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969032

	registered interest
	date	06/09/2018
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Academies
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, pursuant to the Answer of 4 September 2018 to Question 168014 on Academies, whether academy schools that are in deficiency can be considered for education authority oversight.
	tabling member constituency	Crawley
	tabling member printed	Henry Smith
	uin	171337
	answer	answer is ministerial correction date of answer 14/09/2018 answer text <p>Financial accountability for academies is founded on a clear framework which is regulated by the Education and Skills Funding Agency (ESFA).</p><p>The ESFA has a robust intervention strategy to ensure, where financial concerns are identified, that appropriate and proportionate action is taken swiftly. The ESFA will intervene in a way that is proportionate to the risk and preserves the effective education of children.</p><p>The department is satisfied that these arrangements provide robust financial oversight for academy trusts and we have no plans to change them.</p> answering member constituency Stratford-on-Avon answering member printed Nadhim Zahawi question first answered 14/09/2018 11:38:15 answering member 4113 label Biography information for Nadhim Zahawi
	tabling member	3960 label Biography information for Henry Smith

1007018

	registered interest
	date	14/11/2018
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Apprentices
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, what discussions his Department has had with the Institute for Apprenticeships on the concerns made by the business community on the consultation process into the review of the apprenticeship funding bands.
	tabling member constituency	Crawley
	tabling member printed	Henry Smith
	uin	191384
	answer	answer is ministerial correction date of answer 22/11/2018 answer text <p>As the Institute for Apprenticeships (IfA) are an independent body, it is for them, rather than for the department, to lead on the process for reviewing funding bands for existing standards and on consultation with the business community.</p><p>The IfA has worked with employer trailblazer groups throughout the review process. The IfA has also discussed the management standards directly with business stakeholders who have made representations.</p><p>The remaining outcomes of the review of funding bands will be published on GOV.UK by the end of the calendar year.</p><p> </p> answering member constituency Guildford answering member printed Anne Milton grouped question UIN 191383 191385 question first answered 22/11/2018 15:47:57 answering member 1523 label Biography information for Anne Milton
	tabling member	3960 label Biography information for Henry Smith

1007021

	registered interest
	date	14/11/2018
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Apprentices
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, what the timescale is for the decision on the remaining apprenticeship funding band changes proposed by the Institute for Apprenticeships.
	tabling member constituency	Crawley
	tabling member printed	Henry Smith
	uin	191385
	answer	answer is ministerial correction date of answer 22/11/2018 answer text <p>As the Institute for Apprenticeships (IfA) are an independent body, it is for them, rather than for the department, to lead on the process for reviewing funding bands for existing standards and on consultation with the business community.</p><p>The IfA has worked with employer trailblazer groups throughout the review process. The IfA has also discussed the management standards directly with business stakeholders who have made representations.</p><p>The remaining outcomes of the review of funding bands will be published on GOV.UK by the end of the calendar year.</p><p> </p> answering member constituency Guildford answering member printed Anne Milton grouped question UIN 191383 191384 question first answered 22/11/2018 15:47:57 answering member 1523 label Biography information for Anne Milton
	tabling member	3960 label Biography information for Henry Smith

1682994

	registered interest
	date	17/01/2024
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Aviation: Training
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, whether she will consider designating pilot flight training as a higher educational course for the purpose of student loans.
	tabling member constituency	Crawley
	tabling member printed	Henry Smith
	uin	10090
	answer	answer is ministerial correction date of answer 24/01/2024 answer text <p>The courses designated for Higher Education student finance are set out in secondary legislation.To attract funding, students studying in England must generally be undertaking a course leading to a designated qualification at a provider registered with the Office for Students (OfS).</p><p> </p><p>Registration with the OfS is a requirement in place to provide assurance to the Secretary of State for Education that students are receiving a high-quality academic experience and value for money.</p><p> </p><p>Flying schools are welcome to apply to be on the OfS register. The funding available for designated programmes, which include pilot training, does not normally extend to costs associated with the commercial pilot’s licence and flying experience.</p> answering member constituency Harlow answering member printed Robert Halfon question first answered 24/01/2024 17:03:12 answering member 3985 label Biography information for Robert Halfon
	tabling member	3960 label Biography information for Henry Smith

