Found: existing levy, so I am not asking for a new levy.Finally, I missed one question I wanted to ask you on the Schools

Found: We hope that this issue is effectively resolved through the forthcoming Schools Bill, to ensure councils

Found: That will be as part of a wider Schools Bill, but this is certainly one of the key elements of it that

Found: The Government supports the Education (Careers Guidance in Schools) Bill, introduced by Mark Jenkinson

Question to the Department for Education:

To ask the Secretary of State for Education, with reference to provisions in the Schools Bill, what steps he has taken to ensure that sufficient safeguards are in place around the (a) use and (b) protection of the data collected as part of the proposed requirements to create a register of home schooled children; what assessment he has made of the compatibility of those provisions with GDPR; and to whom that register will be accessible.

Answered by Will Quince - Minister of State (Education)

Education is a devolved matter, and the response outlines the information for England only.

The proposed ‘children not in school’ registers are intended to help with the identification of children being educated otherwise than at school, so that local authorities can undertake their existing responsibilities, to ensure all children are receiving a suitable education.

All local authorities will be required to process personal data they collect and store on their register in accordance with the UK General Data Protection Regulation (GDPR) and Data Protection Act 2018. This legislation requires each local authority, as a data controller, only to collect and store the minimum personal data necessary and to protect and restrict access to the personal data by implementing appropriate technical and organisational measures.

Policy changes which require personal data processing, such as the ‘children not in school’ registers, are subject to scrutiny by the data protection officer (DPO) and their team, as part of the Data Protection Impact Assessment. The DPO will discuss requirement with the Information Commissioner’s Officer as part of their duties under the ‘prior notification’ obligations in Article 36 of the UK GDPR. This will ensure there are safeguards in place to protect the data on local authority registers.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment he has made of the potential impact of provisions in the Schools Bill on home education.

Answered by Will Quince - Minister of State (Education)

The department has completed all relevant and required impact assessment for the Schools Bill.

The children not in school measures, which are those most likely to impact home educating families, have been subject to a thorough Equalities Impact Assessment. This considers the impact on families with different protected characteristics. The measures have also been subject to a regulatory impact assessment, which looks at the impact measures will have on businesses and charities. A summary of these impact assessments has been published online as part of the Schools Bill impact assessment document. It is available at: https://www.gov.uk/government/publications/schools-bill-impact-assessment.

Question to the Department for Education:

To ask the Secretary of State for Education, whether the parents of children with special educational needs and disabilities will be penalised for making autonomous decisions on absence from education based on the specific needs of their child under the provisions in the Schools Bill.

Answered by Will Quince - Minister of State (Education)

Regular attendance at school is vital for children’s education, wellbeing, and long-term development. School attendance is mandatory. Under Section 7 of the Education Act 1996, parents have a duty to ensure that their child of compulsory age (5-16) receives an efficient full-time education, either by attendance at school or otherwise.

The department appreciates that barriers to attendance are wide and complex, particularly for pupils with special educational needs and disabilities (SEND). Addressing these requires strong relationships and close working between families, schools, local authorities, and other relevant local services. This is the intention of the attendance clauses in the Schools Bill.

When considering the appropriate action to address absence, schools and local authorities should consider the individual circumstances of each pupil and family, and take the best course of action to support the child’s return to school. The department encourages parents to work with their child’s school and the local authority to discuss the reasons behind their child’s absence. They should agree together an action plan, so that the right support can be put in place to help their child to return to regular and consistent education.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment he has made of the potential impact of the Schools Bill on how Special Educational Needs will be taken into account when monitoring school attendance.

Answered by Robin Walker

Regular attendance at school is vital for children’s education, wellbeing, and long-term development. School attendance is mandatory, and parents have a duty, under Section 7 of the Education Act 1996 to ensure that their child of compulsory age (5-16) receives an efficient full-time education either by attendance at school or otherwise.

The department appreciates that barriers to attendance are wide and complex, particularly for pupils with Special Educational Needs and Disabilities (SEND). Addressing these requires strong relationships and close working between families, schools, local authorities, and other relevant local services. This is the intention of the attendance clauses in the Schools Bill.

