Andrew Lewer

The Government receives representations from creative industry stakeholders which raise a range of issues relating to copyright. We are aware that a number of our potential future trading partners are currently reviewing their respective domestic intellectual property frameworks, including limitations and exceptions to copyright.

The Government believes that copyright owners should receive appropriate remuneration for use of their works, wherever that may be in the world. To this end, we support adherence to the standards set by international copyright treaties, including the Berne Convention’s “three step test” which ensures that exceptions to copyright are proportionate.

As part of its broad scope, our Gambling Act Review call for evidence included questions on the rules governing land based gambling and the need to ensure an equitable approach to the regulation of the online and the land based industries.

We are carefully considering all the evidence submitted and a white paper setting out our next steps and proposals for reform will be published in due course.

The Audiovisual Media Services Regulations 2014 was introduced to regulate R18-rated video-on-demand content and ban the provision of video-on-demand material that has been or would be refused a classification by the British Board of Film Classification. The Audiovisual Media Services Regulations 2014 amended the Communications Act 2003, which is an Act of the Parliament of the United Kingdom, and will thus continue to apply after we exit the EU. We will use the powers within the Withdraw Bill to ensure that the content in question is still regulated after we leave the EU.

Cross-border broadcasting is currently regulated by the Audiovisual Media Services Directive (AVMSD) which allows the UK-based broadcasting licensees to broadcast freely into the EU. In her Mansion House speech earlier this month, the Prime Minister stated that the UK should “explore creative options with an open mind, including mutual recognition which would allow for continued transfrontier broadcasting.” We understand that this will be a difficult negotiation, but remain absolutely committed to securing the best possible deal for the UK and for the broadcasting sector. We are determined to ensure that our future relationship with the EU recognises the enriching role that British broadcasters and content producers play not only in the UK but also in our common European culture.

The Department will be carrying out a review of the Oak National Academy Arm’s Length Body (ALB) in 2024, as part of the wider Public Bodies Reviews programme. Government policy is that a new ALB should be reviewed within 24 months after the start of full operations. The review will act as a checkpoint to ensure that Oak is acting effectively and will include consideration of the effect on the educational publishing industry.

Monitoring market impact is a priority for the Department and will be factored into the ongoing evaluation of Oak National Academy. The Department carried out research and engaged with trade bodies representing relevant commercial suppliers, inviting submissions to inform the market impact assessment. The Department also conducted an informal survey of commercial providers on proposals for what the ALB would do.

Oak will work collaboratively to develop new content and will signpost users to a small number of other high quality curriculum sequences in each subject. The purpose of signposting is to demonstrate that there is more than a single approach to curriculum sequencing and to direct teachers to where they can find out more information regarding alternative curricula. Oak is not intended as a marketplace and its purpose is not to show teachers all available options. Teachers will still be free to use materials that are not signposted on the Oak website.

The Department will be carrying out a review of the Oak National Academy Arm’s Length Body (ALB) in 2024, as part of the wider Public Bodies Reviews programme. Government policy is that a new ALB should be reviewed within 24 months after the start of full operations. The review will act as a checkpoint to ensure that Oak is acting effectively and will include consideration of the effect on the educational publishing industry.

Monitoring market impact is a priority for the Department and will be factored into the ongoing evaluation of Oak National Academy. The Department carried out research and engaged with trade bodies representing relevant commercial suppliers, inviting submissions to inform the market impact assessment. The Department also conducted an informal survey of commercial providers on proposals for what the ALB would do.

Oak will work collaboratively to develop new content and will signpost users to a small number of other high quality curriculum sequences in each subject. The purpose of signposting is to demonstrate that there is more than a single approach to curriculum sequencing and to direct teachers to where they can find out more information regarding alternative curricula. Oak is not intended as a marketplace and its purpose is not to show teachers all available options. Teachers will still be free to use materials that are not signposted on the Oak website.

The Department will be carrying out a review of the Oak National Academy Arm’s Length Body (ALB) in 2024, as part of the wider Public Bodies Reviews programme. Government policy is that a new ALB should be reviewed within 24 months after the start of full operations. The review will act as a checkpoint to ensure that Oak is acting effectively and will include consideration of the effect on the educational publishing industry.

Monitoring market impact is a priority for the Department and will be factored into the ongoing evaluation of Oak National Academy. The Department carried out research and engaged with trade bodies representing relevant commercial suppliers, inviting submissions to inform the market impact assessment. The Department also conducted an informal survey of commercial providers on proposals for what the ALB would do.

