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1109914

registered interest
date	05/04/2019
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Department for Education: Political Impartiality
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what steps his Department is taking to the political impartiality of civil servants in his Department.
tabling member constituency	South Holland and The Deepings
tabling member printed	Sir John Hayes
uin	241390
answer	answer is ministerial correction date of answer 15/04/2019 answer text <p>The civil servants in my department are bound by the standards of behaviour, including that of political impartiality, as set out in the 'Civil Service code', available at: <a href="https://www.gov.uk/government/publications/civil-service-code" target="_blank">https://www.gov.uk/government/publications/civil-service-code</a>. These are clearly communicated to all civil servants in the department on a regular basis.</p> answering member constituency Guildford answering member printed Anne Milton question first answered 15/04/2019 15:58:58 answering member 1523 label Biography information for Anne Milton
tabling member	350 label Biography information for Sir John Hayes

1109915

registered interest
date	05/04/2019
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Education: Parents
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, if his Department will take steps to ensure parents are able to make choices on (a) schools, (b) curriculum and (c) other parts of their children's education.
tabling member constituency	South Holland and The Deepings
tabling member printed	Sir John Hayes
uin	241391
answer	answer is ministerial correction date of answer 15/04/2019 answer text <p>Since 2010, 921,000 school places have been created and the Government is on track to increase that to a million by the end of this decade. England has a diverse school system, with a range of schools including academies, free schools, faith schools, university technical colleges, and, in some areas, selective schools.</p><p>Parents are able to express at least three preferences when applying for a school place for their child and in some areas they can select six. The vast majority of parents will be allocated a place at one of their preference schools. In 2018, 91.0% were offered their first choice of primary school and 97.7% received offers from one of their top three, while 82.1% were offered their first choice of secondary school and 93.8% received offers from one of their top three.</p><p>Parents also have an element of choice around the curriculum their child will follow, such as when their child chooses which qualifications they will work towards during Key Stage 4. In addition, the diverse range of schools available means there are some differences in the curricula they offer. For example, academies and free schools have the freedom to determine their own curriculum, tailored to meet the needs of the pupils, as long as the curriculum is broad and balanced.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 15/04/2019 15:08:35 answering member 111 label Biography information for Nick Gibb
tabling member	350 label Biography information for Sir John Hayes

1109927

registered interest
date	05/04/2019
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Special Educational Needs: North of England
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, whether he has plans to allocated additional funding to pupils with special education needs at school in the north of England.
tabling member constituency	Preston
tabling member printed	Sir Mark Hendrick
uin	241405
answer	answer is ministerial correction date of answer 15/04/2019 answer text <p>In December 2018, we announced that we would allocate an additional £250 million in funding for pupils with complex special educational needs across England, across the financial years 2018-19 and 2019-20. This funding is in addition to the increases we had already promised. Local authorities in the North East, North West, and Yorkshire and the Humber will receive £67.7 million of this funding. The allocation to each local authority can be found at <a href="https://www.gov.uk/government/publications/high-needs-funding-arrangements-2019-to-2020" target="_blank">https://www.gov.uk/government/publications/high-needs-funding-arrangements-2019-to-2020</a>. We will also, of course, take the opportunity of the next Spending Review to ensure that we make a strong case for the public funds that enable schools to make provision for their children and young people with special educational needs and disabilities.</p> answering member constituency Stratford-on-Avon answering member printed Nadhim Zahawi question first answered 15/04/2019 15:32:02 answering member 4113 label Biography information for Nadhim Zahawi
tabling member	473 label Biography information for Sir Mark Hendrick

1109954

registered interest
date	05/04/2019
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	English Baccalaureate
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what progress has been achieved in increasing the take-up of the English Baccalaureate.
tabling member constituency	South Holland and The Deepings
tabling member printed	Sir John Hayes
uin	241397
answer	answer is ministerial correction date of answer 15/04/2019 answer text <p>The Government responded to the consultation on implementing the English Baccalaureate (EBacc) in July 2017. Schools will have been able to take account of this in GCSE entries from 2020 onwards.</p><p> </p><p>The proportion of pupils taking the EBacc subject combination has increased from 22% in 2010 to 38% in 2018. The Department has seen significant increases in pupils taking EBacc science, from 63% to 96%, since 2010. The Department has also seen the proportion of pupils taking history or geography increase from 48% to 78%. Whilst the proportion of pupils taking GCSE languages has increased since 2010, the Department would like to see more pupils taking the subject and have launched initiatives to support this, such as the Modern Foreign Languages hub pedagogy programme.</p><p> </p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 15/04/2019 15:24:32 answering member 111 label Biography information for Nick Gibb
tabling member	350 label Biography information for Sir John Hayes

