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1362212

registered interest
date	21/10/2021
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	BTEC Qualifications
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what steps he is taking to ensure that students can continue to study BTEC qualifications in the future.
tabling member constituency	Portsmouth South
tabling member printed	Stephen Morgan
uin	60501
answer	answer is ministerial correction date of answer 29/10/2021 answer text <p>In July 2021 the department set out the qualifications that we intend to fund alongside A levels and T Levels at level 3. We want T Levels to be the core of the new technical offer so that in a fast-moving and high-tech economy we close the gap between what people study and the needs of employers. We are confident T Levels will lead to better progression into work or further study. T Levels offer a broad course content, giving students a thorough understanding of the sector and an occupational specialism to develop the knowledge and skills needed to work in specific occupations. This cannot be matched by qualifications currently available.</p><p>T Levels are challenging qualifications developed with 250 leading employers. They have significantly longer teaching hours and include a meaningful nine week industry placement that sets them apart from many current vocational qualifications. We want as many students to benefit as possible.</p><p>However, we will continue to fund some BTECs and other Applied General qualifications in future, and these qualifications will continue to play an important role for 16-19 year olds and adults as they do now.</p><p>We have been clear that we expect the changes to be generally positive as students will have access to higher quality qualifications in the future, including new T Levels. This will put students in a stronger position to progress onto further study or skilled employment.</p> answering member constituency Brentwood and Ongar answering member printed Alex Burghart grouped question UIN 60502 question first answered 29/10/2021 10:53:16 answering member 4613 label Biography information for Alex Burghart
tabling member	4653 label Biography information for Stephen Morgan

1362213

registered interest
date	21/10/2021
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	BTEC Qualifications: Finance
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 impact of removing funding for BTEC qualifications.
tabling member constituency	Portsmouth South
tabling member printed	Stephen Morgan
uin	60502
answer	answer is ministerial correction date of answer 29/10/2021 answer text <p>In July 2021 the department set out the qualifications that we intend to fund alongside A levels and T Levels at level 3. We want T Levels to be the core of the new technical offer so that in a fast-moving and high-tech economy we close the gap between what people study and the needs of employers. We are confident T Levels will lead to better progression into work or further study. T Levels offer a broad course content, giving students a thorough understanding of the sector and an occupational specialism to develop the knowledge and skills needed to work in specific occupations. This cannot be matched by qualifications currently available.</p><p>T Levels are challenging qualifications developed with 250 leading employers. They have significantly longer teaching hours and include a meaningful nine week industry placement that sets them apart from many current vocational qualifications. We want as many students to benefit as possible.</p><p>However, we will continue to fund some BTECs and other Applied General qualifications in future, and these qualifications will continue to play an important role for 16-19 year olds and adults as they do now.</p><p>We have been clear that we expect the changes to be generally positive as students will have access to higher quality qualifications in the future, including new T Levels. This will put students in a stronger position to progress onto further study or skilled employment.</p> answering member constituency Brentwood and Ongar answering member printed Alex Burghart grouped question UIN 60501 question first answered 29/10/2021 10:53:16 answering member 4613 label Biography information for Alex Burghart
tabling member	4653 label Biography information for Stephen Morgan

1362246

registered interest
date	21/10/2021
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Sixth Form Education: Greater London
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 increase the number of top sixth form schools in the Central London area that are available to girls.
tabling member constituency	Battersea
tabling member printed	Marsha De Cordova
uin	60507
answer	answer is ministerial correction date of answer 29/10/2021 answer text <p>Across inner London there are 60 state funded schools with sixth forms and further education colleges which are rated Outstanding by Ofsted. Of these, 45 are accessible to boys and 54 accessible to girls[1].</p><p>Local authorities have broad duties to encourage, enable and assist young people to participate in education or training. This includes securing sufficient suitable education and training provision for all young people in their area who are over compulsory school age but under 19, or up to age 25 for learners with an education, health and care plan.</p><p>The government’s free schools programme has opened eight 16-19 free schools in inner London with places available to female students and a further 21 mainstream free schools that have 16-19 places. All of these schools that have been inspected to date have been judged Good or Outstanding by Ofsted. This includes the London Academy of Excellence in Newham, a 16-19 free school judged Outstanding by Ofsted, which in the 2020/21 academic year had 57% female students. Proposals for approving further free schools will be set out in due course.</p><p>Nationally, capital funding of £83 million has also been made available in the 2021/22 financial year to existing post-16 providers, including sixth form colleges, to enable them to accommodate the demographic increase in 16-19 year olds.</p><p>[1] Some single sex schools may have mixed sixth forms. This is not reflected in the figures provided above.</p> answering member constituency Brentwood and Ongar answering member printed Alex Burghart question first answered 29/10/2021 15:20:29 answering member 4613 label Biography information for Alex Burghart
tabling member	4676 label Biography information for Marsha De Cordova

