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1092121

registered interest
date	20/03/2019
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Assessments: Fraud
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what recent steps his Department has taken to prevent (a) secondary and (b) university students from using essay-writing and other cheat services.
tabling member constituency	Coventry South
tabling member printed	Mr Jim Cunningham
uin	234653
answer	answer is ministerial correction date of answer 25/03/2019 answer text <p>The use of companies that sell bespoke essays to students who pass the work off as their own undermines the reputation of the education system in this country, and devalues the hard work of those succeeding on their own merit.</p><p> </p><p>The government has a clear expectation that educational institutions do everything in their power to prevent students being tempted by these companies. In a university context that may be through introducing initiatives such as honour codes, and making sure their students are aware of the severe consequences they face if they are caught cheating.</p><p> </p><p>In addition, the department will be publishing an Education Technology strategy in the spring which will include encouraging technology companies to identify how anti-cheating software can tackle the growth of essay mills and stay one step ahead of the cheats.</p><p> </p><p>The government is supporting the Quality Assurance Agency for Higher Education (QAA) to put pressure on technology companies who readily facilitate the use of essay mills. This supports and furthers the 2017 efforts of the QAA and National Union of Students and Universities UK who responded to the government’s request to develop guidance for higher education providers on how to combat the threat of “contract cheating”.</p><p> </p><p>The Office for Students is the independent regulator of higher education in England. Through the Higher Education and Research Act 2017, the government has given the Office for Students the power to take action if higher education providers are found to be, in any way, complicit in cheating. This includes imposing fines or ultimately de-registration, the highest possible punishment. The government remains open to the future need for additional legislation, and will continue to investigate all options available.</p><p> </p><p>The Office of Qualifications and Examinations Regulation (Ofqual) is the independent regulator of qualifications in England for secondary school pupils. In reformed GCSEs, AS and A levels Ofqual have significantly reduced the use of non-exam assessment - primarily permitting it only where the prescribed subject content cannot be assessed within an examination. This means that - in most subjects - a pupil could not use an essay writing service to gain an unfair advantage in an assessment.</p><p> </p><p>In all GCSEs, AS and A levels, Ofqual rules require exam boards to do all they can to prevent malpractice and maladministration when developing, delivering and awarding regulated qualifications, to investigate allegations and suspicions of malpractice when they arise and to impose appropriate sanctions when malpractice is confirmed.</p><p> </p> answering member constituency Kingswood answering member printed Chris Skidmore question first answered 25/03/2019 17:57:03 answering member 4021 label Biography information for Chris Skidmore
tabling member	308 label Biography information for Mr Jim Cunningham

