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1259522

registered interest
date	09/12/2020
answering body	Scotland Office
answering dept id	2
answering dept short name	Scotland
answering dept sort name	Scotland
hansard heading	Scotland Office: Apprentices
house id	1
legislature	25259 pref label House of Commons
question text	What steps he is taking to increase the number of apprentices in the Scotland Office.
tabling member constituency	Harlow
tabling member printed	Robert Halfon
uin	909881
answer	answer is ministerial correction date of answer 09/12/2020 answer text <p>The Office of the Secretary of State for Scotland does not employ staff directly; all staff that join - including apprentices - do so on an assignment, loan, or secondment from other Government bodies.</p><p> </p><p>The Office remains committed to apprenticeships as part of a modern employment route into the Civil Service and across the wider economy.</p><p> </p> answering member constituency Milton Keynes South answering member printed Iain Stewart question first answered 09/12/2020 13:24:35 answering member 4015 label Biography information for Iain Stewart
tabling member	3985 label Biography information for Robert Halfon

1259717

registered interest
date	09/12/2020
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Children: Disadvantaged
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what recent assessment he has made of the effectiveness of Opportunity Areas in improving educational outcomes for disadvantaged children.
tabling member constituency	Harlow
tabling member printed	Robert Halfon
uin	127531
answer	answer is ministerial correction date of answer 14/12/2020 answer text <p>The effectiveness of the Opportunity Areas (OAs) in improving educational outcomes for disadvantaged children is being assessed in 2 main ways.</p><p>My officials sit on the local partnership boards in each of the 12 areas and work closely with the relevant local authority to design, procure, and monitor each local board’s chosen projects. Progress on every single project, across all 12 areas, is assessed on a monthly basis. Monthly spending figures, along with local intelligence regarding the take-up and effectiveness of different projects, is reported back to the department every month and reviewed by the senior official responsible for the programme as a whole. We continue to receive very positive feedback on the programme from schools and other stakeholders in each of the 12 areas.</p><p>In addition to this, the programme is subject to a detailed, formal evaluation process. Given the entrenched nature of some educational attainment issues, progress on any given measure is always likely to take time and be incremental. We are monitoring the programme very closely.</p><p>The evaluation has 3 main elements:</p><ul><li>a qualitative evaluation, for the programme as a whole, being carried out by an external, independent contractor, the findings from which will be published in due course;</li><li>5 smaller evaluations looking at individual projects in particular OAs (Blackpool, Bradford, Hastings, Norwich and North Yorkshire Coast), the findings from which will be published in the spring or summer of 2021; and</li><li>an internal evaluation by the department’s analysts assessing the impact of the programme by comparing the progress made in the OAs against similar non-OA districts.</li></ul><p>Analysis of data from the academic year 2018/19 suggests the OAs are on a positive trajectory. For example:</p><ul><li>early years outcomes for disadvantaged pupils have improved in 9 of the 12 OAs;</li><li>phonics results for all pupils have increased in 10 of the 12 OAs; and</li><li>key stage 2 combined attainment data for all pupils has increased by more than the national rate (between 2016 and 2019) in 10 of the 12 OAs.</li></ul><p>To give some specific examples of progress towards the national average:</p><ul><li>in Oldham, the proportion of all children achieving a good level of development rose 4 percentage points in the academic year 2018/19, to 68.1%, a significant step towards closing the gap with the national average, which increased 0.2 percentage points in that same period to 71.5%.</li><li>in Bradford, the proportion of pupils who achieved the expected level in reading, writing and maths at Key Stage 2 rose 2.1 percentage points to 62.7% in in the academic year 2018/19, a significant step towards closing the gap with the national average, which rose by 0.4 percentage points to 65.3% over the same period.</li><li>in Blackpool, the proportion of children achieving the expected standard in phonics in the academic year 2018/19 rose by 1.5 percentage points to 82.2%, putting it above the national average of 81.8%.</li></ul> answering member constituency Chippenham answering member printed Michelle Donelan question first answered 14/12/2020 17:38:19 answering member 4530 label Biography information for Michelle Donelan
tabling member	3985 label Biography information for Robert Halfon

