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1693434

registered interest
date	04/03/2024
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Department for Education: Anti-Muslim Hatred Working Group
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, with reference to the document entitled Draft terms of reference for the Anti-Muslim Hatred Working Group, what updates her Department has provided on relevant developments in its area of work to that group since 2019.
tabling member constituency	Oxford East
tabling member printed	Anneliese Dodds
uin	16850
answer	answer is ministerial correction date of answer 12/03/2024 answer text <p>The Government condemns and strives to tackle all forms of discrimination, prejudice, and harassment, and the department is committed to working with other government departments to achieve this. Ministers and officials have regular discussions with the Department for Levelling Up, Housing and Communities over a range of issues. More broadly, I refer the hon. Member to the answer of 2 March 2024, Official Report, PQ 16019 on tackling anti-Muslim hatred.</p><p>Every school and further education provider should actively promote the shared values, including mutual respect and tolerance for those of different faiths and beliefs. The department has published advice on promoting these values and made resources available on challenging anti-Muslim hate on the Educate Against Hate website, which can be accessed here: <a href="https://www.educateagainsthate.com/" target="_blank">https://www.educateagainsthate.com/</a>.</p><p>The department has also published the ‘Preventing and Tackling Bullying’ guidance, which directs schools to organisations who can provide support with tackling bullying related to race, religion and nationality. This guidance can be found here: <a href="https://www.gov.uk/government/publications/preventing-and-tackling-bullying" target="_blank">https://www.gov.uk/government/publications/preventing-and-tackling-bullying</a>.</p><p>The department is providing over £3 million of funding, between 10 August 2021 and 31 March 2024, to five anti-bullying organisations, which includes projects to tackle hate-related bullying on the basis of race and faith.</p><p>Ministers and departmental officials continue to work closely with Muslim groups, such as Tell MAMA, as the leading national organisation monitoring and supporting victims of anti-Muslim hatred. The department is committed to understanding this issue and to actively assess incidents affecting the Muslim community. The department welcomes guidance produced by Universities UK, which focuses on tackling anti-Muslim hatred. Further information on tackling anti-Muslim hatred can be found here: <a href="https://www.universitiesuk.ac.uk/what-we-do/policy-and-research/publications/tackling-islamophobia-and-anti-muslim" target="_blank">https://www.universitiesuk.ac.uk/what-we-do/policy-and-research/publications/tackling-islamophobia-and-anti-muslim</a>.</p> answering member constituency East Hampshire answering member printed Damian Hinds question first answered 12/03/2024 17:55:54 answering member 3969 label Biography information for Damian Hinds
tabling member	4657 label Biography information for Anneliese Dodds

