Emma Hardy

Planning law requires that applications for planning permission be determined in accordance with the local development plan, subject to other material considerations. These considerations include advice received from statutory consultees, as well as the National Planning Policy Framework (NPPF). The local planning authority must take into account and weigh up all the material planning considerations in reaching its decision.

The NPPF is clear that inappropriate development in areas at risk of flooding should be avoided. Where development is necessary, it should be made safe for its lifetime without increasing flood risk elsewhere.

As part of the planning determination process, we expect local planning authorities to take flood risk advice from the Environment Agency and lead local flood authority seriously. Statutory consultees do not have a veto on new development. It is for the local planning authority, which is democratically accountable to the local electorate, to take planning decisions on development in its area. As an added safeguard, where a local planning authority is minded to approve a planning application for major development in a flood risk area against an outstanding Environment Agency objection on flood risk grounds, that application must first be referred to the Secretary of State to consider whether it should be called-in.

Furthermore, as part of our wider ambitions for an improved planning system we intend to review the National Planning Policy Framework to ensure that it contributes to climate change mitigation and adaption as fully as possible.

The Government recognises the importance of pet ownership to many renting in the private rented sector. We have therefore taken steps to make it easier for responsible tenants to keep pets in the private rented sector, as part of a broader mission to improve life for tenants.

We have revised the national Model Tenancy Agreement, the Government's recommended contract for assured shorthold tenancies in the private rented sector, in order to make it easier for tenants with pets to find private landlords who will accept them. The revision aims to strike the balance between protecting private landlords from situations where their properties are damaged by badly behaved pets and ensuring responsible pet owning tenants are not unfairly penalised.

The information requested falls under the remit of the UK Statistics Authority. I have, therefore, asked the Authority to respond.

On 4 January 2021, the Prime Minister announced a national lockdown in England. Details and guidance are available on gov.uk, as well as information on restrictions applicable in other parts of the United Kingdom. Restrictions are kept under review.

I refer the hon. Member to the written statement made by the Chancellor of the Duchy of Lancaster on 25 November.

I refer the hon. Member to the written statement made by the Chancellor of the Duchy of Lancaster on 25 November.

In July, the Government launched the independent Commission on Race and Ethnic Disparities, which is looking at outcomes across the country, with a focus on employment, enterprise, education, health and the criminal justice system.

Led by the evidence, the Commission will consider the causes of persistent disparities and barriers different groups face, and make recommendations for further action.

Their work will be crucial in informing and improving the national conversation on race. The Commission will aim to provide its report to the Prime Minister at the end of the year.

The move to Step Three of the COVID-19 Recovery Strategy will take place when the assessment of risk warrants further adjustments to the remaining measures.

Further details will be published in due course as appropriate.

The Green Homes Grant Voucher scheme was designed to provide a short-term economic stimulus while tackling our contribution to climate change. However, it was not delivering at the rate and scale the government had originally intended, facing a number of delivery challenges. The scheme closed to new applications on 31 March 2021 and will not reopen.

Last month, the Government published the Heat and Buildings Strategy which allocated more than £3.9 billion of new funding for decarbonising heat and buildings. This will fund the next 3 years of investment through the Social Housing Decarbonisation Fund, the Home Upgrade Grant scheme, the Boiler Upgrade Scheme and the Heat Networks Transformation Programme and reducing carbon emissions from public buildings through the Public Sector Decarbonisation Scheme.

The process for awarding supply licences is independently set by Ofgem. Ofgem are reviewing their approach to supplier licensing, to ensure that appropriate protections are in place against poor customer service and financial instability. New market entry requirements came into effect in January 2021 focussed on the ongoing requirements on suppliers operating in the market to promote responsible risk management, improved governance and increased accountability.

UK Research and Innovation (UKRI) funds research into epilepsy primarily through the Medical Research Council and the Biotechnology and Biological Sciences Research Council.

Funding for research projects that specifically refer to epilepsy in the project title or abstract in each of the last five years are set out in the table below. This does not include wider funding that contributes to epilepsy research.

The DHSC-funded National Institute for Health Research (NIHR) facilitates and enables life science research, from early translational research, through clinical research, to applied health research. Life science companies can access NIHR resources at any stage in their clinical development process and DHSC ensures all parts of the NIHR are open to collaboration with industry.

The Government is committed to making the UK a global hub for life sciences. This means building on our strengths in basic science and medical research to ensure the UK remains at the forefront of worldwide efforts to tackle the most pressing healthcare challenges, from cancer to dementia.

As part of our commitment, the Government will raise total UK investment in R&D to 2.4% of GDP by 2027. Life Sciences is critical to this – with the pharmaceutical industry accounting for one fifth of the total industrial spend on R&D in the UK¹.

We will also continue to support our fantastic research infrastructure, which bolsters the sector, stimulates economic growth and drives better outcomes for patients.

ARIA’s leaders, not Government, will be responsible for the strategic direction of their programme portfolio. While there are many UK funding programmes for which Ministers do set the strategic direction, ARIA is specifically being set up without those constraints. We aim to establish ARIA in Spring 2022.

The Green Homes Grant Voucher scheme was designed to provide a short-term economic stimulus while tackling our contribution to climate change. However, it was not delivering at the rate and scale we had originally intended. The scheme closed on 31 March 2021 and will not reopen.

We will refocus efforts and funding on alternative approaches which will maximise delivery of home retrofits for consumers who are most in need.

The Government will be expanding its funding commitment for both the Local Authority Delivery element of the Green Homes Grant scheme and the Social Housing Decarbonisation Fund with £300 million of new funding.

The Government has introduced an unprecedented package of support for businesses including grants for those businesses that are required to close or which are severely affected by the restrictions put in place to tackle Covid-19 and save lives.

Coach Tour Operators are not eligible for the Restart Grant Scheme. This is because eligible businesses must offer in-person services, where the main service and activity takes place in a fixed rate-paying premises, in the relevant sectors.

However, they may be able to access discretionary support through the Additional Restrictions Grant (ARG). This funding gives Local Authorities the ability to provide support that suits their local area including to support those businesses not required to close but which have had their trade severely affected by the restrictions. My Rt. Hon. Friend Mr Chancellor of the Exchequer has announced an additional £425m will be made available via ARG meaning that more than £2bn has been made available to local authorities since November 2020.

Guidance was published for Local Authorities on 17^th March for both the Restart Grants and the Additional Restrictions Grant, and guidance for the Additional Restrictions Grant identifies that group tour and coach operators can be considered for support through this funding.

Door-to-door sales should not take place during the national lockdown. Sales activities should be conducted remotely (such as by phone, online or e-mail) as set out in the business closures guidance.

The Government recognises the importance of the UK maritime sector to our economy. BEIS is working with the sector and other Government departments to facilitate access to innovation support via UKRI programmes.

BEIS will continue to work with the Maritime Enterprise Working Group, addressing issues of common concern to secure a truly competitive, sustainable and globally successful marine engineering and shipbuilding industry.

Hull City Council has received £5,195,560 and East Riding of Yorkshire Council has received £6,823,460 in Additional Restrictions Grant funding. This is a discretionary grant which is being provided to local authorities in order to provide support to their business communities over and above the up to £3,000 per four week period grant available to all businesses that are required to close due to national or local restrictions. The Additional Restrictions Grant can be spent at any point up until the end of financial year 2021/22.

In addition, areas reverting to either Tier 2 or Tier 3 following the national lockdown would be eligible for both Local Restrictions Grant Support (Closed) for businesses that are required to close and Local Restrictions Grant Support (Open) that provides Local Authorities with a discretionary fund to support businesses that are not required to close but are severely impacted.

We are working closely with local authorities to roll out business support grant schemes as quickly as practicable and we are keeping levels of support under close review.

The Government guidance on working safely during coronavirus states that it is for each business to carry out its own risk assessment, in consultation with their workers, to inform the actions they should take to reduce the risks of COVID-19. All companies have the same obligations to protect the health and safety of their workers and other people who may be affected by their business.

Employers will need to consider how best to maintain social distancing at their workplace. This may include restricting the number of customers in a shop at any one time and making this clear to customers and other visitors.

If anyone has concerns that employers are not taking all reasonably practicable steps to reduce the risks of COVID-19, they should get in touch with their employee representative or union, or with the Health and Safety Executive.

If the enforcing authority finds that an employer is not taking action to properly manage workplace risk, a range of actions is open to them including specific advice or issuing enforcement notices.

The vast majority of employers are responsible and will join with the UK’s fight against COVID-19 by working with the government and their sector bodies to protect their workers and the public. However, inspectors are carrying out compliance checks nationwide to ensure that employers are taking the necessary steps.

The Bounce Back Loan Scheme, launched in May 2020, has been introduced to help smaller businesses impacted by coronavirus (COVID-19). It is designed to help businesses who were trading prior to 1 March 2020 and have been negatively impacted by COVID-19.

Other Government support is available for newer businesses during the pandemic, including the British Business Bank’s Start Up Loans Scheme, which is available to individual who have founded businesses trading for less than two years. The Scheme offers access to affordable government-backed finance of between £500 and £25,000 per owner (limited to £100,000 per business) at a fixed 6% interest per annum.

My Rt. Hon. Friend the Prime Minister addressed the nation on Saturday 31 October setting out new national restrictions. These restrictions will apply nationally for four weeks up to Wednesday 2 December, and will override the current Local Alert Level restrictions.

The Government will provide further financial support. The furlough scheme is being extended for a month with employees receiving 80% of their current salary for hours not worked. The mortgage holiday will also be extended to reassure homeowners. Business premises which are legally forced to close will receive grants worth up to £3,000 per month in England, and £1.1bn is being provided to Local Authorities to enable them to support businesses.

The Government takes the protection of intellectual property seriously and supports a range of initiatives designed to reduce this illicit trade.

Officials from the Intellectual Property Office (IPO) have been holding roundtable meetings with representatives from online platforms and rights holders to discuss the availability of counterfeits on their platforms and to help co-ordinate law enforcement action against sellers.

In September 2013, we launched a dedicated Police Intellectual Property Crime Unit (PIPCU), run by the City of London Police. It is dedicated to tackling serious and organised online piracy and counterfeiting (affecting digital and physical goods) and protecting legitimate UK businesses. IPO provided funding of around £9 million over the period 2013-2019.

The Government has provided a comprehensive package of support to help businesses that have been affected by Covid-19. This package includes the small business grants, the coronavirus loan schemes, the Coronavirus Job Retention Scheme, as well as deferral of income tax payments.

The Government will continue to work closely with local authorities, businesses, and business representative organisations to understand the impact of Covid-19 on businesses. This will include consideration of how payments for deferred VAT and loan repayments will impact businesses from March 2021.

We are developing a consistent industry-wide approach to the collections and recoveries of Bounce Back loans. This will ensure that lenders understand the full range of support they can provide to borrowers struggling to repay their loans.

As of 21 June, a total of 50,482 loans have been issued under the Coronavirus Business Interruption Loan Scheme (CBILS), with a value of £10.53 billion.

Issuing new loans is the priority for lenders and the Government. We are working with the British Business Bank, HM Treasury and the lenders on providing regular and transparent data publication going forward, including sectoral breakdowns.

The Government is committed to supporting the people who invest in our country by locating their businesses here, particularly in these challenging times.

We have provided information on the range of business support available on Gov.UK. For further information people can contact our Business Support Helpline.

The Business Support Helpline is a free, multi-channel advice and guidance service, operating across England, which offers a translation and interpretation service for those whom English in not their first language. The helpline can support all businesses, from those starting a business to established traders, including information about accessing Covid-19 related loans and grants.

The government is committed to a free and independent press. This is vital to a strong and fully functioning democracy where the powerful can be held to account without fear. The government does not intervene in editorial or moderation decisions made by news publishers. DCMS does not hold data on comments sections of news publisher websites.

Anyone concerned by material published on a news website’s comment section can complain directly to the publisher or to the relevant independent self regulator. The majority of traditional publishers—including 95% of national newspapers by circulation—are members of The Independent Press Standards Organisation (IPSO). A number of smaller publishers have joined The Independent Monitor for the Press (IMPRESS).

There are no plans to introduce transparency reporting requirements for news publishers; websites.

DCMS ministers and officials regularly meet with a range of stakeholders to discuss a range of issues.

The government is committed to a free and independent press. This is vital to a strong and fully functioning democracy where the powerful can be held to account without fear. The government does not intervene in editorial or moderation decisions made by news publishers. DCMS does not hold data on comments sections of news publisher websites.

Anyone concerned by material published on a news website’s comment section can complain directly to the publisher or to the relevant independent self regulator. The majority of traditional publishers—including 95% of national newspapers by circulation—are members of The Independent Press Standards Organisation (IPSO). A number of smaller publishers have joined The Independent Monitor for the Press (IMPRESS).

There are no plans to introduce transparency reporting requirements for news publishers; websites.

DCMS ministers and officials regularly meet with a range of stakeholders to discuss a range of issues.

It is important that we take a cautious approach in easing restrictions, so that we can see the impact of the steps we are taking before moving to the next step. From 17 May, non-professional performing arts activities are permitted indoors and outdoors, within the legal gathering limits. Activities should be organised to allow for social distancing to be maintained.

Outdoors, people can take part in non-professional performing arts activities in a group of up to 30 people. Activities can take place with multiple permitted groups, provided the groups are kept separate throughout the activity, and the event is organised in line with the organised events guidance for local authorities

Indoors, people can take part in non-professional performing arts activities in a group of up to 6 people, or as a group of 2 households/bubbles. Activities can take place with multiple permitted groups, provided the groups are kept separate throughout the activity, and the event is organised in line with the organised events guidance for local authorities. However, non-professional singing indoors should only take place in a single group of up to 6 people.

