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1714842

registered interest
date	30/04/2024
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	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what recent assessment she has made of the adequacy of the requirement for Academy schools to provide parents with an annual report of their child's progress.
tabling member constituency	Linlithgow and East Falkirk
tabling member printed	Martyn Day
uin	24264
answer	answer is ministerial correction date of answer 08/05/2024 answer text <p>Education is a devolved matter, and the response outlines the information for England only.</p><p>The department has not made any recent assessment of this requirement. The requirements on academies in relation to reporting on pupils’ progress to parents are set out in <ins class="ministerial">paragraph 32(1)(f) of the Schedule to The Education (Independent School Standards) Regulations 2014</ins> <del class="ministerial">paragraph 24 of Schedule 1 to The Education (Independent School Standards) (England) Regulations 2010.</del> These regulations can be accessed here: <ins class="ministerial"><a href="https://www.legislation.gov.uk/uksi/2014/3283/made" target="_blank">https://www.legislation.gov.uk/uksi/2014/3283/made</a>.</ins> <del class="ministerial"><a href="https://www.legislation.gov.uk/uksi/2010/1997/contents/made" target="_blank">https://www.legislation.gov.uk/uksi/2010/1997/contents/made</a>.</del></p><p> </p><p> </p><p> </p><p> </p> answering member constituency East Hampshire answering member printed Damian Hinds question first answered 08/05/2024 14:52:16 question first ministerially corrected 14/05/2024 13:49:14 answering member 3969 label Biography information for Damian Hinds previous answer version 32234 answering member constituency East Hampshire answering member printed Damian Hinds answering member 3969 label Biography information for Damian Hinds
tabling member	4488 label Biography information for Martyn Day

1714893

registered interest
date	30/04/2024
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Special Educational Needs: Northern Ireland
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what discussions her Department has had with the Department for Education in Northern Ireland on special educational needs training for teachers.
tabling member constituency	Strangford
tabling member printed	Jim Shannon
uin	24239
answer	answer is ministerial correction date of answer 09/05/2024 answer text <p>Education is a devolved matter and therefore England and Northern Ireland have different systems for supporting children with special educational needs and disabilities (SEND). The department engages with the Department of Education in Northern Ireland on a range of areas, including wider teacher continued professional development, sharing information about developments and good practice.</p> answering member constituency Wantage answering member printed David Johnston question first answered 09/05/2024 15:52:37 answering member 4761 label Biography information for David Johnston
tabling member	4131 label Biography information for Jim Shannon

1714933

registered interest
date	30/04/2024
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Electrical Goods: Repairs and Maintenance
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, whether her Department is taking steps to increase access to electrical appliance repair and reuse skills training.
tabling member constituency	Hornsey and Wood Green
tabling member printed	Catherine West
uin	24275
answer	answer is ministerial correction date of answer 08/05/2024 answer text <p>This government is committed to delivering a world-leading skills system which is employer-focused, high-quality, and fit for the future.</p><p>The government is investing £3.8 billion more in further education and skills over this Parliament to ensure people can access high-quality training and education that addresses skills gaps and boosts productivity. The department are working with industry to shape our training offers, creating more routes into skilled employment in key sectors, including green jobs.</p><p>The department’s high-quality employer-designed apprenticeships, including the Level 3 Digital Device Repair Technician standard, also continue to support employers and apprentices to develop the skills needed in the green economy.</p><p>Employer-led standards have shaped the design of T Levels, which are new level 3 qualifications for 16 to 19 year olds that reflect modern industrial practice and include a 45 day industry placement. Engineering and Manufacturing T Levels in Maintenance, Installation and Repair were introduced in 2022, where students can choose to specialise in electrical and electronics.</p><p>The department’s reforms are strengthening higher and further education to help more people get good jobs and upskill and retrain throughout their lives and to improve national productivity.</p><p>The department is delivering reforms to increase uptake of high-quality higher technical education. Central to these reforms is the introduction of Higher Technical Qualifications (HTQs).</p><p>HTQs are new or existing Level 4 and 5 qualifications (such as Higher National Diploma’s, Foundation Degrees and Diploma HE) that have been approved by the Institute for Apprenticeships and Technical Education to indicate their alignment to employer-led occupational standards. These qualifications have been developed by awarding bodies in collaboration with employers and businesses so that students get the specific training, knowledge and skills required for their chosen career.</p><p>To date, 172 qualifications have been approved as HTQs across Digital, Construction and the Built Environment, Health &amp; Science, Business and Administration, Education and Early Years, Engineering &amp; Manufacturing and Legal, Finance and Accounting occupational routes, for first teach beginning between September 2022 and September 2024.</p><p>There are HTQs approved in science, technology, engineering and mathematics (STEM) related subjects, including Engineering and Manufacturing and Construction and the Built Environment that will help provide the skills needed for industries.</p><p>The department is investing up to £115 million of funding to help support the growth in higher technical provision across the country.</p> answering member constituency Thornbury and Yate answering member printed Luke Hall question first answered 08/05/2024 16:14:57 answering member 4450 label Biography information for Luke Hall
tabling member	4523 label Biography information for Catherine West