Oak will work collaboratively to develop new content and will signpost users to a small number of other high quality curriculum sequences in each subject. The purpose of signposting is to demonstrate that there is more than a single approach to curriculum sequencing and to direct teachers to where they can find out more information regarding alternative curricula. Oak is not intended as a marketplace and its purpose is not to show teachers all available options. Teachers will still be free to use materials that are not signposted on the Oak website.

The department has not made any independent assessment of requiring higher education (HE) providers to record student data by biological sex.

As the Designated Data Body that collects and publishes statistics about HE providers, the Higher Education Statistics Agency (HESA) specifies the information that is required from students.

HESA have consulted on how personal characteristics should be collected in future. This consultation was conducted in partnership with the UK governments, Office for Students and other UK funding bodies. This consultation considered the merits of different approaches to the recording of student sex.

Following the consultation, it was determined that the sex stated on one of the individual’s legal documents such as birth certificate, Gender Recognition Certificate, or passport ought to be recorded. If there is any conflict, the newest document should be referenced.

Details of HESA’s consultation are published here: https://www.hesa.ac.uk/innovation/records/reviews/consultation-outcomes-personal-characteristics-equality-data.Details of the information required from HE providers in 2022/23 are published here: https://codingmanual.hesa.ac.uk/22056/Student/field/SEXID.

Oak National Academy is continuing to work with teachers across the country, giving them and their pupils access to high quality digital curriculum resources which are free, optional and adaptable. Oak is helping to tackle longstanding challenges, such as teacher workload, a significant driver of retention issues in the sector.

Over 30,000 teachers continue to use Oak each week. A significant proportion of the £43 million set aside to support Oak is expected to be provided directly to schools, publishers, and other organisations for the creation of resources. As an integral part of the process to set up Oak as an arm’s length body, the Department produced a business case, which included an assessment of potential market impact. This business case was published on GOV.UK, and can be found here: https://www.gov.uk/government/publications/oak-national-academy-business-case.

Where Oak needs to use existing third party content, such as texts, Oak will seek to have an overarching licence with relevant licensing bodies wherever feasible so the copyright holder receives full payment for their work.

Oak’s future and operating model was discussed with teachers and others in the sector in multiple forums. Ministers held roundtable discussions with teachers and school leaders from a range of schools and multi academy trusts. The Department held a series of public webinars for teachers, school leaders and sector bodies. Plans for Oak’s future have also been discussed with teacher representatives, including school leaders and unions, and teacher viewpoints have been collected through surveys.

Oak National Academy is continuing to work with teachers across the country, giving them and their pupils access to high quality digital curriculum resources which are free, optional and adaptable. Oak is helping to tackle longstanding challenges, such as teacher workload, a significant driver of retention issues in the sector.

Over 30,000 teachers continue to use Oak each week. A significant proportion of the £43 million set aside to support Oak is expected to be provided directly to schools, publishers, and other organisations for the creation of resources. As an integral part of the process to set up Oak as an arm’s length body, the Department produced a business case, which included an assessment of potential market impact. This business case was published on GOV.UK, and can be found here: https://www.gov.uk/government/publications/oak-national-academy-business-case.

Where Oak needs to use existing third party content, such as texts, Oak will seek to have an overarching licence with relevant licensing bodies wherever feasible so the copyright holder receives full payment for their work.

Oak’s future and operating model was discussed with teachers and others in the sector in multiple forums. Ministers held roundtable discussions with teachers and school leaders from a range of schools and multi academy trusts. The Department held a series of public webinars for teachers, school leaders and sector bodies. Plans for Oak’s future have also been discussed with teacher representatives, including school leaders and unions, and teacher viewpoints have been collected through surveys.

Oak National Academy is continuing to work with teachers across the country, giving them and their pupils access to high quality digital curriculum resources which are free, optional and adaptable. Oak is helping to tackle longstanding challenges, such as teacher workload, a significant driver of retention issues in the sector.

Over 30,000 teachers continue to use Oak each week. A significant proportion of the £43 million set aside to support Oak is expected to be provided directly to schools, publishers, and other organisations for the creation of resources. As an integral part of the process to set up Oak as an arm’s length body, the Department produced a business case, which included an assessment of potential market impact. This business case was published on GOV.UK, and can be found here: https://www.gov.uk/government/publications/oak-national-academy-business-case.