1092122

registered interest
date	20/03/2019
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Relationships and Sex Education
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, if he will bring forward proposals to require the headteacher of a (a) primary and (b) secondary school to show parents upon request the material used in their school to teach sex and relationships education; what recent representations he has received on that issue; and if he will make a statement.
tabling member constituency	Southend West
tabling member printed	Sir David Amess
uin	234638
answer	answer is ministerial correction date of answer 28/03/2019 answer text <p>Sex education has been compulsory in all maintained secondary schools since 1993. When teaching sex education, schools are required to have regard to the statutory sex and relationships education guidance, which was last updated in 2000. This states that maintained schools must have an up-to-date policy, that sets out the school’s approach to sex education, that they should consult their pupils’ parents and make the policy available to parents. Governors and head teachers should discuss with parents and take on board concerns, on sensitive material to be used in the classroom.</p><p>We have recently consulted on updated guidance for sex education alongside the introduction of relationships education at primary and secondary schools. On its introduction, all schools will be required to have in place a written policy for relationships education and relationships and sex education (RSE). Schools must consult parents in developing and reviewing their policy. Schools should ensure that the policy meets the needs of pupils and parents and reflects the community they serve. Schools should also ensure that the policy sets out the content of the subjects, how the content is taught and who is responsible for teaching it. The draft guidance is also clear that schools should ensure that, when they consult parents, they provide examples of the resources they plan to use, as this can be reassuring for parents, and enables them to continue the conversations started in class at home. Schools should assess each resource that they propose to use to ensure that it is appropriate for the age and maturity of pupils, and sensitive to their needs. The Department does not provide guidance to schools on what they place in school libraries as the Department believes schools are best placed to determine this.</p><p>The Department conducted a consultation on the draft regulations, statutory guidance and regulatory impact assessment for relationships education, relationships and sex education and health education between July and November 2018. The drafting of the consultation and draft statutory guidance was led by my right hon. Friend, the Secretary of State for Education and I, with support from a small team of policy officials and an experienced Headteacher, Ian Bauckham CBE.</p><p>The Department was contacted by over 40,000 individuals and organisations during the consultation process. Prior to the consultation, the key decisions were informed by a thorough engagement process. The public call for evidence received over 23,000 responses and the Department engaged directly with 90 organisations, including parents, young people, headteachers, teachers, governors, subject specialists, teaching unions, charities and faith groups. The Department has not made an assessment of their views on abortion specifically. These stakeholders can be found in the Government response to the Call for Evidence at: <a href="https://consult.education.gov.uk/pshe/relationships-education-rse-health-education/supporting_documents/180718%20Consultation_call%20for%20evidence%20response_policy%20statement.pdf" target="_blank">https://consult.education.gov.uk/pshe/relationships-education-rse-health-education/supporting_documents/180718%20Consultation_call%20for%20evidence%20response_policy%20statement.pdf</a>.</p><p>From time-to-time the Department does also receive correspondence on materials used in the current delivery of sex education and this can be due to a variety of reasons. The Department encourages correspondents to contact their school to discuss this and ensure that they are aware of the current sex and relationships education guidance. The Department would take seriously any concern regarding inappropriate materials. The Department has also received a recent petition which raised concerns about RSE resources being produced by lobby groups and external organisations. The draft guidance is clear that schools should ask to see the materials visitors will use as well as a lesson plan in advance, so that they can ensure it meets the full range of pupils’ needs (e.g. special educational needs). The Department also recognises that schools use resources from representative bodies (e.g. many Catholic and other schools draw on the model curricula provided by the Catholic Education Service.) The guidance encourages schools to draw on the expertise of the main subject associations which often quality assure third party resources.</p><p> </p><p>The Department is committed to supporting schools through training, further advice to improve practice and sharing of best practice, including examples of successful parental engagement. This will include advice on using quality assured, age-appropriate resources.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb grouped question UIN 234639 234640 234641 question first answered 28/03/2019 08:57:16 answering member 111 label Biography information for Nick Gibb
tabling member	44 label Biography information for Sir David Amess

