Asked by: Lord Browne of Belmont (Democratic Unionist Party - Life peer)
Question to the Department for Education:
To ask His Majesty's Government which specific items of personal data may be collected in the school census about pupils (1) in primary school and (2) aged 11–18 respectively.
Answered by Baroness Smith of Malvern - Minister of State (Education)
Education is a devolved matter, and the response outlines the information for England only.
The school census collects different categories of data for different cohorts of individuals depending on factors such as age, year group and type of school attended. Categories of data collected via the school census include:
Full details of the information collection via the school census are available here: https://www.gov.uk/guidance/complete-the-school-census/data-items-2024-to-2025.
Asked by: Lord Browne of Belmont (Democratic Unionist Party - Life peer)
Question to the Department for Education:
To ask His Majesty's Government what assessments are required by statute to be undertaken as part of a standard education throughout a child’s school life.
Answered by Baroness Smith of Malvern - Minister of State (Education)
Education is a devolved matter, and the response outlines the information for England only.
In England, there are several statutory assessments taken by eligible pupils during primary school. These include the reception baseline assessment in the first six weeks after entering reception, the early years foundation stage profile at the end of reception year, the phonics screening check in year 1, the multiplication tables check in year 4, and end of key stage 2 tests and teacher assessments, usually taken at the end of year 6. GCSEs and other public examinations in secondary school are not statutory assessments.
Asked by: Lord Browne of Belmont (Democratic Unionist Party - Life peer)
Question to the Department for Education:
To ask His Majesty's Government which specific items of personal data pupils and parents may object to being collected in the school census, and by what process they may do so.
Answered by Baroness Smith of Malvern - Minister of State (Education)
Education is a devolved matter, and the response outlines the information for England only.
The provision of information about individual pupils to the department is a statutory requirement on schools in England under section 537A of the Education Act 1996. Under those powers, the ‘Education (Information About Individual Pupils) (England) Regulations 2013’, as amended, detail the specific identifiable pupil data that must be returned. The Regulations can be found at: https://www.legislation.gov.uk/uksi/2013/2094/made. Together this provides the legislative basis for the school census.
Whilst it is not possible for a parent/guardian or an individual child to opt out of the school census collection, information on (1) ethnicity, (2) first language and (3) whether a child is the child of someone in the Armed Services, must always be as declared by the parent/guardian or the pupil where a pupil is deemed mature enough to have capacity to consent to sharing their personal data with others. When collecting the data items listed above from the parent/guardian or pupil, schools should ensure that they are made aware of their right to decline to provide these data items. Where they exercise this right, the information will be recorded on the school system as ‘refused’ and will not be transferred to the department as part of the school census.
Asked by: Lord Browne of Belmont (Democratic Unionist Party - Life peer)
Question to the Department for Education:
To ask His Majesty's Government under which pieces of legislation schools are required to collect and submit identifiable pupil data to the Department for Education.
Answered by Baroness Smith of Malvern - Minister of State (Education)
Education is a devolved matter, and the response outlines the information for England only.
The provision of information about individual pupils to the department is a statutory requirement on schools in England under section 537A of the Education Act 1996. Under those powers, the ‘Education (Information About Individual Pupils) (England) Regulations 2013’, as amended, detail the specific identifiable pupil data that must be returned. The Regulations can be found at: https://www.legislation.gov.uk/uksi/2013/2094/made. Together this provides the legislative basis for the school census.
Whilst it is not possible for a parent/guardian or an individual child to opt out of the school census collection, information on (1) ethnicity, (2) first language and (3) whether a child is the child of someone in the Armed Services, must always be as declared by the parent/guardian or the pupil where a pupil is deemed mature enough to have capacity to consent to sharing their personal data with others. When collecting the data items listed above from the parent/guardian or pupil, schools should ensure that they are made aware of their right to decline to provide these data items. Where they exercise this right, the information will be recorded on the school system as ‘refused’ and will not be transferred to the department as part of the school census.
Asked by: Lord Browne of Belmont (Democratic Unionist Party - Life peer)
Question to the Department for Education:
To ask His Majesty's Government what measures they have in place to improve coordination between schools, colleges, universities and support services to better assist students struggling with gambling addiction.
Answered by Baroness Barran - Shadow Minister (Education)
The government is committed to tackling gambling-related harms. While education settings are not mental health or gambling-related harm specialists, they are well placed to identify where a child or young person is struggling and help them to access support, linking them to NHS support and specialist services as needed.
Where gambling problems are affecting the mental health of young people, our programme of Mental Health Support Teams and senior mental health lead training supports schools and colleges to identify individuals in need of further support and make effective referrals to external agencies, to help young people get appropriate, timely support.
The department works closely with the higher education (HE) sector to promote and fund effective mental health support for university students. £15 million of funding this year from the Office for Students (OfS) will go to mental health support and the OfS-funded Student Space continues to provide students with free online mental health resources and confidential support on a range of topics, including addiction support. The OfS has also brought together HE providers and NHS trusts across each region in England to deliver better join up between university wellbeing support and NHS services.