987802

	registered interest
	date	15/10/2018
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Children: Dyslexia
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, what guidance his Department has issued to local authorities on assessments for children who may have dyslexia.
	tabling member constituency	Crawley
	tabling member printed	Henry Smith
	uin	179182
	answer	answer is ministerial correction date of answer 22/10/2018 answer text <p>Schools are required under the Children and Families Act (2014) to identify and address the special educational needs (SEN) of the pupils or students they support, and guidance is set out in the Special Educational Needs and Disabilities Code of Practice<em>. </em>This includes arranging for appropriate tests where the school’s own assessments indicate that this is necessary</p> answering member constituency Stratford-on-Avon answering member printed Nadhim Zahawi question first answered 22/10/2018 12:16:06 answering member 4113 label Biography information for Nadhim Zahawi
	tabling member	3960 label Biography information for Henry Smith

1360380

	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	Education: Boys
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, pursuant to the Answer of 4 June 2021 to Question 10325 on Education: Gender, what additional steps his Department is planning to take to help improve the average outcomes for boys to match those of girls given that the gender learning gap remains high at KS2 and KS4 levels.
	tabling member constituency	Crawley
	tabling member printed	Henry Smith
	uin	56968
	answer	answer is ministerial correction date of answer 26/10/2021 answer text <p>The department does not design education policy that exclusively targets certain groups of pupils with characteristics that are protected by the Equality Act 2010, including policy based on gender. We are committed to providing high quality education and training for everyone, whatever their background or personal characteristics.</p><p>Since 2010, the government has pursued a reform agenda to drive up academic standards for all and level up for the most disadvantaged pupils. When it comes to raising standards, evidence shows that teachers are the most important in-school factor affecting pupils’ education. In June 2021, the department announced an investment of over £250 million in the National Professional Qualifications and Early Career Framework programmes which are based on the best available evidence and have been developed in partnership with the Education Endowment Foundation. In addition, in October the department announced a Levelling Up Premium worth up to £3,000 tax-free for maths, physics, chemistry and computing teachers in years 1 to 5 of their careers. This will support recruitment and retention of specialist teachers in these subjects and in the schools and areas that need them most. Through this, the department is committed to helping tackle the education gap for all pupils.</p><p> </p> answering member constituency Worcester answering member printed Mr Robin Walker question first answered 26/10/2021 16:37:27 answering member 4091 label Biography information for Mr Robin Walker
	tabling member	3960 label Biography information for Henry Smith