1362257

registered interest
date	21/10/2021
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Teachers: Trade Unions
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, how many (a) academies and (b) free schools have negotiated recognition agreements with teaching unions.
tabling member constituency	Hove
tabling member printed	Peter Kyle
uin	60472
answer	answer is ministerial correction date of answer 29/10/2021 answer text <p>The information requested is not held centrally.</p><p>The department does not collect data on academies or free schools who have negotiated recognition agreements with teaching unions.</p><p> </p> answering member constituency Worcester answering member printed Mr Robin Walker question first answered 29/10/2021 11:02:09 answering member 4091 label Biography information for Mr Robin Walker
tabling member	4505 label Biography information for Peter Kyle

1362258

registered interest
date	21/10/2021
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Pupil Exclusions
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what the rate of school exclusions has been in (a) local authority maintained schools and (b) academies in each of the last five years.
tabling member constituency	Hove
tabling member printed	Peter Kyle
uin	60473
answer	answer is ministerial correction date of answer 26/10/2021 answer text <p>The requested data is in the attached table. Rates of permanent exclusion and suspension for local authority maintained schools and academies are affected by the mix of schools in each group. Comparisons across years are affected by the increasing numbers of academy schools.</p><p> </p> answering member constituency Worcester answering member printed Mr Robin Walker question first answered 26/10/2021 16:33:40 answering member 4091 label Biography information for Mr Robin Walker attachment 1 file name 60473_table_showing_permanent_exclusions_in_maintained_schools_and_academies.xls title 60473_table
tabling member	4505 label Biography information for Peter Kyle

1362259

registered interest
date	21/10/2021
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Pupils: Absenteeism
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what assessment his Department has made of trends in the level of unexplained pupil absence in England from (a) 16 September 2021 and (b) 14 October 2021.
tabling member constituency	Hove
tabling member printed	Peter Kyle
uin	60474
answer	answer is ministerial correction date of answer 26/10/2021 answer text <p>Nationally, education settings are open. Attendance is mandatory for schools and strongly encouraged for nurseries. The usual rules on school attendance continue to apply, including parents’ duty to secure their child’s regular attendance at school. Our priority is for schools to deliver face-to-face, high-quality education to all pupils. The evidence is clear that being out of education can impact educational attainment, life chances, mental and physical health. As COVID-19 becomes a virus that we learn to live with, it is imperative that we reduce the disruption to children and young people’s education. Schools should work closely with other professionals, where appropriate, to support school attendance. Where pupils are not able to attend school as they are following clinical or public health advice related to COVID-19, absence will not be penalised.</p><p>To maximise attendance within schools we have a comprehensive attendance strategy that has been implemented since the beginning of this academic year to ensure that any absence because of COVID-19 is minimised, and we are continuing to closely monitor absence levels and trends to ensure a focus on attendance remains throughout the rest of this academic year. The department has acted throughout the COVID-19 outbreak to help minimise the impact on pupils’ education and provided extensive support for schools. COVID-19 has caused particular challenges for some children who may already have been disengaged from education. That is why we have been working closely with local authorities and schools to help them re-engage pupils, including providing best practice advice.</p><p>Daily on-site attendance data is collected through the educational setting status form (EdSet). EdSet monitors COVID-19 related absence specifically by design and a full breakdown on absence for all reasons is not included in the survey.</p><p>Reasons for not attending on-site, other than for COVID-19 related reasons, includes off-site educational activities, such as school trips or work experience, other authorised absences, such as non-COVID illnesses, and unauthorised absences.</p><p>More detailed absence data is collected in the termly School Census. In line with usual reporting timetable, Autumn term 2021 statistics are due to be published in mid-2022. Autumn term data is not collected daily and has different coverage and definitions to the EdSet data and so they are not directly comparable.</p> answering member constituency Worcester answering member printed Mr Robin Walker question first answered 26/10/2021 16:46:32 answering member 4091 label Biography information for Mr Robin Walker
tabling member	4505 label Biography information for Peter Kyle

