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1121558

registered interest
date	11/04/2019
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Children in Care
house id	2
legislature	25277 pref label House of Lords
question text	To ask Her Majesty's Government what assessment they have made of the need to require a placing local authority to introduce a procedure for when young people are placed in another local authority area for that local authority to be informed of the young person’s circumstances and needs and to jointly assess the suitability of the placement and the risk exposure of the young person; and whether they have any plans to introduce such a requirement.
tabling member printed	Lord Bach
uin	HL15209
answer	answer is ministerial correction date of answer 29/04/2019 answer text <p>Where local authorities are placing a young person out of area, there are clear statutory requirements in place to safeguard young people. These require the placing authority to inform the host authority before confirming the placement, and to check whether the host authority is aware of any concerns about the setting.</p><p> </p><p>The statutory responsibilities for looked after children remain with the placing local authority, and Directors of Children’s Services must approve all distant placements.</p><p> </p><p>As a lack of sufficient placements to meet young people’s needs can lead to children being placed out of area, we are investing part of our £200 million Children’s Social Care Innovation Programme in projects in London, where demand for placements outstrips supply. This would also help to increase councils’ capacity so that fewer children are placed far away from home.</p><p>Where there is a dispute between local authorities about who should have responsibility for a looked after child, the ordinary residence determination process provides a mechanism to resolve this.</p><p> </p><p>The department has also launched the Boarding School Partnerships (BSP) to encourage boarding school placements for children in care and those on the edge of care, where it was in the best interests of the child. The BSP has been working with the boarding schools sector to provide a supply of places to local authorities supported by bursaries.</p> answering member printed Lord Agnew of Oulton grouped question UIN HL15210 question first answered 29/04/2019 16:27:55 answering member 4689 label Biography information for Lord Agnew of Oulton
tabling member	3451 label Biography information for Lord Bach

1121559

registered interest
date	11/04/2019
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Children in Care
house id	2
legislature	25277 pref label House of Lords
question text	To ask Her Majesty's Government what plans they have to evaluate the impact of the passing on of costs by local authorities to other local authorities when placing a young person in another local authority; and what consideration they have given to asking the National Policing Chief’s Council and the Association of Directors of Children’s Services to undertake such work.
tabling member printed	Lord Bach
uin	HL15210
answer	answer is ministerial correction date of answer 29/04/2019 answer text <p>Where local authorities are placing a young person out of area, there are clear statutory requirements in place to safeguard young people. These require the placing authority to inform the host authority before confirming the placement, and to check whether the host authority is aware of any concerns about the setting.</p><p> </p><p>The statutory responsibilities for looked after children remain with the placing local authority, and Directors of Children’s Services must approve all distant placements.</p><p> </p><p>As a lack of sufficient placements to meet young people’s needs can lead to children being placed out of area, we are investing part of our £200 million Children’s Social Care Innovation Programme in projects in London, where demand for placements outstrips supply. This would also help to increase councils’ capacity so that fewer children are placed far away from home.</p><p>Where there is a dispute between local authorities about who should have responsibility for a looked after child, the ordinary residence determination process provides a mechanism to resolve this.</p><p> </p><p>The department has also launched the Boarding School Partnerships (BSP) to encourage boarding school placements for children in care and those on the edge of care, where it was in the best interests of the child. The BSP has been working with the boarding schools sector to provide a supply of places to local authorities supported by bursaries.</p> answering member printed Lord Agnew of Oulton grouped question UIN HL15209 question first answered 29/04/2019 16:27:55 answering member 4689 label Biography information for Lord Agnew of Oulton
tabling member	3451 label Biography information for Lord Bach

