and publishes data on the outcomes of graduates 15 months after graduating from higher education in the graduate outcomes survey. More information is available here: <a href="https://www.hesa.ac.uk/data-and-analysis/graduates" target="_blank">https://www.hesa.ac.uk/data-and-analysis/graduates</a>.</p><p>The percentage of undergraduate leavers in the 2017/18 academic year who progressed to postgraduate study in the 15 months[1] after graduation have been provided in the table for each ethnic group.</p><p><strong>Undergraduate leavers who progressed to postgraduate study<sup>1</sup> by ethnicity</strong></p><p><strong>Leavers in the academic year 2017/18</strong></p><p><strong>English Higher Education Providers</strong></p><table><tbody><tr><td rowspan="2"><p><strong>Ethnicity</strong></p></td><td><p><strong>Undergraduate leavers from science subjects who progressed to postgraduate study <sup>2 3 </sup></strong></p></td><td><p><strong>Undergraduate leavers who progressed to postgraduate study</strong></p></td><td rowspan="2"><p><strong>Base count of undergraduate leavers </strong><strong><sup>4</sup></strong></p></td></tr><tr><td><p><strong>(%)</strong></p></td><td><p><strong>(%)</strong></p></td></tr><tr><td><p>White</p></td><td><p>12.4%</p></td><td><p>11.4%</p></td><td><p>135,075</p></td></tr><tr><td><p>Black</p></td><td><p>11.0%</p></td><td><p>11.1%</p></td><td><p>14,405</p></td></tr><tr><td><p>Asian</p></td><td><p>12.4%</p></td><td><p>11.5%</p></td><td><p>22,090</p></td></tr><tr><td><p>Mixed</p></td><td><p>13.9%</p></td><td><p>12.1%</p></td><td><p>7,210</p></td></tr><tr><td><p>Other</p></td><td><p>15.2%</p></td><td><p>14.0%</p></td><td><p>2,575</p></td></tr><tr><td><p>Ethnicity not known</p></td><td><p>10.9%</p></td><td><p>11.9%</p></td><td><p>1,615</p></td></tr><tr><td><p>Total</p></td><td><p>12.4%</p></td><td><p>11.5%</p></td><td><p>182,975</p></td></tr></tbody></table><p> </p><p> </p><p> </p><p><strong><em>Source: Department for Education analysis of the HESA Graduate Outcomes survey data</em></strong></p><p> </p><p>Notes:</p><p><sup>1</sup> Percentages refer to undergraduate leavers participating in postgraduate study during the 15-month census week for the survey, or during the interim period since graduating.</p><p> </p><p><sup>2</sup> Subject percentages are calculated using full-person-equivalents. Where a student was studying more than one subject, they have been apportioned between the subjects that make up their course.</p><p> </p><p><sup>3</sup> Science subjects have been identified using the HESA methodology, principal subject categories A to K of the JACS3 subject classifications framework are categorised as Science subjects. These can be found here: <a href="https://www.hesa.ac.uk/support/documentation/jacs/jacs3-principal" target="_blank">https://www.hesa.ac.uk/support/documentation/jacs/jacs3-principal</a>.</p><p> </p><p><sup>4</sup> Base counts are the number of UK domiciled undergraduate leavers who responded to the GO survey, and can also be found in Figure 5 of HESA’s Open Data: <a href="https://www.hesa.ac.uk/data-and-analysis/sb257/figure-5" target="_blank">https://www.hesa.ac.uk/data-and-analysis/sb257/figure-5</a>.</p><p> </p><p>[1] Includes leavers participating in postgraduate study during the 15-month census week for the survey, or during the interim period since graduating.</p> answering member constituency Chippenham answering member printed Michelle Donelan grouped question UIN 20536 question first answered 28/06/2021 16:08:39 answering member 4530 label Biography information for Michelle Donelan
	tabling member	4764 label Biography information for Bell Ribeiro-Addy