1688159

registered interest
date	07/02/2024
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Schools: Mental Health and Neurodiversity
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what steps her Department is taking to ensure a knowledge of (a) mental health and (b) neurodiversity among (i) school teachers and (ii) school students.
tabling member constituency	Oxford East
tabling member printed	Anneliese Dodds
uin	13620
answer	answer is ministerial correction date of answer 19/02/2024 answer text <p>The department is committed to ensuring that all pupils can reach their potential and receive excellent support from their teachers. The Teachers’ Standards sets clear expectations that teachers must understand the needs of all pupils, including those with Special Educational Needs and Disabilities (SEND). Consideration of SEND underpins both the Initial Teacher Training (ITT) Core Content Framework (CCF) and Early Career Framework (ECF) which were both produced with the support of sector experts. ITT courses and ECF-based programmes must be designed so that new teachers can demonstrate that they meet the Teachers’ Standards at the appropriate level. This includes the requirement in Standard 5, that all teachers must have a clear understanding of the needs of all pupils.</p><p>The department reviewed the CCF alongside the ECF during 2023, in partnership with the Education Endowment Foundation and groups of sector experts, including SEND specialists. This included a public call for evidence. Following this review, the updated and combined Initial Teacher Training and Early Career Framework (ITTECF) was published on 30 January 2024, for delivery from September 2025.</p><p>The department’s review of content for the ITTECF paid particular attention to the needs of trainees and early career teachers (ECTs) when supporting pupils with SEND. There is now significantly more content related to adaptive teaching and supporting pupils with SEND. The department has also made edits to existing statements to improve inclusivity for SEND throughout the framework, including new content for trainees and ECTs on who to contact to provide support with any pupil mental health concerns.</p><p>The department is also offering all state schools and colleges a grant to train a senior mental health lead by 2025, enabling them to introduce effective whole school approaches to mental health and wellbeing. Over 14,400 settings have claimed a grant so far, including more than 7 in 10 state-funded secondary schools, and the department has also recently made available second grants for settings who have lost their trained lead. The department’s quality assured training course provides the practical knowledge and skills to implement a whole school or college approach to promoting mental wellbeing. The course also helps senior mental health leads to facilitate the development of school staff, to ensure that all staff can recognise and understand the process to respond to mental health concerns.</p><p>The department has also recently launched two new resources to help trained mental health leads and wider school and college staff to promote and support pupil mental health, both of which are hosted on the Mentally Healthy Schools site. The resource hub signposts practical resources and tools to embed whole-school or college approaches and the targeted mental wellbeing toolkit gives practical advice and tools to help schools and colleges identify the most effective targeted support options for their setting. They are both available here: <a href="https://mentallyhealthyschools.org.uk/whole-school-or-college-resources/" target="_blank">https://mentallyhealthyschools.org.uk/whole-school-or-college-resources/</a>.</p><p>The department wants to support all young people to be happy, healthy and safe. The department wants to equip them for adult life and to make a positive contribution to society. That is why the department has made Relationships Education compulsory for all primary school pupils, Relationships and Sex Education compulsory for all secondary school pupils from September 2020, and Health Education compulsory for pupils in all state-funded schools. In Health Education, there is a strong focus on mental wellbeing, including a recognition that mental wellbeing and physical health are linked. It is important that pupils understand that good physical health, for both men and women, contributes to good mental wellbeing. The purpose of teaching pupils about mental health is to give them the information they need to make good decisions about their own health and wellbeing, recognise issues in themselves and others and, when issues arise, seek support as early as possible from appropriate sources.</p> answering member constituency East Hampshire answering member printed Damian Hinds question first answered 19/02/2024 12:23:18 answering member 3969 label Biography information for Damian Hinds
tabling member	4657 label Biography information for Anneliese Dodds

1688160

registered interest
date	07/02/2024
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Pupils: Autism and Disability
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what steps her Department has taken to help ensure that new school buildings are designed so as to enable students with (a) physical disabilities, (b) mental disabilities and (c) autism spectrum conditions to be included in the (i) curriculum and (ii) life of the school; and what steps her Department has taken to assist schools to adapt existing buildings.
tabling member constituency	Oxford East
tabling member printed	Anneliese Dodds
uin	13621
answer	answer is ministerial correction date of answer 19/02/2024 answer text <p>The department’s ambition is for all children and young people, no matter what their special educational needs and disabilities are, to receive the right support to succeed in their education and as they move into adult life.</p><p>All school building projects that are delivered by the department must meet the requirements set out in the department’s school building specification. The department publishes a range of guidance specifically for the construction of special schools, which support the provision of inclusive learning environments including access, acoustics and specialist Special Educational Needs provision. These are available here: <a href="https://www.gov.uk/government/collections/school-design-and-construction" target="_blank">https://www.gov.uk/government/collections/school-design-and-construction</a>.</p><p>More generally, all new school buildings must meet the requirements of the Building Regulation’s Approved Document: M, which sets out the details on access to and use of buildings. This can be found here: <a href="https://www.gov.uk/government/publications/access-to-and-use-of-buildings-approved-document-m" target="_blank">https://www.gov.uk/government/publications/access-to-and-use-of-buildings-approved-document-m</a>.</p><p>The department does not publish specific guidance on how to adapt existing schools. Under the Equality Act 2010, schools must make reasonable adjustments to prevent pupils with special educational needs and disabilities being put at a substantial disadvantage. Additionally, under the Children and Families Act 2014, mainstream schools must use their best endeavours to make sure a child or young person who has special educational needs and disabilities, including those who are autistic, get the special educational provision they need.</p><p>To support the adaptation of existing buildings, the department has allocated over £1.5 billion of High Needs Provision Capital for the 2022/23 and 2023/24 financial years. This funding forms part of the department’s transformational investment of £2.6 billion in new high needs provision between 2022 and 2025. Local authorities can use this funding to deliver new places in mainstream and special schools, as well as other specialist settings, and to improve the suitability and accessibility of existing buildings.</p> answering member constituency Wantage answering member printed David Johnston question first answered 19/02/2024 17:13:26 answering member 4761 label Biography information for David Johnston
tabling member	4657 label Biography information for Anneliese Dodds