1092123

registered interest
date	20/03/2019
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Relationships and Sex Education
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what guidance his Department issues to schools on the type of (a) material and (b) publications relating to sex and relationships education in school libraries; what recent representations he has received from parents about the type of material placed in school libraries on those matters; and if he will make a statement.
tabling member constituency	Southend West
tabling member printed	Sir David Amess
uin	234639
answer	answer is ministerial correction date of answer 28/03/2019 answer text <p>Sex education has been compulsory in all maintained secondary schools since 1993. When teaching sex education, schools are required to have regard to the statutory sex and relationships education guidance, which was last updated in 2000. This states that maintained schools must have an up-to-date policy, that sets out the school’s approach to sex education, that they should consult their pupils’ parents and make the policy available to parents. Governors and head teachers should discuss with parents and take on board concerns, on sensitive material to be used in the classroom.</p><p>We have recently consulted on updated guidance for sex education alongside the introduction of relationships education at primary and secondary schools. On its introduction, all schools will be required to have in place a written policy for relationships education and relationships and sex education (RSE). Schools must consult parents in developing and reviewing their policy. Schools should ensure that the policy meets the needs of pupils and parents and reflects the community they serve. Schools should also ensure that the policy sets out the content of the subjects, how the content is taught and who is responsible for teaching it. The draft guidance is also clear that schools should ensure that, when they consult parents, they provide examples of the resources they plan to use, as this can be reassuring for parents, and enables them to continue the conversations started in class at home. Schools should assess each resource that they propose to use to ensure that it is appropriate for the age and maturity of pupils, and sensitive to their needs. The Department does not provide guidance to schools on what they place in school libraries as the Department believes schools are best placed to determine this.</p><p>The Department conducted a consultation on the draft regulations, statutory guidance and regulatory impact assessment for relationships education, relationships and sex education and health education between July and November 2018. The drafting of the consultation and draft statutory guidance was led by my right hon. Friend, the Secretary of State for Education and I, with support from a small team of policy officials and an experienced Headteacher, Ian Bauckham CBE.</p><p>The Department was contacted by over 40,000 individuals and organisations during the consultation process. Prior to the consultation, the key decisions were informed by a thorough engagement process. The public call for evidence received over 23,000 responses and the Department engaged directly with 90 organisations, including parents, young people, headteachers, teachers, governors, subject specialists, teaching unions, charities and faith groups. The Department has not made an assessment of their views on abortion specifically. These stakeholders can be found in the Government response to the Call for Evidence at: <a href="https://consult.education.gov.uk/pshe/relationships-education-rse-health-education/supporting_documents/180718%20Consultation_call%20for%20evidence%20response_policy%20statement.pdf" target="_blank">https://consult.education.gov.uk/pshe/relationships-education-rse-health-education/supporting_documents/180718%20Consultation_call%20for%20evidence%20response_policy%20statement.pdf</a>.</p><p>From time-to-time the Department does also receive correspondence on materials used in the current delivery of sex education and this can be due to a variety of reasons. The Department encourages correspondents to contact their school to discuss this and ensure that they are aware of the current sex and relationships education guidance. The Department would take seriously any concern regarding inappropriate materials. The Department has also received a recent petition which raised concerns about RSE resources being produced by lobby groups and external organisations. The draft guidance is clear that schools should ask to see the materials visitors will use as well as a lesson plan in advance, so that they can ensure it meets the full range of pupils’ needs (e.g. special educational needs). The Department also recognises that schools use resources from representative bodies (e.g. many Catholic and other schools draw on the model curricula provided by the Catholic Education Service.) The guidance encourages schools to draw on the expertise of the main subject associations which often quality assure third party resources.</p><p> </p><p>The Department is committed to supporting schools through training, further advice to improve practice and sharing of best practice, including examples of successful parental engagement. This will include advice on using quality assured, age-appropriate resources.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb grouped question UIN 234638 234640 234641 question first answered 28/03/2019 08:57:16 answering member 111 label Biography information for Nick Gibb
tabling member	44 label Biography information for Sir David Amess