1109955

registered interest
date	05/04/2019
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Apprentices
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what steps his Department is taking to meet its target of delivering 3 million apprenticeships; and what the timeframe is to meet that target.
tabling member constituency	South Holland and The Deepings
tabling member printed	Sir John Hayes
uin	241398
answer	answer is ministerial correction date of answer 15/04/2019 answer text <p>​In 2015 we set an ambitious goal of 3 million apprenticeships by 2020, and that remains our ambition but we will not sacrifice quality to get there.</p><p>We have introduced a wide range of reforms to apprenticeships to improve their quality and encourage employers across England to increase the number of apprenticeships they offer.</p><p>New apprenticeship standards across all levels are being designed and driven by industry to give apprentices the skills that businesses really need. Over 420 standards are available for employers to use, and we can see that employers are moving quickly to this new higher-quality offer. During the first half of 2018/19, nearly 60% of starts were on the new standards.</p><p>We are supporting employers to make the long-term, sustainable investment in training which will generate more apprenticeship starts. We have halved the co-investment rate from 10% to 5% for new starts from April 2019, to ease the cost of apprenticeship training for smaller employers. Later this month we will increase the amount that levy paying employers can transfer to other employers from 10% to 25%.</p><p>​In addition, our new communication campaign, ‘Fire It Up’, is supporting our ambition to expand apprenticeships so that even more people can benefit from the long-term opportunities they provide.</p> answering member constituency Guildford answering member printed Anne Milton question first answered 15/04/2019 15:50:21 answering member 1523 label Biography information for Anne Milton
tabling member	350 label Biography information for Sir John Hayes

1109956

registered interest
date	05/04/2019
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Vocational Education
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what steps his Department is taking to (a) improve, (b) promote and (c) expand technical and vocational education and training.
tabling member constituency	South Holland and The Deepings
tabling member printed	Sir John Hayes
uin	241399
answer	answer is ministerial correction date of answer 10/04/2019 answer text <p>Our long term reforms will create a world-class technical and vocational education system, offering a real choice of high quality training.</p><p>We have put quality at the heart of apprenticeships. Old style apprenticeships known as ‘frameworks’ are being replaced, giving way to new high quality employer-designed ‘standards’. From the start of the 2020/21 academic year, all new apprenticeship starts will be on standards. These changes are making sure that today’s apprenticeships reflect what business wants and needs. We are already seeing strong take up of standards, accounting for nearly 60% of starts in the first half the 2018/19 academic year. Our new apprenticeships campaign, ‘Fire It Up’, aims to change the way people think about apprenticeships by showing them as an aspirational choice for those with energy and passion and encouraging everyone to consider them.</p><p>T levels, alongside apprenticeships, will raise the prestige of technical education and provide students with a high-quality, technical alternative to A levels. With longer teaching hours and a meaningful industry placement, T levels will be excellent preparation for skilled work or higher level technical training. We are working closely with the providers selected for first delivery of T levels in 2020, to ensure that T levels are high quality courses from the very start. A communications campaign will launch later this year to raise awareness of T levels, where they can lead, and how they fit in with other post-16 choices.</p><p>Alongside the introduction of T levels, we are reviewing post-16 qualifications at level 3 and below, excluding A levels and GCSEs. The aim is to simplify the qualifications landscape so all qualifications are necessary, have a clear purpose, are high quality and have clear links to further study or employment. The first stage of the review, launched on 19 March, asks for views on defining these principles further. We are also reviewing how higher technical education (at levels 4 and 5) can better address the needs of students and employers. This includes ensuring that there is widespread clarity and confidence that qualifications at this level deliver the skills employers need.</p><p>We have also made £170 million funding available through our competition to establish Institutes of Technology (IoTs) across England. IoTs will be a new kind of prestigious and high quality institution, drawing on the strengths of FE colleges, universities and leading employers to deliver higher level technical training tailored to the specific skills needs of local areas. We will announce the outcome of the competition shortly and expect the first IoTs to open in the 2019/20 academic year.</p> answering member constituency Guildford answering member printed Anne Milton question first answered 10/04/2019 16:30:36 answering member 1523 label Biography information for Anne Milton
tabling member	350 label Biography information for Sir John Hayes

1109963

registered interest
date	05/04/2019
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Apprentices: Finance
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, if he will ensure that apprenticeships of all levels including levels (a) 6 and (b) 7 will continue to be eligible for apprenticeship levy funding.
tabling member constituency	Mansfield
tabling member printed	Ben Bradley
uin	241485
answer	answer is ministerial correction date of answer 15/04/2019 answer text <p>We are pleased that employers are choosing to move to new, higher-quality apprenticeship standards. Employers are designing higher-level apprenticeships that take longer, require more off-the-job training and as a result cost more, and that presents longer-term financial challenges.</p><p> </p><p>We continue to make funding available for apprenticeships at all levels, including levels 6 and 7. We will keep our funding policy under review in order to ensure that apprenticeships continue to be affordable and offer value for money for the taxpayer.</p><p> </p><p>In 2019-20, funding available for investment in apprenticeships will have increased to over £2.5 billion, double what was spent in 2010.</p> answering member constituency Guildford answering member printed Anne Milton question first answered 15/04/2019 16:28:46 answering member 1523 label Biography information for Anne Milton
tabling member	4663 label Biography information for Ben Bradley