1714954

registered interest
date	30/04/2024
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Children in Care: Location
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what steps she is taking to help ensure that (a) care leavers and (b) children in care are given placements as close as possible to (i) extended family members and (ii) others with whom they have important personal relationships.
tabling member constituency	Hammersmith
tabling member printed	Andy Slaughter
uin	24204
answer	answer is ministerial correction date of answer 07/05/2024 answer text <p>The number of new placements for children looked after over 20 miles from their homes during the reporting year ending 31 March 2023 was 18,720. This represents 21% of new placements for children looked after during the year, compared to 67% who were placed 20 miles or less, and 13% where distance was not known or not recorded. If a child has more than one new placement then each will be counted.</p><p>Further information on placement distance and locality has been published in the ‘Children looked after including adoptions’ statistical release. This data can be found here: <a href="https://explore-education-statistics.service.gov.uk/data-tables/permalink/aa5c9275-7f98-49e2-e5bb-08dc65d392eb" target="_blank">https://explore-education-statistics.service.gov.uk/data-tables/permalink/aa5c9275-7f98-49e2-e5bb-08dc65d392eb</a>.</p><p>The department does not collect data on the reasons for which a child may be placed more than 20 miles away from their home area.</p><p>The department wants to reduce out of area placements, however, they will always be part of the care landscape. Certain circumstances can make it the right decision for a child to be placed elsewhere, for example when they are at risk from sexual exploitation, trafficking or gang violence.</p><p>The department does recognise there are issues in the placement market, which is why the department has announced over £400 million in capital funding to help local authorities create more beds in their local areas helping to create an additional 560 placements across England.</p><p>The department is also investing £36 million this Parliament to deliver a fostering recruitment and retention programme so foster care is available for more children who need it. This will boost approvals of foster carers, as well as taking steps to retain the carers we have.</p><p>In addition to the support provided by local authorities, the government is providing over £250 million during this Spending Review period to support young people leaving care with housing, access to education, employment, and training, and to help them develop social connections and networks, to avoid loneliness and isolation.</p><p>The department has also committed to increasing the number of local authorities with family finding, befriending and mentoring programmes. Following a local authority grant funding application round, the department is now funding 50 programmes across 45 local authorities. These programmes will help children in care and care leavers to identify and connect with the important people in their lives and create safe, stable, loving relationships.</p> answering member constituency Wantage answering member printed David Johnston grouped question UIN 24205 24206 question first answered 07/05/2024 16:57:37 answering member 4761 label Biography information for David Johnston
tabling member	1516 label Biography information for Andy Slaughter