1656883

registered interest
date	01/09/2023
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Physics: Women
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, how many girls studied physics at (a) GCSE, (b) A-level and (c) bachelors degree level in (i) 2015, (ii) 2016, (iii) 2017, (iv) 2018, (v) 2019, (vi) 2020 (vii) 2021 and (viii) 2022.
tabling member constituency	Oxford East
tabling member printed	Anneliese Dodds
uin	196565
answer	answer is ministerial correction date of answer 07/09/2023 answer text <p>The numbers of female students entering GCSE and A level exams in physics, and the numbers of enrolments from female students in a bachelor’s degree in physics, are published by the Department for Education and the Higher Education Statistics Agency respectively and can be found in the attached table.</p><p>The number entering at GCSE includes those at the end of KS4, and for physics as an individual subject, but not those entered for the combined science GCSE (of which physics is a part).</p><p>The number for A level includes all entries by female students aged 16 to 18 in that academic year.</p><p>Enrolments for bachelor’s degrees are in first degree level physics courses at UK higher education providers.</p><p> </p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 07/09/2023 16:19:40 answering member 111 label Biography information for Nick Gibb attachment 1 file name 196565 QC 040923 (table).xlsx title Number of GCSE Physics entries in England
tabling member	4657 label Biography information for Anneliese Dodds

1656884

registered interest
date	01/09/2023
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Tech She Can
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, whether her Department has (a) held meetings and (b) exchanged communications with the TechSheCan charity in the last 12 months.
tabling member constituency	Oxford East
tabling member printed	Anneliese Dodds
uin	196566
answer	answer is ministerial correction date of answer 07/09/2023 answer text <p>Officials from the Department have engaged with TechSheCan, including as part of the work to look at girls’ engagement in computing through the Digital and Computing Skills Education Taskforce and through the National Centre for Computing Education.</p><p>In March 2023, the Department for Education and the Department for Science, Innovation and Technology created the Digital and Computing Skills Education Taskforce. The taskforce will harness Government and external expertise to increase the numbers of individuals studying digital and computing qualifications and to attract individuals into digital jobs. One of the key issues the Taskforce will address is the poor gender diversity within computing and digital education and employment. As part of the process of gathering evidence for this workstream, officials met with various charitable organisations seeking to increase the proportion of women and girls taking digital and computing qualifications and ultimately gaining employment within the digital sector. TechSheCan was one of those organisations.</p><p>The Department has provided over £100 million of funding for the National Centre for Computing Education (NCCE) to improve the quality of computing education and increase participation in computing at GCSE and A level. In August 2023, the NCCE met with TechSheCan to discuss opportunities to better support one another, particularly in how we encourage more girls to identify computing as an area in which they can excel. This has included collaborating on the new ‘I Belong’ programme and associated teacher handbook, which has recently launched and aims to improve schools’ awareness of barriers to girls’ engagement with computing. The NCCE will continue to work with TechSheCan to develop an action plan for this academic year, ensuring any engagement provides the greatest benefit to pupils and teachers of computing.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 07/09/2023 16:22:31 answering member 111 label Biography information for Nick Gibb
tabling member	4657 label Biography information for Anneliese Dodds