1649732

	registered interest
	date	03/07/2023
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Education: Boys
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, whether her Department plans to take steps to implement large-scale evaluation of the interventions aimed at increasing boys' learning in educational settings.
	tabling member constituency	Crawley
	tabling member printed	Henry Smith
	uin	192067
	answer	answer is ministerial correction date of answer 11/07/2023 answer text <p>The Government is committed to improving outcomes for all pupils no matter their gender, and raising attainment for pupils is at the heart of this Government’s agenda.</p><p>The Department funds and supports large scale evaluation and research into improving education and attainment through the Educational Endowment Foundation (EEF), which aims to build a high quality evidence base on what is proven to be successful in education practice, and to support schools, colleges and early years providers to access and effectively mobilise this evidence to raise attainment of disadvantaged 2 to 19 year olds. The Department recently re-endowed the EEF with £137 million in 2022 to continue to build the evidence base until at least 2032. This funding will cement the EEF’s role as a central, long-term feature of the education landscape for at least the next decade.</p><p>Evidence from formal assessments, and recent reports from the Education Policy Institute and Rising Stars showed that attainment for all pupils, including boys, fell during the COVID-19 pandemic.</p><p>Between its introduction in 2012 and the last assessments before the pandemic in 2019, attainment in the phonics screening check has increased significantly for boys and girls. In 2019, 78% of boys and 85% of girls met the expected standard by Year 1, compared to 54% of boys and 62% of girls in 2012. In 2022, following the pandemic, attainment in the phonics screening check was down by 6% for both boys and girls. 72% of boys met the expected standard compared to 79% of girls.</p><p>At Key Stage 2, the proportion of pupils meeting the expected standard in reading, writing and mathematics increased between 2016 and the last assessments before the pandemic in 2019. 65% of pupils met the expected standard in all three subjects in 2019 (60% of boys, 70% of girls), compared to 53% in 2016 (50% of boys, 56% of girls). In 2022, following the pandemic, attainment fell among both girls and boys in all subjects except reading. However, the fall was slightly larger for girls. Girls continue to outperform boys in all subjects except mathematics.</p><p>At Key Stage 4 more girls enter the full English Baccalaureate than boys, and girls continue to do better than boys across all headline attainment measures. The gap for the percentage achieving grades 5 and above in English and mathematics has narrowed from 6.6% in 2018/19 and 7.6% in 2020/21, to 5.7% in 2021/22. The widening between 2019 and 2021 was driven by girls seeing a larger increase (9.2% vs 8.2%), but the narrowing to 2022 was caused by girls having a larger decrease than boys (3.1% vs 1.2%).</p><p>In response to this, the Department is continuing to take action to support schools, including increasing core schools funding at the Autumn Statement 2022. The additional funding announced in the Autumn Statement will mean that the core schools budget is a net £2 billion higher than published at Spending Review 2021 in each of 2023/24 and 2024/25.</p><p>The Department continues to deliver the proposals set out in the Schools White Paper, which aim to improve outcomes for all pupils, including boys. This includes providing an excellent teacher for every child, securing high standards in curriculum, behaviour and attendance, and providing targeted support for every pupil who needs it.</p><p>For teachers, the Department remains committed to delivering £30,000 starting salaries to attract and retain the very best teachers. In addition, the Department will deliver 500,000 teacher training and development opportunities by the end of 2024 and have recently announced a £181 million incentive package for initial teacher training. This package of support will secure more high quality teaching, which is the single most important in school factor on attainment.</p><p>The Department continues to promote the use of phonics (supported by the English Hubs Programme) and support schools to offer a high quality, knowledge rich curriculum, both of which are critical to ensuring boys are able to achieve well in later life. The Government has also transformed the way mathematics is taught in schools based on the best available international evidence, including approaches from the highest performing countries in the world. Reform of the mathematics curriculum was accompanied by the introduction of a National Centre for Excellence in the Teaching of Mathematics, which is now working with a network of 40 mathematics hubs to help local schools improve the quality of their teaching through the £100 million Teaching for Mastery programme. In addition, the Government has established the Oak National Academy, setting aside up to £43 million over the next three years to support it to provide high quality resources to schools.</p><p>The Department continues to support schools through the Pupil Premium, National Tutoring Programme and Recovery Premium. More than £1 billion is available to support tutoring up to 2023/24, with a further £1 billion of Recovery Premium funding in the 2022/23 and 2023/24 academic years.</p><p>The Department continues to assess the impact of these specific programmes where possible and to consider their combined impact on attainment outcomes for pupils overall, alongside the large scale research and evaluation of the EEF.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 11/07/2023 15:05:33 answering member 111 label Biography information for Nick Gibb
	tabling member	3960 label Biography information for Henry Smith