The Government recognises the severe impact the pandemic has had on supply chain businesses for the live events sector.

Supply chain organisations were eligible for the first two rounds of the Culture Recovery Fund and are recognised as a critical part of the sector. Across the first two rounds of funding, the Culture Recovery Fund has helped 311 organisations in the live music supply chain to date with approximately £47million awarded. A further £300M will be available to continue supporting the broad cultural sector throughout 2021.

The Government will spend over £33 billion supporting those in self-employment during this crisis, among the most generous anywhere in the world. The Government has also provided economic wide support packages which the sector has been able to access including extensions to the furlough scheme, SEISS, and additional business support.

The Prime Minister announced on Monday 22 February that indoor entertainment venues, which will include Adult Gaming Centres as well as bingo halls, casinos and cinemas, will open at Step 3 of the roadmap, not before 17 May. The Government has designed the roadmap for reopening premises following careful consideration of the evidence and scientific advice. The roadmap strikes a balance between mitigating the social, health and economic impacts of closures and the need to avoid a resurgence of COVID-19 infections. It also takes account of the cumulative impact of easing restrictions and the need to assess the impact at each step. As the business of Adult Gaming Centres consists entirely of customers playing gaming machines within the premises, they are considered to be entertainment and will open at Step 3.

In recognition of the impact of requiring some businesses to remain closed for a longer period, the Chancellor announced an enhanced package of support at the Budget, including Restart Grants of up to £18,000 per premises, specifically for those which must remain closed beyond Step 2. Also included in the budget were extensions to the Coronavirus Job Retention Scheme and Coronavirus Business Interruption Loan Scheme, with further discretionary funding for Local Authorities.

The government is committed to a free and independent press, and does not intervene in what the press can and cannot publish. We are clear, however, that with this freedom, comes responsibility, which media organisations must take seriously. It is important that there exists an independent self regulatory regime to ensure that the press adheres to a wide set of clear and appropriate standards, and to offer individuals a means of redress where these are not met.

The majority of traditional publishers—including 95% of national newspapers by circulation—are members of The Independent Press Standards Organisation (IPSO). A small number of publishers have joined The Independent Monitor for the Press (IMPRESS). These regulators issue codes of conduct which provide guidelines on a range of areas including discrimination, and set out the rules that members have agreed to follow.

Complaints about comments on news websites can be directed to the publication itself, or to the appropriate self-regulator.

Sports and physical activity are incredibly important for our physical and mental health, and are a vital weapon against coronavirus. That’s why we made sure that people could exercise at least once a day even during the height of the first period of enhanced national restrictions and why we opened up grassroots sport and leisure facilities as soon as it was safe to do so.

As the Prime Minister said on 23 November national restrictions will end on Wednesday 2 December, and gyms and sport facilities including swimming pools will reopen across all tiers. Under Tier 3, gyms and sports facilities will be open for individual exercise and exercise in single households or support bubbles only. Indoor group activities and exercise classes should not take place. You can continue to do unlimited exercise alone, or in an outdoor public place in groups up to 6.

There are exceptions, however, which can take place in any number for disability sport, sports as part of the curriculum in education and supervised sport and physical activity for under-18s (including those who were under 18 on 31 August 2020).

Government has published overarching guidance for grassroots sport but doesn’t publish guidance for individual sports. It is for the National Governing Body of the sport to consider the steps that would need to be taken, and the conditions that would need to be met, for their activity to resume. The National Governing Body should also publish relevant guidance.

The Government has implemented a tiering system which aims to reduce and keep R below 1, and will therefore allow areas to move down the tiers. However, we recognise how tough the measures are for people and businesses in Tier 3. This is why, in addition to the Job Retention Scheme and other measures available, businesses in England that are forced to close will receive up to £3,000 for each 28 day period. This includes cinemas.

In addition, as important cultural hubs for communities right across the country, the Government has supported cinemas through the VAT cut on tickets and concessions, a business rates holiday and Bounce Back Loans. This is alongside the £1.57 billion support package for key cultural organisations that was announced in July, the biggest ever one-off investment in culture. Independent cinemas are eligible for a share of up to £30m of this package, and the majority of allocations are expected to be announced in December.

Government recognises the significant impact of Covid-19 on young people, particularly the most vulnerable, and on the youth services that support them. A £16.5m Youth Covid-19 Support Fund has been announced which will protect the immediate future of grassroots and national youth organisations across the country.

The funding will be allocated from the Government’s unprecedented £750 million package of support which is benefiting tens of thousands of frontline charities, so they can continue their vital work. More than £60 million of this package has already been provided to organisations working with vulnerable children and young people.

The Youth Investment Fund remains a manifesto commitment for transformative levelling up across the country over the course of the parliament. In the recent announced Spending Review £30m of this was committed as capital investment for 2021-22. This will provide a transformational investment in new and refurbished safe spaces for young people, so they can access support youth workers, and positive activities out of school, including sport and culture. Further details of the timetable for allocation will be announced in due course.

Sport and physical activity are incredibly important for our physical and mental health, and are a vital weapon against coronavirus.

Nobody wanted to be in the position of having to introduce further National Restrictions. However as the Prime Minister said, with the virus spreading faster than expected we cannot allow our health system to be overwhelmed. Therefore, from Thursday 5 November until Wednesday 2 December indoor and outdoor leisure will need to close. The National Restrictions are designed to get the R rate under control through limiting social contact and reducing transmissions.

In order for these measures to have the greatest impact, we will all need to sacrifice doing some things that we would otherwise like to do, for a short period of time. The difficulty is that, when you unpick one thing, the effectiveness of the whole package is compromised. As soon as we're in a position to start lifting restrictions, grassroots sports will be one of the first to return.

People are still allowed to leave their homes for exercise and recreation outdoors, with your household or on your own, or with one person from another household or support bubble.

The Government takes the issue of disinformation very seriously. During the Covid-19 pandemic, it has been vitally important that the public has accurate information and DCMS is leading work across Government to tackle disinformation.

The Cross-Whitehall Counter Disinformation Unit was stood up on 5 March, bringing together cross-Government monitoring and analysis capabilities. The Unit’s primary function is to provide a comprehensive picture of the extent, scope and impact of disinformation and misinformation regarding Covid-19 and to work with partners to ensure appropriate action is taken.

More generally, the Government’s Online Harms White Paper, published in April 2019, set out our plans for world-leading legislation to make companies more responsible for their users’ safety online. We intend to establish in law a new duty of care on companies towards their users which will be overseen by an independent regulator. This regulator will set clear safety standards, backed up by mandatory reporting requirements and strong enforcement powers to deal with non-compliance.

However, Online Harms regulation will not seek to duplicate existing regulation on moderated comment sections on news sites. The government is committed to independent self-regulation of the press. Complaints about user-generated comments on news websites can be directed to the publication itself, or to the appropriate self-regulator. The majority of traditional publishers—including 95% of national newspapers by circulation—are members of IPSO. A small number of publishers have joined IMPRESS

The Government takes the issue of disinformation very seriously. During the Covid-19 pandemic, it has been vitally important that the public has accurate information and DCMS is leading work across Government to tackle disinformation.

The Cross-Whitehall Counter Disinformation Unit was stood up on 5 March, bringing together cross-Government monitoring and analysis capabilities. The Unit’s primary function is to provide a comprehensive picture of the extent, scope and impact of disinformation and misinformation regarding Covid-19 and to work with partners to ensure appropriate action is taken.

More generally, the Government’s Online Harms White Paper, published in April 2019, set out our plans for world-leading legislation to make companies more responsible for their users’ safety online. We intend to establish in law a new duty of care on companies towards their users which will be overseen by an independent regulator. This regulator will set clear safety standards, backed up by mandatory reporting requirements and strong enforcement powers to deal with non-compliance.

However, Online Harms regulation will not seek to duplicate existing regulation on moderated comment sections on news sites. The government is committed to independent self-regulation of the press. Complaints about user-generated comments on news websites can be directed to the publication itself, or to the appropriate self-regulator. The majority of traditional publishers—including 95% of national newspapers by circulation—are members of IPSO. A small number of publishers have joined IMPRESS

The new online harms regulatory framework will require companies to put effective systems and processes in place to protect UK users. The Online Harms White Paper set out an indicative list of harms which will be in scope of the new regulatory framework. Further details will be included in the full government response to the consultation, which we will publish later this year.

Online harms regulation seeks to improve online safety while ensuring pluralism, freedom of expression and media freedoms are protected online, Online harms regulation will not duplicate existing regulatory activity. The former DCMS Secretary of State made it clear in his 2019 letter to the Society of Editors that existing regulation on moderated comment sections on news sites would not be duplicated. Full details on the scope of online harms regulation will be published in the full Government Response to the Online Harms White Paper Consultation later this year.

DCMS officials have spoken to a representative of the Ten-pin Bowling Proprietor’s Association and also several other key sector members to discuss guidance and next steps to reopening the sector.

Bowling alleys will be able to reopen from 1 August provided they have written a Covid-19 risk assessment.

We have worked closely with stakeholders to develop further Covid-19 Secure reopening guidance for venues such as bowling alleys. Specific guidance on bowling alleys has been published within UKHospitality’s ‘Covid-19 Secure Guidelines for Hospitality Businesses’. We continue to meet regularly with the wider sector through the Cultural Renewal Taskforce’s Sport and Visitor Economy working groups.

As with all aspects of the Government’s response to Covid-19, our decisions have been and will continue to be based on scientific evidence and public health assessments.

We are committed to reopening creative businesses, including live entertainment venues, in line with the latest Government regulations and advice.

The Secretary of State for Digital, Culture, Media and Sport recently set out a five stage roadmap that the government will work through to get the performing arts and live entertainment sectors back up and running as soon as possible.

The ministerially-chaired Events and Entertainment Working Group was established to support the Secretary of State’s Cultural Renewal Taskforce. It focuses on developing covid-19 secure guidance to enable the safe reopening of the performing arts, music and entertainment sectors.

The ministerially-chaired Events and Entertainment Working Group was established to support the Secretary of State’s Cultural Renewal Taskforce. It focuses on developing covid-19 secure guidance to enable the safe reopening of the performing arts, music and entertainment sectors.

The National Arenas Association and the Concert Promoters Association are active and valued members of the Working Group, and DCMS is in regular dialogue with a range of stakeholders from across the live entertainment sector.

Sports and physical activity facilities play a crucial role in supporting adults and children to be active.

The Government is committed to reopening leisure facilities including Bowling Alleys as soon as it is safe to do so. The Sport Working Group, led by myself, feeds into the Secretary of State’s Cultural Renewal Taskforce and ensures strong sector and expert support for the co-development of guidelines and will help leisure facilities become Covid-secure and re-open as early as possible in July.

As with all aspects of the Government’s response to Covid-19, we will be guided by the science to ensure that as restrictions are eased people can return to activity safely.

Sports and physical activity facilities play a crucial role in supporting adults and children to be active.

The Government is committed to reopening leisure facilities including Bowling Alleys as soon as it is safe to do so. The Sport Working Group, led by myself, feeds into the Secretary of State’s Cultural Renewal Taskforce and ensures strong sector and expert support for the co-development of guidelines and will help leisure facilities become Covid-secure and re-open as early as possible in July.

As with all aspects of the Government’s response to Covid-19, we will be guided by the science to ensure that as restrictions are eased people can return to activity safely.

Indoor attractions will be permitted to reopen from 4 July, so long as they can do so in line with COVID-19 Secure guidelines.

People should only visit indoor attractions within their household group (or support bubble) or with one other household (or support bubble).

We have worked very closely with the tourism sector to develop Covid-secure guidance which will help visitor economy businesses reopen safely. This can be found here: https://www.gov.uk/guidance/working-safely-during-coronavirus-covid-19/the-visitor-economy.

I have had several discussions with charities on how they can mobilise volunteers safely to support vulnerable groups. My officials are working with organisations to identify key sectoral partners, to lead efforts and mobilise volunteers. We are also working with colleagues across government to shape support available in the coming weeks and months to ensure that volunteers and vulnerable people they are helping are kept safe.

The department is consulting on new local partnerships that will bring together representatives across early years, schools, further education, alternative and specialist provision, in addition to health and care partners and other partners, including youth justice.

The government will publish a national special educational needs and disabilities and alternative provision delivery plan setting out the government's response to the consultation and how change will be implemented in detail.

The department has published statutory guidance for schools and colleges on providing careers guidance and statutory guidance for local authorities on their duties relating to the participation of young people in education, employment or training. Both statutory guidance documents are clear about the important role that, to fulfil their statutory responsibilities, schools, colleges and local authorities must work together to ensure that young people with special educational needs and disabilities (SEND) can access the careers advice that they need. By identifying those in need of targeted support, schools, colleges, local authorities and other agencies, can support disabled young people to make positive and well-informed choices and to participate in education or training.

Statutory guidance states that schools and colleges must co-operate with local authorities, who also have statutory functions in relation to supporting young people’s participation in education and training and an important role to play through their responsibilities for SEND support services.

The participation of young people in education, employment and training statutory guidance also states that local authorities should work with schools, colleges and other post-16 providers, as well as other agencies, to support young people to participate in education or training and to identify those in need of targeted support to help them make positive and well-informed choices.

The careers statutory guidance includes an expectation that schools and colleges will use the Gatsby Benchmarks of Good Career Guidance to develop and improve their careers programmes. The third benchmark focusses on addressing the individual needs of each student. We expect schools and colleges to tailor careers activities and educational goals to the needs of each student, taking account of their prior knowledge and skills, the choices and transitions they face and any additional support that may be needed to overcome barriers.

