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1485437

	registered interest
	date	28/06/2022
	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 he has made of the effectiveness of the steps his Department has taken to help children’s education recover from the impact of the covid-19 outbreak.
	tabling member constituency	Stretford and Urmston
	tabling member printed	Kate Green
	uin	900850
	answer	answer is ministerial correction date of answer 05/07/2022 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. That is why we invested in research into academic progress over the 2020/21 and 2021/22 academic years with Renaissance Learning and the Education Policy Institute. The latest findings from this research, published 28 March, include data from the first half of the 2021-22 autumn term. The findings from this research have been published on gov.uk at: <a href="https://www.gov.uk/government/publications/pupils-progress-in-the-2020-to-2022-academic-years" target="_blank">https://www.gov.uk/government/publications/pupils-progress-in-the-2020-to-2022-academic-years</a></p><p>Our latest evidence suggests recovery is happening, with primary pupils recovering around 0.1 months in reading and 0.9 months in maths since Summer 2021, and recovering 1.5 months in reading and 1.7 months in maths since Spring 2021, with pupils now only 0.8 months and 1.9 months behind in reading and maths respectively.</p><p>This is equivalent to recovering around two thirds of progress lost due to the pandemic in primary reading and around half of progress lost in primary maths since Spring 2021.</p><p>Progress for secondary pupils in key stage 3 remains a concern, with pupils now on average around 2.4 months behind in reading, having seen losses since Summer 2021.</p><p>We are making some progress in closing gaps between disadvantaged pupils and their peers, additional gaps created by the COVID-19 pandemic appear to have reduced in primary maths and secondary reading since Summer 2021. However, the gap for primary reading appears to have grown.</p><p>In line with this evidence, we have announced £1 billion to extend the recovery premium over the next two academic years. This will enable schools to provide additional support for the most disadvantaged, and will be weighted more towards secondary pupils to reflect evidence showing greater learning loss for older pupils, who also have less time left in education. This is part of the nearly £5 billion of funding we have announced for an ambitious, multi-year education recovery plan to support young people to catch up on missed learning.</p><p>Recovery funding is already making a difference. By May 2022 1.5 million courses had been started by children across England through the National Tutoring Programme, and £950 million of direct funding through the catch up and recovery premia, was helping schools to deliver evidence-based interventions based on pupil needs. In light of the success of this year’s school-led tutoring route through the National Tutoring Programme, next year we will allocate all tutoring funding directly to schools, simplifying the system and giving schools the freedom to decide how best to provide tutoring for their pupils.</p><p>In addition to this, the Schools White Paper, 'Opportunity for all: strong schools with great teachers for your child', sets out how our education system will deliver recovery, not just through our specific recovery investments, but through a wider programme of ambitious reforms that truly level up outcomes and ensure we build back better from the pandemic.</p><p>The Parent Pledge in the Schools White Paper will also make the government’s vision clear that any child who falls behind in English or maths will receive the right evidence-based targeted support to get them back on track.</p> answering member constituency Worcester answering member printed Mr Robin Walker question first answered 05/07/2022 16:17:55 answering member 4091 label Biography information for Mr Robin Walker
	tabling member	4120 label Biography information for Kate Green

1483487

	registered interest
	date	27/06/2022
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Class Sizes: Burton
	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 estimate of the average class size in secondary schools in Burton in (a) January 2019 and (b) January 2022.
	tabling member constituency	Burton
	tabling member printed	Kate Griffiths
	uin	26025
	answer	answer is ministerial correction date of answer 05/07/2022 answer text <p>The average class size in Burton in January 2019 and January 2022 are as follows:</p><table><tbody><tr><td><p>School</p></td><td><p>Year</p></td><td><p>Average Size (by pupil)</p></td></tr><tr><td><p>Primary</p></td><td><p>January 2019</p></td><td><p>26.7</p></td></tr><tr><td><p>Primary</p></td><td><p>January 2022</p></td><td><p>26.9</p></td></tr><tr><td><p>Secondary</p></td><td><p>January 2019</p></td><td><p>22.2</p></td></tr><tr><td><p>Secondary</p></td><td><p>January 2022</p></td><td><p>22.5</p></td></tr></tbody></table><p> </p><p>Data on class size is available at school level within the schools, pupils and their characteristics national statistics publication available at: <a href="https://explore-education-statistics.service.gov.uk/find-statistics/school-pupils-and-their-characteristics" target="_blank">https://explore-education-statistics.service.gov.uk/find-statistics/school-pupils-and-their-characteristics</a>.</p><p>This data contains the parliamentary constituency of each school which can then be aggregated to parliamentary constituency level.</p> answering member constituency Worcester answering member printed Mr Robin Walker grouped question UIN 26024 question first answered 05/07/2022 11:01:50 answering member 4091 label Biography information for Mr Robin Walker
	tabling member	4773 label Biography information for Kate Kniveton