1714955

registered interest
date	30/04/2024
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Children in Care: Location
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, how many children in care were moved more than 20 miles away from their home in the 2022-23 financial year; and what steps she is taking to help reduce this number in future years.
tabling member constituency	Hammersmith
tabling member printed	Andy Slaughter
uin	24205
answer	answer is ministerial correction date of answer 07/05/2024 answer text <p>The number of new placements for children looked after over 20 miles from their homes during the reporting year ending 31 March 2023 was 18,720. This represents 21% of new placements for children looked after during the year, compared to 67% who were placed 20 miles or less, and 13% where distance was not known or not recorded. If a child has more than one new placement then each will be counted.</p><p>Further information on placement distance and locality has been published in the ‘Children looked after including adoptions’ statistical release. This data can be found here: <a href="https://explore-education-statistics.service.gov.uk/data-tables/permalink/aa5c9275-7f98-49e2-e5bb-08dc65d392eb" target="_blank">https://explore-education-statistics.service.gov.uk/data-tables/permalink/aa5c9275-7f98-49e2-e5bb-08dc65d392eb</a>.</p><p>The department does not collect data on the reasons for which a child may be placed more than 20 miles away from their home area.</p><p>The department wants to reduce out of area placements, however, they will always be part of the care landscape. Certain circumstances can make it the right decision for a child to be placed elsewhere, for example when they are at risk from sexual exploitation, trafficking or gang violence.</p><p>The department does recognise there are issues in the placement market, which is why the department has announced over £400 million in capital funding to help local authorities create more beds in their local areas helping to create an additional 560 placements across England.</p><p>The department is also investing £36 million this Parliament to deliver a fostering recruitment and retention programme so foster care is available for more children who need it. This will boost approvals of foster carers, as well as taking steps to retain the carers we have.</p><p>In addition to the support provided by local authorities, the government is providing over £250 million during this Spending Review period to support young people leaving care with housing, access to education, employment, and training, and to help them develop social connections and networks, to avoid loneliness and isolation.</p><p>The department has also committed to increasing the number of local authorities with family finding, befriending and mentoring programmes. Following a local authority grant funding application round, the department is now funding 50 programmes across 45 local authorities. These programmes will help children in care and care leavers to identify and connect with the important people in their lives and create safe, stable, loving relationships.</p> answering member constituency Wantage answering member printed David Johnston grouped question UIN 24204 24206 question first answered 07/05/2024 16:57:37 answering member 4761 label Biography information for David Johnston
tabling member	1516 label Biography information for Andy Slaughter

1714956

registered interest
date	30/04/2024
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Children in Care: Location
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, with reference to his Department's statistical publication of 16 November 2023, what information his Department holds on the reasons for which children in care were in a placement more than 20 miles from their home in 2023.
tabling member constituency	Hammersmith
tabling member printed	Andy Slaughter
uin	24206
answer	answer is ministerial correction date of answer 07/05/2024 answer text <p>The number of new placements for children looked after over 20 miles from their homes during the reporting year ending 31 March 2023 was 18,720. This represents 21% of new placements for children looked after during the year, compared to 67% who were placed 20 miles or less, and 13% where distance was not known or not recorded. If a child has more than one new placement then each will be counted.</p><p>Further information on placement distance and locality has been published in the ‘Children looked after including adoptions’ statistical release. This data can be found here: <a href="https://explore-education-statistics.service.gov.uk/data-tables/permalink/aa5c9275-7f98-49e2-e5bb-08dc65d392eb" target="_blank">https://explore-education-statistics.service.gov.uk/data-tables/permalink/aa5c9275-7f98-49e2-e5bb-08dc65d392eb</a>.</p><p>The department does not collect data on the reasons for which a child may be placed more than 20 miles away from their home area.</p><p>The department wants to reduce out of area placements, however, they will always be part of the care landscape. Certain circumstances can make it the right decision for a child to be placed elsewhere, for example when they are at risk from sexual exploitation, trafficking or gang violence.</p><p>The department does recognise there are issues in the placement market, which is why the department has announced over £400 million in capital funding to help local authorities create more beds in their local areas helping to create an additional 560 placements across England.</p><p>The department is also investing £36 million this Parliament to deliver a fostering recruitment and retention programme so foster care is available for more children who need it. This will boost approvals of foster carers, as well as taking steps to retain the carers we have.</p><p>In addition to the support provided by local authorities, the government is providing over £250 million during this Spending Review period to support young people leaving care with housing, access to education, employment, and training, and to help them develop social connections and networks, to avoid loneliness and isolation.</p><p>The department has also committed to increasing the number of local authorities with family finding, befriending and mentoring programmes. Following a local authority grant funding application round, the department is now funding 50 programmes across 45 local authorities. These programmes will help children in care and care leavers to identify and connect with the important people in their lives and create safe, stable, loving relationships.</p> answering member constituency Wantage answering member printed David Johnston grouped question UIN 24204 24205 question first answered 07/05/2024 16:57:37 answering member 4761 label Biography information for David Johnston
tabling member	1516 label Biography information for Andy Slaughter