1259718

registered interest
date	09/12/2020
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Holiday Activities and Food Programme
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what steps he is taking to ensure that the extended £220 million Holiday Activities and Food Programme will be spent in part by local authorities to provide (a) educational activities and (b) academic catch-up support to children who have lost learning as a result of the covid-19 outbreak.
tabling member constituency	Harlow
tabling member printed	Robert Halfon
uin	127532
answer	answer is ministerial correction date of answer 14/12/2020 answer text <p>The government recognises that school holidays can be difficult for some families, with children at risk of missing out on healthy meals, activities, and learning opportunities. Children should not go hungry and our ambitious plans will mean disadvantaged children have access to healthy food and enriching activities during the main holiday periods in which children can have fun experiences, be they through sport, the arts or many other activities.</p><p>From 2021, the Holiday Activities and Food programme will cover the Easter, summer and Christmas school holidays at a cost of up to £220 million. It will be available to children in every local authority in England, building on previous programmes – including this summer, which supported around 50,000 children across 17 local authorities.</p><p>We will expect local authorities to ensure the following minimum standards:</p><p>a) Holiday clubs are required to offer an element of nutritional education each day aimed at improving the knowledge and awareness of healthy eating for children. These could, for example, include activities such as getting children involved in food preparation and cooking, growing fruit and vegetables, and taste tests.</p><p>b) Clubs must include at least weekly training and advice sessions for parents, carers or other family members which provide advice on how to source, prepare and cook nutritious and low-cost food.</p><p>c) Clubs must be able to provide information, signposting or referrals to other services and support that would benefit the children who attend their provision and their families. This could include sessions or information provided by Citizen’s Advice, healthcare practitioners, Family Support Services or Children’s Services, Housing Support Officers, and organisations providing financial education.</p><p>Education recovery lies at the heart of our national mission as we recover from the disruption caused by the COVID-19 outbreak. Schools have been open for all pupils full-time since the start of the autumn term. It continues to be our aim that all pupils, in all year groups, remain in school full-time as this is the best place for them to be for their education, development and wellbeing.</p><p>However, we recognise that all children and young people have had their education disrupted as a result of COVID-19. The government has announced a catch up package worth £1 billion, including a ‘Catch up Premium’ worth a total of £650 million to support schools to make up for lost teaching time. Alongside the £650 million universal catch-up premium, we have launched the £350 million National Tutoring Programme (NTP) for disadvantaged pupils. The NTP went live on 2 November 2020 and schools are now able to access tuition to support disadvantaged pupils that needed the most help to catch-up.</p><p>Understanding the long-term impact of COVID-19 disruption on attainment and progress is a key research priority for the government, and we have commissioned an independent research and assessment agency to consider catch up needs and monitor progress over the course of the year. This will help inform strategic policy for supporting the school system.</p><p> </p> answering member constituency Chelmsford answering member printed Vicky Ford question first answered 14/12/2020 15:45:47 answering member 4674 label Biography information for Vicky Ford
tabling member	3985 label Biography information for Robert Halfon

1259171

registered interest
date	08/12/2020
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 plans his Department has to update the Department for Education strategy 2015-2020: world-class education and care this calendar year.
tabling member constituency	Harlow
tabling member printed	Robert Halfon
uin	126834
answer	answer is ministerial correction date of answer 14/12/2020 answer text <p>The Department will set out its strategy in its forthcoming Outcome Delivery Plan, to be published by the Cabinet Office in 2021.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 14/12/2020 14:52:52 answering member 111 label Biography information for Nick Gibb
tabling member	3985 label Biography information for Robert Halfon

1258336

registered interest
date	03/12/2020
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Children: Disadvantaged
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what steps his Department took to estimate private device ownership to inform its allocation of devices to support disadvantaged children in the 2020-21 academic year.
tabling member constituency	Harlow
tabling member printed	Robert Halfon
uin	124721
answer	answer is ministerial correction date of answer 11/12/2020 answer text <p>The Department has based allocations on estimates of children in years 3 to 11 without a device. The Department used data on the number of pupils eligible for free school meals, which was effectively equivalent to the estimate of children without private devices, and external estimates of the number of devices that schools already own.</p><p>Schools, local authorities and academy trusts can request additional devices if their allocation from the Department does not meet their needs. These requests can be submitted to <a href="mailto:covid.technology@educationg.gov.uk" target="_blank">covid.technology@educationg.gov.uk</a>.</p><p> </p><p> </p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 11/12/2020 14:01:00 answering member 111 label Biography information for Nick Gibb
tabling member	3985 label Biography information for Robert Halfon