1483486

	registered interest
	date	27/06/2022
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Class Sizes: Burton
	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 estimate of the average class size in primary schools in Burton in (a) January 2019 and (b) January 2022.
	tabling member constituency	Burton
	tabling member printed	Kate Griffiths
	uin	26024
	answer	answer is ministerial correction date of answer 05/07/2022 answer text <p>The average class size in Burton in January 2019 and January 2022 are as follows:</p><table><tbody><tr><td><p>School</p></td><td><p>Year</p></td><td><p>Average Size (by pupil)</p></td></tr><tr><td><p>Primary</p></td><td><p>January 2019</p></td><td><p>26.7</p></td></tr><tr><td><p>Primary</p></td><td><p>January 2022</p></td><td><p>26.9</p></td></tr><tr><td><p>Secondary</p></td><td><p>January 2019</p></td><td><p>22.2</p></td></tr><tr><td><p>Secondary</p></td><td><p>January 2022</p></td><td><p>22.5</p></td></tr></tbody></table><p> </p><p>Data on class size is available at school level within the schools, pupils and their characteristics national statistics publication available at: <a href="https://explore-education-statistics.service.gov.uk/find-statistics/school-pupils-and-their-characteristics" target="_blank">https://explore-education-statistics.service.gov.uk/find-statistics/school-pupils-and-their-characteristics</a>.</p><p>This data contains the parliamentary constituency of each school which can then be aggregated to parliamentary constituency level.</p> answering member constituency Worcester answering member printed Mr Robin Walker grouped question UIN 26025 question first answered 05/07/2022 11:01:50 answering member 4091 label Biography information for Mr Robin Walker
	tabling member	4773 label Biography information for Kate Kniveton

1483425

	registered interest
	date	27/06/2022
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	National Curriculum Tests
	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 help ensure that SATs do not have a negative impact on the emotional wellbeing of primary school students.
	tabling member constituency	Richmond Park
	tabling member printed	Sarah Olney
	uin	25963
	answer	answer is ministerial correction date of answer 05/07/2022 answer text <p>​Assessment is a crucial part of a child’s schooling and fundamental in a high-performing education system. At primary school, statutory assessments are an essential part of ensuring that all pupils master the basics of reading, writing and maths to prepare them for secondary school. Assessment data also enables parents, schools and the department to understand the impact of lost time in education and recovery initiatives.</p><p>Schools should encourage pupils to work hard and achieve well, but the department does not recommend that they devote excessive preparation time to assessments, and certainly not at the expense of pupils’ mental health and wellbeing. We trust schools to administer assessments in the appropriate way.</p><p>Research conducted by UCL Institute of Education, published in 2021, found that there was ‘little evidence to changes in [pupil] wellbeing around the time of key stage 2 tests, or that children in England become happier - either in general or about school - once these tests are over’.</p><p>Nevertheless, the department knows that the COVID-19 pandemic has impacted on the mental health and wellbeing of children and young people and will have an impact in the longer-term. Mental health and wellbeing are a priority for the government, and we remain committed to promoting and supporting mental health and wellbeing support in schools and colleges. In May 2021, the department announced an investment of over £17 million of mental health funding to improve mental health and wellbeing support in schools and colleges. This includes £9.5 million dedicated to training senior mental health leads in over 8,000 schools and colleges, with an additional £3 million announced this year to extend this training to even more schools and colleges. The training will equip leads with the skills and knowledge 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 such as anxiety.</p><p>The department has also recently brought together all its sources of advice for schools and colleges into a single site on GOV.UK, which includes signposting to external sources of mental health and wellbeing support for teachers, school staff and school leaders. The site is available here: <a href="https://www.gov.uk/guidance/mental-health-and-wellbeing-support-in-schools-and-colleges#mental-health-and-wellbeing-resources" target="_blank">https://www.gov.uk/guidance/mental-health-and-wellbeing-support-in-schools-and-colleges#mental-health-and-wellbeing-resources</a>. ​</p> answering member constituency Worcester answering member printed Mr Robin Walker question first answered 05/07/2022 15:45:54 answering member 4091 label Biography information for Mr Robin Walker
	tabling member	4591 label Biography information for Sarah Olney