1653961

registered interest
date	18/07/2023
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	School Day: Teachers
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what information she holds on the number and proportion of (a) mainstream and (b) special schools that have reduced teaching hours due to staff shortages in the last 12 months.
tabling member constituency	Oxford East
tabling member printed	Anneliese Dodds
uin	194810
answer	answer is ministerial correction date of answer 26/07/2023 answer text <p>Recent data shows there are now over 468,000 full time equivalent (FTE) teachers in state funded schools in England, an increase of 27,000 (6%) since 2010. This makes it the highest number of FTE teachers on record since the School Workforce Census began in 2010.</p><p>In November 2022 there were 27,140 FTE teachers and 86,410 FTE total workforce in 1,358 special schools and pupil referral units (PRUs). This is an increase from 20,617 FTE teachers and 64,171 FTE total workforce in 1,336 special schools/PRUs in 2013, the earliest comparable data.</p><p>The Department does not hold data on the number and proportion of mainstream or special schools that have reduced teaching hours due to staff shortages in the last 12 months. The Department continues to take action to increase teacher recruitment in all school types and to ensure teachers across England stay and succeed in the profession.</p><p>The Department has accepted the School Teachers’ Review Body’s recommendations for the 2023/24 pay award for teachers and headteachers in full. This means that teachers and headteachers in maintained schools will receive a pay award of 6.5%, the highest STRB award in three decades. This award also delivers the manifesto commitment of a minimum £30,000 starting salary for teachers in all regions of the country, with a pay award of up to 7.1% for new teachers outside London.</p><p>The school teachers’ pay and conditions document for 2022 sets out that an additional Special Educational Needs (SEN) allowance must be paid to teachers in a SEN post that requires a mandatory SEN qualification and involves teaching pupils with SEN. The document is available at: <a href="https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1110990/2022_STPCD.pdf" target="_blank">https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1110990/2022_STPCD.pdf</a>. It is for schools to determine the specific amount, but this must be between £2,384 and £4,703 per annum. Following the 2023/24 pay award, this is due to increase by 6.5%, subject to statutory consultation.</p><p>The Department announced a financial incentives package worth up to £181 million for those starting Initial Teacher Training (ITT) in the 2023/24 academic year.</p><p>The Department provides a Levelling Up Premium worth up to £3,000 annually for mathematics, physics, chemistry, and computing teachers in the first five years of their careers who work in disadvantaged schools nationally, including within Education Investment Areas. The eligibility criteria and list of eligible schools are available at: <a href="https://www.gov.uk/guidance/levelling-up-premium-payments-for-teachers" target="_blank">https://www.gov.uk/guidance/levelling-up-premium-payments-for-teachers</a>.</p><p>The Department has created an entitlement to at least three years of structured training, support and professional development for all new teachers, underpinned by the ITT Core Content Framework and the Early Career Framework. Together, these ensure that new teachers will benefit from at least three years of evidence based training, across ITT and into their induction.</p><p>In May 2023, the Department published guidance for accredited ITT providers and their partners, to support the involvement of special schools and alternative provision in ITT. The guidance is available at: <a href="https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1157879/ITT_-_special_schools_and_alternative_provision_May_2023.pdf#:~:text=It%20has%20been%20produced%20to%20help%20accredited%20Initial,units%2C%20and%20mainstream%20schools%20with%20SEN%20resource%20units" target="_blank">https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1157879/ITT_-_special_schools_and_alternative_provision_May_2023.pdf#:~:text=It%20has%20been%20produced%20to%20help%20accredited%20Initial,units%2C%20and%20mainstream%20schools%20with%20SEN%20resource%20units</a>.</p><p>Additionally, to support retention in the sector, the Department has worked with the education sector and published a range of resources to help address staff workload and wellbeing, and support schools to introduce flexible working practices. This includes the workload reduction toolkit, available at: <a href="https://www.gov.uk/guidance/school-workload-reduction-toolkit" target="_blank">https://www.gov.uk/guidance/school-workload-reduction-toolkit</a> and the Education Staff Wellbeing Charter, available at: <a href="https://www.gov.uk/guidance/education-staff-wellbeing-charter" target="_blank">https://www.gov.uk/guidance/education-staff-wellbeing-charter</a>. More than 2,700 schools have signed up to the Charter so far.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb grouped question UIN 194811 question first answered 26/07/2023 12:24:40 answering member 111 label Biography information for Nick Gibb
tabling member	4657 label Biography information for Anneliese Dodds

