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1484919

registered interest
date	29/06/2022
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Apprentices: Specific Learning Difficulties
house id	2
legislature	25277 pref label House of Lords
question text	To ask Her Majesty's Government what programmes are currently in place to increase the number of people with learning difficulties taking part in apprenticeships.
tabling member printed	Lord Browne of Belmont
uin	HL1336
answer	answer is ministerial correction date of answer 11/07/2022 answer text <p>Apprenticeships are available for all people of all backgrounds including people with Learning Difficulties and Disabilities (LDD) to start, progress or to re-train in a variety of industries.</p><p>In recent years we have seen an improved representation of people who have declared LDD starting apprenticeships, and we want this to continue. We have improved our Find an Apprenticeship service to allow people to identify Disability Confident Employers offering opportunities and ensuring apprenticeships are available to all.</p><p>In partnership with the Disability Rights UK, we launched a Disabled Apprentice Network to provide insight and evidence on how to attract and retain disabled people into apprenticeships. Disability Rights UK published a report during National Apprenticeship Week 2022 to support employers to improve the diversity of their apprenticeship programmes whilst highlighting the barriers people may face when undertaking an apprenticeship. In this report, the apprentices identified the opportunity to build confidence, skills and networks with people with different experiences and gain paid work experience as the key points which influenced them towards undertaking an apprenticeship.</p><p>To ensure that more people who declare LDD feel confident to undertake apprenticeships, we have lowered the English and Maths requirements to apprenticeships for a defined group of individuals with LDD. We have also introduced British Sign Language (BSL) as an alternative to English Functional Skills for those who have BSL as their first language.</p><p>Furthermore, we make £1,000 payments to employers and providers for taking on 16 to 18-year-olds, or those 19 to 24 with an Education, Health and Care Plan and also offer £150 per month to help providers make reasonable adjustments for eligible apprentices with special educational needs. Providers can claim additional funding if the cost of support exceeds this rate.</p> answering member printed Baroness Barran question first answered 11/07/2022 14:19:29 answering member 4703 label Biography information for Baroness Barran
tabling member	3801 label Biography information for Lord Browne of Belmont

1484920

registered interest
date	29/06/2022
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Special Educational Needs: Vocational Guidance
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 career support available for students with Special Educational Needs and Disabilities.
tabling member printed	Lord Browne of Belmont
uin	HL1337
answer	answer is ministerial correction date of answer 11/07/2022 answer text <p>Education is a devolved matter, and the response outlines the information for England only.</p><p>The government’s education policies are intended to ensure that all young people, whatever their background or circumstances, have the opportunity to reach their potential. Careers support for young people supports anyone, including young people with special education needs and disabilities (SEND) or in disadvantaged groups, to go as far as their talents will take them and have a rewarding career.</p><p>The statutory guidance for schools and colleges on careers guidance includes an expectation that schools and colleges will use the Gatsby Benchmarks of Good Career Guidance to develop and improve their careers programmes. The guidance is available here: <a href="https://www.gov.uk/government/publications/careers-guidance-provision-for-young-people-in-schools" target="_blank">https://www.gov.uk/government/publications/careers-guidance-provision-for-young-people-in-schools</a>. The third benchmark focusses on addressing the individual needs of each student. The department expects schools and colleges to tailor careers activities and educational goals to the needs of each student, taking account of their prior knowledge and skills, the choices and transitions they face, and any additional support that may be needed to overcome barriers.</p><p>The department is working in collaboration with The Careers and Enterprise Company (CEC) and the National Careers Service to ensure careers advice for young people with SEND is of the highest quality. The department funds the CEC to increase young people’s exposure to the world of work and support schools and colleges to achieve the Gatsby Benchmarks. The CEC runs a community of practice focused on inclusion. Schools, colleges and training providers work together to support each other in their local community to work with students from disadvantaged groups, including young people with SEND, through the sharing of good practice and the development of resources. The National Careers Service provides free careers information, advice and guidance to both young people and adults through a website and telephone helpline.</p><p>To help more young people with SEND get into great careers, the department is also taking action to improve careers guidance, providing support, resources and SEND-specific training for Careers Leaders and special educational needs coordinators who design and deliver inspirational careers education programmes, tailored to the needs of young people with SEND.</p> answering member printed Baroness Barran question first answered 11/07/2022 14:16:03 answering member 4703 label Biography information for Baroness Barran
tabling member	3801 label Biography information for Lord Browne of Belmont