1472611

	registered interest
	date	22/06/2022
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Pupils: Refugees
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, how many schools have offered places to Ukrainian refugees in each local authority area.
	tabling member constituency	Warrington North
	tabling member printed	Charlotte Nichols
	uin	23442
	answer	answer is ministerial correction date of answer 01/07/2022 answer text <p>The department does not hold information on how many schools have offered places to Ukrainian refugees in each local authority.</p><p>We can share headline data on how many Ukrainian children are coming into the country and out of those how many children are being allocated school places. This data is available at: <a href="https://explore-education-statistics.service.gov.uk/find-statistics/school-placements-for-children-from-outside-of-the-uk/2022-may" target="_blank">https://explore-education-statistics.service.gov.uk/find-statistics/school-placements-for-children-from-outside-of-the-uk/2022-may</a>.</p> answering member constituency Worcester answering member printed Mr Robin Walker question first answered 01/07/2022 15:22:05 answering member 4091 label Biography information for Mr Robin Walker
	tabling member	4799 label Biography information for Charlotte Nichols

1472573

	registered interest
	date	22/06/2022
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Schools: Business Rates
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, what comparative assessment he has made of the levels of business rates paid by state schools and independent schools which have charitable status.
	tabling member constituency	Lancaster and Fleetwood
	tabling member printed	Cat Smith
	uin	23324
	answer	answer is ministerial correction date of answer 01/07/2022 answer text <p>The department has done no comparative assessment between the levels of business rates paid by state schools and independent schools which have charitable status.</p><p>Currently, 80% mandatory rates relief is applied to academies, voluntary aided schools, and foundation schools. The majority of special schools also receive full relief because they make provision for children with a disability. In addition, under the Local Government Finance Act 1988, local authorities are permitted to grant relief against the business rate liability to certain charitable and non-profit organisations. Local authorities are able to offer discretionary relief for local authority-maintained schools in their area.</p><p>Local authorities receive funding for business rates through the national funding formula, to meet the full costs of schools’ business rates. This means the costs for local authority maintained schools’ and academies’ business rates are currently covered by the department. Therefore, there is no disadvantage to state funded schools from paying full rates, or advantage from receiving rates relief.</p><p>Charities can apply for charitable rate relief of up to 80% if a property is used for charitable purposes. Around half of independent schools are charities so enjoy at least 80% relief on business rates. The rest are private business and therefore do not benefit from such discounted business rates.</p><p> </p> answering member constituency Worcester answering member printed Mr Robin Walker question first answered 01/07/2022 15:20:38 answering member 4091 label Biography information for Mr Robin Walker
	tabling member	4436 label Biography information for Cat Smith

1472474

	registered interest
	date	22/06/2022
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Teachers: Recruitment
	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 adequacy of current routes into the teaching profession for teaching assistants without a university degree.
	tabling member constituency	Huddersfield
	tabling member printed	Mr Barry Sheerman
	uin	23224
	answer	answer is ministerial correction date of answer 01/07/2022 answer text <p>The department is committed to supporting teaching assistants to become qualified teachers, including through providing accessible routes into the teaching profession.</p><p>Teaching assistants that have a degree can choose from various routes, including the School Direct (tuition fees) placement or School Direct (salaried places). Both routes carry the award of qualified teacher status (QTS) and some may lead to the award of a postgraduate certificate in education (PGCE).</p><p>An alternative route into teaching is through an apprenticeship.</p><p>Currently, schools have access to a range of apprenticeship standards, including the level three teaching assistant apprenticeship and level six postgraduate teacher apprenticeship (PGTA). The level six PGTA is only available to those with a degree. The department is working with all interested parties to improve the PGTA for providers, employers, and candidates as part of its scheduled review.</p><p>There are a range of other routes into teaching, including PGCE or postgraduate diploma in education (PGDE) for those with an undergraduate degree or equivalent qualification. Additionally, qualified teacher learning and skills status (QTLS) allows those without degrees to teach in schools, providing they meet the eligibility criteria. Those without a degree can also train to teach through an undergraduate degree. Unlike the apprenticeships and School Direct routes, these routes do not allow teaching assistants to train within a school they may already be employed in.</p><p>While teaching is a graduate profession, the department is working with interested parties to consider how teaching assistants and others working in schools can attain the relevant qualifications to become teachers.</p> answering member constituency Worcester answering member printed Mr Robin Walker grouped question UIN 23223 question first answered 01/07/2022 15:19:18 answering member 4091 label Biography information for Mr Robin Walker
	tabling member	411 label Biography information for Mr Barry Sheerman