1653962

registered interest
date	18/07/2023
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Special Educational Needs: Staff
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 improve staffing levels at special schools.
tabling member constituency	Oxford East
tabling member printed	Anneliese Dodds
uin	194811
answer	answer is ministerial correction date of answer 26/07/2023 answer text <p>Recent data shows there are now over 468,000 full time equivalent (FTE) teachers in state funded schools in England, an increase of 27,000 (6%) since 2010. This makes it the highest number of FTE teachers on record since the School Workforce Census began in 2010.</p><p>In November 2022 there were 27,140 FTE teachers and 86,410 FTE total workforce in 1,358 special schools and pupil referral units (PRUs). This is an increase from 20,617 FTE teachers and 64,171 FTE total workforce in 1,336 special schools/PRUs in 2013, the earliest comparable data.</p><p>The Department does not hold data on the number and proportion of mainstream or special schools that have reduced teaching hours due to staff shortages in the last 12 months. The Department continues to take action to increase teacher recruitment in all school types and to ensure teachers across England stay and succeed in the profession.</p><p>The Department has accepted the School Teachers’ Review Body’s recommendations for the 2023/24 pay award for teachers and headteachers in full. This means that teachers and headteachers in maintained schools will receive a pay award of 6.5%, the highest STRB award in three decades. This award also delivers the manifesto commitment of a minimum £30,000 starting salary for teachers in all regions of the country, with a pay award of up to 7.1% for new teachers outside London.</p><p>The school teachers’ pay and conditions document for 2022 sets out that an additional Special Educational Needs (SEN) allowance must be paid to teachers in a SEN post that requires a mandatory SEN qualification and involves teaching pupils with SEN. The document is available at: <a href="https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1110990/2022_STPCD.pdf" target="_blank">https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1110990/2022_STPCD.pdf</a>. It is for schools to determine the specific amount, but this must be between £2,384 and £4,703 per annum. Following the 2023/24 pay award, this is due to increase by 6.5%, subject to statutory consultation.</p><p>The Department announced a financial incentives package worth up to £181 million for those starting Initial Teacher Training (ITT) in the 2023/24 academic year.</p><p>The Department provides a Levelling Up Premium worth up to £3,000 annually for mathematics, physics, chemistry, and computing teachers in the first five years of their careers who work in disadvantaged schools nationally, including within Education Investment Areas. The eligibility criteria and list of eligible schools are available at: <a href="https://www.gov.uk/guidance/levelling-up-premium-payments-for-teachers" target="_blank">https://www.gov.uk/guidance/levelling-up-premium-payments-for-teachers</a>.</p><p>The Department has created an entitlement to at least three years of structured training, support and professional development for all new teachers, underpinned by the ITT Core Content Framework and the Early Career Framework. Together, these ensure that new teachers will benefit from at least three years of evidence based training, across ITT and into their induction.</p><p>In May 2023, the Department published guidance for accredited ITT providers and their partners, to support the involvement of special schools and alternative provision in ITT. The guidance is available at: <a href="https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1157879/ITT_-_special_schools_and_alternative_provision_May_2023.pdf#:~:text=It%20has%20been%20produced%20to%20help%20accredited%20Initial,units%2C%20and%20mainstream%20schools%20with%20SEN%20resource%20units" target="_blank">https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1157879/ITT_-_special_schools_and_alternative_provision_May_2023.pdf#:~:text=It%20has%20been%20produced%20to%20help%20accredited%20Initial,units%2C%20and%20mainstream%20schools%20with%20SEN%20resource%20units</a>.</p><p>Additionally, to support retention in the sector, the Department has worked with the education sector and published a range of resources to help address staff workload and wellbeing, and support schools to introduce flexible working practices. This includes the workload reduction toolkit, available at: <a href="https://www.gov.uk/guidance/school-workload-reduction-toolkit" target="_blank">https://www.gov.uk/guidance/school-workload-reduction-toolkit</a> and the Education Staff Wellbeing Charter, available at: <a href="https://www.gov.uk/guidance/education-staff-wellbeing-charter" target="_blank">https://www.gov.uk/guidance/education-staff-wellbeing-charter</a>. More than 2,700 schools have signed up to the Charter so far.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb grouped question UIN 194810 question first answered 26/07/2023 12:24:40 answering member 111 label Biography information for Nick Gibb
tabling member	4657 label Biography information for Anneliese Dodds