The department funds The Careers & Enterprise Company (CEC) to increase young people’s exposure to the world of work and support schools and colleges to achieve the Gatsby Benchmarks. The CEC runs a Community of Practice focused on inclusion. Schools, colleges and training providers work together to support each other in their local community to work with students from disadvantaged groups, including young people with SEND, through the sharing of good practice and the development of resources.

To help more young people with SEND get into great careers we are also taking action to improve careers guidance - providing support, resources and SEND specific training for Careers Leaders and Special Educational Needs Coordinators who design and deliver inspirational careers education programmes, tailored to the needs of young people with SEND.

The introduction of a leadership level National Professional Qualification (NPQ) for special educational needs coordinators (SENCOs) remains subject to consultation through the ongoing Special Educational Needs and Disabilities (SEND) Review consultation.

For this reason, we have not yet determined the content of the potential SENCO NPQ. However, as is standard in the development of NPQs, the department will be led by the latest and best available evidence and will draw on the knowledge of sector experts to shape the qualification. This will ensure the qualification provides SENCOs with the knowledge and skills needed to fulfil their statutory duties and ensure the best outcomes for children and young people with SEND.

The Uni Connect programme was originally set up as a four-year investment programme to support the creation of a strong and versatile network of local partnerships, aimed at providing sustained outreach to young people across England. During this initial start-up phase, funding was set at £60 million to support the establishment of local partnerships and establishing projects to support hard-to-read students.

The programme is now in its third phase. The department has set out in its strategic priorities guidance in 2021 and 2022 that funding should be redirected, with funding to be spent on maintaining core infrastructure and delivering the most effective interventions which meet specific policy aims.

In November 2021, the department issued new guidance to the Office for Students (OfS) on rebooting the access and participation regime in England. As part of this new approach, the Director for Fair Access and Participation has asked providers to play a greater role in improving equality of opportunity in further and higher education within schools.

In April 2022, the OfS issued guidance to providers inviting them to vary their current plans. Providers are being asked to incorporate more attainment raising activities in partnership with schools in their currents access and participation plans. Providers are also asked to develop more diverse pathways into their institution, including levels 4 and 5 and apprenticeships. Additionally, providers are being asked to consider the needs that exist both nationally and within their own regional and local context.

Advice for schools and colleges that wish to use personal information about pupils, for the purposes of using automated biometric recognition systems, is set out in the department’s non-statutory guidance, available here: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/692116/Protection_of_Biometric_Information.pdf. The guidance covers legal duties, under the Protection of Freedoms Act 2012, in relation to the processing of biometric information in schools. It also covers the data protection regime.

The guidance is clear that reasonable alternative arrangements must be provided for pupils who do not use automated biometric recognition systems. These alternative arrangements should ensure that pupils do not suffer any disadvantage or difficulty in accessing services or premises. Likewise, such arrangements should not place any additional burden on parents whose children are not participating in such a system.

The department has no plans to undertake any assessment of the types of biometric data of pupils collected in state schools. The decision to use biometric technology rests entirely with individual schools, who are legally responsible for any data they gather and use, according to the UK General Data Protection Regulation, Protection of Freedoms Act and Data Protection Act. As such, the department believes that if a school wishes to introduce biometric technology, it is rightly a decision for an individual school to make. This decision should be taken based on its own operational needs, in consultation with its staff, pupils, parents and carers and having regard to, amongst other things, the relevant data protection law.

Advice for schools and colleges that wish to use personal information about pupils, for the purposes of using automated biometric recognition systems, is set out in the department’s non-statutory guidance, available here: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/692116/Protection_of_Biometric_Information.pdf. The guidance covers legal duties, under the Protection of Freedoms Act 2012, in relation to the processing of biometric information in schools. It also covers the data protection regime.

The guidance is clear that reasonable alternative arrangements must be provided for pupils who do not use automated biometric recognition systems. These alternative arrangements should ensure that pupils do not suffer any disadvantage or difficulty in accessing services or premises. Likewise, such arrangements should not place any additional burden on parents whose children are not participating in such a system.

The department has no plans to undertake any assessment of the types of biometric data of pupils collected in state schools. The decision to use biometric technology rests entirely with individual schools, who are legally responsible for any data they gather and use, according to the UK General Data Protection Regulation, Protection of Freedoms Act and Data Protection Act. As such, the department believes that if a school wishes to introduce biometric technology, it is rightly a decision for an individual school to make. This decision should be taken based on its own operational needs, in consultation with its staff, pupils, parents and carers and having regard to, amongst other things, the relevant data protection law.

The department published new statutory guidance on the cost of school uniforms in November 2021 to ensure the cost is reasonable and secures the best value for money for parents. The department expects governing boards to be compliant with much of the guidance by September 2022 and fully compliant by Summer 2023. The department’s statutory guidance on the cost of school uniform can be found here: https://www.gov.uk/government/publications/cost-of-school-uniforms/cost-of-school-uniforms.

The guidance is clear that disputes around school uniform are to be resolved locally and pursued in accordance with a school’s complaints policy. In law, governing boards must have a complaints procedure in place to deal with issues such as a complaint about school uniforms.

Parents should be able to lodge their complaints or objections easily. The department expects the governing board to consult and work closely with parents to arrive at a mutually acceptable outcome.

If, having gone through the school’s complaints process, a parent is not satisfied by the way the school has addressed their concerns, they can complain to the department.

The UK Shipbuilding Skills Taskforce was announced as part of the National Shipbuilding Strategy Refresh on Thursday 10 March 2022. It will run for approximately 18 months. It aims to develop and implement a future-focused skills strategy for shipbuilding to ensure that the UK’s shipbuilding industry has its workforce needs met today and in the future.

Applications are now open for a chair and members for the taskforce. These will close on 3 April 2022 for the Chair, and 17 April for members.

We anticipate that the chair and members will be announced in May, with the first meeting to take place in early summer 2022.

Primary school tests and assessments will be returning for the first time since 2019, and the data from the tests and assessments will enable us to understand the impact of COVID-19 disruption on the attainment and progress of all pupils. Where data is available, the department will assess the trends in education recovery by comparing the attainment level (for example, the proportion of key stage 2 pupils reaching the expected standards in reading, writing and maths) of pupils taking the tests and national curriculum assessments in 2022, with the attainment level of pupils who took these before the COVID-19 outbreak.

We will use data from multiplication tables check in year 4 to understand primary pupils’ attainment in maths. However, as 2022 will be the first time the multiplication tables check will be taken on a statutory basis, we will not be able to compare the performance of pupils taking the checks this year with the results from a previous cohort to assess education recovery.

The interim key stage 2 national curriculum assessments statistics will be released in July 2022. Further detail, including breakdowns at local authority level and by school and pupil characteristics, will be released in the provisional key stage 2 national curriculum assessments statistics in September 2022. The multiplication tables check statistics will be released between September and October 2022.

When a pupil changes school, including when they change phase of education, schools are required to share securely the pupil's educational records, including information about attainment in relevant statutory tests and assessments.

Maintained schools are required to transfer this information by law, through The Education (Pupil Information) (England) Regulations 2005 (S.I 1437). Academies and free schools are required to transfer the information through obligations in their individual funding agreements.

Education on financial matters helps to ensure that young people are prepared to manage their money well, make sound financial decisions, and know where to seek further information when needed.

Financial education forms part of the citizenship national curriculum which can be taught at all key stages and is compulsory at key stages 3 and 4: https://www.gov.uk/national-curriculum. Financial education ensures that pupils are taught the functions and uses of money, the importance of personal budgeting, money management and managing financial risk. At secondary school, pupils are taught about income and expenditure, credit and debt, insurance, savings and pensions, financial products and services, and how public money is raised and spent.

The department has introduced a rigorous mathematics curriculum, which provides young people with the knowledge and financial skills to make important financial decisions. In the primary mathematics curriculum, there is a strong emphasis on the essential arithmetic knowledge that pupils should be taught. This knowledge is vital, as a strong grasp of numeracy and numbers will underpin pupils’ ability to manage budgets and money, including, for example, using percentages. There is also some specific content about financial education, such as calculations with money.

The secondary mathematics curriculum develops pupils’ understanding and skills in relation to more complex personal finance issues such as calculating loan repayments, interest rates, and compound interest.

As with other aspects of the curriculum, schools have flexibility over how they deliver these subjects, so they can develop an integrated approach that is sensitive to the needs and background of their pupils.

The Money and Pensions Service published financial education guidance for primary and secondary schools in England on 11 November 2021, during Talk Money week. The guidance is designed to support school leaders to enhance the financial education currently delivered in their schools to make it memorable and impactful, and is available to view here: https://maps.org.uk/2021/11/11/financial-education-guidance-for-primary-and-secondary-schools-in-england/.

The department will continue to work closely with the Money and Pensions Service and other stakeholders such as Her Majesty's Treasury, to consider learning from other sector initiatives and whether there is scope to provide further support for the teaching of financial education in schools.

The department will publish statistics at national, regional and local authority level for key stage 2, including analysis of attainment and progress by pupil and school characteristics. These statistics will be published on explore education statistics and have been announced via the department’s statistics release calendar. This can be found here: https://explore-education-statistics.service.gov.uk/.

The data from the national statistics publication will also help the department understand trends in education recovery.

As primary school tests and assessments will be returning for the first time since 2019, without any adaptations, the 2021/22 key stage 2 results will not be published in compare school and college performance tables, accessed here: https://www.compare-school-performance.service.gov.uk/find-a-school-in-england.

Schools are required to provide parents with the results of national curriculum assessments for their child, alongside comparative information on the results of pupils of the same age in the school and of those pupils nationally.

Primary schools may also share information about pupil attainment at key stage 2 with secondary schools.

It is for the governing body of a school (or the academy trust, in the case of academies) to determine their uniform policy. The department has published statutory guidance on the cost of school uniform that requires schools to prioritise cost consideration for parents and to keep school uniforms affordable.

The department has sought to provide a framework in the guidance that sets clear direction for schools on factors which affect affordability within which schools should operate. This should make uniform more affordable whilst also allowing for local decision making.

School leaders know their local communities best and are best placed to take decisions on their uniform policy. These decisions should be informed by the views of pupils and parents. The guidance requires school leaders to engage with parents and pupils on cost issues when developing their uniform policy and a school should be able to show how these views have been considered in their policy.

The guidance does not prevent schools or local authorities from offering support in cases of financial hardship where they choose to do so. The department does not currently intend on publishing additional guidance on the cost of school uniform.

The government will publish an updated impact assessment for the Higher Education (Freedom of Speech) Bill to reflect changes made to the bill during its passage ahead of introduction in the House of Lords.

The government is committed to increasing the number of pupils studying languages at GCSE, including languages that are reflected in modern Britain. That is why the teaching of languages is in the national curriculum for pupils from age 7 to 14, and why GCSE languages were included as part of the English Baccalaureate suite of subjects in 2010.

It is ultimately for schools to decide which languages they wish to teach, and the department does not specify which languages should be taught or how to teach them. Schools can therefore teach Malayalam if they wish.

Our reforms to apprenticeships have put employers in the driving seat, supporting them to choose and access high-quality training to meet their skills needs now and in the future.

We continue to make improvements to the levy transfer system to make it easier for large employers to make full use of their levy funds and support starts in their supply chain, sector or local area, and to support more employers, including small and mid-sized enterprises, to take on new apprentices.

Apprenticeship levy transfers can only be used to pay for apprenticeship training and assessment. The employer transferring their funds is not responsible for any aspect of the apprenticeship they are supporting, such as the apprentice’s wages or their employment. The employer receiving the transferred funds has full responsibility for ensuring that the apprenticeship is of high quality and meets our funding policy and conditions.

In addition to allowing levy-paying employers to specify an employer they wish to transfer funds to, our improvements to the levy transfers system now enable employers to advertise funding pledges. Employers can pledge transfer funds to support a specific type or level of apprenticeship, or an apprenticeship in a particular sector or region. It is for employers, both in the public and private sectors, to choose whether to apply for these funding pledges, and for the pledging employer to decide who to transfer their funds to.

We do not publish data on employers that have sent or received transfers of levy funds.

Our reforms to apprenticeships have put employers in the driving seat, supporting them to choose and access high-quality training to meet their skills needs now and in the future.

We continue to make improvements to the levy transfer system to make it easier for large employers to make full use of their levy funds and support starts in their supply chain, sector or local area, and to support more employers, including small and mid-sized enterprises, to take on new apprentices.

Apprenticeship levy transfers can only be used to pay for apprenticeship training and assessment. The employer transferring their funds is not responsible for any aspect of the apprenticeship they are supporting, such as the apprentice’s wages or their employment. The employer receiving the transferred funds has full responsibility for ensuring that the apprenticeship is of high quality and meets our funding policy and conditions.

In addition to allowing levy-paying employers to specify an employer they wish to transfer funds to, our improvements to the levy transfers system now enable employers to advertise funding pledges. Employers can pledge transfer funds to support a specific type or level of apprenticeship, or an apprenticeship in a particular sector or region. It is for employers, both in the public and private sectors, to choose whether to apply for these funding pledges, and for the pledging employer to decide who to transfer their funds to.

We do not publish data on employers that have sent or received transfers of levy funds.

Our reforms to apprenticeships have put employers in the driving seat, supporting them to choose and access high-quality training to meet their skills needs now and in the future.

We continue to make improvements to the levy transfer system to make it easier for large employers to make full use of their levy funds and support starts in their supply chain, sector or local area, and to support more employers, including small and mid-sized enterprises, to take on new apprentices.

