Asked by: Chris Bloore (Labour - Redditch)
Question to the Department for Education:
To ask the Secretary of State for Education, what recent assessment her Department has made of trends in the standard of writing in (a) primary schools, (b) secondary schools and (c) universities since 2015.
Answered by Catherine McKinnell - Minister of State (Education)
High and rising school standards are at the heart of the government’s mission to break down barriers to opportunity and give every child the best life chances. The government has established an independent Curriculum and Assessment Review which will seek to deliver, amongst other things, an excellent foundation in core subjects of reading, writing and maths. The review group will publish an interim report early in 2025 setting out their interim findings and confirming the key areas for further work. The final review with recommendations will be published in autumn 2025. In the meantime, the department will continue to consider how to best support writing standards at all ages.
At the end of the academic year in which children turn five, which is usually reception year, each child’s level of development must be assessed against the 17 early learning goals set out in the early years foundation stage (EYFS) statutory framework. In the 2022/23 academic year, just 71% of children met the expected level of development in writing. The EYFS reforms were introduced in September 2021. As part of those reforms, the EYFS Profile was significantly revised. It is therefore not possible to directly compare assessment outcomes with earlier years.
In 2024, the key stage 2 national curriculum assessments in England showed that 72% of pupils met the expected standard in writing. The method of assessing writing changed in 2017/18, when 78% of pupils met the expected standard, therefore 2024 results are not directly comparable to 2015. In 2015, 87% of pupils achieved a level 4 or above in the writing teacher assessment.
The English language GCSE aims to provide all students with robust foundations in reading and good written English, and with the language and literary skills which are required for further study and work. While 50% of this GCSE assesses writing, the results do not directly reflect changes in the standard of writing over time, due to the way GCSEs are graded using comparable outcomes. In 2024, 61.6% of pupils entering the exam achieved a grade 4 or above. GCSEs were reformed for teaching in schools from September 2015 onwards, with first examinations in summer 2017, when 70.8% of pupils achieved a grade 4 or above.
The government takes very seriously the need for high academic standards in higher education (HE), as does the Office for Students (OfS), the independent regulator of HE in England. HE providers are autonomous organisations, responsible for ensuring the standards of students' work. However, the OfS explored the standard of writing in a sample of providers in its 2021 report 'Assessment practices in English higher education providers: Spelling, punctuation and grammar', which sets out the OfS’s view that students should be assessed on spelling, punctuation and grammar in order to maintain quality and protect standards.
As part of the OfS's ‘B4 Registration’ condition, HE providers must establish academic regulations that are designed to ensure the effective assessment of technical proficiency in the English language in a manner which appropriately reflects the level and content of the applicable HE course.
Asked by: Chris Bloore (Labour - Redditch)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps she is taking to ensure that students can continue to study applied general qualifications from September 2025.
Answered by Janet Daby - Parliamentary Under-Secretary (Department for Education)
The government is committed to ensuring that all young people can access a range of high quality vocational and technical qualifications which supports them to develop the skills they need to thrive at work and throughout life, including applied general qualifications. This is at the heart of the government’s missions to break down the barriers to opportunity and to boost economic growth.
The government is currently conducting a review of level 3 qualifications focusing on those set to lose funding from 31 July 2025, which includes applied general qualifications. The outcomes of the review will be reported by the end of the year.
Additionally, the independent Curriculum and Assessment Review, will ensure meaningful, rigorous and high-value pathways for all at ages 16 to 19, with access to qualifications and training that will provide the skills they need to seize opportunity.
Asked by: Chris Bloore (Labour - Redditch)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps she is taking with the Secretary of State for Health and Social Care to improve the (a) safeguarding and (b) wellbeing of children with allergies in schools.
Answered by Catherine McKinnell - Minister of State (Education)
Section 100 of the Children and Families Act 2014 places a duty on maintained schools, academies and pupil referral units to make arrangements for supporting pupils with medical conditions. This includes allergies.
The accompanying statutory guidance, 'Supporting pupils at school with medical conditions', makes clear to schools what is expected of them in taking reasonable steps to fulfil their legal obligations and to meet the individual needs of pupils with medical conditions. Schools should ensure they are aware of any pupils with medical conditions and have policies and processes in place to ensure these can be well managed. This guidance can be accessed here: https://www.gov.uk/government/publications/supporting-pupils-at-school-with-medical-conditions--3.
'Supporting pupils at school with medical conditions' includes guidance on individual healthcare plans and specifies that they should ensure that the school assesses and manages risks to the child’s education, health and social wellbeing, and minimises disruption.
The department included a reminder to schools of these duties in its regular schools’ email bulletin in both March and September 2024. In the same communication we also alerted schools to the newly created Schools Allergy Code. The Code was developed by The Allergy Team, Independent Schools’ Bursars Association and the Benedict Blythe Foundation, who are all trusted voices on the matter of allergies. The department has now also added a link to the Code to its online allergy guidance, which can be accessed here: https://www.gov.uk/government/publications/school-food-standards-resources-for-schools/allergy-guidance-for-schools.
The Department for Health and Social Care (DHSC) have produced guidance on the use of adrenaline auto-injectors in schools here: https://www.gov.uk/government/publications/using-emergency-adrenaline-auto-injectors-in-schools. DHSC have also produced guidance on emergency inhalers in schools, including the purchase of spares, which can be accessed here: https://www.gov.uk/government/publications/emergency-asthma-inhalers-for-use-in-schools.