1439946

registered interest
date	10/03/2022
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Children: Social Services
house id	2
legislature	25277 pref label House of Lords
question text	To ask Her Majesty's Government what steps they are taking to measure progress towards the restoration of disabled children’s social care services to pre-pandemic levels.
tabling member printed	Lord Browne of Belmont
uin	HL6854
answer	answer is ministerial correction date of answer 24/03/2022 answer text <p>I refer the noble Lord to the answer given by my hon. Friend, the Minister for Children and Families, on 28 February 2022 to Question <a href="https://questions-statements.parliament.uk/written-questions/detail/2022-02-18/125599" target="_blank">125599</a>.</p> answering member printed Baroness Barran question first answered 24/03/2022 12:41:27 answering member 4703 label Biography information for Baroness Barran
tabling member	3801 label Biography information for Lord Browne of Belmont

1349325

registered interest
date	21/07/2021
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Remote 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 number of children educated at home in each of the last two years.
tabling member printed	Lord Browne of Belmont
uin	HL2258
answer	answer is ministerial correction date of answer 26/07/2021 answer text <p>The department does not collect data on children who are home educated, however we are aware of the rising numbers of home-educated children.</p><p>The department supports the right of parents to educate their children at home. Most parents do this with the intention of providing their child with the best education possible, and sometimes during challenging circumstances.</p><p>However, the rising numbers of home educated children cannot be overlooked. For some parents, the child’s education is not the primary reason behind the decision to home educate, which can mean that some children are not being provided with a suitable education.</p><p>The government remains committed to a form of registration system for children not in school. Further details on this will be in the government response to the Children Not in School Consultation, which we will publish in the coming months.</p> answering member printed Baroness Berridge question first answered 26/07/2021 15:40:37 answering member 4218 label Biography information for Baroness Berridge
tabling member	3801 label Biography information for Lord Browne of Belmont

1349326

registered interest
date	21/07/2021
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Education: Standards
house id	2
legislature	25277 pref label House of Lords
question text	To ask Her Majesty's Government what assessment they have made of educational underachievement in Britain; and whether they feel a one-size-fits-all approach is the answer.
tabling member printed	Lord Browne of Belmont
uin	HL2259
answer	answer is ministerial correction date of answer 04/08/2021 answer text <p>Education is a devolved matter, and the response will outline the education reforms for England.</p><p>The government remains committed to raising educational standards for all pupils, to ensure they have the knowledge, qualifications and skills they need to succeed in life. The proportion of schools now rated by Ofsted as Good or Outstanding has risen from 68% in 2010 to 86% in 2020. For all phases of education, there is funding in place that specifically targets disadvantaged children and young people, in order to tackle the attainment gap.</p><p>For children in their early years, the department is investing £17 million to deliver the Nuffield Early Language Intervention, improving the language skills of reception age children who need it most during the COVID-19 outbreak. We have also announced £10 million for a pre-reception early language continued professional development programme, supporting early years staff to work with those disadvantaged children who are at risk of falling behind.</p><p>Disadvantaged children at school continue to benefit from additional funding given to their schools through the pupil premium, worth over £2.5 billion in 2021/22.</p><p>For 16 to 19-year-olds, the national funding formula includes extra funding for disadvantaged students. In 2020/21 the government allocated over £530 million to enable colleges, schools, and other providers to recruit and support disadvantaged 16 to 19-year-olds and to support students with special educational needs and disabilities.</p><p>The Disadvantage Gap Index shows that, between 2011 and 2019, the attainment gap between disadvantaged and non-disadvantaged pupils narrowed by 13% at age 11 and 9% at age 16.</p> answering member printed Baroness Berridge question first answered 04/08/2021 13:36:18 answering member 4218 label Biography information for Baroness Berridge
tabling member	3801 label Biography information for Lord Browne of Belmont