1109976

registered interest
date	05/04/2019
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, what representations he has received on the updated guidelines on relationships and sex education.
tabling member constituency	Gloucester
tabling member printed	Richard Graham
uin	241421
answer	answer is ministerial correction date of answer 15/04/2019 answer text <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.</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.</p><p>The Government response to the call for evidence can be found here: <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>The Government response to the consultation can be found here: <a href="https://www.gov.uk/government/consultations/relationships-and-sex-education-and-health-education" target="_blank">https://www.gov.uk/government/consultations/relationships-and-sex-education-and-health-education</a>.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 15/04/2019 15:13:30 answering member 111 label Biography information for Nick Gibb
tabling member	3990 label Biography information for Richard Graham

1109999

registered interest
date	05/04/2019
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Schools: Opening Hours
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what estimate he has made of the number of state schools in England that regularly end the school day early on a Friday (a) since June 2017, (b) in the last 12 months and (c) since 1 January 2019.
tabling member constituency	Oxford West and Abingdon
tabling member printed	Layla Moran
uin	241483
answer	answer is ministerial correction date of answer 10/04/2019 answer text <p>The information requested is not held centrally.</p><p>Schools have the autonomy to decide the structure and duration of their school day, including deciding what time their school day should start and finish.</p><p>The structure of the school week should not be the cause of inconvenience to parents and carers, and it is unacceptable for schools to shorten their school week unless it is a direct action to support and enhance their pupils’ education.</p><p> </p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 10/04/2019 16:39:29 answering member 111 label Biography information for Nick Gibb
tabling member	4656 label Biography information for Layla Moran

1109724

registered interest
date	04/04/2019
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	STEM Subjects: Degrees
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what recent steps he has taken to encourage more students to study STEM degrees.
tabling member constituency	Harrow East
tabling member printed	Bob Blackman
uin	241025
answer	answer is ministerial correction date of answer 10/04/2019 answer text <p>Overall numbers of students studying science, technology, engineering and mathematics (STEM) are rising. The share of students studying science subjects at English Higher Education providers has increased from 41% in 2010/11 to 45% in 2016/17.</p><p>Despite rising STEM student numbers, we are far from complacent and we know that employer groups continue to point to an unmet demand for higher level STEM skills. This issue seems to be particularly acute in sectors such as manufacturing, construction, engineering, science and technology. We are therefore implementing a number of initiatives across government to increase the numbers of STEM graduates. For example:</p><ul><li>The Department for Education (DfE) is piloting a conversion course scheme to enable graduates to retrain in engineering and computer science.</li><li>The Department for Business, Energy and Industrial Strategy are leading a £90 million investment in 1,000 new PhD places, of which around 85% will be in STEM areas, and 40% will aim to boost collaboration between industry and academia.</li><li>The government is providing funding for the new Institute of Coding, which aims to improve digital skills provision at levels 6 and 7. It will target a skills gap in digital skills and involves collaboration between education providers and industry.</li><li>The DfE is also supporting (with £15 million over 3 years) the New Model in Technology &amp; Engineering, a STEM-focused institution due to take its first full cohort of students in 2020.</li><li>Institutes of Technology are being established to help meet STEM skills needs at levels 4 – 6, working closely with local employers and Local Enterprise Partnerships.</li></ul><p>Effective careers guidance and advice is also key to supporting young people to undertake learning in areas that will give them the skills employers are looking for. The government’s careers strategy sets out a long-term plan to build a world class careers system to achieve this ambition. We are increasing the information available to students to ensure they can make informed choices about what and where to study.</p><p>As set out in the Industrial Strategy White Paper, the Skills Advisory Panels (SAPs) programme aims to ensure that the local provision of skills, and the delivery of skills policy in local areas, meets and responds to changing employer needs. SAPs analysis will inform Local Industrial Strategies and local post-16 skills provision, so that skills provision better meets labour market needs.</p><p>Degree apprenticeships also allow universities to build partnerships with businesses and employers and to work together to create a skilled workforce. Employers are working in partnership with universities and professional bodies to meet the high-level technical skills that employers and our economy need to prosper.</p><p> </p> answering member constituency Kingswood answering member printed Chris Skidmore question first answered 10/04/2019 16:39:45 answering member 4021 label Biography information for Chris Skidmore
tabling member	4005 label Biography information for Bob Blackman