Additionally, schools, colleges and universities have access to the NHS webpage 'Help for problem gambling'. This covers common indicators which could help identify whether individuals may be experiencing gambling-related harm, as well as providing initial signposting to the sources of support available to those in need. A link to the webpage can be found here: https://www.nhs.uk/live-well/addiction-support/gambling-addiction/.
As part of the NHS Long Term Plan commitment to expand geographical coverage of treatment for those experiencing gambling-related harm, the National Problem Gambling Clinic in London offers specialist treatment and support for children and young people.
The government White Paper ‘High stakes: gambling reform for the digital age’, published in April 2023, announced the introduction of a statutory levy on gambling operators to fund the research, prevention and treatment of gambling-related harms. This presents an opportunity to consider how best to improve awareness and understanding of gambling-related harms amongst young people, and how to ensure availability of effective support across all educational settings.
Asked by: Lord Browne of Belmont (Democratic Unionist Party - Life peer)
Question to the Department for Education:
To ask His Majesty's Government what steps they are taking to ensure that the education system remains globally competitive.
Answered by Baroness Barran - Shadow Minister (Education)
The government is dedicated to improving the education system to improve outcomes for children and young people, and this will help maintain its global competitiveness.
A key part of this is our relentless focus on driving up education standards to deliver better outcomes. In 2023, primary aged children in England came 4th out of 43 countries which tested pupils of the same age, in the Progress in International Reading Literacy Study, making them the best in the western world at reading. In 2019, primary aged pupils in England achieved their highest ever score in mathematics in the Trends in International Mathematics and Science Study, a significant improvement compared to 2015.
At secondary level, the Organisation for Economic Co-operation and Development’s (OECD) Programme for International Student Assessment 2018 results showed that 15-year-olds in England performed above the OECD averages for reading, mathematics, and science. Since 2009, 15-year-olds in England have climbed 10 places in reading and mathematics.
This government is committed to creating a world-leading skills system which is employer-focused, high-quality, and fit for the future. Our reforms are strengthening higher and further education to help more people get good jobs and upskill and retrain throughout their lives; and to improve national productivity. This includes increasing opportunities for people to develop higher technical skills through T Levels, Apprenticeship Standards, Skills Bootcamps, or Higher Technical Qualifications. All of which have been developed hand in glove with thousands of employers and introduced under this government.
From 2025, the Lifelong Learning Entitlement will transform access to further and higher education, offering all adults the equivalent of four years’ worth of student loans to use flexibly on quality education training over their lifetime. The department will introduce the Advanced British Standard (ABS) for 16-19 year-olds, a new Baccalaureate-style qualification that takes the best of A levels and T Levels and brings them together into a single qualification.
The ABS will increase the number of taught hours by an extra 15% for most 16-19 students, increasing the average number of subjects students take and ensuring that all students continue to study mathematics and English. This will give students greater breadth of knowledge and bring us more in line with other countries. The department will make an initial downpayment now to support the ABS, which will focus on recruiting and retaining teachers in shortage subjects and providing better resources for teachers and pupils.
Since 2010, the department has driven up standards in education, and created more opportunities to gain new skills that businesses truly value. So whatever age or stage of life people are at they can access high-quality opportunities to get ahead in their chosen career.
Asked by: Lord Browne of Belmont (Democratic Unionist Party - Life peer)
Question to the Department for Education:
To ask His Majesty's Government when they intend to respond to the publication of the 44th Report by the Secondary Legislation Scrutiny Committee on 22 June, in order to clarify (1) whether, and (2) how, a parent in Northern Ireland can excuse their child from Relationships and Sexuality Education.
Answered by Baroness Barran - Shadow Minister (Education)
The Secretary of State for Northern Ireland has welcomed the report by the House of Lords Secondary Legislation Scrutiny Committee.
The Relationships and Sexuality Education (Northern Ireland) (Amendment) Regulations 2023 place a duty on the Northern Ireland Department of Education to introduce regulations to ensure that a pupil may be withdrawn from education on sexual and reproductive health and rights or elements of that education, at the request of a parent. This follows the approach taken in England and Scotland.
The Northern Ireland Department of Education has confirmed it will consult on both the guidance and the provisions for the circumstances in which a pupil may be excused from the education or specified elements of that education.
Asked by: Lord Browne of Belmont (Democratic Unionist Party - Life peer)
Question to the Department for Education:
To ask His Majesty's Government what steps they are taking to ensure that children from disadvantaged backgrounds have equal access to digital learning resources and technology.
Answered by Baroness Barran - Shadow Minister (Education)
Education is a devolved matter, and the response outlines the information for England only.
Schools are responsible for making decisions about what technology to buy to meet their pupils’ needs, and how best to use it support their teaching.