1121566

registered interest
date	11/04/2019
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Music: Education
house id	2
legislature	25277 pref label House of Lords
question text	To ask Her Majesty's Government what is the timeline for the review of the National Plan for Music Education, which currently runs until 2020.
tabling member printed	Lord Black of Brentwood
uin	HL15217
answer	answer is ministerial correction date of answer 23/04/2019 answer text <p>We have begun preparatory work on the refresh of the National Plan for Music Education, which will be published by 2020.</p><p>We are grateful to the many music stakeholders who have already submitted reports and proposals, and are reviewing these closely. A further public announcement will be made soon, setting out our plans to ensure that everyone with an interest in music has the opportunity to contribute.</p><p>The government believes that music is an important subject and that all pupils should receive a high quality music education, at least up to age 14. That is why the subject is compulsory in the national curriculum and why the government is providing funding of over £300 million for music education hubs between 2016 and 2020. The national curriculum does not apply in academies, but all state-funded schools have to provide a broad and balanced curriculum.</p><p>In order to ensure all pupils are able to enjoy a high quality music education, we are also developing and publishing a non-statutory model music curriculum for key stages 1 to 3. This will expand on the statutory programmes of study and act as a benchmark for all schools.</p> answering member printed Lord Agnew of Oulton question first answered 23/04/2019 12:56:18 answering member 4689 label Biography information for Lord Agnew of Oulton
tabling member	4171 label Biography information for Lord Black of Brentwood

1121603

registered interest
date	11/04/2019
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Apprentices
house id	2
legislature	25277 pref label House of Lords
question text	To ask Her Majesty's Government when they intend to set out how they measure whether the apprentice programme boosts economic productivity.
tabling member printed	Baroness Redfern
uin	HL15254
answer	answer is ministerial correction date of answer 25/04/2019 answer text <p>We have recently introduced a range of reforms to further support the productivity contribution of apprenticeships. It is too early to assess the full impact of our reforms.</p><p>Our Apprenticeships Reform Programme Benefits Realisation Strategy, attached, sets out a broad range of success measures for the programme, including economic measures. Measures include earnings upon completion, results from employer and learner surveys, and the further education (FE) Skills Index – a measure of the productivity impact of the programme over time.</p><p>The Skills Index enables us to compare the value of skills investments across the FE sector, including apprenticeships. It looks at the number of learners achieving, the employment rate for those learners as well as expected additional earnings.</p><p>The total value-added for apprenticeships in the academic year 2016/17 has increased by 3% on 2015/16, due to an increase in the volume of apprenticeship achievers at Level 3 and above.</p><p>We publish annual progress updates against our strategy. Our last update, published in May 2018, is attached and can be found at:</p><p><a href="https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/707896/Progress_report_on_the_Apprenticeships_Reform_Programme_May_2018.pdf" target="_blank">https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/707896/Progress_report_on_the_Apprenticeships_Reform_Programme_May_2018.pdf</a>.</p><p>We will be publishing our 2019 update shortly which will include an update to our Skills Index.</p><p> </p> answering member printed Lord Agnew of Oulton attachment 1 file name HL15254_Apprenticeship_Reform_Programme__Benefits_Realisation_Strategy.pdf title HL15254_Apprenticeship_Reform_Strategy 2 file name HL15254_Progress_report_on_the_Apprenticeships_Reform_Programme_May_2018.pdf title HL15254_Report_on_Reform_Program question first answered 25/04/2019 16:43:26 answering member 4689 label Biography information for Lord Agnew of Oulton
tabling member	4551 label Biography information for Baroness Redfern