1349327

registered interest
date	21/07/2021
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	School Leaving: Qualifications
house id	2
legislature	25277 pref label House of Lords
question text	To ask Her Majesty's Government how many children left school with no (1) GCSEs, or (2) equivalent qualifications, in each of the last three years.
tabling member printed	Lord Browne of Belmont
uin	HL2260
answer	answer is ministerial correction date of answer 28/07/2021 answer text <p>In 2020, 2.2% of pupils at the end of key stage 4 (age 16) in state funded schools in England had no GCSEs and equivalent passes. This is a small improvement compared with both 2019 and 2018 when the figure was 2.4%.</p><p>At age 16, the percentage of pupils without level 2 (5 good GCSEs or equivalent) was 27.3% in 2019/20, 35.7% in 2018/19, and 35% in 2017/18.</p><p>After the age of 16, pupils should stay in full-time education, be in an apprenticeship or traineeship, or spend 20 hours or more a week working or volunteering, while in part-time education or training. During this period they should gain further qualifications. Of those leaving at age 18 in 2019/20, 20.6% of pupils left school without level 2 (5 good GCSEs or equivalent), an improvement of 14.5% compared with the same cohort at age 16.</p> answering member printed Baroness Berridge question first answered 28/07/2021 15:36:53 answering member 4218 label Biography information for Baroness Berridge
tabling member	3801 label Biography information for Lord Browne of Belmont

1224708

registered interest
date	14/07/2020
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Gambling: Internet
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 effectiveness of schemes in schools and colleges to raise awareness of the dangers of online gambling.
tabling member printed	Lord Browne of Belmont
uin	HL6833
answer	answer is ministerial correction date of answer 27/07/2020 answer text <p>We want to support all young people to be happy, healthy and safe and want to equip them for adult life and to make a positive contribution to society. Relationships Education for all primary school-aged pupils, Relationships and Sex Education (RSE) for all secondary school-aged pupils, and Health Education for all pupils in state-funded schools, will become compulsory from 1 September 2020.</p><p>In light of the circumstances caused by the COVID-19 outbreak and, following engagement with the sector, the department is reassuring schools that although the subjects will still be compulsory from 1 September 2020, schools have flexibility over how they discharge their duty within the first year of compulsory teaching. For further information, I refer the noble Lord to the answer I gave on 10 June to Question <a href="https://www.parliament.uk/business/publications/written-questions-answers-statements/written-question/Commons/2020-06-05/55660/" target="_blank">55660</a>.</p><p>The subjects will support all young people in terms of managing risk, making informed decisions, as well as in key aspects such as mental wellbeing and online behaviour. Under the topic of internet safety and harms, the statutory guidance sets out that young people should be taught about the risks related to online gambling, including the accumulation of debt, how advertising and information is targeted at them, and how to be a discerning consumer of information online. The statutory guidance can be accessed via the following link: <a href="https://www.gov.uk/government/publications/relationships-education-relationships-and-sex-education-rse-and-health-education" target="_blank">https://www.gov.uk/government/publications/relationships-education-relationships-and-sex-education-rse-and-health-education</a>.</p><p>As with other aspects of the curriculum, schools will have flexibility over how they deliver these subjects, so they can develop an approach that is sensitive to the needs and background of their pupils. Schools should assess each resource they intend to use, to ensure that it is appropriate for the age and maturity of pupils, and sensitive to their needs. These resources must also be factually accurate. We also expect schools to consult with parents on these matters and to make reasonable decisions about the content of their curriculum.</p><p>Many schools draw on the work of subject associations when choosing resources, for example the PSHE Association. They have worked with organisations like Gamble Aware to develop a programme about the dangers of gambling.</p><p>To support schools, the department is investing in a central package to help all schools to teach these subjects. We are currently developing a new online service featuring training materials, an implementation guide and case studies. This will cover all of the teaching requirements in the statutory guidance, including modules on how teachers teach about the risks related to online gambling. The first training material, covering mental wellbeing, is now available on GOV.UK, and additional content will be added in the coming months.</p> answering member printed Baroness Berridge question first answered 27/07/2020 16:52:49 answering member 4218 label Biography information for Baroness Berridge
tabling member	3801 label Biography information for Lord Browne of Belmont