1338950

	registered interest
	date	22/06/2021
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	STEM Subjects: Ethnic Groups
	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 percentage of Black undergraduate students studying STEM subjects who progress on to postgraduate studies.
	tabling member constituency	Streatham
	tabling member printed	Bell Ribeiro-Addy
	uin	20536
	answer	answer is ministerial correction date of answer 28/06/2021 answer text <p>The Higher Education Statistics Agency (HESA) collects and publishes data on the outcomes of graduates 15 months after graduating from higher education in the graduate outcomes survey. More information is available here: <a href="https://www.hesa.ac.uk/data-and-analysis/graduates" target="_blank">https://www.hesa.ac.uk/data-and-analysis/graduates</a>.</p><p>The percentage of undergraduate leavers in the 2017/18 academic year who progressed to postgraduate study in the 15 months[1] after graduation have been provided in the table for each ethnic group.</p><p><strong>Undergraduate leavers who progressed to postgraduate study<sup>1</sup> by ethnicity</strong></p><p><strong>Leavers in the academic year 2017/18</strong></p><p><strong>English Higher Education Providers</strong></p><table><tbody><tr><td rowspan="2"><p><strong>Ethnicity</strong></p></td><td><p><strong>Undergraduate leavers from science subjects who progressed to postgraduate study <sup>2 3 </sup></strong></p></td><td><p><strong>Undergraduate leavers who progressed to postgraduate study</strong></p></td><td rowspan="2"><p><strong>Base count of undergraduate leavers </strong><strong><sup>4</sup></strong></p></td></tr><tr><td><p><strong>(%)</strong></p></td><td><p><strong>(%)</strong></p></td></tr><tr><td><p>White</p></td><td><p>12.4%</p></td><td><p>11.4%</p></td><td><p>135,075</p></td></tr><tr><td><p>Black</p></td><td><p>11.0%</p></td><td><p>11.1%</p></td><td><p>14,405</p></td></tr><tr><td><p>Asian</p></td><td><p>12.4%</p></td><td><p>11.5%</p></td><td><p>22,090</p></td></tr><tr><td><p>Mixed</p></td><td><p>13.9%</p></td><td><p>12.1%</p></td><td><p>7,210</p></td></tr><tr><td><p>Other</p></td><td><p>15.2%</p></td><td><p>14.0%</p></td><td><p>2,575</p></td></tr><tr><td><p>Ethnicity not known</p></td><td><p>10.9%</p></td><td><p>11.9%</p></td><td><p>1,615</p></td></tr><tr><td><p>Total</p></td><td><p>12.4%</p></td><td><p>11.5%</p></td><td><p>182,975</p></td></tr></tbody></table><p> </p><p> </p><p> </p><p><strong><em>Source: Department for Education analysis of the HESA Graduate Outcomes survey data</em></strong></p><p> </p><p>Notes:</p><p><sup>1</sup> Percentages refer to undergraduate leavers participating in postgraduate study during the 15-month census week for the survey, or during the interim period since graduating.</p><p> </p><p><sup>2</sup> Subject percentages are calculated using full-person-equivalents. Where a student was studying more than one subject, they have been apportioned between the subjects that make up their course.</p><p> </p><p><sup>3</sup> Science subjects have been identified using the HESA methodology, principal subject categories A to K of the JACS3 subject classifications framework are categorised as Science subjects. These can be found here: <a href="https://www.hesa.ac.uk/support/documentation/jacs/jacs3-principal" target="_blank">https://www.hesa.ac.uk/support/documentation/jacs/jacs3-principal</a>.</p><p> </p><p><sup>4</sup> Base counts are the number of UK domiciled undergraduate leavers who responded to the GO survey, and can also be found in Figure 5 of HESA’s Open Data: <a href="https://www.hesa.ac.uk/data-and-analysis/sb257/figure-5" target="_blank">https://www.hesa.ac.uk/data-and-analysis/sb257/figure-5</a>.</p><p> </p><p>[1] Includes leavers participating in postgraduate study during the 15-month census week for the survey, or during the interim period since graduating.</p> answering member constituency Chippenham answering member printed Michelle Donelan grouped question UIN 20535 question first answered 28/06/2021 16:08:39 answering member 4530 label Biography information for Michelle Donelan
	tabling member	4764 label Biography information for Bell Ribeiro-Addy