1714960

registered interest
date	30/04/2024
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Youth Endowment Fund
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, with reference to the oral answer of 29 April 2024 by the Minister for Children, Families and Wellbeing to Question 902545, Official Report, columns 32-33, if she will publish an update on the Youth Endowment Fund's schools-based work to reduce children's involvement in crime following the Minister's meeting with the Director of that Fund on 30 April 2024.
tabling member constituency	Bristol East
tabling member printed	Kerry McCarthy
uin	24203
answer	answer is ministerial correction date of answer 10/05/2024 answer text <p>Engagement in education provides an important opportunity to identify and support children and young people at risk of serious violence. Through the department’s Support, Attend, Fulfil, Exceed (SAFE) Taskforce and Alternative Provision Specialist Taskforce (APST) programmes, the department is investing over £50 million to fund specialist support in mainstream schools and alternative provisions in the areas where serious violence is most prevalent.</p><p> </p><p>The SAFE taskforce programmes are underpinned by evidence-based approaches to tackling serious violence, including utilising the Youth Endowment Fund’s (YEF) Toolkit for how to put these approaches into action. The department continues to work closely with YEF as they build up their evidence base for 'what works' in preventing serious violence, and as they fund the evaluations of the department's taskforce programmes. Updates to the YEF’s school-based work can be found on their website.</p> answering member constituency Wantage answering member printed David Johnston question first answered 10/05/2024 16:39:29 answering member 4761 label Biography information for David Johnston
tabling member	1491 label Biography information for Kerry McCarthy

1714963

registered interest
date	30/04/2024
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Free School Meals: Education
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what recent assessment she has made of the potential impact of free school meals on educational attainment.
tabling member constituency	Preston
tabling member printed	Sir Mark Hendrick
uin	24191
answer	answer is ministerial correction date of answer 09/05/2024 answer text <p>The department has not recently made a formal assessment of the links between free school meals and educational outcomes.</p><p><br>Nutritious food plays an important role in the development of healthy eating habits and ensures that pupils can concentrate and learn. That is why the department spends over £1 billion annually providing free meals to the greatest ever proportion of school children. Over one third of children are now eligible for free school meals, compared to one in six in 2010. This increase has been driven by the introduction of Universal Infant Free School Meals in 2014, as well as the department’s generous Universal Credit transitional protections put in place in 2018.</p> answering member constituency East Hampshire answering member printed Damian Hinds question first answered 09/05/2024 16:17:12 answering member 3969 label Biography information for Damian Hinds
tabling member	473 label Biography information for Sir Mark Hendrick