Apprenticeship levy transfers can only be used to pay for apprenticeship training and assessment. The employer transferring their funds is not responsible for any aspect of the apprenticeship they are supporting, such as the apprentice’s wages or their employment. The employer receiving the transferred funds has full responsibility for ensuring that the apprenticeship is of high quality and meets our funding policy and conditions.

In addition to allowing levy-paying employers to specify an employer they wish to transfer funds to, our improvements to the levy transfers system now enable employers to advertise funding pledges. Employers can pledge transfer funds to support a specific type or level of apprenticeship, or an apprenticeship in a particular sector or region. It is for employers, both in the public and private sectors, to choose whether to apply for these funding pledges, and for the pledging employer to decide who to transfer their funds to.

We do not publish data on employers that have sent or received transfers of levy funds.

The department is not able to answer the requirements in this request around the number of applicants who began studies outside the UK before becoming refugees. The Student Loans Company asks students "Have you started an undergraduate course of Higher Education in any country since leaving school?" on the application form but does not log which country the applicant studied in so cannot confirm if the studies were started outside the UK.

Generally, fee support on full-time courses is available for the duration of the course plus one extra year if needed. If a student has previous full-time higher education (HE) study at a publicly funded provider, whether within the UK or overseas, those years will normally be deducted from the number of years of fee support available for a subsequent full-time course. These rules exist to enable us to target resources more effectively at students who have not had a chance to experience HE. The rules do not apply to maintenance support.

In addition to the standard entitlement, if a student did not complete their most recent previous course because of compelling personal reasons, an additional year of fee support may be granted in respect of the first year that the student takes of a new course. This applies equally to persons who have been granted international protection by the Home Office such as refugees and, from 1 August 2022 those relocated to the UK under the Afghan relocation and assistance policy, who will be eligible for immediate student support without needing to demonstrate three years ordinary residence in the UK and Islands before the start of the course.

There are no current plans to changes this system.

The apprenticeship levy is collected by Her Majesty’s Revenue and Customs from all UK employers with a pay bill above £3 million. Scotland, Wales and Northern Ireland receive a share of levy funding and it is for the devolved administrations to decide how their allocations should be used. The Department for Education’s annual apprenticeship budget for England is set by Her Majesty’s Treasury and, although closely linked, is distinct from the total levy income collected. The levy has been set at a level to fund demand for apprenticeships in employers of all sizes.

In the 2021-22 financial year, funding available for investment in apprenticeships in England is around £2.5 billion, double that spent in the 2010-11 financial year in cash terms. Details of the apprenticeship budget spend for each financial year are included in the Education & Skills Funding Agency’s Annual Report and Accounts.

Employers in England are able to access their apprenticeship levy contributions, plus a 10% government top up, via their digital apprenticeship service accounts. Employers can use these funds to pay for apprenticeship training and assessment in their business, or they can transfer them to support apprenticeships in other businesses. Employers have 24 months to use their funds once they enter their apprenticeship service account before they begin to expire on a rolling, month-by-month basis.

As of 30 September 2021, the total balance of available funds in levy-paying employers’ Apprenticeship Service accounts is £4.81 billion. This represents funds that employers have contributed and are able to spend over a two-year period.

We do not anticipate that all employers who pay the levy will need or want to use all the funds available to them, but they are able to if they wish. As well as funding new apprenticeships in levy-paying employers, income from the levy funds new apprenticeships in employers that do not pay the levy, existing apprentices that started in previous years, and additional payments to employers and providers.

The government has a longstanding and proud tradition of providing a safe haven to those who have no choice but to leave their home country because of endangerment to their lives or to those of their families. Student support for higher education courses is available to persons granted international protection by the Home Office, including those recognised as refugees or who have been granted humanitarian protection, stateless leave, Calais leave or section 67 leave. Such persons are exempt from the three-year ordinary residence requirement.

The apprenticeship levy is an important part of our reforms to apprenticeships, supporting employers of all sizes to invest in high-quality apprenticeships.

Employers that pay the levy can spend the funds available to them in their apprenticeship service accounts on apprenticeship training and assessment. Employers have developed over 630 high-quality apprenticeship standards in a diverse range of occupations, allowing them to spend the levy on the training that works for them.

Our reforms to apprenticeships have made them longer and better, with more off-the-job training and an independent assessment at the end. Ofsted inspects the quality of apprenticeship training provision at all levels. Any provider that receives an ‘inadequate’ Ofsted assessment for apprenticeships will be removed from the Register of Apprenticeship Training Providers. We are also taking a number of steps to improve the quality of apprenticeships further. This includes refreshing the Register with more stringent criteria, investing in a comprehensive package of professional workforce development for apprenticeship providers and providing tools, advice, and guidance to support employers to give their apprentices a high-quality experience.

We publish a wide range of information on apprenticeships through our monthly and quarterly statistical releases. Information on the number of apprenticeship starts, achievements, types of apprenticeships undertaken (for example standards and sector subject areas), as well as the number of starts supported by apprenticeship service account levy funds, can be found here: https://www.gov.uk/government/statistical-data-sets/fe-data-library-apprenticeships.

Provisional data show that there have been 319,400 starts reported to date in the 2020/21 academic year. Final year data will be published in November here: https://www.gov.uk/government/collections/further-education-and-skills-statistical-first-release-sfr#latest-releases.

In August 2020, we introduced incentive payments for employers taking on new apprentices as part of the Plan for Jobs. Latest figures show that over 101,000 apprentices have been supported through the apprenticeship incentives between August 2020 and September 2021, of which 76% of apprentices are under the age of 25. We have extended the £3,000 incentive payment for new apprentice hires of any age until 31 January 2022 to support employers to offer new apprenticeships.

We are committed to supporting more employers to use apprenticeships to develop the skilled workforces they need, and to support more people, from all backgrounds, to benefit from the high quality training that apprenticeships offer.

To help large employers make full use of their levy funds, we are making it easier for them to transfer their unused funds and support new starters in other businesses, sectors or regions. In September, we launched a new online service to allow levy paying employers to advertise funding pledges, and to enable other businesses to browse and apply for these funds. Private sector companies are able to transfer levy funds to employers in the public sector.

It is encouraging to see that companies, including DPD, Mace Group, and Amazon UK, have already begun to take advantage of this opportunity and pledge funds for transfer.

The apprenticeship levy is an important part of our reforms supporting employers of all sizes to invest in high-quality apprenticeship training.

We are making apprenticeships more flexible so that they better meet the needs of employers in all sectors. We are encouraging greater use of innovative apprenticeship training models, such as the front-loading of off-the-job training so apprentices can be productive from day one in the workplace. We are also developing accelerated apprenticeships so that apprentices with substantial prior learning from other skills programmes, such as traineeships and T Levels, can achieve occupational competence more quickly.

In August, we launched a new £7 million flexi-job apprenticeship fund to support greater use of apprenticeships in sectors such as creative and construction, where flexible working practices are commonplace. Flexi-job apprenticeships will enable apprentices to move between different host employers in a sector or region as they complete the training requirements for their apprenticeship.

We are also making it easier for large employers to make full use of their levy funds by transferring them to support new starts in small businesses, or in a certain sector or region. In September, we launched a new online service to allow levy-paying employers to pledge funds for transfer, making it easier for large and small employers alike to make better use of transfers.

We currently have no plans to review the apprenticeship levy, including how employers’ levy funds are used. The levy was created to support the uptake and delivery of high-quality apprenticeships and has been set at a level to fund this employer demand. It funds apprenticeships for employers of all sizes, including for smaller employers who do not have their own levy funds to use.

The apprenticeship levy is an important part of our reforms supporting employers of all sizes to invest in high-quality apprenticeship training.

We are making apprenticeships more flexible so that they better meet the needs of employers in all sectors. We are encouraging greater use of innovative apprenticeship training models, such as the front-loading of off-the-job training so apprentices can be productive from day one in the workplace. We are also developing accelerated apprenticeships so that apprentices with substantial prior learning from other skills programmes, such as traineeships and T Levels, can achieve occupational competence more quickly.

In August, we launched a new £7 million flexi-job apprenticeship fund to support greater use of apprenticeships in sectors such as creative and construction, where flexible working practices are commonplace. Flexi-job apprenticeships will enable apprentices to move between different host employers in a sector or region as they complete the training requirements for their apprenticeship.

We are also making it easier for large employers to make full use of their levy funds by transferring them to support new starts in small businesses, or in a certain sector or region. In September, we launched a new online service to allow levy-paying employers to pledge funds for transfer, making it easier for large and small employers alike to make better use of transfers.

We currently have no plans to review the apprenticeship levy, including how employers’ levy funds are used. The levy was created to support the uptake and delivery of high-quality apprenticeships and has been set at a level to fund this employer demand. It funds apprenticeships for employers of all sizes, including for smaller employers who do not have their own levy funds to use.

The government values arts and creative subjects in higher education. Ensuring that there is high-quality provision in a range of subjects is critical in order to build our workforce and support our public services. Provision for higher education in the arts is also intellectually rewarding and culturally enriching for those studying them, and for wider society. An estimated 8% of the total student population (in England) – i.e. 165,555 students – chose to take up courses in the creative arts and design[1]. Our student loan system supports students with the qualifications to benefit from higher education to access higher education, including arts and design courses with a total of £1.8 billion made available as tuition fee and maintenance loans in the 2019/20 academic year for students doing art and design courses[2].

The government also supports arts courses via the Strategic Priorities Grant, a funding pot to support the provision of higher education. This includes high-cost subject funding - extra money given to providers to deliver expensive subjects, including arts. For the 2021/22 academic year, the high-cost subject funding rate for arts courses will be £121.50, an investment of £18 million by the government into the teaching of creative arts, performing arts and media subjects[3]. We have also asked the Office for Students to invest an additional £10 million in our world-leading specialist providers, many of which specialise in arts provision.

We continue to support the provision of arts subjects and ensure that Strategic Priorities Grant funding is used effectively.

[1] Higher Education Statistics Agency (HESA), Table 49: https://www.hesa.ac.uk/data-and-analysis/students/table-49 (English providers only).

[2] Analysis of information from the Student Loans Company on the loan outlay for HE arts courses for academic year 2019/20. This figure covers English-domiciled undergraduate and postgraduate students who were studying full- or part-time.

[3] Office for Students, Recurrent funding for 2021-22, Table 2: https://www.officeforstudents.org.uk/media/b2eaeeb4-7fed-4eda-9868-a4671f170129/recurrent-funding-2021-22.pdf.

Physical education (PE) is an important part of a broad and balanced curriculum and should be taught to pupils of all ages. Currently, PE is the only foundation subject compulsory through all stages of the National Curriculum.

It is for schools to decide how much time should be dedicated to PE and the Department does not set specific expectations. The Department will be looking at examples of good PE and sport with the aim of illustrating how it can be most effectively provided during the school week.

Data on the Delta variant is held by the Department of Health and Social Care, where Public Health England (PHE) leads on surveillance and outbreak management.

PHE publishes weekly technical briefings on COVID-19 variants of concern and variants under investigation in England, which are available here:

https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/997418/Variants_of_Concern_VOC_Technical_Briefing_17.pdf.

This sets out (pages 34-37) data on the number of clusters or outbreaks associated with a range of settings, including schools, colleges and nurseries.

PHE also publishes the total number of cases of each variant in the UK as part of information on variants of COVID-19, which is available here: https://www.gov.uk/government/collections/new-sars-cov-2-variant. This includes total confirmed Delta variant cases and prevalence split by region, as part of PHE weekly technical briefings.

The Delta variant is now the dominant strain in the UK. Therefore, as well as variant surveillance, both PHE and the Office for National Statistics’ routine surveillance on case rates, outbreaks, and prevalence are tracking Delta.

The Department’s priority is for schools to deliver face-to-face, high quality education to all pupils. The evidence is clear that being out of education causes significant harm to educational attainment, life chances, mental and physical health.

We have worked closely with the Department of Health and Social Care and PHE to revise guidance which schools should follow to minimise the risk of transmission of COVID-19. The guidance is available here: https://www.gov.uk/government/publications/actions-for-schools-during-the-coronavirus-outbreak.

We will continue to keep these measures under review, in partnership with health experts and informed by the latest scientific evidence and advice.

The Department published updated guidance for local authorities and parents on the admission of summer born children in 2020 to help ensure that parents can make an informed decision about what is right for their child, and that admission authorities make decisions that are in the best interests of the child.

In May, the Department published the results of our latest research surveys of local authorities and parents into the delayed admission of summer born children to school. This research shows that local authorities are responding positively to requests by parents to delay their summer born child’s start in Reception.

My right hon. Friend, the Secretary of State for Education, issued a statement to all admission authorities, including local authorities, to ensure admission authorities take these decisions in the best interests of the child.

There are no current plans to review the subject content for GCSE English Language on which the assessment objectives are based. The Department is supportive of the promotion of oracy, but it has not yet discussed with Ofqual the recommendations made by the Oracy All-Party Parliamentary Group.

For 2021 and 2022 assessment only, Ofqual have removed the requirement for teachers to submit an audio-visual recording of a sample of students undertaking their spoken language assessment for GCSE English Language. This offers teachers greater flexibility over how and when the assessments are carried out, allowing them to take account of current and potential public health restrictions.

The Department’s guidance on educational visits can be viewed at: https://www.gov.uk/government/publications/actions-for-schools-during-the-coronavirus-outbreak/schools-coronavirus-covid-19-operational-guidance#educational-visits.

Standard English is taught in schools from Year 1 and the aim is that every young person should be able to use Standard English irrespective of accent or dialect, where appropriate, in writing and relatively formal speaking.

The National Curriculum for English reflects the importance of spoken language in pupils’ development across the whole curriculum. The quality and variety of language that pupils hear and speak is vital for developing their vocabulary and grammar and their understanding for reading and writing.