1360419

	registered interest
	date	15/10/2021
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Computacenter: Remote Education
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, how many devices were purchased by the IT firm Computacenter for the purpose of the Get help with technology scheme; and what brand and model of devices were purchased by that firm for the scheme.
	tabling member constituency	Streatham
	tabling member printed	Bell Ribeiro-Addy
	uin	57354
	answer	answer is ministerial correction date of answer 20/10/2021 answer text <p>Since the start of the COVID-19 outbreak, the department has distributed over 1.35 million laptops and tablets to schools, academy trusts, local authorities and further education providers for disadvantaged children and young people through the Get Help With Technology programme. This formed part of the £400 million government investment to support access to remote education and online social care services. Of these, 920,120 devices were purchased via contracts held with ComputaCenter. A table containing information on device type is attached.</p> answering member constituency Worcester answering member printed Mr Robin Walker question first answered 20/10/2021 13:58:53 answering member 4091 label Biography information for Mr Robin Walker attachment 1 file name 57354_table_showing_Computacenter_and_device_type.xls title 57354_table
	tabling member	4764 label Biography information for Bell Ribeiro-Addy

1419925

	registered interest
	date	04/02/2022
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	School Meals: Standards
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, whether his Department has made an assessment of the potential relationship between the quality of school lunches and levels of eating disorders among people under 18.
	tabling member constituency	Streatham
	tabling member printed	Bell Ribeiro-Addy
	uin	118617
	answer	answer is ministerial correction date of answer 09/02/2022 answer text <p>No assessment has been made on the potential relationship between school meal quality and levels of eating disorders among young people.</p><p>The school food standards provide the legislative framework to ensure schools provide children with healthy food and drink options. Compliance with the school food standards is mandatory for all maintained schools, including academies.</p><p>The standards define the foods and drinks that must be provided, which foods are restricted, and those which must not be provided. They apply to all food and drink provided to pupils on and off school premises and during an extended school day (up to 6pm), including school trips, breakfast clubs, tuck shops, mid-morning break, vending machines and after school clubs.</p><p>The relationships, sex and health education curriculum covers topics like body image and mental wellbeing and, at secondary level, teachers can choose to discuss eating disorders. In teaching RSHE, schools must have regard to the statutory guidance, available here: <a href="https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1019542/Relationships_Education__Relationships_and_Sex_Education__RSE__and_Health_Education.pdf" target="_blank">https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1019542/Relationships_Education__Relationships_and_Sex_Education__RSE__and_Health_Education.pdf</a>.</p><p>To further build our understanding of eating disorders, the government is funding the Eating Disorders Genetic Initiative study with Kings College London and eating disorder charity, Beat, which aims to better understand what may lead to an eating disorder and how to improve the lives of patients.</p><p>Since 2016, investment in children and young people's community eating disorder services has risen every year, with an extra £53 million per year from 2021/22. This will enhance the capacity of the 70 new or improved community eating disorder teams covering the whole of the country.</p><p>We are providing more than £17 million this financial year to build on existing mental health support in schools and colleges. This includes £9.5 million to enable up to a third of schools and colleges to train a senior mental health lead as part of our commitment to fund training for leads in all schools and colleges by 2025.</p> answering member constituency Colchester answering member printed Will Quince question first answered 09/02/2022 17:13:07 answering member 4423 label Biography information for Will Quince
	tabling member	4764 label Biography information for Bell Ribeiro-Addy