1715057

registered interest
date	30/04/2024
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	German Language: GCSE
house id	2
legislature	25277 pref label House of Lords
question text	To ask His Majesty's Government how many pupils took German as a GCSE in (1) 2019, (2) 2020, (3) 2021, (4) 2022, and (5) 2023.
tabling member printed	The Lord Bishop of St Albans
uin	HL4238
answer	answer is ministerial correction date of answer 09/05/2024 answer text <p>The requested data can be found in the tables below</p><p><br> <strong>Total number of pupils entering GCSE French, German, and Russian </strong><br><strong> Coverage: England (all schools) </strong><br><strong> Academic years: 2018/19 to 2022/23</strong></p><table><tbody><tr><td><p> </p></td><td><p> </p></td><td><p>2018/19</p></td><td><p>2019/20</p></td><td><p>2020/21</p></td><td><p>2021/22</p></td><td><p>2022/23</p></td></tr><tr><td><p><strong>French</strong></p></td><td><p> </p></td><td><p>123,497</p></td><td><p>124,942</p></td><td><p>125,069</p></td><td><p>124,707</p></td><td><p>125,447</p></td></tr><tr><td><p><strong>German</strong></p></td><td><p> </p></td><td><p>41,544</p></td><td><p>40,859</p></td><td><p>37,114</p></td><td><p>35,552</p></td><td><p>33,570</p></td></tr><tr><td><p><strong>Russian</strong></p></td><td><p> </p></td><td><p>1,353</p></td><td><p>1,621</p></td><td><p>1,448</p></td><td><p>1,944</p></td><td><p>2,590</p></td></tr></tbody></table><p><br> (1) All schools include state-funded schools, independent schools, independent special schools, non-maintained special schools, hospital schools, pupil referral units and alternative provision. Alternative provision includes academy and free school alternative provision</p><p>(2) Discounting has been applied where pupils have taken the same subject more than once. In 2021/22, with the return of the exam series, first entry rules were reintroduced for discounting. Further information can be found in the secondary accountability guidance. For more on the discounting methodology read the Discounting and Early Entry Guidance</p><p>(3) Total number of entries include pupils who were absent, whose results are pending and results which are ungraded or unclassified</p><p>(4) Figures include attempts and achievements by these pupils in previous academic years where discounting has been applied</p><p>(5) In 2017, new reformed GCSEs (which use the 9-1 grade scale) were introduced into secondary school performance tables in a phased approach. Unreformed subjects continued to be graded using the A* to G system. From 2020 onwards all GCSEs are now reformed and use the 9-1 grading scale. <br> (6) For pupils at the end of KS4 in 2022/23, where pupils achieved qualifications in subjects between January 2020 and August 2021, we will not use results from these qualifications and these results are shown as covid impacted. The entries into the qualifications are still counted.</p><p><br> <br> <strong>Total number of pupils entering A level French, German, and Russian </strong><br><strong> Coverage: England </strong><br><strong> Academic years: 2018/19 to 2022/23</strong></p><table><tbody><tr><td><p> </p></td><td><p>2018/19</p></td><td><p>2019/20</p></td><td><p>2020/21</p></td><td><p>2021/22</p></td><td><p>2022/23</p></td></tr><tr><td><p>French</p></td><td><p>7,386</p></td><td><p>7,408</p></td><td><p>7,393</p></td><td><p>7,151</p></td><td><p>6,308</p></td></tr><tr><td><p>German</p></td><td><p>2,707</p></td><td><p>2,651</p></td><td><p>2,446</p></td><td><p>2,521</p></td><td><p>2,119</p></td></tr><tr><td><p>Russian</p></td><td><p>693</p></td><td><p>652</p></td><td><p>596</p></td><td><p>405</p></td><td><p>621</p></td></tr></tbody></table><p><br> (1) Includes students triggered for inclusion in performance tables who completed A levels during 16-18 study, after discounting of exams. Includes pending awards</p><p>(2) A change to the trigger rules was introduced in 2020/21 such that students were no longer automatically reported after two years in 16-18 study. The introduction caused a fall in cohort size, particular within the vocational and technical cohorts. A full impact analysis can be found in the methodology document (https://explore-education-statistics.service.gov.uk/methodology/a-level-and-other-16-to-18-results).</p><p> </p> answering member printed Baroness Barran question first answered 09/05/2024 16:19:49 answering member 4703 label Biography information for Baroness Barran
tabling member	4308 label Biography information for The Lord Bishop of St Albans