Pupils in Years 1 to 6 should be taught to:

• listen and respond appropriately to adults and their peers;
• ask relevant questions to extend their understanding and knowledge;
• use relevant strategies to build their vocabulary;
• articulate and justify answers, arguments and opinions;
• give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings;
• maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments;
• use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas;
• speak audibly and fluently with an increasing command of Standard English;
• participate in discussions, presentations, performances, role play/improvisations and debates;
• gain, maintain and monitor the interest of the listener(s);
• consider and evaluate different viewpoints, attending to and building on the contributions of others;
• select and use appropriate registers for effective communication.

Spoken language continues to underpin the development of pupils' reading and writing during Key Stage 3 and Key Stage 4. The National Curriculum programmes of study for these key stages state that teachers should ensure pupils' confidence and competence in this area continue to develop. Pupils should be taught to understand and use the conventions for discussion and debate, as well as continuing to develop their skills in working collaboratively with their peers to discuss reading, writing and speech across the curriculum.

The Department’s poetry competition, delivered by Poetry by Heart, supports this initiative and helps to develop and support inspiring poetry teaching in schools, and to motivate pupils and teachers to explore our rich literary heritage. Pupils choose poems from the online anthology covering 1,000 years of poetry and recite these in school-based competitions. A national final will be held in July 2021 and is open to pupils in Key Stages 2, 3, 4 and 5.

In 2018, the Department launched a £26.3 million English Hubs Programme dedicated to improving the teaching of reading, with a focus on supporting children making the slowest progress in reading, many of whom come from disadvantaged backgrounds. The 34 English Hubs in the programme are primary schools which are outstanding at teaching early reading. We have since invested a further £17 million in this school-to-school improvement programme, which focuses on systematic synthetic phonics, early language, and reading for pleasure. Since its launch, the English Hubs Programme has provided appropriate and targeted support to several thousands of schools across England. In the 2020/21 academic year, the programme is providing intensive support to over 875 partner schools.

The Department recognises that extended school and college restrictions have had a substantial impact on children and young people’s education and are committed to helping pupils make up education lost due to the COVID-19 outbreak. To address this challenge, my right hon. Friend, the Prime Minister, is committed to working with parents, teachers, and schools and colleges to develop a long-term plan to help schools and colleges to support pupils make up their lost education over the course of this Parliament.

There is sound evidence that systematic phonics is a highly effective method for teaching early reading. The evidence indicates that the teaching of phonics is most effective when combined with a language-rich curriculum. Evidence has also shown that phonics is an important component in the development of early reading skills, particularly for children from disadvantaged backgrounds.

Our phonics performance has improved since the tests were introduced. In 2019, 82% of pupils in Year 1 met the expected standard in the phonics screening check, compared to just 58% when the check was introduced in 2012. For disadvantaged pupils, this has gone from 45% in 2012 to 71% in 2019. 2019 results showed that by the end of Year 2, 91% of pupils met the expected standard in the phonics screening check.

In June 2021, the Department announced £1.4 billion of additional funding for education recovery. This is in addition to the £1.7 billion already committed, bringing total investment announced for education recovery over the past year to over £3 billion. The additional funding package provides support for children aged 2 to 19 in schools, colleges and early years settings, and will increase reforms in two areas where the evidence is clear our investment will have a significant impact: high quality tutoring and teaching. This will provide an additional £1 billion for tutoring, which will allow us to provide up to 100 million hours of tuition for 5-19 year olds by 2024, targeting disadvantaged children and key subjects such as maths and English.

The National Curriculum has been designed to make sure that all children leave primary school fully literate and ready to progress at secondary school. One of the overarching aims of the National Curriculum is to ensure that all pupils acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language. The curriculum for English increases the level of demand from an early age with greater emphasis on grammar and vocabulary development.

The Department also launched a £26.3 million English Hubs Programme in 2018, dedicated to improving the teaching of reading, with a focus on supporting children making the slowest progress in reading, many of whom come from disadvantaged backgrounds.

The Government recognises that extended school and college restrictions have had a substantial impact on children and young people’s education and we are working with schools and colleges to develop a long term plan to support pupils make up for education lost over the course of this Parliament.

In June 2021, the Department announced £1.4 billion of additional funding for education recovery. This is in addition to the £1.7 billion already committed, bringing total investment announced for education recovery over the past year to over £3 billion. The additional funding package provides support for children aged 2 to 19 in schools, colleges and early years settings, and will increase reforms in two areas where the evidence is clear our investment will have a significant impact: high quality tutoring and teaching. This will provide an additional £1 billion for tutoring, which will allow us to provide up to 100 million hours of tuition for 5-19 year olds by 2024, targeting disadvantaged children and key subjects such as maths and English. We are also making available an extra £400 million to help to provide 500,000 teacher training opportunities across the country, alongside professional development for early years practitioners.

The Department launched a £26.3 million English Hubs programme in 2018, dedicated to improving the teaching of reading. The 34 English Hubs in the programme are primary schools which are outstanding at teaching early reading. We have since provided a further £17 million for this school to school improvement programme, which focuses on systematic synthetic phonics, early language, and reading for pleasure. Since its launch, the English Hubs programme has provided appropriate and targeted support to several thousands of schools across England. In the 2020/21 academic year the programme is providing intensive support to over 875 partner schools.

The Department has no plans to make changes to the content of primary assessments planned to take place in the 2021/22 academic year. The purpose of the National Curriculum assessments is to determine pupil attainment in relation to the National Curriculum. They enable parents to understand the performance of their child with respect to national expectations.

Primary assessments are different from qualifications, where it is essential that we try to account for lost education given the importance of the outcomes for the next stages of education and employment. The assessments will help identify the impact on pupil attainment of lost time in education and, although not designed as fully diagnostic assessments, will support schools in planning the appropriate next steps for teaching. As a result, it would not be appropriate to change the content of primary assessments as this would provide only a partial picture of pupil attainment.

The Department is considering possible approaches to school accountability data in the 2021/22 academic year and plan to confirm details in due course.

Under the local area special educational and disability (SEND) inspection framework, all local authorities in England are required by the Department for Education to produce an action plan (often referred to as an Accelerated Progress Plan or APP) if inspectors have found that insufficient progress has been made against their Written Statement of Action.

The local authorities that have been required to produce an APP are the following: Bury, Dorset, Hartlepool, Kingston upon Hull, Lancashire, Medway, Oldham, Oxfordshire, Sefton, South Gloucestershire, Suffolk, Surrey, and Windsor and Maidenhead.

Local authorities are required by the department to publish their action plans locally (for example, on the local authority website), so that parents, carers, children and young people can understand the actions that they are taking to address concerns raised during SEND inspections. A formal progress review meeting will take place within at least 6 months of the revisit report being published. The key partners involved, including the Parent Carer Forum, will be invited to attend. Ofsted and the Care Quality Commission will not revisit unless directed by my right hon. Friend, the Secretary of State for Education.

Under the local area special educational and disability (SEND) inspection framework, all local authorities in England are required by the Department for Education to produce an action plan (often referred to as an Accelerated Progress Plan or APP) if inspectors have found that insufficient progress has been made against their Written Statement of Action.

The local authorities that have been required to produce an APP are the following: Bury, Dorset, Hartlepool, Kingston upon Hull, Lancashire, Medway, Oldham, Oxfordshire, Sefton, South Gloucestershire, Suffolk, Surrey, and Windsor and Maidenhead.

Local authorities are required by the department to publish their action plans locally (for example, on the local authority website), so that parents, carers, children and young people can understand the actions that they are taking to address concerns raised during SEND inspections. A formal progress review meeting will take place within at least 6 months of the revisit report being published. The key partners involved, including the Parent Carer Forum, will be invited to attend. Ofsted and the Care Quality Commission will not revisit unless directed by my right hon. Friend, the Secretary of State for Education.

The Department is continuing to plan for a full programme of primary assessments to take place in the 2021/22 academic year, including the statutory Reception Baseline Assessment and multiplication tables check, as previously announced. The assessments will help gauge the impact of lost time in education and will enable the Department to better understand the effectiveness of education recovery initiatives. Full details for 2021/22 primary assessments will be confirmed in due course.

Assessment is an important part of a child’s schooling and is fundamental in a high performing education system. Statutory assessments at primary school are an essential part of ensuring that all pupils master the basics of reading, writing, and Mathematics to prepare them for secondary school. Assessment data also enable parents, schools, and the Department to understand the impact of lost time in education and recovery initiatives.

In 2017, the Government carried out a consultation into primary assessment in England. The consultation received over 4000 responses from a diverse range of backgrounds and specialisms, providing a broad and informed range of views that informed policy on the current primary assessment system. In addition, the Department engages with relevant stakeholders on a regular basis to understand their views on primary assessment.

The National Curriculum already includes content regarding environmental and sustainability issues in both the science and geography curricula. For example, in primary science pupils are taught about how environments can change as a result of human actions. This could include teaching about the impact of litter on the environment, which schools can expand on should they wish to.

In citizenship, pupils are taught about the wider world and the interdependence of communities within it. Pupils are taught that resources can be allocated in different ways and that these economic choices affect individuals, communities and the sustainability of the environment.

Citizenship includes opportunities for pupils to undertake school and community-based volunteering, encouraging young people to come together to tackle the local issues they care about within school and in the wider community. Schools are expected to use their professional expertise and understanding of their pupils to develop the right approach for their particular school. Many schools do choose to teach pupils about the impact of litter, including helping pupils undertake volunteering, such as litter picking. The citizenship programmes of study are available to view here: https://www.gov.uk/government/publications/national-curriculum-in-england-citizenship-programmes-of-study.

The government’s School Food Standards regulates the food and drink provided at both lunchtime and at other times of the school day. Beyond this, we believe that head teachers, school governors and caterers are best placed to make decisions about their school food policies, taking into account local circumstances and the needs of their pupils. In doing so, we expect schools to make reasonable adjustments for pupils with particular requirements, for example to reflect dietary and cultural needs.

The School Food Standards already contain sufficient flexibility to enable schools to provide a variety of plant-based food and drink options to pupils if there is a demand for them. School food policies work best when schools discuss them with parents and pupils, so that parents have the opportunity to raise pupils’ particular dietary needs.

Following the review into when the remaining higher education students can return to in-person teaching and learning, the government has announced that the remaining students should return to in-person teaching no earlier than 17 May 2021, alongside Step 3 of the roadmap. Students and institutions will be given at least a week’s notice of any further return in accordance with the timing of Step 3 of the roadmap.

The government roadmap is designed to maintain a cautious approach to the easing of restrictions to reduce public health risks and ensure that we can maintain progress towards full reopening. However, the government recognises the difficulties and disruption that this may cause for many students and their families and that is why the government is making a further £15 million of additional student hardship funding available for this academic year 2020/21. In total we have made an additional £85 million of funding available for student hardship.

We are supporting universities to provide regular twice weekly asymptomatic testing for all students and staff on-site and, from May, at home. This will help break chains of transmission of the virus.

The information requested is not held centrally and cannot be derived from current data sources. The Department also does not currently collect data on numbers of home educated children.

A pupil’s name can lawfully be deleted from the admission register on the grounds prescribed in Regulation 8 of the Education (Pupil Registration) (England) Regulations 2006 as amended. All schools must notify the local authority when a pupil’s name is to be deleted from the admission register under any of the grounds prescribed in Regulation 8, as soon as the ground for removal is met and no later than the time at which the pupil’s name is removed from the register.

Parents are not under a duty to register if they are home educating their children and, therefore, there is not a robust basis on which the Department can reliably collect statistics on home education.

The number of children and young people with an Education, Health and Care (EHC) plan who are electively home educated was first collected in 2020. In January 2020, there were 2,983 children and young people with an EHC plan who were electively home educated. Further information on this data is available here: https://explore-education-statistics.service.gov.uk/find-statistics/education-health-and-care-plans.

The information requested is not held centrally and cannot be derived from current data sources. The Department also does not currently collect data on numbers of home educated children.

A pupil’s name can lawfully be deleted from the admission register on the grounds prescribed in Regulation 8 of the Education (Pupil Registration) (England) Regulations 2006 as amended. All schools must notify the local authority when a pupil’s name is to be deleted from the admission register under any of the grounds prescribed in Regulation 8, as soon as the ground for removal is met and no later than the time at which the pupil’s name is removed from the register.

Parents are not under a duty to register if they are home educating their children and, therefore, there is not a robust basis on which the Department can reliably collect statistics on home education.

The number of children and young people with an Education, Health and Care (EHC) plan who are electively home educated was first collected in 2020. In January 2020, there were 2,983 children and young people with an EHC plan who were electively home educated. Further information on this data is available here: https://explore-education-statistics.service.gov.uk/find-statistics/education-health-and-care-plans.

From May 2016, Ofsted and the Care Quality Commission (CQC) began inspecting local areas on their effectiveness in fulfilling their new duties for children and young people who have special educational needs or a disability (SEND). All 151 local areas in England will be inspected over a period of 5 years.

The purpose of the inspections is to provide reassurance to families that local areas are being held to account and to support local areas to improve their services and deliver better outcomes for children and young people. They also provide evidence for local areas to receive appropriate external support and intervention.

Following the inspection, local areas are not graded, but are given a narrative evaluation report that highlights areas of strength and areas where improvements need to be made. Where there are significant weaknesses, the local area will be required to produce and publish a Written Statement of Action (WSoA).

Ofsted and CQC are revisiting those local areas with a WSoA to assess the progress made against each of the actions in the WSoA since the original inspection. Local areas are usually revisited within 18 months of their WSoA having been accepted as fit for purpose by Ofsted and CQC.