1362260

registered interest
date	21/10/2021
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Special Educational Needs
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, excluding pupils absent for covid-related reasons, how many pupils (a) with an Education, Health and Care Plan, (b) who had a social worker and (c) eligible for free school meals attended a state-funded school on (i) 15 October 2020 and (ii) 14 October 2021.
tabling member constituency	Hove
tabling member printed	Peter Kyle
uin	60475
answer	answer is ministerial correction date of answer 26/10/2021 answer text <p>The daily education setting (EdSet) survey asks schools and colleges to report data such as attendance at an institution level.</p><p>The department holds overall attendance data on the number of pupils attending state-funded schools on site, including for pupils with an Education, Health and Care Plan, with a social worker, and since 30 March 2021, for pupils who are eligible for free school meals. Table 1b contains available data for 15 October 2020 at: <a href="https://explore-education-statistics.service.gov.uk/find-statistics/attendance-in-education-and-early-years-settings-during-the-coronavirus-covid-19-outbreak/2020-week-42" target="_blank">https://explore-education-statistics.service.gov.uk/find-statistics/attendance-in-education-and-early-years-settings-during-the-coronavirus-covid-19-outbreak/2020-week-42</a>. Available data for 14 October 2021 is available here: <a href="https://explore-education-statistics.service.gov.uk/find-statistics/attendance-in-education-and-early-years-settings-during-the-coronavirus-covid-19-outbreak/2021-week-42" target="_blank">https://explore-education-statistics.service.gov.uk/find-statistics/attendance-in-education-and-early-years-settings-during-the-coronavirus-covid-19-outbreak/2021-week-42</a>.</p><p>Data is also collected daily on the number of pupils absent due to COVID-19 related reasons across all pupils overall. However, balancing data needs against reporting burdens, data is not collected on COVID-19 related absence for each of these pupil groups. Therefore, the department does not hold the figures requested. EdSet monitors COVID-19 related absence specifically by design and a full breakdown on absence for all reasons is not included in the survey.</p> answering member constituency Colchester answering member printed Will Quince question first answered 26/10/2021 16:04:46 answering member 4423 label Biography information for Will Quince
tabling member	4505 label Biography information for Peter Kyle

1362272

registered interest
date	21/10/2021
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Children: Disability
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, with reference to Scope and the Disabled Children’s Partnership’s report entitled The Gap Widens, published in October 2021, which found that there is a £573 million funding gap in disabled children’s social care, what fiscal steps his Department is planning to take to support all families with a disabled child to access respite care and take short breaks.
tabling member constituency	Stockton North
tabling member printed	Alex Cunningham
uin	60406
answer	answer is ministerial correction date of answer 26/10/2021 answer text <p>I refer the hon. Member for Stockton North to the answer I gave on 20 October 2021 to Question <a href="https://questions-statements.parliament.uk/written-questions/detail/2021-10-15/56976" target="_blank">56976</a>.</p> answering member constituency Colchester answering member printed Will Quince question first answered 26/10/2021 16:07:47 answering member 4423 label Biography information for Will Quince
tabling member	4122 label Biography information for Alex Cunningham