1419927

	registered interest
	date	04/02/2022
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Schools: Assessments
	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 potential relationship between examinations and levels of depression and anxiety among people under 18.
	tabling member constituency	Streatham
	tabling member printed	Bell Ribeiro-Addy
	uin	118618
	answer	answer is ministerial correction date of answer 09/02/2022 answer text <p>The government is clear that education providers should encourage pupils and students to work hard, but not at the expense of their wellbeing. Examinations are, by their very nature, stressful. Schools and colleges should be able to identify signs of exam-related stress whenever it emerges and be in a position to respond appropriately.</p><p>Individual young people's mental wellbeing is affected in different ways by issues in their lives. It is important that they receive support where they need it, including from their school or college. The government has provided a wide range and training and resources to schools and colleges to help them support the wellbeing of their pupils and students. Our recent £15 million wellbeing for education recovery and return programmes have provided free expert training, support and resources for staff dealing with children and young people experiencing additional pressures from COVID-19, including anxiety and stress. Approximately 12,000 schools and colleges across the country benefited from wellbeing for education return.</p><p>The government announced £9.5 million in May 2021 to offer senior mental health lead training to around a third of all state schools and colleges in England in the academic year 2021/22. An additional £3 million was provided on 8 February 2021, to extend this training to more schools and colleges given high demand, so that everyone eligible who wishes to access training before the end of May will be able to. The senior mental health lead is a strategic leadership role, with responsibility for overseeing the school’s ‘whole school approach’ to mental health and wellbeing. As part of this training, leads will learn about how to develop a culture and ethos that promotes positive mental health wellbeing, as well as how to make the best use of local resources to support children and young people experiencing issues.</p> answering member constituency Colchester answering member printed Will Quince question first answered 09/02/2022 17:38:30 answering member 4423 label Biography information for Will Quince
	tabling member	4764 label Biography information for Bell Ribeiro-Addy

1420109

	registered interest
	date	07/02/2022
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Children: Coronavirus
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, what recent assessment his Department has made on the impact of covid-19 lockdowns and school closures on children’s mental health.
	tabling member constituency	Streatham
	tabling member printed	Bell Ribeiro-Addy
	uin	119823
	answer	answer is ministerial correction date of answer 10/02/2022 answer text <p>The department knows that the COVID-19 outbreak and the associated measures and restrictions, such as social distancing and school closures, has been impacting the mental wellbeing of some children and young people. The department published its third annual state of the nation report on 8 February, identifying trends in children and young people’s mental health and wellbeing recovery over the course of the 2020/21 academic year, as well as their views about society and the future. Details of the report can be found here: <a href="https://www.gov.uk/government/publications/state-of-the-nation-2021-children-and-young-peoples-wellbeing" target="_blank">https://www.gov.uk/government/publications/state-of-the-nation-2021-children-and-young-peoples-wellbeing</a>.</p><p>The findings show that overall, children’s wellbeing has remained largely stable across previous years although increasing virus prevalence rates and changing restrictions have coincided with fluctuation in levels of wellbeing throughout the period covered by the report.</p><p>The report also shows that while the proportion of children and young people with a probable mental disorder increased from 11.6% of 6-to-16-year-olds in 2017 to 16% in summer 2020, this increasing trend has stabilised with 16.4% of this age group having a probable disorder in spring 2021.</p><p>Evidence that children and young people with particular characteristics may have experienced more negative effects due to the COVID-19 outbreak has also been identified, such as those with special educational needs, from disadvantaged backgrounds or those with long-term physical health. This information has been used to inform the support measures put in place by the government.</p><p>The department continues to work closely with health partners, voluntary sector partners, and clinical experts to understand and monitor impact and children and young people’s mental health and wellbeing through recovery and respond in the current context. A summary of relevant published sources of information is available in the children and young people chapter of the Office for Health Improvement &amp; Disparities COVID-19 mental health and wellbeing surveillance report, which is available at: <a href="https://www.gov.uk/government/publications/covid-19-mental-health-and-wellbeing-surveillance-report/7-children-and-young-people" target="_blank">https://www.gov.uk/government/publications/covid-19-mental-health-and-wellbeing-surveillance-report/7-children-and-young-people</a>.</p> answering member constituency Colchester answering member printed Will Quince question first answered 10/02/2022 10:43:22 answering member 4423 label Biography information for Will Quince
	tabling member	4764 label Biography information for Bell Ribeiro-Addy