1715058

registered interest
date	30/04/2024
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	French Language: GCSE
house id	2
legislature	25277 pref label House of Lords
question text	To ask His Majesty's Government how many pupils took French as a GCSE in (1) 2019, (2) 2020, (3) 2021, (4) 2022 and (5) 2023.
tabling member printed	The Lord Bishop of St Albans
uin	HL4239
answer	answer is ministerial correction date of answer 09/05/2024 answer text <p>The requested data can be found in the tables below.</p><p><br><strong>Total number of pupils entering GCSE French, German, and Russian</strong><br><strong>Coverage: England (all schools)</strong><br><strong>Academic years: 2018/19 to 2022/23</strong></p><table><tbody><tr><td><p> </p></td><td><p> </p></td><td><p>2018/19</p></td><td><p>2019/20</p></td><td><p>2020/21</p></td><td><p>2021/22</p></td><td><p>2022/23</p></td></tr><tr><td><p><strong>French</strong></p></td><td><p> </p></td><td><p>123,497</p></td><td><p>124,942</p></td><td><p>125,069</p></td><td><p>124,707</p></td><td><p>125,447</p></td></tr><tr><td><p><strong>German</strong></p></td><td><p> </p></td><td><p>41,544</p></td><td><p>40,859</p></td><td><p>37,114</p></td><td><p>35,552</p></td><td><p>33,570</p></td></tr><tr><td><p><strong>Russian</strong></p></td><td><p> </p></td><td><p>1,353</p></td><td><p>1,621</p></td><td><p>1,448</p></td><td><p>1,944</p></td><td><p>2,590</p></td></tr></tbody></table><p><br>(1) All schools include state-funded schools, independent schools, independent special schools, non-maintained special schools, hospital schools, pupil referral units and alternative provision. Alternative provision includes academy and free school alternative provision</p><p>(2) Discounting has been applied where pupils have taken the same subject more than once. In 2021/22, with the return of the exam series, first entry rules were reintroduced for discounting. Further information can be found in the secondary accountability guidance. For more on the discounting methodology read the Discounting and Early Entry Guidance</p><p>(3) Total number of entries include pupils who were absent, whose results are pending and results which are ungraded or unclassified</p><p>(4) Figures include attempts and achievements by these pupils in previous academic years where discounting has been applied</p><p>(5) In 2017, new reformed GCSEs (which use the 9-1 grade scale) were introduced into secondary school performance tables in a phased approach. Unreformed subjects continued to be graded using the A* to G system. From 2020 onwards all GCSEs are now reformed and use the 9-1 grading scale</p><p>(6) For pupils at the end of KS4 in 2022/23, where pupils achieved qualifications in subjects between January 2020 and August 2021, we will not use results from these qualifications and these results are shown as covid impacted. The entries into the qualifications are still counted.</p><p> </p><p><strong>Total number of pupils entering A level French, German, and Russian</strong><br><strong>Coverage: England</strong><br><strong>Academic years: 2018/19 to 2022/23</strong></p><table><tbody><tr><td><p> </p></td><td><p>2018/19</p></td><td><p>2019/20</p></td><td><p>2020/21</p></td><td><p>2021/22</p></td><td><p>2022/23</p></td></tr><tr><td><p>French</p></td><td><p>7,386</p></td><td><p>7,408</p></td><td><p>7,393</p></td><td><p>7,151</p></td><td><p>6,308</p></td></tr><tr><td><p>German</p></td><td><p>2,707</p></td><td><p>2,651</p></td><td><p>2,446</p></td><td><p>2,521</p></td><td><p>2,119</p></td></tr><tr><td><p>Russian</p></td><td><p>693</p></td><td><p>652</p></td><td><p>596</p></td><td><p>405</p></td><td><p>621</p></td></tr></tbody></table><p><br>(1) Includes students triggered for inclusion in performance tables who completed A levels during 16-18 study, after discounting of exams. Includes pending awards</p><p>(2) A change to the trigger rules was introduced in 2020/21 such that students were no longer automatically reported after two years in 16-18 study. The introduction caused a fall in cohort size, particular within the vocational and technical cohorts. A full impact analysis can be found in the methodology document (https://explore-education-statistics.service.gov.uk/methodology/a-level-and-other-16-to-18-results).</p> answering member printed Baroness Barran grouped question UIN HL4240 question first answered 09/05/2024 16:38:41 answering member 4703 label Biography information for Baroness Barran
tabling member	4308 label Biography information for The Lord Bishop of St Albans