Show Search Form

Search Results

registered interest	true false
date	exactly: or between: and
answering body
answering dept id
answering dept short name
answering dept sort name
hansard heading
house id
legislature	pref label
question text
tabling member constituency
tabling member printed
uin
answer	is ministerial correction true false date of answer exactly: or between: and answer text answering member constituency answering member printed grouped question UIN question first answered answering member label
tabling member	label

Search

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

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

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

1473227

registered interest
date	24/06/2022
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Academies: Communication
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 23 June 2022 to Question 18884, on Schools: Email, whether he has issued recent guidance to academy schools on ensuring that information intended for parents and supplied over email is routinely made as accessible as possible to parents who (a) lack access to a desktop computer or tablet at home, (b) do not have English as a first language and (c) may experience other challenges in opening and reading attachments to emails.
tabling member constituency	Houghton and Sunderland South
tabling member printed	Bridget Phillipson
uin	24584
answer	answer is ministerial correction date of answer 29/06/2022 answer text <p>The department does not issue specific guidance covering information provided from schools to parents via email. However, we would expect schools to consider the needs of their own parents, and to communicate with them in a range of effective and accessible ways. This includes considering the best way to communicate with those for whom English is not their first language, or who may be less digitally literate.</p><p> </p><p>The department issues guidance to schools and academies which sets out what school level information they need to publish online. This is a requirement for maintained schools in the School Information (England) Regulations 2008 and for many trusts in their academy funding agreements.</p><p> </p><p>As the school information regulations cover what schools must publish on their website, and not what is sent via email, it is not suitable to amend these in order to include making digital communications from schools to parents accessible.</p><p> </p><p>If a parent has concerns about information sent via email not being accessible, they should in the first instance raise these with their school.</p> answering member constituency Worcester answering member printed Mr Robin Walker grouped question UIN 24585 question first answered 29/06/2022 11:06:02 answering member 4091 label Biography information for Mr Robin Walker
tabling member	4046 label Biography information for Bridget Phillipson

1473232

registered interest
date	24/06/2022
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Schools: Communication
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 23 June 2022 to Question 18884, on Schools: Email, if he will amend the (a) School Information Regulations and (b) Governance Handbook to ensure that schools use modern digital communications with parents in a way that is (i) effective and (ii) inclusive, especially for those parents who have difficulties using email, reading and opening attachments, and (iii) in line with wider best practice across government; and if he will make a statement.
tabling member constituency	Houghton and Sunderland South
tabling member printed	Bridget Phillipson
uin	24585
answer	answer is ministerial correction date of answer 29/06/2022 answer text <p>The department does not issue specific guidance covering information provided from schools to parents via email. However, we would expect schools to consider the needs of their own parents, and to communicate with them in a range of effective and accessible ways. This includes considering the best way to communicate with those for whom English is not their first language, or who may be less digitally literate.</p><p> </p><p>The department issues guidance to schools and academies which sets out what school level information they need to publish online. This is a requirement for maintained schools in the School Information (England) Regulations 2008 and for many trusts in their academy funding agreements.</p><p> </p><p>As the school information regulations cover what schools must publish on their website, and not what is sent via email, it is not suitable to amend these in order to include making digital communications from schools to parents accessible.</p><p> </p><p>If a parent has concerns about information sent via email not being accessible, they should in the first instance raise these with their school.</p> answering member constituency Worcester answering member printed Mr Robin Walker grouped question UIN 24584 question first answered 29/06/2022 11:06:02 answering member 4091 label Biography information for Mr Robin Walker
tabling member	4046 label Biography information for Bridget Phillipson

1472091

registered interest
date	21/06/2022
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Pupils: Assessments
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what assessment he has made of the potential impact of (a) SATs and (b) statutory testing on pupil mental health and wellbeing; and if he will make it his policy to pause such testing to allow for a profession-led review of the potential impact of the current assessment system in primary schools on pupil wellbeing.
tabling member constituency	Coventry South
tabling member printed	Zarah Sultana
uin	22569
answer	answer is ministerial correction date of answer 27/06/2022 answer text <p>Schools should support a culture of wellbeing amongst staff and pupils. The department understands that the COVID-19 pandemic has impacted the mental health and wellbeing of children and young people, and that this will have an impact in the longer-term. Although schools should encourage all pupils to work hard and achieve well in primary assessments, the department does not recommend that they devote excessive time to preparation, and certainly not at the expense of pupils’ mental health and wellbeing.</p><p> </p><p>Assessments are a crucial part of a child’s schooling and are fundamental in a high-performing education system. Statutory assessments at primary school are an essential part in 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> </p><p>In 2017, the government carried out a consultation into primary assessment in England. The consultation received over 4,000 responses from a diverse range of backgrounds and specialisms, providing a broad and informed range of views that informed policy on the current primary assessment system. Additionally, the department engages with teachers, parents and their representatives on a regular basis to understand their views on primary assessment.</p><p> </p><p>The department has no current plans to undertake further major reform of assessments.</p> answering member constituency Worcester answering member printed Mr Robin Walker question first answered 27/06/2022 09:44:12 answering member 4091 label Biography information for Mr Robin Walker
tabling member	4786 label Biography information for Zarah Sultana