1472472

	registered interest
	date	22/06/2022
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Teachers: Recruitment
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, whether he has plans to provide support to teaching assistants in transitioning to become fully qualified teachers.
	tabling member constituency	Huddersfield
	tabling member printed	Mr Barry Sheerman
	uin	23223
	answer	answer is ministerial correction date of answer 01/07/2022 answer text <p>The department is committed to supporting teaching assistants to become qualified teachers, including through providing accessible routes into the teaching profession.</p><p>Teaching assistants that have a degree can choose from various routes, including the School Direct (tuition fees) placement or School Direct (salaried places). Both routes carry the award of qualified teacher status (QTS) and some may lead to the award of a postgraduate certificate in education (PGCE).</p><p>An alternative route into teaching is through an apprenticeship.</p><p>Currently, schools have access to a range of apprenticeship standards, including the level three teaching assistant apprenticeship and level six postgraduate teacher apprenticeship (PGTA). The level six PGTA is only available to those with a degree. The department is working with all interested parties to improve the PGTA for providers, employers, and candidates as part of its scheduled review.</p><p>There are a range of other routes into teaching, including PGCE or postgraduate diploma in education (PGDE) for those with an undergraduate degree or equivalent qualification. Additionally, qualified teacher learning and skills status (QTLS) allows those without degrees to teach in schools, providing they meet the eligibility criteria. Those without a degree can also train to teach through an undergraduate degree. Unlike the apprenticeships and School Direct routes, these routes do not allow teaching assistants to train within a school they may already be employed in.</p><p>While teaching is a graduate profession, the department is working with interested parties to consider how teaching assistants and others working in schools can attain the relevant qualifications to become teachers.</p> answering member constituency Worcester answering member printed Mr Robin Walker grouped question UIN 23224 question first answered 01/07/2022 15:19:18 answering member 4091 label Biography information for Mr Robin Walker
	tabling member	411 label Biography information for Mr Barry Sheerman

1483530

	registered interest
	date	27/06/2022
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	National Tutoring Programme: Publicity
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, what estimate he has made of the cost to the public purse of the outbound call campaign relating to the National Tutoring Programme which was launched by his Department on 28 April 2022.
	tabling member constituency	Portsmouth South
	tabling member printed	Stephen Morgan
	uin	25988
	answer	answer is ministerial correction date of answer 30/06/2022 answer text <p>The department’s calls to schools are part of the wider campaign to improve awareness and increase school engagement with the National Tutoring Programme (NTP), allowing more pupils to benefit from personalised catch-up support.</p><p>The costs are covered by the existing funding envelope. The department staff resource for the NTP call campaign was seven existing full time equivalent employees. Additional support was provided by up to ten agency staff already engaged by the department to deliver another campaign.</p> answering member constituency Worcester answering member printed Mr Robin Walker question first answered 30/06/2022 11:59:51 answering member 4091 label Biography information for Mr Robin Walker
	tabling member	4653 label Biography information for Stephen Morgan

1483426

	registered interest
	date	27/06/2022
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Primary Education: Teachers
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, what his latest estimate is of the number of primary schools that have a dedicated teacher for (a) music, (b) arts, (c) drama and (d) PE.
	tabling member constituency	Houghton and Sunderland South
	tabling member printed	Bridget Phillipson
	uin	25838
	answer	answer is ministerial correction date of answer 30/06/2022 answer text <p>The department does not collect primary school curriculum data in the annual school workforce census. The school workforce census collects information on teaching in a sample of secondary schools and this information is published in our national statistics, the latest of which refers to the November 2021 census and is available here: <a href="https://explore-education-statistics.service.gov.uk/find-statistics/school-workforce-in-england" target="_blank">https://explore-education-statistics.service.gov.uk/find-statistics/school-workforce-in-england</a>.</p><p>Music, arts, drama, and physical education (PE) are vital aspects of primary school. The department supports this via the curriculum first and foremost, where music, arts, drama, and PE are part of the national curriculum, but we also want pupils to have the opportunity to engage in enrichment and physical activity, including sport. These are important for academic progress, for health and wellbeing, and for increasing life chances and future opportunities.</p><p>On 25 June 2022, the government published its refreshed national plan for music education, setting clear expectations for schools and announcing £25 million of new capital funding for musical instruments and equipment and £79 million per year until 2025 for the music hubs programme. The government also announced opportunities for pupils to stay active, continuing the £320 million PE and sport premium, as well as the School Games programme for the 2022/23 academic year. The update to the School Sport and Activity Action Plan will be published shortly and, in 2023, the government will be publishing a cultural education plan.</p> answering member constituency Worcester answering member printed Mr Robin Walker question first answered 30/06/2022 12:03:39 answering member 4091 label Biography information for Mr Robin Walker
	tabling member	4046 label Biography information for Bridget Phillipson