1257465

registered interest
date	02/12/2020
answering body	Northern Ireland Office
answering dept id	21
answering dept short name	Northern Ireland
answering dept sort name	Northern Ireland
hansard heading	Apprentices: Northern Ireland
house id	1
legislature	25259 pref label House of Commons
question text	What discussions he has had with (a) the Northern Ireland Executive and (b) Cabinet colleagues on increasing the number of apprenticeships in Northern Ireland.
tabling member constituency	Harlow
tabling member printed	Robert Halfon
uin	909547
answer	answer is ministerial correction date of answer 02/12/2020 answer text <p>We want Northern Ireland not only to recover, but to prosper, and - to do that - Northern Ireland needs a skilled and productive workforce. This Government recognises, and I know my hon Friend is a champion of the huge benefit of, apprenticeships in helping young people into employment and employers to invest in skills. I have been struck on my visits to Northern Ireland businesses how many already value apprenticeships as a means to recruit and foster new talent.</p><p> </p><p>Apprenticeships are devolved in Northern Ireland and I welcome the steps that the Executive have taken through the Apprenticeship Recovery Package to help the apprenticeship system respond to the impact of the pandemic. I look forward to seeing how they will build on this as they work to maximise the potential of apprenticeships in Northern Ireland.</p><p> </p> answering member constituency Worcester answering member printed Mr Robin Walker question first answered 02/12/2020 17:11:30 answering member 4091 label Biography information for Mr Robin Walker
tabling member	3985 label Biography information for Robert Halfon

1257606

registered interest
date	02/12/2020
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	GCSE: English Language
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what proportion of pupils did not achieve a grade 4 or above in GCSE English in (a) 2017-18, (b) 2018-19 and (c) 2019-20.
tabling member constituency	Harlow
tabling member printed	Robert Halfon
uin	124164
answer	answer is ministerial correction date of answer 07/12/2020 answer text <p>The Department publishes the number of pupils at the end of key stage 4[1] who achieved the English and maths pillars of the English Baccalaureate[2]<sup>,</sup>[3]. The attached table shows the percentage of pupils who did not achieve Ebacc pillars for English and Maths for each of the last 3 years.</p><p>The cancellation of the summer 2020 GCSE exams and the substantially changed method for awarding GCSE grades has impacted greatly on the results. Comparisons with earlier years are not recommended for the purposes of measuring changes in underlying pupil performance.</p><p>[1] Pupils are identified as being at the end of key stage 4 if they were on roll at the school and in year 11 at the time of the January school census for that year. Age is calculated as at 31 August for that year, and the majority of pupils at the end of key stage 4 were age 15 at the start of the academic year. Some pupils may complete this key stage in an earlier or later year group.</p><p>[2] All State-funded schools include local authority maintained mainstream schools, academies, free schools, city technology colleges, further education colleges with provision for 14 to 16 year-olds and state-funded special schools. They exclude 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>[3] Link to published data: <a href="https://explore-education-statistics.service.gov.uk/find-statistics/key-stage-4-performance-revised" target="_blank">https://explore-education-statistics.service.gov.uk/find-statistics/key-stage-4-performance-revised</a>.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb grouped question UIN 124165 question first answered 07/12/2020 16:04:06 answering member 111 label Biography information for Nick Gibb attachment 1 file name 124164 124165_table_showing_proportion_of_students_not_achieving_English_and_Maths_Ebacc.pdf title 124164 124165 table
tabling member	3985 label Biography information for Robert Halfon