1224711

registered interest
date	14/07/2020
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Schools: Mental Health
house id	2
legislature	25277 pref label House of Lords
question text	To ask Her Majesty's Government what assessment they have made of programmes in place to address mental health issues in primary and post-primary schools.
tabling member printed	Lord Browne of Belmont
uin	HL6836
answer	answer is ministerial correction date of answer 28/07/2020 answer text <p>There are a wide range of evidence-based programmes and interventions available for schools to use to support the mental health and wellbeing of their pupils. Schools should choose how best to support their pupils depending on local needs and context and reference to the evidence base.</p><p>The department-funded ‘Supporting Mental Health in Schools and Colleges’ survey in the academic year 2016-17 found that schools already have a wide range of provision on offer. For example, 61% provided school counselling, 70% had support programmes for specific groups of pupils and 53% offered peer support or mentoring. The department’s School Snapshot survey from summer 2019 found that 96% of schools provided support for pupils with identified mental health needs. We have included schools with sources of evidence-based wellbeing activities as part of our guidance on providing education remotely and as pupils return to school so that they can continue to do this.</p><p>In order to improve the evidence base available to schools, the department is funding a large-scale programme of randomised controlled trials of school based mental health and wellbeing interventions. The aim of the ‘Education for Wellbeing’ programme is to provide evidence on what works to support children and young people’s mental health and wellbeing and how it can be delivered effectively in a school setting. The programme consists of 2 large trials, and there will be around 350 participating schools by the end of the project in 2021, making this one of the largest studies in the world of its kind.</p><p>The department has also published detailed plans for all children and young people to return to full-time education from September. The guidance highlights the particular need to focus on pastoral support and mental wellbeing as a central part of what schools provide, in order to re-engage them and rebuild social interaction with their friends and teachers. This will involve curriculum provision as well as extra-curricular and pastoral support, and our recently published relationships, sex and health education training module will support teachers with preparation to deliver content on mental health and wellbeing. The guidance for schools is available here:<br> <a href="https://www.gov.uk/government/news/schools-and-colleges-to-reopen-in-full-in-september" target="_blank">https://www.gov.uk/government/news/schools-and-colleges-to-reopen-in-full-in-september</a>.</p><p>The department in collaboration with Public Health England and NHS England, delivered 2 webinars in July to provide further mental health support. The first webinar was for schools and colleges to support teachers in promoting and supporting the mental wellbeing of children and young people during the COVID-19 outbreak. The second event was for stakeholders across the local system to support strengthening of local partnerships to further support children and young people’s mental health as they return to school. We had around 10,000 sign up to the first webinar and around 1,300 to the second, and they are now available online for wider use.</p><p>We also remain committed to implementing the core proposals set out in response to the consultation on ‘Transforming children and young people’s mental health provision: A Green Paper’. Part of that commitment includes establishing new Mental Health Support Teams (MHSTs) in 20-25% of the country by 2023, as part of the additional support for children and young people’s mental health in the NHS Long Term Plan, and we are ahead of trajectory to achieving this. Where already established, MHSTs are adapting their services to continue supporting children and young people remotely during the COVID-19 outbreak. The green paper is available here:<br> <a href="https://www.gov.uk/government/consultations/transforming-children-and-young-peoples-mental-health-provision-a-green-paper" target="_blank">https://www.gov.uk/government/consultations/transforming-children-and-young-peoples-mental-health-provision-a-green-paper</a>.</p><p>The National Institute for Health Research and Health Services &amp; Delivery Research Policy Research Programme programmes have jointly commissioned Birmingham, RAND and Cambridge Evaluation Centre and the Policy Innovation and Evaluation Research Unit to carry out a robust and independent evaluation of the implementation of core proposals within the ‘Transforming children and young people’s mental health provision: A Green Paper’. The protocol for this evaluation was published in October 2019 and is available here:<br> <a href="https://fundingawards.nihr.ac.uk/award/16/138/31" target="_blank">https://fundingawards.nihr.ac.uk/award/16/138/31</a>.</p><p>Evaluation fieldwork was paused due to the COVID-19 outbreak. Future plans for the evaluation are currently being reviewed to account for impacts of the COVID-19 outbreak on fieldwork, and any revisions will be included in an updated evaluation protocol.</p> answering member printed Baroness Berridge question first answered 28/07/2020 16:13:41 answering member 4218 label Biography information for Baroness Berridge
tabling member	3801 label Biography information for Lord Browne of Belmont