1092124

registered interest
date	20/03/2019
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Relationships and Sex Education
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what guidance his Department issues to schools on the materials used in sex education in (a) primary and (b) secondary schools; what recent representations he has received on that issue from (i) hon. Members and (ii) the parents of (A) primary and (B) secondary school pupils; what response was given by his Department in each such case; if he will place in the Library a copy of each such response; and if he will make a statement.
tabling member constituency	Southend West
tabling member printed	Sir David Amess
uin	234640
answer	answer is ministerial correction date of answer 28/03/2019 answer text <p>Sex education has been compulsory in all maintained secondary schools since 1993. When teaching sex education, schools are required to have regard to the statutory sex and relationships education guidance, which was last updated in 2000. This states that maintained schools must have an up-to-date policy, that sets out the school’s approach to sex education, that they should consult their pupils’ parents and make the policy available to parents. Governors and head teachers should discuss with parents and take on board concerns, on sensitive material to be used in the classroom.</p><p>We have recently consulted on updated guidance for sex education alongside the introduction of relationships education at primary and secondary schools. On its introduction, all schools will be required to have in place a written policy for relationships education and relationships and sex education (RSE). Schools must consult parents in developing and reviewing their policy. Schools should ensure that the policy meets the needs of pupils and parents and reflects the community they serve. Schools should also ensure that the policy sets out the content of the subjects, how the content is taught and who is responsible for teaching it. The draft guidance is also clear that schools should ensure that, when they consult parents, they provide examples of the resources they plan to use, as this can be reassuring for parents, and enables them to continue the conversations started in class at home. Schools should assess each resource that they propose to use to ensure that it is appropriate for the age and maturity of pupils, and sensitive to their needs. The Department does not provide guidance to schools on what they place in school libraries as the Department believes schools are best placed to determine this.</p><p>The Department conducted a consultation on the draft regulations, statutory guidance and regulatory impact assessment for relationships education, relationships and sex education and health education between July and November 2018. The drafting of the consultation and draft statutory guidance was led by my right hon. Friend, the Secretary of State for Education and I, with support from a small team of policy officials and an experienced Headteacher, Ian Bauckham CBE.</p><p>The Department was contacted by over 40,000 individuals and organisations during the consultation process. Prior to the consultation, the key decisions were informed by a thorough engagement process. The public call for evidence received over 23,000 responses and the Department engaged directly with 90 organisations, including parents, young people, headteachers, teachers, governors, subject specialists, teaching unions, charities and faith groups. The Department has not made an assessment of their views on abortion specifically. These stakeholders can be found in the Government response to the Call for Evidence at: <a href="https://consult.education.gov.uk/pshe/relationships-education-rse-health-education/supporting_documents/180718%20Consultation_call%20for%20evidence%20response_policy%20statement.pdf" target="_blank">https://consult.education.gov.uk/pshe/relationships-education-rse-health-education/supporting_documents/180718%20Consultation_call%20for%20evidence%20response_policy%20statement.pdf</a>.</p><p>From time-to-time the Department does also receive correspondence on materials used in the current delivery of sex education and this can be due to a variety of reasons. The Department encourages correspondents to contact their school to discuss this and ensure that they are aware of the current sex and relationships education guidance. The Department would take seriously any concern regarding inappropriate materials. The Department has also received a recent petition which raised concerns about RSE resources being produced by lobby groups and external organisations. The draft guidance is clear that schools should ask to see the materials visitors will use as well as a lesson plan in advance, so that they can ensure it meets the full range of pupils’ needs (e.g. special educational needs). The Department also recognises that schools use resources from representative bodies (e.g. many Catholic and other schools draw on the model curricula provided by the Catholic Education Service.) The guidance encourages schools to draw on the expertise of the main subject associations which often quality assure third party resources.</p><p> </p><p>The Department is committed to supporting schools through training, further advice to improve practice and sharing of best practice, including examples of successful parental engagement. This will include advice on using quality assured, age-appropriate resources.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb grouped question UIN 234638 234639 234641 question first answered 28/03/2019 08:57:16 answering member 111 label Biography information for Nick Gibb
tabling member	44 label Biography information for Sir David Amess