1257607

registered interest
date	02/12/2020
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	GCSE: Mathematics
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what proportion of pupils did not achieve a grade 4 or above in GCSE Maths in (a) 2017-18, (b) 2018-19 and (c) 2019-20.
tabling member constituency	Harlow
tabling member printed	Robert Halfon
uin	124165
answer	answer is ministerial correction date of answer 07/12/2020 answer text <p>The Department publishes the number of pupils at the end of key stage 4[1] who achieved the English and maths pillars of the English Baccalaureate[2]<sup>,</sup>[3]. The attached table shows the percentage of pupils who did not achieve Ebacc pillars for English and Maths for each of the last 3 years.</p><p>The cancellation of the summer 2020 GCSE exams and the substantially changed method for awarding GCSE grades has impacted greatly on the results. Comparisons with earlier years are not recommended for the purposes of measuring changes in underlying pupil performance.</p><p>[1] Pupils are identified as being at the end of key stage 4 if they were on roll at the school and in year 11 at the time of the January school census for that year. Age is calculated as at 31 August for that year, and the majority of pupils at the end of key stage 4 were age 15 at the start of the academic year. Some pupils may complete this key stage in an earlier or later year group.</p><p>[2] All State-funded schools include local authority maintained mainstream schools, academies, free schools, city technology colleges, further education colleges with provision for 14 to 16 year-olds and state-funded special schools. They exclude 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>[3] Link to published data: <a href="https://explore-education-statistics.service.gov.uk/find-statistics/key-stage-4-performance-revised" target="_blank">https://explore-education-statistics.service.gov.uk/find-statistics/key-stage-4-performance-revised</a>.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb grouped question UIN 124164 question first answered 07/12/2020 16:04:06 answering member 111 label Biography information for Nick Gibb attachment 1 file name 124164 124165_table_showing_proportion_of_students_not_achieving_English_and_Maths_Ebacc.pdf title 124164 124165 table
tabling member	3985 label Biography information for Robert Halfon

1257752

registered interest
date	02/12/2020
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Apprentices and Further Education
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what discussions he has had with (a) UCAS and (b) the Institute for Apprenticeships on the reform of the Higher Education admissions process to boost apprenticeships and Further Education.
tabling member constituency	Harlow
tabling member printed	Robert Halfon
uin	124166
answer	answer is ministerial correction date of answer 14/12/2020 answer text <p>Our government manifesto committed to “improve the application and offer system” in a way that is &quot;underpinned by a commitment to fairness, quality of learning and teaching, and access&quot;.</p><p>My right hon. Friend, the Secretary of State for Education, has announced his intention to consult widely on the options for reforming the university admissions system in favour of a post qualification admissions system.</p><p>The consultation process will give bodies such as UCAS and the Institute for Apprenticeships ample opportunity to make their views heard, along with other bodies from across the educational sector that could potentially be affected. A post-qualification admissions system would aim to make university admissions more transparent and to better help students make the choices that are right for them, from the full range of opportunities available in both the higher education and further education sectors.</p><p>We have introduced legislation designed to increase the number of opportunities for young people to meet providers and find out more information about technical options. The Baker Clause requires all maintained schools and academies to publish a policy statement setting out opportunities for providers of technical education and apprenticeships to visit schools to talk to all year 8 to 13 pupils and to make sure the statement is followed.</p> answering member constituency Chippenham answering member printed Michelle Donelan question first answered 14/12/2020 16:55:53 answering member 4530 label Biography information for Michelle Donelan
tabling member	3985 label Biography information for Robert Halfon

1256257

registered interest
date	27/11/2020
answering body	Department of Health and Social Care
answering dept id	17
answering dept short name	Health and Social Care
answering dept sort name	Health and Social Care
hansard heading	Mental Health Services: Young People
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Health and Social Care, what steps his Department is taking to support youth mental health services.
tabling member constituency	Harlow
tabling member printed	Robert Halfon
uin	121832
answer	answer is ministerial correction date of answer 08/12/2020 answer text <p>We are committed to achieving our NHS Long Term Plan ambitions for service transformation and expansion, backed by investment of £2.3 billion a year to mental health services by 2023/24. The investment will mean that, by 2023/24, an extra 345,000 children and young people aged 0-25 years old will be able to access mental health support via National Health Service-funded mental health services and school- or college-based mental health support teams, if they need them.</p><p>Through the Long Term Plan, we will extend current service models to create a comprehensive offer for 0-25 year olds that reaches across mental health services for children, young people and adults. The new model will deliver an integrated approach across health, social care, education and the voluntary sector, such as the evidenced-based ‘iThrive’ operating model which currently covers around 47% of the 0-18 year old population and can be expanded to 25 year olds.</p> answering member constituency Mid Bedfordshire answering member printed Ms Nadine Dorries question first answered 08/12/2020 09:29:30 answering member 1481 label Biography information for Ms Nadine Dorries previous answer version 66170 answering member constituency Mid Bedfordshire answering member printed Ms Nadine Dorries answering member 1481 label Biography information for Ms Nadine Dorries
tabling member	3985 label Biography information for Robert Halfon