1183161

registered interest
date	05/03/2020
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Skilled Workers: Vacancies
house id	2
legislature	25277 pref label House of Lords
question text	To ask Her Majesty's Government what estimate they have made of the percentage of job vacancies which remain unfilled because of skill shortages among potential applicants; and what steps they are taking to introduce training courses and apprenticeships to fill that gap.
tabling member printed	Lord Browne of Belmont
uin	HL2253
answer	answer is ministerial correction date of answer 24/03/2020 answer text <p>The Employer Skills Survey 2017 identified 1,007,000 vacancies, of which 226,000 were skill-shortage vacancies (SSVs) – representing 22% of all vacancies. This percentage has remained broadly stable over several waves of the survey – 23% in 2015. Employers were most likely to report SSVs for Skilled Trades (42% of all Skilled Trades vacancies were SSVs), Machine Operatives (31% of all these vacancies were SSVs) and Professionals (30% of all these vacancies were SSVs). These proportions are also in line with 2015 percentages. We are awaiting results of the 2019 survey.</p><p> </p><p>We have put in place a range of measures to tackle skills gaps. We are making apprenticeships longer, better, with more off-the-job training and proper assessment at the end, with new standards across all levels being designed and driven by the industry so they can equip people with the skills they need. We will be investing up to £500 million a year in T levels, a high quality technical alternative to A levels, which will be more rigorous than current vocational courses and involve employers in their development to ensure the qualifications have real labour market value.</p><p>We also investing up to £290 million of capital funding to establish 20 new Institutes of Technology, which will be the pinnacle of technical training offering higher technical education and training in key sectors such as digital, construction, advanced manufacturing and engineering.</p><p> </p><p>We have also invested £100 million into establishing a National Retaining Scheme, which will help prepare adults for future changes to the economy, including those brought about by automation, and help them retrain into better jobs. On top of this we are investing an extra £3 billion, over the course of this Parliament, for a new National Skills Fund to help people learn new skills and prepare for the economy of the future. The fund will help ensure that businesses can find and hire the workers they need and help people fulfil their potential.</p><p> </p> answering member printed Baroness Berridge question first answered 24/03/2020 17:17:31 answering member 4218 label Biography information for Baroness Berridge
tabling member	3801 label Biography information for Lord Browne of Belmont

1175161

registered interest
date	21/01/2020
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Education
house id	2
legislature	25277 pref label House of Lords
question text	Her Majesty's Government which Parliamentary constituencies have no further or higher education establishments within their boundaries.
tabling member printed	Lord Browne of Belmont
uin	HL612
answer	answer is ministerial correction date of answer 04/02/2020 answer text <p>Further education and higher education are devolved matters. The department does not have ready access to the location of all further education colleges within the UK and so cannot provide an answer in the form requested in the time available. The answer below therefore focuses on England.</p><p>In England, of the 533 parliamentary constituencies, there are 52 with no further education colleges or higher education institutions registered within their boundaries.</p><p>The attached tables contain the full list of these constituencies.</p><p> </p> answering member printed Lord Agnew of Oulton question first answered 04/02/2020 17:44:49 answering member 4689 label Biography information for Lord Agnew of Oulton attachment 1 file name HL612_Constituencies_with_no_FE_or_HE_provision_in_England.xls title HL612_Table
tabling member	3801 label Biography information for Lord Browne of Belmont