The government delivered over 1.95 million laptops and tablets to schools, trusts, local authorities and further education (FE) providers for disadvantaged children and young people as part of a £520 million government investment to support access to remote education and online social care services. These laptops and tablets are now owned by schools, trusts, local authorities or FE providers, who can lend them to children and young people who need them the most. These laptops and tablets were an injection of support on top of the estimated 2.9 million that were already owned by schools before the start of the COVID-19 pandemic.
Building on its success in the pandemic, Oak National Academy was established as an arm’s length body on 1 September 2022, working independently of the government and collaboratively with the education sector. Oak aims to support teachers to improve curriculum delivery, reduce workload and support improved pupil outcomes, and continues to provide a remote education contingency. Oak will work with teachers across the country, giving them and their pupils access to free, optional, and adaptable high-quality digital curriculum resources.
The government has provided over £2.6 billion of pupil premium funding in the 2022/23 financial year to support pupils from lower income families. Rates will increase by 5% for 2023/24, taking total pupil premium funding to £2.9 billion. As set out in the menu of approaches, schools can use both pupil premium and recovery premium on technology and other resources that support high quality teaching.
Social tariffs offer low-cost landline and broadband services for those on certain means tested benefits. The government is encouraging those providers who do not currently offer social tariff packages, to do so. A range of affordable tariffs, designed specifically to support low-income families, are now available to 99% of UK households. BT, Virgin Media O2, Sky, Vodafone, and other providers offer broadband and mobile social tariffs for as little as £10 per month, representing a significant saving for households in receipt of Universal Credit and other means tested benefits.
In addition, the government secured a range of commitments from the UK’s major broadband and mobile providers to support families through the global rise in the cost of living. These commitments include more manageable payment plans, switching to a cheaper package free of charge, or taking a more affordable social tariff if the customer is eligible. The government encourages people to contact their provider to see what support is available. Awareness and take up of social tariffs need to improve. The Department for Culture, Media and Sport is working with the sector to urge those providers who have yet to offer a social tariff to do so, and for the industry to ensure that offers are publicised.
Asked by: Lord Browne of Belmont (Democratic Unionist Party - Life peer)
Question to the Department for Education:
To ask Her Majesty's Government what assessment they have made of the action required to safeguard universities as places of (1) free speech, and (2) challenging ideas.
Answered by Baroness Barran - Shadow Minister (Education)
Education is a devolved matter, and the response outlines the information for England only.
The government supports free speech which generates rigorous debate and advances understanding.
It is the freedom to think independently, express and challenge ideas, and put forward lawful, new and controversial ideas, that makes our universities world-renowned. These are essential skills in a modern, forward-facing society. It is this freedom that the government strives to protect.
The Higher Education (Freedom of Speech) Bill has been introduced for this reason. The bill will strengthen existing freedom of speech duties and directly address gaps within the existing law. The bill also applies the duties directly to students’ unions and constituent colleges, including those at the Universities of Oxford and Cambridge.
The changes will introduce clear consequences for breaches of the new duties and ensure that these principles are upheld.
The bill is currently passing through the House of Lords.
Asked by: Lord Browne of Belmont (Democratic Unionist Party - Life peer)
Question to the Department for Education:
To ask Her Majesty's Government what programmes are currently in place to increase the number of people with learning difficulties taking part in apprenticeships.
Answered by Baroness Barran - Shadow Minister (Education)
Apprenticeships are available for all people of all backgrounds including people with Learning Difficulties and Disabilities (LDD) to start, progress or to re-train in a variety of industries.
In recent years we have seen an improved representation of people who have declared LDD starting apprenticeships, and we want this to continue. We have improved our Find an Apprenticeship service to allow people to identify Disability Confident Employers offering opportunities and ensuring apprenticeships are available to all.
In partnership with the Disability Rights UK, we launched a Disabled Apprentice Network to provide insight and evidence on how to attract and retain disabled people into apprenticeships. Disability Rights UK published a report during National Apprenticeship Week 2022 to support employers to improve the diversity of their apprenticeship programmes whilst highlighting the barriers people may face when undertaking an apprenticeship. In this report, the apprentices identified the opportunity to build confidence, skills and networks with people with different experiences and gain paid work experience as the key points which influenced them towards undertaking an apprenticeship.
To ensure that more people who declare LDD feel confident to undertake apprenticeships, we have lowered the English and Maths requirements to apprenticeships for a defined group of individuals with LDD. We have also introduced British Sign Language (BSL) as an alternative to English Functional Skills for those who have BSL as their first language.
Furthermore, we make £1,000 payments to employers and providers for taking on 16 to 18-year-olds, or those 19 to 24 with an Education, Health and Care Plan and also offer £150 per month to help providers make reasonable adjustments for eligible apprentices with special educational needs. Providers can claim additional funding if the cost of support exceeds this rate.