1092129

registered interest
date	20/03/2019
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Personal, Social, Health and Economic Education
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, how many (a) Ministers and (b) officials were responsible for drafting (i) Relationships Education, Relationships and Sex Education, and Health Education in England Government consultation and (ii) the draft statutory guidance for governing bodies, proprietors, head teachers, principals, senior leadership teams, teachers; and which (i) organisations and (ii) individuals were consulted on the draft guidelines; known to his Department to take a (A) pro-life and (B) pro-choice view on abortion.
tabling member constituency	Southend West
tabling member printed	Sir David Amess
uin	234641
answer	answer is ministerial correction date of answer 28/03/2019 answer text <p>Sex education has been compulsory in all maintained secondary schools since 1993. When teaching sex education, schools are required to have regard to the statutory sex and relationships education guidance, which was last updated in 2000. This states that maintained schools must have an up-to-date policy, that sets out the school’s approach to sex education, that they should consult their pupils’ parents and make the policy available to parents. Governors and head teachers should discuss with parents and take on board concerns, on sensitive material to be used in the classroom.</p><p>We have recently consulted on updated guidance for sex education alongside the introduction of relationships education at primary and secondary schools. On its introduction, all schools will be required to have in place a written policy for relationships education and relationships and sex education (RSE). Schools must consult parents in developing and reviewing their policy. Schools should ensure that the policy meets the needs of pupils and parents and reflects the community they serve. Schools should also ensure that the policy sets out the content of the subjects, how the content is taught and who is responsible for teaching it. The draft guidance is also clear that schools should ensure that, when they consult parents, they provide examples of the resources they plan to use, as this can be reassuring for parents, and enables them to continue the conversations started in class at home. Schools should assess each resource that they propose to use to ensure that it is appropriate for the age and maturity of pupils, and sensitive to their needs. The Department does not provide guidance to schools on what they place in school libraries as the Department believes schools are best placed to determine this.</p><p>The Department conducted a consultation on the draft regulations, statutory guidance and regulatory impact assessment for relationships education, relationships and sex education and health education between July and November 2018. The drafting of the consultation and draft statutory guidance was led by my right hon. Friend, the Secretary of State for Education and I, with support from a small team of policy officials and an experienced Headteacher, Ian Bauckham CBE.</p><p>The Department was contacted by over 40,000 individuals and organisations during the consultation process. Prior to the consultation, the key decisions were informed by a thorough engagement process. The public call for evidence received over 23,000 responses and the Department engaged directly with 90 organisations, including parents, young people, headteachers, teachers, governors, subject specialists, teaching unions, charities and faith groups. The Department has not made an assessment of their views on abortion specifically. These stakeholders can be found in the Government response to the Call for Evidence at: <a href="https://consult.education.gov.uk/pshe/relationships-education-rse-health-education/supporting_documents/180718%20Consultation_call%20for%20evidence%20response_policy%20statement.pdf" target="_blank">https://consult.education.gov.uk/pshe/relationships-education-rse-health-education/supporting_documents/180718%20Consultation_call%20for%20evidence%20response_policy%20statement.pdf</a>.</p><p>From time-to-time the Department does also receive correspondence on materials used in the current delivery of sex education and this can be due to a variety of reasons. The Department encourages correspondents to contact their school to discuss this and ensure that they are aware of the current sex and relationships education guidance. The Department would take seriously any concern regarding inappropriate materials. The Department has also received a recent petition which raised concerns about RSE resources being produced by lobby groups and external organisations. The draft guidance is clear that schools should ask to see the materials visitors will use as well as a lesson plan in advance, so that they can ensure it meets the full range of pupils’ needs (e.g. special educational needs). The Department also recognises that schools use resources from representative bodies (e.g. many Catholic and other schools draw on the model curricula provided by the Catholic Education Service.) The guidance encourages schools to draw on the expertise of the main subject associations which often quality assure third party resources.</p><p> </p><p>The Department is committed to supporting schools through training, further advice to improve practice and sharing of best practice, including examples of successful parental engagement. This will include advice on using quality assured, age-appropriate resources.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb grouped question UIN 234638 234639 234640 question first answered 28/03/2019 08:57:16 answering member 111 label Biography information for Nick Gibb
tabling member	44 label Biography information for Sir David Amess

1092133

registered interest
date	20/03/2019
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Pupils: Family Planning
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, if he will make it his policy to exclude the provision of counselling for (a) abortion and (b) abortifacient birth control to school pupils; and if he will make a statement.
tabling member constituency	Southend West
tabling member printed	Sir David Amess
uin	234642
answer	answer is ministerial correction date of answer 28/03/2019 answer text <p>Healthcare professionals can provide confidential sexual health advice and treatment to young people as long as they believe the young person is mature enough to understand the information and decisions involved. Schools can invite health professionals to provide advice and support on a range of issues for their pupils and we trust schools to decide what is appropriate for their pupils.</p><p>Through the introduction of relationships education, relationships and sex education and health education the Department has set out the core knowledge that all pupils should be taught, whilst allowing flexibility for schools to design a curriculum that is age and developmentally appropriate and taught in a sensitive and inclusive way, with respect to the background and beliefs of pupils.</p><p>It is important that pupils know what the law says about sex, relationships and young people. The draft statutory guidance states that in relation to intimate and sexual relationships, including sexual health, pupils should know the facts about the full range of contraceptive choices, efficacy and options available; the facts around pregnancy including miscarriage; and that there are choices in relation to pregnancy (with medically and legally accurate, impartial information on all options, including keeping the baby, adoption, abortion and where to get further help).</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 28/03/2019 15:59:40 answering member 111 label Biography information for Nick Gibb
tabling member	44 label Biography information for Sir David Amess