Where a local area is considered to have made sufficient progress against its WSoA, monitoring visits from the Department for Education and NHS England will cease.

As of 13 April 2021, 117 local areas have been inspected and their reports published under the Ofsted and CQC SEND inspection framework. Of these, 60 local areas have been asked to produce a WSoA. Out of the 22 local areas revisited to assess progress made against each of the actions in the WSoA since the original inspection, 9 have made sufficient progress against all their significant areas of concern. There are currently 34 outstanding local authority SEND inspections and Ofsted/CQC plan to restart full area SEND inspections from June 2021 at the earliest. Inspections will be of areas that have not yet been inspected under the current framework. There are 38 outstanding Revisits. Ofsted and CQC will start revisiting areas where they had significant concerns about SEND provision from April 2021.

Where sufficient progress has not been made against all areas of the WSoA following a revisit, the Department for Education, Department of Health and Social Care (DHSC) and NHS England will determine the next steps on a case-by-case basis. This could include my right hon. Friend, the Secretary of State for Education, using powers of intervention. As a minimum, local area leaders will be required to submit an action plan, co-produced with partners, showing how the local area will report on progress and impact, and how partners (including families) will be kept fully informed of progress. A formal joint Department for Education and NHS England progress review meeting will be held with the local area within 6 months of the revisit report. The department’s SEND advisers and NHS England leads continue to work closely with local authority and health services to support them in making the necessary improvements to services.

The local areas asked to produce a WSoA following a local area SEND inspection are listed here:

• Bedford Borough
• Birmingham
• Brent
• Bristol
• Bury
• Central Bedfordshire
• Cheshire East
• Cumbria
• Derby City
• Devon
• Dorset
• Dudley
• Durham
• Essex
• Hartlepool
• Hull, Kingston upon
• Kent
• Kingston upon Thames
• Lancashire
• Leicester City
• Leicestershire
• Liverpool
• Luton
• Medway
• Merton
• Middlesbrough
• Newcastle upon Tyne
• Norfolk
• North East Lincolnshire
• North Somerset
• Northumberland
• Oldham
• Oxfordshire
• Peterborough
• Redcar and Cleveland
• Rochdale
• Sandwell
• Sefton
• Sheffield
• Shropshire
• Somerset
• South Gloucestershire
• South Tyneside
• Southend-on-Sea
• Staffordshire
• Stockport
• Stockton-On-Tees
• Suffolk
• Surrey
• Sutton
• Swindon
• Thurrock
• Wakefield
• Walsall
• Waltham Forest
• Wandsworth
• Windsor and Maidenhead
• Wokingham
• Worcestershire
• York

The table below indicates the outcome of local areas revisited by Ofsted/CQC.

During the COVID-19 outbreak, inspections were suspended, however it is vital that these children and young people, whose wellbeing and care may have also been significantly affected by the disruption to services caused by the outbreak, continue to receive support. Therefore, I commissioned CQC and Ofsted to work collaboratively with local areas through a series of interim visits, which began in October 2020 and finished in March 2021. These visits gave an insight into how well the system is working, support local areas to meet the needs of children and young people at this difficult time, and allowed Ofsted to share good practice.

CQC and Ofsted have been commissioned by the Department for Education, with the support of DHSC, to develop a new area SEND inspection framework to launch after the existing inspection cycle has finished. Learning from the published assessment of the current approach, this will include a greater focus on the experience of children and young people with SEND, and their families, and give more prominence to the quality integration and commissioning of education, health and care services. The new framework will take into account the COVID-19 outbreak’s impact on services and on children, young people and families.

The special educational needs and disability (SEND) review is a major priority for the government. We all want to see the vision of the 2014 reforms fully delivered: better outcomes for children and young people which prepare them for adulthood, coproduced with them and their families.

As you are aware, the COVID-19 outbreak has been extremely challenging for many families of children with SEND. Supporting them continues to be a priority for this government, and their wellbeing has been central to our response throughout.

The outbreak has unavoidably delayed completion of the review and altered the context in which it will be implemented. Our ambition is to publish SEND review proposals for public consultation in the spring of 2021.

The Government is committed to helping all children and young people make up education lost as a result of the COVID-19 outbreak.

The Department has appointed Sir Kevan Collins as Education Recovery Commissioner to oversee a long-term plan for education recovery. Sir Kevan will engage with parents, pupils, and teachers in the development of this broader approach and review how evidence-based interventions can be used to address the impact the COVID-19 outbreak has had on education. We will share further details in due course.

Schools are of course free to offer summer activities to pupils should they so wish. We are making £200 million available to secondary schools to fund a short summer school, offering a blend of academic education and enrichment activities. We are recommending a focus on incoming Year 7 pupils, but schools are free to target those most in need of support.

Teachers continue to benefit from five days of inset training each year and the Department has not identified any need to reduce this. Schools have the freedom to determine the dates on which they hold inset days and what they use them for. Inset days have been helpful to support teachers in managing additional pressures during the COVID-19 outbreak. In December, my right hon. Friend, the Secretary of State for Education, announced that schools could take an additional inset day on 4 January 2021 to help teachers train and prepare for COVID-19 testing in schools.

The local authority is required to set term dates for community schools, community special schools, voluntary controlled schools, pupil referral units and maintained nursery schools. The governing bodies of foundation and voluntary aided schools are required to set their own term dates. Local authorities and governing bodies must set dates in line with the requirement of the length of the school year as set out in the Education (School Day and School Year) (England) Regulations 1999.

Academy trusts, of academies and free schools, set their own term dates and they are not bound by school day and school year regulations.

With regard to initial teacher training (ITT), the ITT criteria requires programmes to be designed to provide trainees with enough time in school to demonstrate that they have achieved all the Teachers’ Standards. These typical periods of time are set out in the ITT criteria and supporting advice, which can be found here: https://www.gov.uk/government/publications/initial-teacher-training-criteria/initial-teacher-training-itt-criteria-and-supporting-advice#c23-training-in-schools. For most courses, this will typically be 120 days. The Department has clarified to ITT providers that in the event of disruption due to the COVID-19 outbreak, courses with fewer than 120 days physically in school are acceptable. This will not result in non-compliance in relation to C2.3 of the ITT criteria. Further information can be found here: https://www.gov.uk/government/publications/coronavirus-covid-19-initial-teacher-training-itt/coronavirus-covid-19-initial-teacher-training-itt#changes-to-the-itt-criteria-for-2020-to-2021.

Teachers continue to benefit from five days of inset training each year and the Department has not identified any need to reduce this. Schools have the freedom to determine the dates on which they hold inset days and what they use them for. Inset days have been helpful to support teachers in managing additional pressures during the COVID-19 outbreak. In December, my right hon. Friend, the Secretary of State for Education, announced that schools could take an additional inset day on 4 January 2021 to help teachers train and prepare for COVID-19 testing in schools.

The local authority is required to set term dates for community schools, community special schools, voluntary controlled schools, pupil referral units and maintained nursery schools. The governing bodies of foundation and voluntary aided schools are required to set their own term dates. Local authorities and governing bodies must set dates in line with the requirement of the length of the school year as set out in the Education (School Day and School Year) (England) Regulations 1999.

Academy trusts, of academies and free schools, set their own term dates and they are not bound by school day and school year regulations.

With regard to initial teacher training (ITT), the ITT criteria requires programmes to be designed to provide trainees with enough time in school to demonstrate that they have achieved all the Teachers’ Standards. These typical periods of time are set out in the ITT criteria and supporting advice, which can be found here: https://www.gov.uk/government/publications/initial-teacher-training-criteria/initial-teacher-training-itt-criteria-and-supporting-advice#c23-training-in-schools. For most courses, this will typically be 120 days. The Department has clarified to ITT providers that in the event of disruption due to the COVID-19 outbreak, courses with fewer than 120 days physically in school are acceptable. This will not result in non-compliance in relation to C2.3 of the ITT criteria. Further information can be found here: https://www.gov.uk/government/publications/coronavirus-covid-19-initial-teacher-training-itt/coronavirus-covid-19-initial-teacher-training-itt#changes-to-the-itt-criteria-for-2020-to-2021.

The Uni Connect programme, operated by the Office for Students (OfS), is a 4-year investment programme. It was established to support the creation of a strong and versatile network of local partnerships with cross-England coverage. It aims to provide sustained outreach to young people in schools and colleges in areas with low or unexplained gaps in higher education (HE) participation.

The programme is due to come to an end in July 2021, which presents the opportunity to consider its scope and objectives, including funding other areas of increasing importance for students and prospective students.

My right hon. Friend, the Secretary of State for Education, wrote to the OfS on 19 January, providing guidance under section 2(3) of the Higher Education and Research Act 2017 (HERA). This set out the funding allocation for the 2021/22 financial year and the government’s priorities to ensure that more of taxpayers’ money is spent on supporting HE provision which aligns with national priorities, including targeting funds to support students and prioritise the most disadvantaged learners.

On 8 February the Secretary of State set out the strategic priorities to higher education. In this the OfS were asked to allocate £15 million towards student mental health in 2021/22 through the proposed reforms to the Strategic Priorities Grant funding, to help address the challenges posed by the transition to university, given the increasing demand for mental health services. This will target those students in greatest need of such services, including vulnerable groups and hard to reach students.

The OfS were asked to allocate £5 million to providers in order to provide additional support for student hardship in 2021/22. This is to mitigate the rise in student hardship due to pandemic impacts on the labour market which particularly affect, for example, students relying on work to fund their studies, students whose parents have lost income and students who are parents and whose partner's income has been affected.

The OfS plan to consult on the proposed changes to the Strategic Priorities Grant shortly, before final allocations for the 2021/22 academic year are confirmed, whilst carefully considering the impact of any changes on providers. Any decisions will be made in light of the allocations within the available Strategic Priorities Grant, whilst having due regard to general duties, the Public Sector Equality Duty and statutory guidance.

The OfS have consulted on the approach to the next phase of the Uni Connect programme from the 2021/22 academic year to the 2024/25 academic year, and will report on the outcomes shortly. That consultation outlined the proposal to continue to support efficient and joined-up collaborative HE outreach through the programme, intended to support activity that complements providers’ access and participation plans, create pathways to FE and HE, help address the academic, financial and cultural barriers to progression and support under-represented learners to achieve their ambitions. Proposals set out a future approach to targeting high-priority schools and colleges and giving greater focus to progression from non-traditional routes into and through HE, including through FE and among mature learners.

We are investing over £100 million in financial year 2020/21 to help young people and adults to get high quality careers provision, including funding for the Careers & Enterprise Company (CEC) to roll out its Enterprise Adviser Network and expand its role supporting schools and colleges across the 8 Gatsby Benchmarks, and for the National Careers Service to deliver high quality, impartial information, advice and guidance service to young people and adults. We will continue to assess the impact of careers provision in schools and colleges through CEC’s digital tool, Compass, which measures progress against the Gatsby Benchmarks.

The OfS will consider the impact of any changes on providers before publishing a response towards the end of March 2021. The government welcomes the consultation on the future of the programme, before final allocations are confirmed. Any funding beyond 2021/22 financial year will be determined at the next Spending Review.

The Strategic Priorities Grant, formerly referred to as the Teaching Grant, plays an important role in supporting providers and students to develop the skills and knowledge needed locally, regionally, and nationally to support the economy.

We have asked the Office for Students (OfS) to reform the grant for the 2021-22 financial year to ensure that more of taxpayers’ money is spent on supporting higher education provision which aligns with national priorities, such as healthcare, science, technology, engineering, mathematics, and subjects meeting specific labour market needs.

The London weighting accounts for a small proportion of London-providers’ income. Providers in London received around £64 million London Weighting in the 2020-21 academic year, which is less than 1% of their estimated total income.

London universities will be able to benefit from the significant uplifts we are making to elements of the Strategic Priorities Grant, including the first real terms increase in years in per capita funding for high-cost subjects in grant funding, as well as being able to bid for capital investment to support the delivery of strategic subjects.

We have also asked the OfS for a £10 million increase to the specialist provider allocation, to support these institutions which are particularly reliant on Strategic Priorities Grant funding, many of whom are London-based. We want to ensure that our small and specialist providers, including some of our top music and arts providers, receive additional support, and that grant funding is used to effectively support students.

The OfS will consult on these changes shortly, before final allocations for the 2021/22 financial year are confirmed and will carefully consider the impact of any changes on providers.

In terms of supporting higher education providers and students, we have recently made available an additional £50 million of hardship funding for the 2020/21 financial year. In total we have made £70 million of funding available for student hardship, including the £20 million made available to higher education providers in December. Providers will have flexibility in how they distribute the funding to students, in a way that will best prioritise those in greatest need.

This money is in addition to the £256 million of Student Premium funding higher education providers are able draw on for the 2021/22 academic year towards student hardship funds, including the purchase of IT equipment, and mental health support, as well as to support providers’ access and participation plans.

Furthermore, we have asked the OfS to allocate £15 million towards student mental health in 2021/22 through the proposed reforms to Strategic Priorities grant funding, to help address the challenges to student mental health posed by the transition to university, given the increasing demand for mental health services. This will target those students in greatest need of such services, including vulnerable groups and hard to reach students.

The OfS has also been asked to allocate £5 million to providers in order to provide additional support for student hardship in 2021/22. This is to mitigate the rise in student hardship due to COVID-19 impacts on the labour market which particularly affect, for example, students relying on work to fund their studies, students whose parents have lost income and students who are parents and whose partner's income has been affected.

The Strategic Priorities Grant, formerly referred to as the Teaching Grant, plays an important role in supporting providers and students to develop the skills and knowledge needed locally, regionally, and nationally to support the economy.