1420110

	registered interest
	date	07/02/2022
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Pupils: Coronavirus
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, what recent assessment his Department has made of the impact of children’s ability to catch up with learning missed during the outbreak of covid-19 on children's mental health.
	tabling member constituency	Streatham
	tabling member printed	Bell Ribeiro-Addy
	uin	119824
	answer	answer is ministerial correction date of answer 10/02/2022 answer text <p>Understanding the impact of the COVID-19 disruption on the attainment and progress of all students is a key research priority for the government. The department has commissioned an independent research and assessment agency to provide a baseline assessment of catch-up needs for pupils in schools in England and monitor progress over the course of the 2020/21 academic year. The department’s latest evidence suggests that, in summer 2021, primary pupils were on average around 1 month behind in reading and around 3 months behind in maths compared to where the department would expect them to be in a ‘normal year’. Secondary pupils were behind in their learning in reading by around 2 months.</p><p>The department is also examining the evidence on mental health wellbeing. The department's third annual state of the nation report, published on 8 February, identifies trends in children and young people’s mental health and wellbeing recovery over the course of the 2020/21 academic year, as well as their views about society and the future. The findings show that overall, children’s wellbeing has remained largely stable across previous years although increasing virus prevalence rates and changing restrictions have coincided with fluctuation in levels of wellbeing throughout the period covered by the report.</p><p> </p> answering member constituency Colchester answering member printed Will Quince question first answered 10/02/2022 10:51:55 answering member 4423 label Biography information for Will Quince
	tabling member	4764 label Biography information for Bell Ribeiro-Addy

1471635

	registered interest
	date	20/06/2022
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	PE and Sport Premium
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, whether his Department has determined how much funding will be allocated for the PE and sport premium for the 2022-23 academic year; and when he plans to announce details of that premium.
	tabling member constituency	Streatham
	tabling member printed	Bell Ribeiro-Addy
	uin	21277
	answer	answer is ministerial correction date of answer 23/06/2022 answer text <p>I refer the hon. Member for East Ham, the hon. Member for Streatham and the hon. Member for Denton and Reddish, to the answer I gave on 16 June 2022 to Question <a href="https://questions-statements.parliament.uk/written-questions/detail/2022-06-13/16901" target="_blank">16901</a>.</p> answering member constituency Colchester answering member printed Will Quince grouped question UIN 21079 21126 question first answered 23/06/2022 15:10:40 answering member 4423 label Biography information for Will Quince
	tabling member	4764 label Biography information for Bell Ribeiro-Addy

1562970

	registered interest
	date	19/12/2022
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Special Educational Needs: Training
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, what assessment her Department has made of the potential merits of introducing mandatory SEND training for all (a) teachers and (b) education staff.
	tabling member constituency	Streatham
	tabling member printed	Bell Ribeiro-Addy
	uin	113438
	answer	answer is ministerial correction date of answer 09/01/2023 answer text <p>The Department is committed to ensuring that all pupils can reach their potential and receive excellent support from their teachers. The Teachers’ Standards set clear expectations that teachers must understand the needs of all pupils, including those with special educational needs and disabilities (SEND).</p><p>Consideration of SEND underpins both the Initial Teacher Training (ITT) Core Content Framework and Early Career Framework (ECF) which were both produced with the support of sector experts.</p><p>ITT courses must be designed so that teacher trainees can demonstrate that they meet all of the Teachers' Standards at the appropriate level, including the requirement in Standard 5 that all teachers must have a clear understanding of the needs of all pupils. All trainees who achieve Qualified Teacher Status must demonstrate that they can adapt teaching to respond to the strengths and needs of all pupils, including those with SEND.</p><p>The ECF has been designed around how to support all pupils to succeed and seeks to widen access for all. This includes those pupils identified within the four areas of need set out in the SEND code of practice, and children in need of help and protection as identified in the Children in Need Review. Head teachers use their professional judgement to identify any further training, including specific specialisms, for individual staff that is relevant to them, the school, and its pupils.</p><p>The Universal Services programme, which commenced this year with a budget of nearly £12 million, provides SEND specific training and support to the school workforce and the further education workforce, so they can identify and meet the needs of children and young people with SEND earlier and more effectively. It will also help to successfully prepare children and young people for adulthood, including employment. It is available for all teachers, leaders, and other staff at all stages of their careers, at the point of need, with a particular focus on mainstream settings.</p><p>All maintained mainstream schools and mainstream academy schools (including free schools) must have a qualified teacher, or the head teacher, designated as the Special Educational Needs Coordinator (SENCO). SENCOs appointed after 1 September 2009, are required to achieve a National Award for SEN Coordination (NASENCO) within three years of appointment.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 09/01/2023 15:22:26 answering member 111 label Biography information for Nick Gibb
	tabling member	4764 label Biography information for Bell Ribeiro-Addy