Where Oak needs to use existing third party content, such as texts, Oak will seek to have an overarching licence with relevant licensing bodies wherever feasible so the copyright holder receives full payment for their work.

Oak’s future and operating model was discussed with teachers and others in the sector in multiple forums. Ministers held roundtable discussions with teachers and school leaders from a range of schools and multi academy trusts. The Department held a series of public webinars for teachers, school leaders and sector bodies. Plans for Oak’s future have also been discussed with teacher representatives, including school leaders and unions, and teacher viewpoints have been collected through surveys.

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.

While the department considers religious education (RE) to be an important subject, we respect parental rights and have no plans to change the right of withdrawal. Legislation gives parents the right to request withdrawing their child from all or part of a school’s RE. Parents are not required to give a reason for their requests, which must be complied with. The right of withdrawal from RE does not extend to other areas of the curriculum where religious matters are spontaneously raised by pupils or arise in other subjects such as history or citizenship.

The department believes that the current position is correct, as it balances the rights of parents and of children.

It is, of course, important that schools promote mutual respect and tolerance of those with different faiths and beliefs. The Education Act 2002 requires schools to ensure the Spiritual, Moral, Social, and Cultural (SMSC) development of all their pupils. There are many opportunities within the curriculum for schools to promote SMSC, including through RE, history, and citizenship. State-funded schools are also required to actively promote the fundamental British values of democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs.

Local authorities have a statutory duty to promote the educational achievement of looked-after children, including those placed outside of their authority. They are required to appoint an officer, the local authority Virtual School Head, to ensure this duty is properly discharged.

Statutory guidance on the implementation of these duties can be accessed here: https://www.gov.uk/government/publications/promoting-the-education-of-looked-after-children.

This requires Directors of Children’ Services and Lead Members for Children’s Services to ensure that the authority’s Children in Care Council regularly considers educational experiences, as reported by looked-after children, and is able to respond effectively to any issues.

Further, the guidance is clear that the Virtual School Head should ensure that the educational attainment and progress of children looked after by the local authority is monitored and evaluated as if those children attended a single school. It is also clear that there are systems in place to report regularly through the authority’s corporate parenting structures. It requires Virtual School Heads to publish an annual report, which should include details of how they have managed the Pupil Premium Plus and Early Years Pupil Premium for looked-after children, and evidence of how the funding has supported the achievement of the children looked after by their authority. Ofsted inspectors are required to ask for the Virtual School Annual Report as part of the framework for Inspections of Local Authority’s Children’s Services.

The government recognises the important role that non-levy paying employers play in creating high-quality apprenticeship opportunities, particularly for young people and those in disadvantaged areas.

To support apprenticeships for all employers, the department is increasing funding for apprenticeships in England to £2.7 billion by the 2024/25 financial year. Non-levy paying employers can continue to reserve funding for 95% of apprenticeship training and assessment costs.

Since 1 April 2021, all small-medium-sized enterprises (SMEs) have been able to reserve funding for up to 10 new apprenticeship starts. Employers can continue to make reservations into the 2022/23 financial year up to the maximum of 10.

Reservations levels for employers who do not pay the apprenticeship levy are kept under review to ensure that this level is still sufficient to allow SMEs to use apprenticeships to support their business.

Non-levy paying employers can also access apprenticeship funding via transferred funds from levy-paying organisations. The department has made it easier for employers to benefit from levy transfers through a new ‘pledge and transfer’ online service. It is encouraging to see that over 145 employers, including Amazon UK, DPD and HomeServe, have pledged to transfer almost £9 million to support new apprenticeship starts in businesses of all sizes.

The Department has invested around £380 million of funding in music education hubs between 2016 and 2021, to ensure all children, whatever their background, have access to a high-quality music education. This has been followed by a commitment of £79 million in the 2021/22 financial year for music education hubs, and £1 million for charities focused on teaching music.

Decisions regarding future funding are subject to outcome of the next Spending Review. As announced on 7 September, the Spending Review will set Departmental budgets for the 2022/23 to 2024/25 financial years and concludes on 27 October 2021, alongside Autumn Budget 2021. Future funding for hubs will be confirmed subsequently.

The Department undertook a public consultation between 9 February 2020 and 15 March 2020, seeking views on music education to inform proposals for the refreshed National Plan for Music Education (NPME).