1092153

registered interest
date	20/03/2019
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Pupil Premium: Children in Care
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 19 March 2019 to Question 230718 on GSCE: Children in Care, what assessment he has made of how the Pupil Premium Plus is spent in schools.
tabling member constituency	Westmorland and Lonsdale
tabling member printed	Tim Farron
uin	234730
answer	answer is ministerial correction date of answer 28/03/2019 answer text <p>The pupil premium plus for looked-after children is managed by the local authority’s Virtual School Head (VSH) and is separate from wider pupil premium funding. The VSH works with the looked-after child’s education setting, using the funding to deliver the outcomes set out in the individual’s Personal Education Plan.</p><p> </p><p>The department has published statutory guidance for local authorities on ‘Promoting the education of looked-after children and previously looked-after children’ – this guidance includes information on both the use and management of the pupil premium plus. Further information is provided in ‘Pupil premium: Virtual School Heads’ responsibilities’ available here: <a href="https://www.gov.uk/guidance/pupil-premium-virtual-school-heads-responsibilities" target="_blank">https://www.gov.uk/guidance/pupil-premium-virtual-school-heads-responsibilities</a>.</p><p> </p><p>Guidance for schools, on the use of pupil premium plus, is set out in ‘The designated teacher for looked-after and previously looked-after children: Statutory Guidance on their roles and responsibilities’.</p><p> </p><p>The department has not made a formal assessment of how the pupil premium plus is spent. However, Ofsted’s framework for inspections of local authority’s children’s services requires inspectors to consider the Virtual School Annual Report, which should include details of how the VSH has managed the pupil premium plus for looked-after children.</p><p> </p><p> </p> answering member constituency Stratford-on-Avon answering member printed Nadhim Zahawi grouped question UIN 234731 234732 question first answered 28/03/2019 08:46:36 answering member 4113 label Biography information for Nadhim Zahawi
tabling member	1591 label Biography information for Tim Farron

1092154

registered interest
date	20/03/2019
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Pupil Premium: Children in Care
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 19 March 2019 to Question 230718 on GSCE: Children in Care, what steps his Department takes to ensure that the Pupil Premium Plus is spent specifically on the needs of looked-after children.
tabling member constituency	Westmorland and Lonsdale
tabling member printed	Tim Farron
uin	234731
answer	answer is ministerial correction date of answer 28/03/2019 answer text <p>The pupil premium plus for looked-after children is managed by the local authority’s Virtual School Head (VSH) and is separate from wider pupil premium funding. The VSH works with the looked-after child’s education setting, using the funding to deliver the outcomes set out in the individual’s Personal Education Plan.</p><p> </p><p>The department has published statutory guidance for local authorities on ‘Promoting the education of looked-after children and previously looked-after children’ – this guidance includes information on both the use and management of the pupil premium plus. Further information is provided in ‘Pupil premium: Virtual School Heads’ responsibilities’ available here: <a href="https://www.gov.uk/guidance/pupil-premium-virtual-school-heads-responsibilities" target="_blank">https://www.gov.uk/guidance/pupil-premium-virtual-school-heads-responsibilities</a>.</p><p> </p><p>Guidance for schools, on the use of pupil premium plus, is set out in ‘The designated teacher for looked-after and previously looked-after children: Statutory Guidance on their roles and responsibilities’.</p><p> </p><p>The department has not made a formal assessment of how the pupil premium plus is spent. However, Ofsted’s framework for inspections of local authority’s children’s services requires inspectors to consider the Virtual School Annual Report, which should include details of how the VSH has managed the pupil premium plus for looked-after children.</p><p> </p><p> </p> answering member constituency Stratford-on-Avon answering member printed Nadhim Zahawi grouped question UIN 234730 234732 question first answered 28/03/2019 08:46:36 answering member 4113 label Biography information for Nadhim Zahawi
tabling member	1591 label Biography information for Tim Farron