1365659

	registered interest
	date	02/11/2021
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Education: Finance
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, what proportion of the £1.8 billion in education recovery funding, announced at the Spending Review on 27 October 2021, will be used to fund catch-up health and care services for (a) disabled and (b) other young people.
	tabling member constituency	Crawley
	tabling member printed	Henry Smith
	uin	68208
	answer	answer is ministerial correction date of answer 09/11/2021 answer text <p>Health services are accessed through the NHS and not funded by the Department for Education. Local authorities are responsible for providing respite care and short breaks for disabled children, these services are funded through the main local government settlement.</p><p>Helping children and young people to catch up on education missed due to the COVID-19 outbreak remains a top priority of this government. Our £1.8 billion investment announced as part of the Spending Review is targeted at those who most need help catching up. It includes over £800 million to provide a universal uplift with an additional 40 hours of education for students aged 16-19 who have the least time left to recover; and an additional £1 billion of catch up funding directly to schools so they can best decide how to support education recovery for the pupils that need it, focused on evidence-based approaches.</p><p>The department has consistently prioritised children with SEND in our recovery programmes, for example by providing additional uplifts for those who attend specialist education providers (including SEND units in mainstream schools) in both the catch-up premium in the 2020/21 academic year and the recovery premium for the 2021/22 academic year, and providing additional funding to special and alternative provision schools to provide one to one tutoring for their pupils, with greater flexibility to schools to make it easier for them to take on local tutors or use existing staff to supplement those employed through the existing National Tutoring Programme. The 16-19 tuition fund continues to support students with SEND as at present through small group tuition.</p><p>The department is providing over £42 million in the 2021-22 financial year to continue funding projects to support children with SEND. This investment will ensure that specialist organisations around the country can continue to help strengthen local area performance, support families and provide practical support to schools and colleges. It will strengthen participation of parents and young people in the SEND system, ensuring they have a voice in designing policies and services and have access to high quality information and support.</p><p>Alongside recovery funding, the department is investing £2.6 billion between the financial years 2022 and 2025 to deliver new places and improve existing provision for pupils with SEND or who require alternative provision. This funding represents a significant, transformational investment in new high needs provision and will help deliver tens of thousands of new places.</p><p>More widely, the department has continued to provide local authorities with their full high needs revenue funding allocations throughout the COVID-19 outbreak, including more than £1.5 billion of high needs funding over financial years 2020-21 and 2021-22, bringing the total high needs funding allocated this year to more than £8 billion. The department announced in summer 2021 that high needs funding will increase by a further £780 million, or 9.6%, in the next financial year, compared to this year. Through the Spending Review the department secured for schools and children and young people with high needs an increase of £4.7 billion by financial year 2024-25, compared to our original 2022-23 plans. This includes £1.6 billion in additional funding for 2022-23 budgets, on top of the year-on-year increase of £2.4 billion already confirmed at the 2019 Spending Review, and which is intended to help the sector respond to the pressures the department knows they are seeing: in overall costs, in national insurance, on high needs, in managing COVID-19 and in supporting children and young people to recover from the COVID-19 outbreak. The department will confirm in due course how this funding will be allocated in 2022-23 for schools and high needs.</p> answering member constituency Colchester answering member printed Will Quince question first answered 09/11/2021 16:30:59 answering member 4423 label Biography information for Will Quince
	tabling member	3960 label Biography information for Henry Smith