The Bill will put the department’s new attendance guidance ‘Working together to improve school attendance’ onto a statutory footing. This will ensure greater consistency in the attendance support offered to pupils and families, regardless of where in the country they live, and emphasises the importance of providing attendance support in an earlier and more targeted way to respond to pupils’ individual needs.

The new guidance makes it clear that schools should develop and maintain a whole school culture that promotes the benefits of attendance, whilst recognising the interplay between attendance and wider school improvement efforts, such as strategies on mental health, wellbeing, and SEND. Schools will be expected to have sensitive conversations with pupils about their needs and work with families to develop specific support approaches for pupils with SEND. This includes establishing strategies for removing in-school barriers to attendance, ensuring attendance data of this group of pupils is regularly monitored to spot patterns and provide support earlier, including ensuring joined-up pastoral care is in place and referring pupils to support from other services and partners where necessary.

These expectations, alongside the expectations placed on academy trust boards, governing bodies, and local authorities to work in conjunction with school staff to provide joined-up support for all pupils and families, will ensure that pupils with SEND are supported to attend school regularly.

Alongside the new expectations in the Schools Bill, the department is currently consulting on proposed changes we want to make to the SEND and alternative provision (AP) system in England.

The Special Educational Needs and Disabilities (SEND) and Alternative Provision (AP) Green Paper, which is open for public consultation until 22 July 2022, sets out the department’s proposals for a system that offers children and young people the opportunity to thrive, with access to the right support, in the right place, and at the right time.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment he has made of the potential effect of proposals relating to the curriculum Arms-Length Body in the Schools Bill on educational publishers across the country; and if he will take steps to ensure that educational publishers are able to compete on equitable terms.

Answered by Robin Walker

As announced in the Schools White Paper, the department will establish a new arm’s length curriculum body, building on the success of Oak National Academy’s work during the COVID-19 pandemic. It will work with thousands of teachers to co-design, create, and continually improve packages of optional, free, adaptable digital curriculum resources and video lessons. These optional resources will be available across the UK, helping teachers deliver a high-quality curriculum.

Teachers in the UK benefit from a diverse commercial education resources market that offers a range of materials to support high-quality planning and teaching. The curriculum body will work with the market, leading a broad and inclusive national process that will involve commercial education resource suppliers as well as teachers, schools, school trusts, Subject Associations, National Centres of Excellence, and many others, as it develops and delivers its support offer for schools.

Building on our existing understanding, the department is currently working with commercial organisations to gather further information that will help us to understand the potential effect on the market. It is important to us that areas of the market that offer high-quality, carefully sequenced resources that meet teachers’ needs can continue doing so. Opportunities for educational publishers and other partners to work with the curriculum body will be open to all across the sector.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment he has made of the potential impact of provisions in the Schools Bill on the operating freedoms available to academy schools.

Answered by Robin Walker

Academy trust freedoms include the autonomy for academy trusts to make decisions on matters such as financial governance, the school year and day, curriculum, staffing, and pay. These enable academy trusts to collaborate, innovate, and run themselves efficiently to support teachers and schools where the challenge is greatest to deliver the best outcomes for their pupils.

As set out in the Schools White Paper, the department knows the best multi-academy trusts transform outcomes for pupils, particularly the most disadvantaged, and deliver improvement in schools and areas where poor performance had become entrenched.

There are no provisions in the Schools Bill that undermine academy freedoms. The Schools Bill makes provisions for the Academy Trust Standards, which will bring together existing requirements currently set out across funding agreements, legislation, and the Academy Trust Handbook into a single statutory framework. This will bring greater clarity, understanding and reassurance to the sector, and will ensure the same minimum standards apply consistently to all academies now and in the future.

The department will consult with the sector on every iteration of the Academy Trust Standards regulations.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment he has made of the (a) value and (b) potential merits of the operating freedoms available to academy schools.