1472099

registered interest
date	21/06/2022
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Academies
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what assessment he has made of the (a) value and (b) potential merits of the operating freedoms available to academy schools.
tabling member constituency	Houghton and Sunderland South
tabling member printed	Bridget Phillipson
uin	22409
answer	answer is ministerial correction date of answer 27/06/2022 answer text <p>Academy trust freedoms include the autonomy for academy trusts to make decisions on matters such as financial governance, the school year and day, curriculum, staffing, and pay. These enable academy trusts to collaborate, innovate, and run themselves efficiently to support teachers and schools where the challenge is greatest to deliver the best outcomes for their pupils.</p><p> </p><p>As set out in the Schools White Paper, the department knows the best multi-academy trusts transform outcomes for pupils, particularly the most disadvantaged, and deliver improvement in schools and areas where poor performance had become entrenched.</p><p> </p><p>There are no provisions in the Schools Bill that undermine academy freedoms. The Schools Bill makes provisions for the Academy Trust Standards, which will bring together existing requirements currently set out across funding agreements, legislation, and the Academy Trust Handbook into a single statutory framework. This will bring greater clarity, understanding and reassurance to the sector, and will ensure the same minimum standards apply consistently to all academies now and in the future.</p><p> </p><p>The department will consult with the sector on every iteration of the Academy Trust Standards regulations.</p> answering member constituency Worcester answering member printed Mr Robin Walker grouped question UIN 22410 question first answered 27/06/2022 10:45:56 answering member 4091 label Biography information for Mr Robin Walker
tabling member	4046 label Biography information for Bridget Phillipson

1472100

registered interest
date	21/06/2022
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Academies
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what assessment he has made of the potential impact of provisions in the Schools Bill on the operating freedoms available to academy schools.
tabling member constituency	Houghton and Sunderland South
tabling member printed	Bridget Phillipson
uin	22410
answer	answer is ministerial correction date of answer 27/06/2022 answer text <p>Academy trust freedoms include the autonomy for academy trusts to make decisions on matters such as financial governance, the school year and day, curriculum, staffing, and pay. These enable academy trusts to collaborate, innovate, and run themselves efficiently to support teachers and schools where the challenge is greatest to deliver the best outcomes for their pupils.</p><p> </p><p>As set out in the Schools White Paper, the department knows the best multi-academy trusts transform outcomes for pupils, particularly the most disadvantaged, and deliver improvement in schools and areas where poor performance had become entrenched.</p><p> </p><p>There are no provisions in the Schools Bill that undermine academy freedoms. The Schools Bill makes provisions for the Academy Trust Standards, which will bring together existing requirements currently set out across funding agreements, legislation, and the Academy Trust Handbook into a single statutory framework. This will bring greater clarity, understanding and reassurance to the sector, and will ensure the same minimum standards apply consistently to all academies now and in the future.</p><p> </p><p>The department will consult with the sector on every iteration of the Academy Trust Standards regulations.</p> answering member constituency Worcester answering member printed Mr Robin Walker grouped question UIN 22409 question first answered 27/06/2022 10:45:56 answering member 4091 label Biography information for Mr Robin Walker
tabling member	4046 label Biography information for Bridget Phillipson

1471719

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	Russian Language: GCE A-level and GCSE
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what discussions he is having with exam boards to ensure the exam specifications for Russian (a) GCSE and (b) A-Level courses do not cause distress to Ukrainian students.
tabling member constituency	Twickenham
tabling member printed	Munira Wilson
uin	21288
answer	answer is ministerial correction date of answer 23/06/2022 answer text <p>Awarding organisations look carefully at their specifications and exam questions each year to manage any negative impacts on students. Awarding organisations are regulated by Ofqual, the office of qualifications and examinations regulation. Discussion about sensitivities in exam specifications is a matter for Ofqual. I have asked its Chief Regulator, Dr Jo Saxton, to write to the hon. Member for Twickenham and a copy of her reply will be placed in the Libraries of both Houses.</p><p> </p> answering member constituency Worcester answering member printed Mr Robin Walker question first answered 23/06/2022 16:16:54 answering member 4091 label Biography information for Mr Robin Walker
tabling member	4776 label Biography information for Munira Wilson

1471784

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	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 help protect clinically vulnerable members of staff from covid-19 in schools in England.
tabling member constituency	Chesterfield
tabling member printed	Mr Toby Perkins
uin	21164
answer	answer is ministerial correction date of answer 23/06/2022 answer text <p>Most people who were previously identified as clinically extremely vulnerable (CEV) are now well protected after receiving their primary and booster vaccination doses. For most people who were identified as CEV, they are no longer at substantially greater risk than the general population and are advised to follow the same guidance as everyone else on staying safe and preventing the spread of COVID-19, as well as any further advice they may have received from their doctor.</p><p>As individuals are now mixing in an otherwise open society, regular testing within education providers is no longer as effective as it once was at preventing transmission. Instead, the most effective protection against severe disease from COVID-19 for everyone, including those at higher risk from COVID-19, is to get vaccinated.</p><p>Education providers should undertake a risk assessment of individuals with clinical vulnerabilities attending the provider and, as employers, should be able to explain the measures they have in place to keep staff safe at work.</p><p>Those at higher risk may also wish to consider additional advice:</p><ul><li>Those previously considered CEV may wish to consider taking extra precautions outlined in guidance from the UK Health Security Agency (UKHSA) and the Department of Health and Social Care (DHSC), which is available here: <a href="https://www.gov.uk/government/publications/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</a>.</li><li>Individuals with a weakened immune system should follow guidance from the UKHSA and DHSC for people whose immune system means they are at higher risk from COVID-19. The guidance is available here: <a href="https://www.gov.uk/government/publications/covid-19-guidance-for-people-whose-immune-system-means-they-are-at-higher-risk" target="_blank">https://www.gov.uk/government/publications/covid-19-guidance-for-people-whose-immune-system-means-they-are-at-higher-risk</a>.</li><li>In some circumstances, staff, children, pupils or students may have received advice from their specialist or clinician. They should follow this advice, which may be set out in a healthcare plan.</li></ul><p> </p> answering member constituency Worcester answering member printed Mr Robin Walker question first answered 23/06/2022 11:41:28 answering member 4091 label Biography information for Mr Robin Walker
tabling member	3952 label Biography information for Mr Toby Perkins