The Department received 5,191 responses from a range of individuals and organisations, including young people, parents and carers, teachers and music education hubs. Following a delay due to COVID-19, we have published our response to the call for evidence, the findings from which will inform the refreshed plan.

To further support the development of the plan, the Department has announced the appointment of an advisory panel made up of experts from across the music education sector, to build upon these findings.

The advisory panel includes teachers, representatives from the National Youth Orchestra of Great Britain, UK Music, as well as Darren Henley, Chief Executive, Arts Council England, whose independent Review of Music Education in England informed the original NPME.

It has not proved possible to respond to the hon. Member in the time available before Prorogation.

As part of the asymptomatic testing programme for secondary schools and colleges, independent schools have already started receiving test kits and personal protective equipment to deliver initial mass testing of pupils and students (two tests, three to five days apart), and will receive further equipment to support weekly testing of staff and daily contact testing. Independent schools are also able to access and utilise the guidance provided online and through webinars by the Department.

The Department are not able to extend funding to independent schools and colleges with fee-paying individuals. Non-maintained special schools and independent special schools are eligible for funding.

The Department commissioned the Cost of School Uniform report in 2015 which found the average total expenditure on school uniform for the 2014/15 school year was £212.88.

The Government is supporting the Education (Guidance about Costs of School Uniforms) Private Members’ Bill to enable us to put our guidance on the cost of school uniform on a statutory footing. The Department’s existing guidance on cost considerations will form the basis for the new statutory guidance.

Second-hand uniform and swap schemes can increase both affordability and sustainability of school uniform. The Government would therefore like to see second-hand school uniform made available for parents at all schools to acquire from the school directly or from a local, established, scheme.

The Department commissioned the Cost of School Uniform report in 2015 which found the average total expenditure on school uniform for the 2014/15 school year was £212.88.

The Government is supporting the Education (Guidance about Costs of School Uniforms) Private Members’ Bill to enable us to put our guidance on the cost of school uniform on a statutory footing. The Department’s existing guidance on cost considerations will form the basis for the new statutory guidance.

Second-hand uniform and swap schemes can increase both affordability and sustainability of school uniform. The Government would therefore like to see second-hand school uniform made available for parents at all schools to acquire from the school directly or from a local, established, scheme.

Industry placements and work experience for 16 to 18 year olds are important components of a student’s study programme, providing genuine insight to the world of work and allowing students to gain valuable skills. Ofqual is currently working with awarding organisations to see what adaptations are appropriate and necessary for students to be able to complete their studies, as well as catch up on missed learning due to the COVID-19 outbreak. Adaptations to work experience placements that are part of their qualifications will also be considered.

Where a college or other provider is unable to deliver a work experience placement as part of a study programme they will still receive their full funding allocation if they continue to deliver the planned hours by replacing the work experience with other eligible activity relevant to the student’s study programme.

The Department strongly encourages schools to have a school uniform. We recognise the valuable role it can play in contributing to the ethos of a school and setting an appropriate tone.

It is for the governing body of a school (or in the case of academies, the academy trust) to decide whether there should be a school uniform and what it will be.

When deciding upon a school uniform policy and considering how the school uniform should be sourced, governing bodies should give highest priority to the consideration of cost and value for money for parents. Governing bodies should be able to demonstrate that they have obtained the best value for money from suppliers.

The Government is pleased to support the recently introduced Private Member’s Bill to ‘Make provision for guidance about the cost aspects of school uniform policies.’ It will place a duty on the Secretary of State for Education to issue statutory guidance pertaining to the cost aspects of school uniform policies. We intend to consider the views of a full range of stakeholders when developing this statutory guidance.

The Department strongly encourages schools to have a school uniform. We recognise the valuable role it can play in contributing to the ethos of a school and setting an appropriate tone.

It is for the governing body of a school (or in the case of academies, the academy trust) to decide whether there should be a school uniform and what it will be.

When deciding upon a school uniform policy and considering how the school uniform should be sourced, governing bodies should give highest priority to the consideration of cost and value for money for parents. Governing bodies should be able to demonstrate that they have obtained the best value for money from suppliers.

The Government is pleased to support the recently introduced Private Member’s Bill to ‘Make provision for guidance about the cost aspects of school uniform policies.’ It will place a duty on the Secretary of State for Education to issue statutory guidance pertaining to the cost aspects of school uniform policies. We intend to consider the views of a full range of stakeholders when developing this statutory guidance.