1121606

registered interest
date	11/04/2019
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Schools: Sugar
house id	2
legislature	25277 pref label House of Lords
question text	To ask Her Majesty's Government what additional support, funding, and guidance they intend to provide to schools to (1) limit the availability of sugar products in schools, and (2) become sugar-free.
tabling member printed	Baroness Redfern
uin	HL15257
answer	answer is ministerial correction date of answer 29/04/2019 answer text <p>This government wants pupils to be healthy and well nourished. We encourage a healthy balanced diet and healthy life choices through school funding, legislation and guidance. The attached School Food Standards provide the legislative framework to ensure schools provide children with healthy food and drink options.</p><p> </p><p>On 18 August 2016, the government published its plan for action (attached) to significantly reduce childhood obesity by supporting healthier choices.</p><p> </p><p>One of the commitments in the plan was to update the School Food Standards. The School Food Standards regulate the food and drink provided at both lunchtime and at other times of the school day, including, for example, breakfast clubs, tuck shops, mid-morning break, vending machines and after school clubs. The standards severely restrict foods high in fat, salt and sugar, as well as low quality reformed or reconstituted foods. They ensure that pupils always have healthy options for their school lunch.</p><p> </p><p>We are working with Public Health England to update the regulations. This will focus on reducing sugar consumption and will be supported by detailed guidance to caterers and schools. More detail will follow shortly.</p> answering member printed Lord Agnew of Oulton attachment 1 file name HL15257_School_Food_Standards.pdf title hl15257_School_Food_Standards 2 file name HL15257_Childhood_obesity_plan.pdf title HL15257_Childhood_Obesity_A_Plan_for_Action question first answered 29/04/2019 16:16:50 answering member 4689 label Biography information for Lord Agnew of Oulton
tabling member	4551 label Biography information for Baroness Redfern

1111048

registered interest
date	10/04/2019
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Sixth Form Education
house id	2
legislature	25277 pref label House of Lords
question text	To ask Her Majesty's Government how many sixth-form colleges in England were converted into 16–19 academies in 2018.
tabling member printed	Lord Murphy of Torfaen
uin	HL15184
answer	answer is ministerial correction date of answer 25/04/2019 answer text <p>In 2018, 3 sixth form colleges converted into 16-19 academies.</p><p>The government set out the benefits for sixth form colleges of becoming academies in the guidance for post-16 area reviews in March 2016, which is attached. Academisation enables colleges to build closer partnerships with schools which build on their strengths. It also allows them to realise educational and financial benefits from sharing resources, expertise and administration.</p><p>There are some direct financial benefits, notably the ability to reclaim VAT.</p> answering member printed Lord Agnew of Oulton grouped question UIN HL15187 question first answered 25/04/2019 11:40:26 answering member 4689 label Biography information for Lord Agnew of Oulton attachment 1 file name HL15184_HL15187_Reviewing_post_16_education_and_training_institutions.pdf title HL15184_HL15187_Reviewing_post_18_education
tabling member	546 label Biography information for Lord Murphy of Torfaen

1111050

registered interest
date	10/04/2019
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Sixth Form Education
house id	2
legislature	25277 pref label House of Lords
question text	To ask Her Majesty's Government how many pupils attended (1) sixth form colleges, and (2) 16–19 academies in England, broken down by academic year, in each of the last five years.
tabling member printed	Lord Murphy of Torfaen
uin	HL15185
answer	answer is ministerial correction date of answer 25/04/2019 answer text <p>Participation estimates for young people academic aged 16 to 18 in education, training and employment in England are published annually in the National Statistics release ‘Participation in education, training and employment’. Academic age refers to the age at the start of the academic year 31 August and therefore includes the first year of post compulsory education.</p><p>The estimates in the release relate to a snapshot of activities at the end of the calendar year and therefore does not give all pupils who attended. Information is drawn together from various post-16 data sources including the school census and the individualised learner record (ILR) to give a coherent and comprehensive picture of participation.</p><p>The attached table shows the numbers of young people of academic age 16-18 in full or part-time education by institution type.</p><p>For 2017, the ‘Converter Academies’ row in the attached table includes both schools recorded as converter academies on the school census and sixth form colleges who were recorded as a converter academy on the ILR.</p><p> </p> answering member printed Lord Agnew of Oulton question first answered 25/04/2019 11:46:48 answering member 4689 label Biography information for Lord Agnew of Oulton attachment 1 file name HL15185_Participation_Estimates_16-18_in_Full and_Part_Time_Education.pdf title HL15185_Participation_Estimates_16-18_in_Education
tabling member	546 label Biography information for Lord Murphy of Torfaen