1046054

	registered interest
	date	22/01/2019
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Education: Finance
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, what recent comparative assessment he has made of the level of funding for education in (a) England and (b) EU member states.
	tabling member constituency	Crawley
	tabling member printed	Henry Smith
	uin	211265
	answer	answer is ministerial correction date of answer 30/01/2019 answer text <p>The Department uses internationally comparable data from the Organisation for Economic Co-operation and Development (OECD) to assess how our funding compares internationally.</p><p> </p><p>This data shows that the UK is among the higher spenders on education at primary and secondary level. The UK government spends 3.8% of GDP on primary and secondary educational institutions, compared to an EU22 average of 3.0%. Within the EU, only Belgium (4.1%) and Finland (4.0%) spend a higher proportion of GDP on primary and secondary educational institutions than the UK. The OECD data also shows that the UK is the top spender in the G7 on schools and colleges delivering primary and secondary education, as a percentage of GDP.</p><p> </p><p>Total expenditure on primary and secondary educational institutions as a percentage of GDP, from government sources (2015) in EU countries in the OECD analysis can be found in the table below:</p><p> </p><table><tbody><tr><td><p><strong>Country</strong></p></td><td><p><strong>Expenditure as a percentage of GDP</strong></p></td></tr><tr><td><p>Austria</p></td><td><p>3.0</p></td></tr><tr><td><p>Belgium</p></td><td><p>4.1</p></td></tr><tr><td><p>Czech Republic</p></td><td><p>2.4</p></td></tr><tr><td><p>Denmark</p></td><td><p>Missing</p></td></tr><tr><td><p>Estonia</p></td><td><p>2.7</p></td></tr><tr><td><p>Finland</p></td><td><p>4.0</p></td></tr><tr><td><p>France</p></td><td><p>3.4</p></td></tr><tr><td><p>Germany</p></td><td><p>2.6</p></td></tr><tr><td><p>Greece</p></td><td><p>2.7</p></td></tr><tr><td><p>Hungary</p></td><td><p>2.7</p></td></tr><tr><td><p>Ireland</p></td><td><p>2.5</p></td></tr><tr><td><p>Italy</p></td><td><p>2.8</p></td></tr><tr><td><p>Latvia</p></td><td><p>3.3</p></td></tr><tr><td><p>Luxembourg</p></td><td><p>2.8</p></td></tr><tr><td><p>Netherlands</p></td><td><p>3.2</p></td></tr><tr><td><p>Poland</p></td><td><p>2.9</p></td></tr><tr><td><p>Portugal</p></td><td><p>3.4</p></td></tr><tr><td><p>Slovak Republic</p></td><td><p>2.6</p></td></tr><tr><td><p>Slovenia</p></td><td><p>3.0</p></td></tr><tr><td><p>Spain</p></td><td><p>2.7</p></td></tr><tr><td><p>Sweden</p></td><td><p>3.6</p></td></tr><tr><td><p>United Kingdom</p></td><td><p>3.8</p></td></tr><tr><td><p><strong>EU22 average</strong></p></td><td><p><strong>3.0</strong></p></td></tr></tbody></table><p> </p><p>The data on expenditure on educational institutions as a percentage of GDP by source of funds is available in Table C2.2 of the OECD’s Education at a Glance 2018 publication at the following link: <a href="https://www.oecd-ilibrary.org/education/education-at-a-glance-2018/total-expenditure-on-educational-institutions-as-a-percentage-of-gdp-by-source-of-funds-2015_eag-2018-table140-en" target="_blank">https://www.oecd-ilibrary.org/education/education-at-a-glance-2018/total-expenditure-on-educational-institutions-as-a-percentage-of-gdp-by-source-of-funds-2015_eag-2018-table140-en</a>.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 30/01/2019 13:42:26 answering member 111 label Biography information for Nick Gibb
	tabling member	3960 label Biography information for Henry Smith

1329395

	registered interest
	date	04/06/2021
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Education: Gender
	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 tackle the learning gap between girls and boys.
	tabling member constituency	Crawley
	tabling member printed	Henry Smith
	uin	10325
	answer	answer is ministerial correction date of answer 21/06/2021 answer text <p>The Department recognises, and continues to monitor, the educational attainment gap between girls and boys. We have worked hard over the last decade to embed the reforms needed to raise standards for all children. Thanks to these efforts, the proportion of schools now rated by Ofsted as Good or Outstanding has risen from 68% in 2010 to 86% in 2020.</p><p>The Department does not design education policy that exclusively targets certain groups of pupils, including policy based on gender. We are committed to providing high quality education and training for everyone, regardless of their background.</p><p>When it comes to raising standards, evidence shows that teachers are the most important in-school factor affecting pupils’ education. The Department has recently announced an investment of over £250 million in our National Professional Qualifications and Early Career Framework programmes which are based on the best available evidence and have been developed in partnership with the Education Endowment Foundation. Through this, the Department is committed to helping tackle the educational attainment gap for all pupils.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 21/06/2021 15:25:43 answering member 111 label Biography information for Nick Gibb
	tabling member	3960 label Biography information for Henry Smith