1583583

registered interest
date	03/02/2023
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Schools: Oxford East
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 20 July 2022 to Question 37614 on Schools: Buildings, which schools had at least one construction element in condition grade (a) C and (b) D in Oxford East constituency when that data was collated; and which of those schools (i) have received and (ii) expect to receive in the next two years funding from the School Rebuilding Programme.
tabling member constituency	Oxford East
tabling member printed	Anneliese Dodds
uin	139286
answer	answer is ministerial correction date of answer 08/02/2023 answer text <p>The Condition Data Collection (CDC) is one of the largest and most comprehensive data collection programmes in the UK’s public sector. It collected data on the building condition of government funded schools in England. It provides a robust evidence base to enable the Department to target capital funding for maintaining and rebuilding school buildings.</p><p>The key, high level findings of the CDC programme were published in May 2021 in the ‘Condition of School Buildings Survey: Key Findings’ report. This is available at: <a href="https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/989912/Condition_of_School_Buildings_Survey_CDC1_-_key_findings_report.pdf" target="_blank">https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/989912/Condition_of_School_Buildings_Survey_CDC1_-_key_findings_report.pdf</a>.</p><p>Individual CDC reports have been shared with every school and their responsible body to use alongside their existing condition surveys to plan maintenance schedules and investment plans. The Department plans to publish detailed school level CDC data. The data is being prepared and will be published as soon as possible.</p><p>Well maintained, safe school buildings are a priority for the Department. Our funding is directed both to maintaining the condition of the school estate and rebuilding schools. The Department has allocated over £13 billion for improving the condition of schools since 2015, including £1.8 billion committed this financial year.</p><p>The ten year School Rebuilding Programme (SRP) is condition led. 400 of the 500 available places on the programme have been provisionally allocated. A list of these schools and the methodology used to select them is available at: <a href="https://www.gov.uk/government/publications/school-rebuilding-programme-schools-in-the-programme" target="_blank">https://www.gov.uk/government/publications/school-rebuilding-programme-schools-in-the-programme</a>.</p><p>The following table shows the constituencies specified that have schools or colleges selected for the SRP:</p><table><tbody><tr><td><p><strong>Parliamentary constituency </strong></p></td><td><p><strong>Schools selected for SRP</strong></p></td></tr><tr><td><p>Oxford East</p></td><td><p>Oxford Spires Academy, announced December 2022</p></td></tr><tr><td><p>Leeds North East</p></td><td><p>John Jamieson School, announced December 2022</p></td></tr><tr><td><p>Harrow East</p></td><td><p>The Sacred Heart Language College, announced December 2022</p></td></tr></tbody></table><p>The 239 schools announced in December 2022 will enter delivery at a rate of approximately 50 per year, over a five year period from 2023. The Department is currently undertaking due diligence on these schools prior to scheduling them, with schools prioritised according to the condition of their buildings, readiness to proceed, and efficiency of delivery. The scope and funding for each project will be confirmed following detailed feasibility studies and condition surveys of buildings.</p><p>Where a school identifies significant safety issues with a building, that cannot be managed within local resources, the Department considers additional support on a case-by-case basis. This includes applications for Urgent Capital Support (UCS) from eligible institutions. Schools eligible for Condition Improvement Fund (CIF) can apply for UCS where there are urgent health and safety issues that threaten school closure and cannot wait until the next CIF bidding round.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb grouped question UIN 139132 139133 139136 139137 139138 139139 139289 question first answered 08/02/2023 16:06:50 answering member 111 label Biography information for Nick Gibb
tabling member	4657 label Biography information for Anneliese Dodds