1362293

registered interest
date	21/10/2021
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Teachers: Sick Leave
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 impact of teacher absences as a result of covid-19 on pupils' education.
tabling member constituency	York Central
tabling member printed	Rachael Maskell
uin	60458
answer	answer is ministerial correction date of answer 29/10/2021 answer text <p>As of latest available data on 14 October, over 99.95% (nearly all) of state-funded schools were open to pupils. 1.8% of teachers and school leaders and 1.6% of teaching assistants and other staff were absent from open schools due to COVID-19 related reasons on 14 October.</p><p> </p><p>Our priority is for schools to deliver face-to-face, high-quality education to all pupils. The evidence is clear that being out of education causes significant harm to educational attainment, life chances, mental and physical health. Therefore, the government has made it a national priority that nurseries, schools and colleges should continue to operate as normally as possible during the COVID-19 outbreak.</p><p> </p><p>We have made rapid lateral flow device (LFD) tests available to secondary pupils and students and staff in schools and colleges. Staff are encouraged to continue testing twice weekly from home, 3-4 days apart to reduce transmission.</p><p> </p><p>School leaders are best placed to determine the workforce required to meet the needs of their pupils. In the case of staff absence, schools should follow their usual process for covering absences. This may include engaging supply teachers and other supply staff. We recommend that schools consider using the Department for Education’s and Crown Commercial Service’s agency supply deal when hiring agency workers, as this offers a list of preferred suppliers that must be transparent about the rates they charge, details of which can be found here: <a href="https://www.gov.uk/guidance/deal-for-schools-hiring-supply-teachers-and-agency-workers" target="_blank">https://www.gov.uk/guidance/deal-for-schools-hiring-supply-teachers-and-agency-workers</a>. The Teaching Vacancies service can also help schools to list vacancies for both permanent and fixed-term teaching staff quickly.</p> answering member constituency Worcester answering member printed Mr Robin Walker question first answered 29/10/2021 11:35:21 answering member 4091 label Biography information for Mr Robin Walker
tabling member	4471 label Biography information for Rachael Maskell

1362294

registered interest
date	21/10/2021
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Pupils: Absenteeism
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 impact of pupil absences from school as a result of covid-19 on their education.
tabling member constituency	York Central
tabling member printed	Rachael Maskell
uin	60459
answer	answer is ministerial correction date of answer 04/11/2021 answer text <p>Children and young people’s education has been significantly disrupted as a result of COVID-19. The evidence is clear that being out of education causes significant harm to educational attainment, life chances, mental and physical health.</p><p>Ofsted has found that, despite remote education being offered, learning is still being lost when pupils and students have to self-isolate, particularly when this happens repeatedly. This has been reinforced by the World Health Organisation (WHO), whose updated recommendations are clear that measures should be implemented that protect in-person schooling in this academic year. More information is available here: <a href="https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1000025/Evidence_Summary_-_July_2021.pdf" target="_blank">https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1000025/Evidence_Summary_-_July_2021.pdf</a>.</p><p>Our priority is for schools to deliver face-to-face, high-quality education to all pupils. As COVID-19 becomes a virus that we learn to live with, there is now an imperative to reduce the disruption to children and young people’s education. School attendance is mandatory for all pupils. Data published on 19 October shows that on 14 October nearly all state-funded schools were open and attendance in all state-funded schools was 90%, up from 89.5% on 30 September.</p><p>We have a comprehensive attendance strategy that has been implemented since the beginning of this academic year to ensure that any absence as a result of COVID-19 is minimised, and we are continuing to closely monitor absence levels and trends to ensure a focus on attendance remains throughout the rest of this academic year.</p><p>We know the COVID-19 outbreak has caused particular challenges for some children who may already have been disengaged from education. That is why we have been working closely with local authorities and schools to help them re-engage pupils, including providing best practice advice.</p><p>Helping children and young people to catch up on learning missed due to COVID-19 remains a top priority of this government, which is why, in addition to an ambitious wider settlement for schools and 16 to 19 settings announced in the recent Spending Review, we are investing nearly £5 billion in education recovery. This includes £1.5 billion for a national tutoring revolution, a £1 billion multi-year ‘Recovery Premium’ building on the £950 million already invested so schools can deliver evidence-based interventions based on pupil needs, summer schools, extra time in 16 to 19 education, and 500,000 training opportunities for school teachers and early years practitioners.</p> answering member constituency Worcester answering member printed Mr Robin Walker question first answered 04/11/2021 12:50:55 answering member 4091 label Biography information for Mr Robin Walker
tabling member	4471 label Biography information for Rachael Maskell