Answered by Robin Walker

Academy trust freedoms include the autonomy for academy trusts to make decisions on matters such as financial governance, the school year and day, curriculum, staffing, and pay. These enable academy trusts to collaborate, innovate, and run themselves efficiently to support teachers and schools where the challenge is greatest to deliver the best outcomes for their pupils.

As set out in the Schools White Paper, the department knows the best multi-academy trusts transform outcomes for pupils, particularly the most disadvantaged, and deliver improvement in schools and areas where poor performance had become entrenched.

There are no provisions in the Schools Bill that undermine academy freedoms. The Schools Bill makes provisions for the Academy Trust Standards, which will bring together existing requirements currently set out across funding agreements, legislation, and the Academy Trust Handbook into a single statutory framework. This will bring greater clarity, understanding and reassurance to the sector, and will ensure the same minimum standards apply consistently to all academies now and in the future.

The department will consult with the sector on every iteration of the Academy Trust Standards regulations.

Question to the Department for Education:

To ask Her Majesty's Government how many children they estimate will be included in the registers proposed under clause 48 of the Schools Bill [HL].

Answered by Baroness Barran - Parliamentary Under-Secretary (Department for Education)

The proposed Children Not In School registers are intended to help with the identification of children being educated otherwise than at school and, in particular, those who are currently children missing education.

At present, there is no accurate picture of how many of these children there are at a local or national level. The introduction of the registers should, however, help to address this.

In the latest Association of Directors of Children's Services annual survey (in 2021), they estimated that approximately 81,000 children across all 152 local authorities in England were electively home-educated on school census day, 7 October 2021. The department would therefore anticipate, at least, similar numbers of children coming within scope of the registers.

Question to the Department for Education:

To ask Her Majesty's Government whether the Secretary of State for Education is able to require local authorities to develop local strategic plans to bring local authority maintained schools into the academy system.

Answered by Baroness Barran - Parliamentary Under-Secretary (Department for Education)

My right hon. Friend, the Secretary of State for Education, does not have the power to require local authorities to develop strategic plans to bring local authority-maintained schools into the academy system. The Schools Bill contains a power for local authorities to support schools in joining academy trusts by applying for academy orders on their behalf.

Question to the Department for Education:

To ask the Secretary of State for Education, with reference to Point 162 in the Schools White Paper, which specific provision in the Schools Bill will ensure that local authorities take responsibility for managing all applications for in-year admissions.

Answered by Robin Walker

The proposal for local authorities to manage in-year admissions does not require primary legislation.

As part of the Schools White Paper, the department has committed to consulting on reforms the schools admissions framework including requiring local authorities to manage in-year applications, as well as applications in the normal round.

The department is working with stakeholders to refine our proposals. We will then carry out a full public consultation as required by statute when making changes to the School Admissions Code before implementing proposed changes to the code.

Drop the schools bill as it is a total and unreasonable overreach of government power. This both infringement of the rights of the partent and of the schools and educators. And plases massive controls over our children's lives in the hands of authorities.

Found: Scrap the schools bill entirely and leave the education systems alone as the government is obviously

Remove the clauses relating to 'Children not in school' from Part 3 of the Schools Bill, and do not pursue compulsory registration of all home-schooled children. We see no evidence that this would be beneficial, and we believe the proposals place a discriminatory burden on supportive parents.

Found: Remove the clauses relating to 'Children not in school' from Part 3 of the Schools Bill, and do not pursue

A Bill To Make provision for the regulation of Academies; about school and local education funding; about the attendance of children at school; about the regulation of independent educational institutions; about teacher misconduct; and for connected purposes

Found: Bill [HL]: Government Response Product Security and Telecommunications Infrastructure Bill: Government

Found: SCHOOLS BILL EUROPEAN CONVENTION ON HUMAN RIGHTS SUPPLEMENTARY MEMORANDUM BY THE DEPARTMENT FOR EDUCATION

Found: Schools Bill: Supplementary Delegated Powers Memorandum

Found: Schools Bill: Supplementary Delegated Powers Memorandum

Found: www.education.gov.uk/contactus/dfe To: I nterested Peers 1 June 2022 My Lords, The Schools

Found: Schools Bill [HL]: Delegated Powers Memorandum (updated)

Found: Schools Bill [HL]: Delegated Powers Memorandum (updated)

Found: Second Report SCHOOLS BILL [HL] 1. The Schools Bill was introduced in the House of Lords on 11 May.