1565671

registered interest
date	10/01/2023
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: Domestic Abuse
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, whether he has had discussions with the Minister for Women and Equalities on the adequacy of the provision of education on domestic abuse and controlling and coercive behaviour in post-16 education.
tabling member constituency	Oxford East
tabling member printed	Anneliese Dodds
uin	120184
answer	answer is ministerial correction date of answer 18/01/2023 answer text <p>The department does not provide a national curriculum for post-16 students beyond key stage 4. Post-16 providers have the flexibility to offer aspects of relationships, sex and health education, including content on domestic abuse and controlling and coercive behaviour, and should support students to access the information and support they need to have positive relationships.</p><p>The Ofsted further education and skills inspection handbook includes personal development as part of its judgements. This includes ‘developing an age-appropriate understanding of healthy relationships through appropriate relationship and sex education’.</p><p> </p><p> </p> answering member constituency Harlow answering member printed Robert Halfon question first answered 18/01/2023 13:18:07 answering member 3985 label Biography information for Robert Halfon
tabling member	4657 label Biography information for Anneliese Dodds

1524067

registered interest
date	19/10/2022
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Podiatry: Apprentices
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 encourage school leavers to apply for podiatrist apprenticeship qualifications at University.
tabling member constituency	Oxford East
tabling member printed	Anneliese Dodds
uin	67194
answer	answer is ministerial correction date of answer 25/10/2022 answer text <p>Since its introduction in the 2019/20 academic year there has been an increase in starts on the level 7 podiatrist (integrated degree) apprenticeship standard, from 10 starts in the 2019/20 academic year to 40 in the 2021/22 academic year. Five universities offer this apprenticeship.</p><p>The department is delivering £8 million of Strategic Priorities Grant funding via the Office for Students to support providers to expand their existing degree apprenticeship offers or develop new ones. Where providers identify employer demand, including for the level 7 podiatry apprenticeship, they can use this funding to develop a new offer.</p><p>Our Apprenticeship Support &amp; Knowledge (ASK) programme in schools works to ensure that students are aware of the benefits of apprenticeships at all levels. Between the 2016/17 and 2021/22 academic years the ASK programme has reached over 2.7 million students. To build on this we have developed an offer for young people in further education colleges to encourage progression onto apprenticeships and are working closely with UCAS to showcase apprenticeships along with other routes.</p><p>Alongside this, our Get the Jump campaign is targeting young people, aged 16-19, to ensure they are aware of all their options, including apprenticeships.</p> answering member constituency Morley and Outwood answering member printed Andrea Jenkyns question first answered 25/10/2022 16:14:33 answering member 4490 label Biography information for Dame Andrea Jenkyns
tabling member	4657 label Biography information for Anneliese Dodds