1092156

registered interest
date	20/03/2019
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Pupil Premium: Children in Care
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 19 March 2019 to Question 230718 on GSCE: Children in Care, whether his Department provides guidance to schools on how to spend the Pupil Premium Plus.
tabling member constituency	Westmorland and Lonsdale
tabling member printed	Tim Farron
uin	234732
answer	answer is ministerial correction date of answer 28/03/2019 answer text <p>The pupil premium plus for looked-after children is managed by the local authority’s Virtual School Head (VSH) and is separate from wider pupil premium funding. The VSH works with the looked-after child’s education setting, using the funding to deliver the outcomes set out in the individual’s Personal Education Plan.</p><p> </p><p>The department has published statutory guidance for local authorities on ‘Promoting the education of looked-after children and previously looked-after children’ – this guidance includes information on both the use and management of the pupil premium plus. Further information is provided in ‘Pupil premium: Virtual School Heads’ responsibilities’ available here: <a href="https://www.gov.uk/guidance/pupil-premium-virtual-school-heads-responsibilities" target="_blank">https://www.gov.uk/guidance/pupil-premium-virtual-school-heads-responsibilities</a>.</p><p> </p><p>Guidance for schools, on the use of pupil premium plus, is set out in ‘The designated teacher for looked-after and previously looked-after children: Statutory Guidance on their roles and responsibilities’.</p><p> </p><p>The department has not made a formal assessment of how the pupil premium plus is spent. However, Ofsted’s framework for inspections of local authority’s children’s services requires inspectors to consider the Virtual School Annual Report, which should include details of how the VSH has managed the pupil premium plus for looked-after children.</p><p> </p><p> </p> answering member constituency Stratford-on-Avon answering member printed Nadhim Zahawi grouped question UIN 234730 234731 question first answered 28/03/2019 08:46:36 answering member 4113 label Biography information for Nadhim Zahawi
tabling member	1591 label Biography information for Tim Farron