Found: Schools Bill [HL]

Found: HL Bill 1ŒEN 58/3 SCHOOLS BILL [HL] EXPLANATOR Y NOTES What these notes do These Explanatory

Found: Schools Bill [HL]: Delegated Powers Memorandum

Found: Schools Bill [HL]: Delegated Powers Memorandum

Found: 1 SCHOOLS BILL EUROPEAN CONVENTION ON HUMAN RIGHTS MEMORANDUM BY THE DEPARTMENT FOR EDUCATION

Found: As we all know a white paper was published this spring, and the schools bill translates a proposed new

Found: potential wherever they live, raising standards and improving the quality of schools and higher education [Schools

Found: Schools Bill to help deliver government’s ambition to give every child in the country a world-class

Found: Letter dated 13/05/2022 from Baroness Barran to Lord Adonis regarding further details about the Schools

Found: Letter dated 13/05/2022 from Baroness Barran to Lord Adonis regarding further details about the Schools

Found: Letter dated 18/07/2022 from Baroness Barran to Peers regarding questions raised in the Schools Bill

Found: July 2022 Dear Philip , Thank you for meeting with me on 12 July to discuss the Schools

Found: Shared Prosperity Fund (UKSPF) in England, as discussed during the Report stage (first day) of the Schools

Found: Letter dated 27/06/2022 from Baroness Barran to Lord Shipley regarding questions raised in the Schools

Found: Letter dated 27/06/2022 from Baroness Barran to Lord Adonis regarding a question raised in the Schools

Found: Baroness Barran to Lord Aberdare regarding questions raised during the Committee stage (day 4) of the Schools

Found: Letter dated 07/07/2022 from Baroness Barran to Baroness Brinton regarding questions raised in the Schools

Found: Letter dated 05/07/2022 from Baroness Barran to Baroness Meacher regarding issues raised in the Schools

Found: dated 05/07/2022 from Baroness Barran to Baroness Morris of Yardley regarding a question raised in the Schools

Found: dated 05/07/2022 from Baroness Barran to Lord Knight of Weymouth regarding questions raised in the Schools

Found: appeals processes for parents in relation to the measures on the Children Not in School registers in the Schools

Found: Letter dated 03/06/2022 from Baroness Barran to Lord Lucas regarding an issue raised in the Schools Bill

Found: Letter dated 07/07/2022 from Baroness Barran to Baroness Drake regarding the Schools Bill: government

Found: 07/07/2022 from Baroness Barran to Baroness Chapman of Darlington regarding questions raised in the Schools

Found: dated 23/06/2022 from Baroness Barran to Baroness Morris of Yardley regarding a question raised in the Schools

Found: Barran to Peers regarding questions raised during the Committee stage (second & third days) of the Schools

Found: Letter dated 05/07/2022 from Baroness Barran to Lord McLoughlin regarding the Schools Bill: report of

Found: Letter dated 30/06/2022 from Baroness Barran to Peers regarding the Schools Bill: amendments for report

Found: The Schools Bill introduced in May 2022 has set a significant shift in the system in train, but there

Found: Letter dated 17/06/2022 from Baroness Barran to Lord Knight of Weymouth regarding an issue raised in the Schools

Found: Barran to Baroness Berridge regarding questions raised during the Committee stage (first day) of the Schools

Found: Letter dated 17/06/2022 from Baroness Barran to Lord Hunt regarding questions raised in the Schools Bill

Found: protecting schools with a specialism with multi-academy trusts (MATs), raised in connection with the Schools

Found: dated 01/06/2022 from Baroness Barran to Peers regarding issues raised during the Secind Reading of the Schools