1563015

	registered interest
	date	19/12/2022
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Teachers: Training
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, if department will reintroduce the PGCE student bursary for current PGCE students.
	tabling member constituency	Streatham
	tabling member printed	Bell Ribeiro-Addy
	uin	113453
	answer	answer is ministerial correction date of answer 09/01/2023 answer text <p>The bursaries the Department offers for Initial Teacher Training (ITT) are intended to incentivise applications to ITT courses. The Department reviews the bursaries each year to take account of factors including historic recruitment, forecast economic conditions, and teacher supply need in each subject. This provides flexibility to respond to the need to attract new teachers.</p><p>For those starting ITT in the 2023/24 academic year, the Department is offering a £27,000 tax-free bursary in chemistry, computing, mathematics and physics. Prestigious scholarships worth £29,000 tax-free will be offered in chemistry, computing, mathematics and physics. A languages scholarship worth £27,000 tax-free will be available in French, German and Spanish. The Department is also offering a £25,000 tax-free bursary for geography and languages, including ancient languages, a £20,000 tax-free bursary for biology and design &amp; technology and a £15,000 tax-free bursary for English.</p><p>Schools offering the Postgraduate Teaching Apprenticeship or School Direct (salaried) routes will continue to be able to access funding equivalent to the bursary amount.</p><p> </p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 09/01/2023 12:04:18 answering member 111 label Biography information for Nick Gibb
	tabling member	4764 label Biography information for Bell Ribeiro-Addy

1609314

	registered interest
	date	30/03/2023
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Pre-school Education: Staff
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, what steps her Department is taking to help increase the (a) recruitment and (b) retention of staff in early years education.
	tabling member constituency	Streatham
	tabling member printed	Bell Ribeiro-Addy
	uin	177924
	answer	answer is ministerial correction date of answer 17/04/2023 answer text <p>In the 2023 Spring Budget, my right hon. Friend, the Chancellor of the Exchequer, announced transformative reforms to childcare for parents, children and the economy. By 2027/28, the government will expect to be spending in excess of £8 billion every year on free hours and early education, helping working families with their childcare costs. This represents the largest ever investment in childcare in England. Following this announcement, we will work closely with the sector to develop a plan to grow and develop the workforce.</p><p>The department is providing a package of training, qualifications, expert guidance, and targeted support for the early years sector to focus on the development of the youngest and most disadvantaged children and help to address existing recruitment and retention challenges. We are funding a range of programmes, including additional funding for graduate level specialist training leading to early years teacher status and an accredited level 3 early years special education needs coordinator qualification.</p> answering member constituency East Surrey answering member printed Claire Coutinho question first answered 17/04/2023 15:40:03 answering member 4806 label Biography information for Claire Coutinho
	tabling member	4764 label Biography information for Bell Ribeiro-Addy