1092162

registered interest
date	20/03/2019
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	National College Creative Industries
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, how many (a) further education and (b) apprenticeship students have (i) graduated and (ii) been recruited from the National College Creative Industries (formally the National College for the Creative and Cultural Industries) for each year since its creation.
tabling member constituency	Hemsworth
tabling member printed	Jon Trickett
uin	234682
answer	answer is ministerial correction date of answer 25/03/2019 answer text <p>The number of further education (FE) students and apprentices who have graduated and been recruited from the National College for Creative and Cultural Industries is set out in the table below on FE student and apprenticeship starts and completions. As the apprenticeships last 12 months, some students are still due to complete for this year and next year. The data for this table has been supplied from the college’s own records.</p><table><tbody><tr><td><p> </p></td><td><p><strong>Academic year 2016/17</strong></p></td><td><p><strong>Academic year 2017/18</strong></p></td><td><p><strong>Academic year 2018/19</strong></p></td></tr><tr><td><p><strong>FE student starts</strong></p></td><td><p>9</p></td><td><p>20</p></td><td><p>28</p></td></tr><tr><td><p><strong>FE student completions</strong></p></td><td><p>9</p></td><td><p>14</p></td><td><p>1</p></td></tr><tr><td><p><strong>Apprenticeship starts</strong></p></td><td><p>40</p></td><td><p>53</p></td><td><p>38</p></td></tr><tr><td><p><strong>Apprenticeship completions</strong></p></td><td><p>27</p></td><td><p>8</p></td><td><p>0</p></td></tr></tbody></table><p> </p><p>The college does not have destination data available for students in 2016/17. However, out of the FE students who completed in academic year 2017/18, 8 are working in the industry and the remainder have gone onto to further education or higher education.</p><p> </p><p>The student intake according to region and gender is in the table below. Detailed information on</p><p>the number of students from low income background is currently not available.</p><table><tbody><tr><td><p> </p></td><td><p><strong>Number of students</strong></p></td></tr><tr><td><p><strong>East of England</strong></p></td><td><p>63</p></td></tr><tr><td><p><strong>London</strong></p></td><td><p>85</p></td></tr><tr><td><p><strong>North East</strong></p></td><td><p>1</p></td></tr><tr><td><p><strong>North West</strong></p></td><td><p>3</p></td></tr><tr><td><p><strong>South East</strong></p></td><td><p>20</p></td></tr><tr><td><p><strong>South West</strong></p></td><td><p>4</p></td></tr><tr><td><p><strong>West Midlands</strong></p></td><td><p>6</p></td></tr><tr><td><p><strong>Yorks and Humber</strong></p></td><td><p>6</p></td></tr></tbody></table><p> </p><p>It should be noted that the data is supplied by the college’s own records for academic years 2016/17 to 2018/19.</p><table><tbody><tr><td><p><strong>Gender</strong></p></td><td><p><strong>Number</strong></p></td></tr><tr><td><p><strong>Female</strong></p></td><td><p>86</p></td></tr><tr><td><p><strong>Male</strong></p></td><td><p>102</p></td></tr></tbody></table><p> </p><p>It should be noted that the data is supplied by the college’s own records for academic years 2016/17 to 2018/19.</p><p>The government has not provided funding to the Backstage Centre. Funding provided to the National College for Creative and Cultural Industries since its incorporation is set out in the table below, where details of the funding covers financial years from April to March.</p><table><tbody><tr><td><p> </p></td><td><p><strong>2015-16</strong></p></td><td><p><strong>2016-17</strong></p></td><td><p><strong>2017-18</strong></p></td><td><p><strong>2018-19</strong></p></td><td><p><strong>Total</strong></p></td></tr><tr><td><p><strong>Capital funding</strong></p></td><td><p>£50,000</p></td><td><p>£195,449</p></td><td><p>£174,525</p></td><td><p>-</p></td><td><p>£419,974</p></td></tr><tr><td><p><strong>Revenue support funding</strong></p></td><td><p>-</p></td><td><p>-</p></td><td><p>-</p></td><td><p>£275,000</p></td><td><p>£275,000</p></td></tr><tr><td><p><strong>Working capital loan</strong></p></td><td><p>-</p></td><td><p>-</p></td><td><p>£650,000</p></td><td><p>£600,000</p></td><td><p>£1,250,000</p></td></tr><tr><td><p><strong>Total</strong></p></td><td><p>£50,000</p></td><td><p>£195,449</p></td><td><p>£824,525</p></td><td><p>£875,000</p></td><td><p>£1,944,974</p></td></tr></tbody></table><p> </p><p>The number of total staff per year since the creation of the National College for Creative and Cultural Industries is set out in the table below, which includes temporary placements, apprentices and part time staff.</p><table><tbody><tr><td><p><strong>Calendar Year</strong></p></td><td><p><strong>Staff number</strong></p></td></tr><tr><td><p>2017</p></td><td><p>20</p></td></tr><tr><td><p>2018</p></td><td><p>22</p></td></tr><tr><td><p>2019</p></td><td><p>16</p></td></tr></tbody></table><p> </p><p> </p><p> </p><p> </p> answering member constituency Guildford answering member printed Anne Milton grouped question UIN 234683 234684 234685 234686 question first answered 25/03/2019 17:16:25 answering member 1523 label Biography information for Anne Milton
tabling member	410 label Biography information for Jon Trickett