1111051

registered interest
date	10/04/2019
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Sixth Form Education
house id	2
legislature	25277 pref label House of Lords
question text	To ask Her Majesty's Government what assessment they have made of the current state of sixth form education and the future financial prospects of sixth form colleges.
tabling member printed	Lord Murphy of Torfaen
uin	HL15186
answer	answer is ministerial correction date of answer 25/04/2019 answer text <p>Sixth form education in England has real strengths, offering a wide range of both academic and technical education for young people. The newly reformed A levels and the T levels that are now being developed are strengthening the 16-19 offer. 89% of sixth form colleges and 79% of state-funded school sixth forms were graded as good or outstanding by Ofsted at their most recent inspection as of 31 March 2019.</p><p> </p><p>We have protected the base rate of funding for 16 to 19 year old students up until 2020, and we will be investing an additional £500 million per year in the delivery of T levels, once fully rolled out, and have launched a £38 million capital fund to support the initial roll-out.</p><p> </p><p>However, we do recognise that all types of institutions providing sixth form education face financial challenges, and we will be considering future needs in the forthcoming Spending Review.</p><p> </p> answering member printed Lord Agnew of Oulton question first answered 25/04/2019 10:48:22 answering member 4689 label Biography information for Lord Agnew of Oulton
tabling member	546 label Biography information for Lord Murphy of Torfaen

1111053

registered interest
date	10/04/2019
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Sixth Form Education
house id	2
legislature	25277 pref label House of Lords
question text	To ask Her Majesty's Government what assessment they have made of the financial benefits of an institution converting from a sixth form college to a 16–19 academy; and if so, what are those benefits.
tabling member printed	Lord Murphy of Torfaen
uin	HL15187
answer	answer is ministerial correction date of answer 25/04/2019 answer text <p>In 2018, 3 sixth form colleges converted into 16-19 academies.</p><p>The government set out the benefits for sixth form colleges of becoming academies in the guidance for post-16 area reviews in March 2016, which is attached. Academisation enables colleges to build closer partnerships with schools which build on their strengths. It also allows them to realise educational and financial benefits from sharing resources, expertise and administration.</p><p>There are some direct financial benefits, notably the ability to reclaim VAT.</p> answering member printed Lord Agnew of Oulton grouped question UIN HL15184 question first answered 25/04/2019 11:40:26 answering member 4689 label Biography information for Lord Agnew of Oulton attachment 1 file name HL15184_HL15187_Reviewing_post_16_education_and_training_institutions.pdf title HL15184_HL15187_Reviewing_post_18_education
tabling member	546 label Biography information for Lord Murphy of Torfaen

1110666

registered interest
date	09/04/2019
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Disabled Students' Allowances
house id	2
legislature	25277 pref label House of Lords
question text	To ask Her Majesty's Government what steps they have taken since the inception of Disabled Students Allowance to ensure that those setting the criteria for the Disabled Students Allowance are fully informed about normal practice in identifying and supporting those with special educational needs within the school population.
tabling member printed	Lord Addington
uin	HL15130
answer	answer is ministerial correction date of answer 25/04/2019 answer text <p>The arrangements introduced in 2014 through the Children and Families Act for supporting children and young people with special educational needs and disabilities (SEND) in schools and further education do not apply to students on a higher education course. This is because the higher education environment is very different to that in schools and in further education, with an emphasis on independent learning. The role of local authorities does not extend to securing higher education for young people with SEND. Moving into higher education is deemed a successful outcome for those with special educational needs.</p><p>Disabled Students’ Allowances (DSAs) are available only to eligible students studying a designated higher education course. There are no plans to align the eligibility criteria with those used for providing support in the schools sector. However, where a young person has an education, health and care plan the local authority is required to share that information with the DSAs study needs assessor, if that is requested by the young person.</p><p>This ensures that strategies that have already been used successfully in earlier stages of education may be considered within the context of higher education.</p><p> </p> answering member printed Viscount Younger of Leckie grouped question UIN HL15131 question first answered 25/04/2019 14:53:31 answering member 4169 label Biography information for Viscount Younger of Leckie
tabling member	3453 label Biography information for Lord Addington