We have asked the Office for Students (OfS) to reform the grant for 2021-22 to ensure that more of taxpayers’ money is spent on supporting higher education provision which aligns with national priorities. This includes the reprioritisation of funding towards the provision of high-cost subjects that support the NHS and wider healthcare policy, high-cost science, technology, engineering and mathematics subjects, and subjects meeting specific labour market needs.

This government also values the arts. High quality provision in a range of subjects is critical for our workforce and our public services and is culturally enriching for our society, and that is why we have invested in our world class specialist providers through the Strategic Priorities Grant. This includes asking the OfS for a £10 million increase to the specialist provider allocation, to support these institutions which are particularly reliant on Strategic Priorities Grant funding. We want to ensure that our small and specialist providers, including some of our top music and arts providers, receive additional support, and that grant funding is used to effectively support students.

The OfS will consult on these changes shortly, before final allocations for 2021-22 are confirmed, and will carefully consider the impact of any changes on providers.

The Strategic Priorities Grant, formerly referred to as the Teaching Grant, plays an important role in supporting providers and students to develop the skills and knowledge needed locally, regionally, and nationally to support the economy.

We have asked the Office for Students (OfS) to reform the grant for 2021-22 to ensure that more of taxpayers’ money is spent on supporting higher education provision which aligns with national priorities. This includes the reprioritisation of funding towards the provision of high-cost subjects that support the NHS and wider healthcare policy, high-cost science, technology, engineering and mathematics subjects, and subjects meeting specific labour market needs.

This government also values the arts. High quality provision in a range of subjects is critical for our workforce and our public services and is culturally enriching for our society, and that is why we have invested in our world class specialist providers through the Strategic Priorities Grant. This includes asking the OfS for a £10 million increase to the specialist provider allocation, to support these institutions which are particularly reliant on Strategic Priorities Grant funding. We want to ensure that our small and specialist providers, including some of our top music and arts providers, receive additional support, and that grant funding is used to effectively support students.

The OfS will consult on these changes shortly, before final allocations for 2021-22 are confirmed, and will carefully consider the impact of any changes on providers.

Successful applications for the Turing Scheme will support social mobility and widen participation across the UK. The scheme will help and promote equal access and opportunities to all pupils, students and learners regardless of background, in line with the government’s levelling-up agenda. It will offer additional financial support for disadvantaged students and, unlike Erasmus, there will be additional funds available to pay for disadvantaged students’ travel costs. More information on the Turing Scheme, including the aim for widening access, is available on the scheme’s website: www.turing-scheme.org.uk.

The Turing Scheme’s delivery partner, a consortium of the British Council and Ecorys, will actively promote the scheme across the whole of the UK, concentrating on areas of socio-economic disadvantage and lower social mobility, including the department’s identified Opportunity Areas, because disadvantaged students have been typically under-represented when it comes to taking advantage of international education opportunities. .

The UK-wide scheme is demand-led. However, the qualitative assessment criteria are positively weighted towards projects that reach out to groups with fewer opportunities.

Funding for the UK-wide promotion is part of the administration costs for the scheme, allowed for within the overall budget.

The government is committed to transforming the lives of young people, so they can go as far as their hard work and talent will take them, regardless of their background or where they live. It is more crucial than ever before that we tap into the brilliant talent that our country has to offer, and make sure that university places are available to all who are qualified by ability and attainment to pursue them and who wish to do so.

All higher education (HE) providers wanting to charge higher level fees must also have an Access and Participation Plan agreed by the Office for Students (OfS), in which they set out the measures they intend to take to support students from disadvantaged backgrounds and under-represented groups to access and succeed in HE.

Through our recent guidance letter to the OfS, we have asked that their work to improve access and participation in HE should include a focus on white working-class boys who are currently the least likely group to progress to HE.

Departmental officials are working closely with the Universities and Colleges Admissions Service (UCAS) to explore how we can support HE providers to improve and enhance access to data collected by the Department, including free school meals (FSM) data. We recently gave approval to UCAS to incorporate FSM data into their multiple equality measure for the 2021 HE admissions cycle, which UCAS will make available to HE providers as part of their modernised contextual data service. My officials are continuing to work with UCAS to consider the changes required to their processes to enable the lawful sharing of FSM data directly with HE providers.

The government is committed to transforming the lives of young people, so they can go as far as their hard work and talent will take them, regardless of their background or where they live. It is more crucial than ever before that we tap into the brilliant talent that our country has to offer, and make sure that university places are available to all who are qualified by ability and attainment to pursue them and who wish to do so.

All higher education (HE) providers wanting to charge higher level fees must also have an Access and Participation Plan agreed by the Office for Students (OfS), in which they set out the measures they intend to take to support students from disadvantaged backgrounds and under-represented groups to access and succeed in HE.

Through our recent guidance letter to the OfS, we have asked that their work to improve access and participation in HE should include a focus on white working-class boys who are currently the least likely group to progress to HE.

Departmental officials are working closely with the Universities and Colleges Admissions Service (UCAS) to explore how we can support HE providers to improve and enhance access to data collected by the Department, including free school meals (FSM) data. We recently gave approval to UCAS to incorporate FSM data into their multiple equality measure for the 2021 HE admissions cycle, which UCAS will make available to HE providers as part of their modernised contextual data service. My officials are continuing to work with UCAS to consider the changes required to their processes to enable the lawful sharing of FSM data directly with HE providers.

This government believes it is important that disabled students receive an appropriate level of support wherever and whatever they choose to study and is committed to ensuring that all students with disabilities receive the support they need to enable them to study alongside their fellow students on an equal basis.

I am aware of the recommendations in the Association of Graduate Careers Advisory Services Disability Task Group's eighteenth annual ‘What Happens Next? 2021 Report’, looking at the outcomes of 2018 disabled graduates, and how the hon. Member for Kingston upon Hull West and Hessle’s questions reflect those recommendations. The report can be found here: https://www.agcas.org.uk/Latest/what-happens-next-2021.

It is pleasing to see the Disabled Students’ Commission (DSC) is supporting the report’s recommendation that more research should be undertaken on the outcomes of disabled graduates, and that the commission’s upcoming primary research project will have a focus on disabled graduates and employment.

Good work in identifying barriers disabled students can face when moving into employment after graduation was also included in Policy Connect's ‘Arriving at Thriving’ report published in October 2020, following a six-month inquiry that included gathering evidence from over 500 disabled students, which can be accessed here: https://www.policyconnect.org.uk/research/arriving-thriving-learning-disabled-students-ensure-access-all.

I agree wholeheartedly with the report’s suggestion that higher education (HE) providers must recognise the importance for disabled students of good careers information, advice and guidance by investing in the regular training and continuing professional development of careers services professionals. I am also delighted that the DSC has committed to producing materials shortly that will promote the development of disability employability guidance and boost effective practice among HE providers and employers.

Advance HE's ‘Equality in higher education: Student statistical report 2020’ meanwhile shows similar continuation and qualification rates for disabled and non-disabled UK domiciled full-time first degree entrants (89.3% and 88.5%, respectively). 6.5% of disabled students who entered HE in academic year 2017/18 left HE with no award the following year, compared with 6.8% of non-disabled students. The report can be found here: https://www.advance-he.ac.uk/knowledge-hub/equality-higher-education-statistical-report-2020.

The Office for Students has a formal key performance measure to eliminate the gap in degree outcomes (firsts or 2:1s) between disabled students and non-disabled students by academic year 2024/25.

This government believes it is important that disabled students receive an appropriate level of support wherever and whatever they choose to study and is committed to ensuring that all students with disabilities receive the support they need to enable them to study alongside their fellow students on an equal basis.

I am aware of the recommendations in the Association of Graduate Careers Advisory Services Disability Task Group's eighteenth annual ‘What Happens Next? 2021 Report’, looking at the outcomes of 2018 disabled graduates, and how the hon. Member for Kingston upon Hull West and Hessle’s questions reflect those recommendations. The report can be found here: https://www.agcas.org.uk/Latest/what-happens-next-2021.

It is pleasing to see the Disabled Students’ Commission (DSC) is supporting the report’s recommendation that more research should be undertaken on the outcomes of disabled graduates, and that the commission’s upcoming primary research project will have a focus on disabled graduates and employment.

Good work in identifying barriers disabled students can face when moving into employment after graduation was also included in Policy Connect's ‘Arriving at Thriving’ report published in October 2020, following a six-month inquiry that included gathering evidence from over 500 disabled students, which can be accessed here: https://www.policyconnect.org.uk/research/arriving-thriving-learning-disabled-students-ensure-access-all.

I agree wholeheartedly with the report’s suggestion that higher education (HE) providers must recognise the importance for disabled students of good careers information, advice and guidance by investing in the regular training and continuing professional development of careers services professionals. I am also delighted that the DSC has committed to producing materials shortly that will promote the development of disability employability guidance and boost effective practice among HE providers and employers.

Advance HE's ‘Equality in higher education: Student statistical report 2020’ meanwhile shows similar continuation and qualification rates for disabled and non-disabled UK domiciled full-time first degree entrants (89.3% and 88.5%, respectively). 6.5% of disabled students who entered HE in academic year 2017/18 left HE with no award the following year, compared with 6.8% of non-disabled students. The report can be found here: https://www.advance-he.ac.uk/knowledge-hub/equality-higher-education-statistical-report-2020.

The Office for Students has a formal key performance measure to eliminate the gap in degree outcomes (firsts or 2:1s) between disabled students and non-disabled students by academic year 2024/25.

This government believes it is important that disabled students receive an appropriate level of support wherever and whatever they choose to study and is committed to ensuring that all students with disabilities receive the support they need to enable them to study alongside their fellow students on an equal basis.

I am aware of the recommendations in the Association of Graduate Careers Advisory Services Disability Task Group's eighteenth annual ‘What Happens Next? 2021 Report’, looking at the outcomes of 2018 disabled graduates, and how the hon. Member for Kingston upon Hull West and Hessle’s questions reflect those recommendations. The report can be found here: https://www.agcas.org.uk/Latest/what-happens-next-2021.

It is pleasing to see the Disabled Students’ Commission (DSC) is supporting the report’s recommendation that more research should be undertaken on the outcomes of disabled graduates, and that the commission’s upcoming primary research project will have a focus on disabled graduates and employment.

Good work in identifying barriers disabled students can face when moving into employment after graduation was also included in Policy Connect's ‘Arriving at Thriving’ report published in October 2020, following a six-month inquiry that included gathering evidence from over 500 disabled students, which can be accessed here: https://www.policyconnect.org.uk/research/arriving-thriving-learning-disabled-students-ensure-access-all.

I agree wholeheartedly with the report’s suggestion that higher education (HE) providers must recognise the importance for disabled students of good careers information, advice and guidance by investing in the regular training and continuing professional development of careers services professionals. I am also delighted that the DSC has committed to producing materials shortly that will promote the development of disability employability guidance and boost effective practice among HE providers and employers.

Advance HE's ‘Equality in higher education: Student statistical report 2020’ meanwhile shows similar continuation and qualification rates for disabled and non-disabled UK domiciled full-time first degree entrants (89.3% and 88.5%, respectively). 6.5% of disabled students who entered HE in academic year 2017/18 left HE with no award the following year, compared with 6.8% of non-disabled students. The report can be found here: https://www.advance-he.ac.uk/knowledge-hub/equality-higher-education-statistical-report-2020.

The Office for Students has a formal key performance measure to eliminate the gap in degree outcomes (firsts or 2:1s) between disabled students and non-disabled students by academic year 2024/25.

The Turing Scheme will be backed by £110 million, providing funding for around 35,000 students in universities, colleges and schools to go on study and work placements overseas, starting in September 2021. Further details are available on the new Turing Scheme website.

The Turing Scheme is an outward mobility scheme funding UK students to travel abroad. The UK is a world-leading destination for study and research, with four universities in the world’s top 10 and 18 in the top 100. The UK is currently second only to the USA as a destination for international higher education students with approximately 560,000 students from abroad and has been one of the most popular destinations within Erasmus+. It is clear that we have considerable appeal as a destination and partner in international mobilities and exchanges.

Under previous arrangements for student mobility, of which Erasmus+ was a prominent part, UK undergraduates from more advantaged backgrounds have been 1.7 times more likely to participate in mobility schemes compared to disadvantaged students.

Through the Turing Scheme, we will look to target those parts of the country with historically low levels of take-up with a view to boosting social mobility and support disadvantaged students with additional grants for living costs and travel expenses, making life-changing opportunities accessible to everyone across the country.

In order to increase the participation of disadvantaged groups we plan the following measures, which will maintain parity with or exceed the support provided by Erasmus+:

• When bidding, providers will need to demonstrate how their project will support widening access. The assessment criteria will be heavily weighted towards this criterion.
• Maintaining parity with Erasmus+ grant rates and existing student finance support but provide additional financial support for those from disadvantaged backgrounds by reimbursing travel-related costs.
• We will actively target and promote the scheme in those geographical areas of disadvantage to help level up the country.
• We have reduced the minimum higher education duration of outward mobilities from a minimum of one term to 4 weeks enabling a wider group of students to participate than was the case under current Erasmus+ programme.

The Turing Scheme will be backed by £110 million, providing funding for around 35,000 students in universities, colleges and schools to go on study and work placements overseas, starting in September 2021. Further details are available on the new Turing Scheme website.

The Turing Scheme is an outward mobility scheme funding UK students to travel abroad. The UK is a world-leading destination for study and research, with four universities in the world’s top 10 and 18 in the top 100. The UK is currently second only to the USA as a destination for international higher education students with approximately 560,000 students from abroad and has been one of the most popular destinations within Erasmus+. It is clear that we have considerable appeal as a destination and partner in international mobilities and exchanges.

Under previous arrangements for student mobility, of which Erasmus+ was a prominent part, UK undergraduates from more advantaged backgrounds have been 1.7 times more likely to participate in mobility schemes compared to disadvantaged students.

Through the Turing Scheme, we will look to target those parts of the country with historically low levels of take-up with a view to boosting social mobility and support disadvantaged students with additional grants for living costs and travel expenses, making life-changing opportunities accessible to everyone across the country.

In order to increase the participation of disadvantaged groups we plan the following measures, which will maintain parity with or exceed the support provided by Erasmus+:

• When bidding, providers will need to demonstrate how their project will support widening access. The assessment criteria will be heavily weighted towards this criterion.
• Maintaining parity with Erasmus+ grant rates and existing student finance support but provide additional financial support for those from disadvantaged backgrounds by reimbursing travel-related costs.
• We will actively target and promote the scheme in those geographical areas of disadvantage to help level up the country.
• We have reduced the minimum higher education duration of outward mobilities from a minimum of one term to 4 weeks enabling a wider group of students to participate than was the case under current Erasmus+ programme.

The Turing Scheme will be backed by £110 million, providing funding for around 35,000 students in universities, colleges and schools to go on study and work placements overseas, starting in September 2021. Further details are available on the new Turing Scheme website.

The Turing Scheme is an outward mobility scheme funding UK students to travel abroad. The UK is a world-leading destination for study and research, with four universities in the world’s top 10 and 18 in the top 100. The UK is currently second only to the USA as a destination for international higher education students with approximately 560,000 students from abroad and has been one of the most popular destinations within Erasmus+. It is clear that we have considerable appeal as a destination and partner in international mobilities and exchanges.

Under previous arrangements for student mobility, of which Erasmus+ was a prominent part, UK undergraduates from more advantaged backgrounds have been 1.7 times more likely to participate in mobility schemes compared to disadvantaged students.

Through the Turing Scheme, we will look to target those parts of the country with historically low levels of take-up with a view to boosting social mobility and support disadvantaged students with additional grants for living costs and travel expenses, making life-changing opportunities accessible to everyone across the country.

In order to increase the participation of disadvantaged groups we plan the following measures, which will maintain parity with or exceed the support provided by Erasmus+:

• When bidding, providers will need to demonstrate how their project will support widening access. The assessment criteria will be heavily weighted towards this criterion.
• Maintaining parity with Erasmus+ grant rates and existing student finance support but provide additional financial support for those from disadvantaged backgrounds by reimbursing travel-related costs.
• We will actively target and promote the scheme in those geographical areas of disadvantage to help level up the country.
• We have reduced the minimum higher education duration of outward mobilities from a minimum of one term to 4 weeks enabling a wider group of students to participate than was the case under current Erasmus+ programme.

The government recognises the importance of studying flexibly and the benefits it can bring to individuals, employers and the wider economy.

We have made changes to support part-time undergraduate students and mature students. Since September 2012, eligible students undertaking part-time undergraduate courses have been able to apply for up-front tuition fee loans to meet the full costs of their tuition. Students starting to attend part-time degree level courses since August 2018 have also been able to access full-time equivalent loans as a contribution towards their living costs.

Advanced Learner Loans provide fees support for designated further education courses at advanced and higher levels, including levels 4 to 6. Those courses may be studied at an intensity decided by the student and institution. Fees are determined by the course subject and guided learning hours.

However, we need to take more radical steps to support lifelong learning. This is why my right hon. Friend, the Prime Minister, announced that we will introduce a flexible Lifelong Loan Entitlement equivalent to four years of post-18 education. The loan entitlement will be for modules at higher technical and degree levels (levels 4 to 6), as well as for full years of study. It will make it easier for adults and young people to study more flexibly, allowing them to space out their studies, transfer credits between institutions, and partake in more part-time study. We will consult on the detail and scope of the Lifelong Loan Entitlement this year, setting out proposals for how and when it will be introduced.

As recently set out in the Skills for Jobs white paper, while it is our intention that the Lifelong Loan Entitlement will ultimately be the primary route of funding for advanced technical and degree levels (levels 4 to 6), including modular provision, in the 2021/22 financial year we intend to fund trials of modular high-quality technical provision. This will stimulate demand and supply and improve our understanding of what works in delivering effective modular provision ahead of the introduction of the Lifelong Loan Entitlement.

We will continue to look at what other short-term changes could be helpful to ensure that we are continuously building towards the Lifelong Loan Entitlement, ensuring that we take advantage of any available opportunities to test and learn prior to its introduction.

The higher education (HE) teaching grant will be reformed for the 2021-22 financial year to ensure that more of taxpayers’ money is spent on supporting HE provision which aligns with national priorities, such as healthcare, science, technology, engineering, mathematics and subjects meeting specific labour market needs.

London weighting funding is a small proportion of the overall income of providers and it is right for the government to re-allocate public money where it is most needed. Universities should not receive additional investment for teaching simply because of where they are located. Excellent provision can be delivered across the country.

London already has, on average, the highest percentage of good or outstanding schools, the highest progression to higher education, and more HE providers than any other region in England. This government is firmly committed to the levelling up agenda and this reform will invest more money directly into high quality institutions in the Midlands and the North.

The analysis we offer at this stage, as presented in the annex to the letter to the Office for Students (OfS), gives a broad indication of the impact of the changes to aid understanding. This letter can be accessed here: https://www.officeforstudents.org.uk/media/a3814453-4c28-404a-bf76-490183867d9a/rt-hon-gavin-williamson-cbe-mp-t-grant-ofs-chair-smb.pdf.

The OfS will consult on these changes shortly, before final allocations for the 2021-22 financial year are confirmed and will carefully consider the impact of any changes on providers.

We are also making available an additional £50 million of hardship funding this financial year. In total we have made £70 million of funding available for student hardship given the £20 million made available to higher education providers in December 2020. Providers will have flexibility in how they distribute the funding to students, in a way that will best prioritise those in greatest need.

This money is in addition to the £256 million of Student Premium funding higher education providers are able draw on this academic year towards student hardship funds, including the purchase of IT equipment and mental health support, as well as to support providers’ access and participation plans. Furthermore, we have asked the OfS to allocate £15 million towards student mental health in 2021/22 through the proposed reforms to teaching grant funding.

The higher education (HE) teaching grant will be reformed for the 2021-22 financial year to ensure that more of taxpayers’ money is spent on supporting HE provision which aligns with national priorities, such as healthcare, science, technology, engineering, mathematics and subjects meeting specific labour market needs.

London weighting funding is a small proportion of the overall income of providers and it is right for the government to re-allocate public money where it is most needed. Universities should not receive additional investment for teaching simply because of where they are located. Excellent provision can be delivered across the country.

London already has, on average, the highest percentage of good or outstanding schools, the highest progression to higher education, and more HE providers than any other region in England. This government is firmly committed to the levelling up agenda and this reform will invest more money directly into high quality institutions in the Midlands and the North.

The analysis we offer at this stage, as presented in the annex to the letter to the Office for Students (OfS), gives a broad indication of the impact of the changes to aid understanding. This letter can be accessed here: https://www.officeforstudents.org.uk/media/a3814453-4c28-404a-bf76-490183867d9a/rt-hon-gavin-williamson-cbe-mp-t-grant-ofs-chair-smb.pdf.

The OfS will consult on these changes shortly, before final allocations for the 2021-22 financial year are confirmed and will carefully consider the impact of any changes on providers.

We are also making available an additional £50 million of hardship funding this financial year. In total we have made £70 million of funding available for student hardship given the £20 million made available to higher education providers in December 2020. Providers will have flexibility in how they distribute the funding to students, in a way that will best prioritise those in greatest need.

This money is in addition to the £256 million of Student Premium funding higher education providers are able draw on this academic year towards student hardship funds, including the purchase of IT equipment and mental health support, as well as to support providers’ access and participation plans. Furthermore, we have asked the OfS to allocate £15 million towards student mental health in 2021/22 through the proposed reforms to teaching grant funding.

The higher education (HE) teaching grant will be reformed for the 2021-22 financial year to ensure that more of taxpayers’ money is spent on supporting HE provision which aligns with national priorities, such as healthcare, science, technology, engineering, mathematics and subjects meeting specific labour market needs.

London weighting funding is a small proportion of the overall income of providers and it is right for the government to re-allocate public money where it is most needed. Universities should not receive additional investment for teaching simply because of where they are located. Excellent provision can be delivered across the country.

London already has, on average, the highest percentage of good or outstanding schools, the highest progression to higher education, and more HE providers than any other region in England. This government is firmly committed to the levelling up agenda and this reform will invest more money directly into high quality institutions in the Midlands and the North.

The analysis we offer at this stage, as presented in the annex to the letter to the Office for Students (OfS), gives a broad indication of the impact of the changes to aid understanding. This letter can be accessed here: https://www.officeforstudents.org.uk/media/a3814453-4c28-404a-bf76-490183867d9a/rt-hon-gavin-williamson-cbe-mp-t-grant-ofs-chair-smb.pdf.

The OfS will consult on these changes shortly, before final allocations for the 2021-22 financial year are confirmed and will carefully consider the impact of any changes on providers.

We are also making available an additional £50 million of hardship funding this financial year. In total we have made £70 million of funding available for student hardship given the £20 million made available to higher education providers in December 2020. Providers will have flexibility in how they distribute the funding to students, in a way that will best prioritise those in greatest need.

This money is in addition to the £256 million of Student Premium funding higher education providers are able draw on this academic year towards student hardship funds, including the purchase of IT equipment and mental health support, as well as to support providers’ access and participation plans. Furthermore, we have asked the OfS to allocate £15 million towards student mental health in 2021/22 through the proposed reforms to teaching grant funding.

Young people need information on the range of jobs and careers and encounters with employers to inspire them about what they can achieve. Information on the maritime sector is available from a number of sources. The National Careers Service provides independent, professional advice on careers, skills, and the labour market.

The Careers and Enterprise Company is making sure that every young person has access to inspiring encounters with the world of work, including work placements, work experience and other employer-based activities. It is offering support to schools by increasing the level of employer input into careers programmes.

Employers and professional bodies in the maritime sector can sign up to ‘Inspiring the Future’, run by the Education and Employers charity. This free programme allows volunteers to visit state schools to talk to pupils about their job. This will raise the profile of various careers within the maritime sector.

There are a number of apprenticeships in the maritime sector; at present four standards are available for delivery.

We continue to prioritise keeping early years settings open in full because of the clear benefits to children’s education and wellbeing and to support working parents. Early education gives children the communication and social skills which set them up for life. Caring for the youngest age group is not something that can be done remotely.

Public Health England's advice remains that young children are less susceptible to the virus and play a lower role in transmission, usually because young children have lower contact outside their household.

Early years settings remain low risk environments for children and staff. Current evidence suggests that pre-school children (0 to 5 years) are less susceptible to infection and are unlikely to be playing a driving role in transmission. There is no evidence that the new variant of COVID-19 disproportionately affects young children. The current confirmed case rate of COVID-19 amongst young children remains the lowest of all age groups.

Furthermore, settings should continue to undertake risk assessments and implement the system of controls. It is a legal requirement that settings should revisit and update their risk assessments (building on the learning to date and the practices they have already developed). It is good practice to treat risk assessments during COVID-19 as a “living document” and keep them under very regular review in the light of any changing circumstances.

Further information on risk assessments and the system of controls can be found in the guidance here: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/950653/Education_and_childcare_settings_-_national_lockdown_from_5_January_2021_.pdf.

Further education institutions should continue to provide support for students who are eligible for free meals, whether they are attending or studying remotely due to the COVID-19 outbreak.

Institutions should continue to provide support in the most appropriate way based on their local circumstances.

Eligible 16-18 year old pupils attending school settings are able to receive free school meal support. Schools are free to decide the best approach for their free school meal pupils. They can provide lunch parcels, locally arranged vouchers, or they can use the national voucher scheme which re-opened on Monday 18 January.

Our full guidance is available here: https://www.gov.uk/government/publications/covid-19-free-school-meals-guidance/covid-19-free-school-meals-guidance-for-schools#free-meals-for-further-education-students.

Health Education England is working locally with each higher education provider so that placements are available and is supporting healthcare students to ensure that as many as possible graduate on time.

Institutions should not charge nursing students additional tuition fees in circumstances where they need more study time to complete their course as result of undertaking a paid placement in the NHS, or as result of needing to undertake clinical placements over an extended period.

Health Education England is working locally with each higher education provider so that placements are available and is supporting healthcare students to ensure that as many as possible graduate on time.

Institutions should not charge nursing students additional tuition fees in circumstances where they need more study time to complete their course as result of undertaking a paid placement in the NHS, or as result of needing to undertake clinical placements over an extended period.

We know that higher education (HE) providers are working hard to review their arrangements to reflect the situation facing students during this period of national lockdown. We expect providers to ensure that continuing and prospective students receive the clear, accurate and timely information needed to make informed decisions. This includes making students aware of any potential for changes to arrangements for assessment at the earliest opportunity. Providers will make their own judgements based on the latest national and local public health guidance, taking account of the need to minimise risk to staff and students.

On 7 January, the department published updated guidance on the plans for students returning to higher education for the spring term. This guidance is available at: https://www.gov.uk/government/publications/higher-education-reopening-buildings-and-campuses. There is also general guidance on national lockdown, available here: https://www.gov.uk/guidance/national-lockdown-stay-at-home#when-you-can-leave-home.

As stated in the national guidance, everyone must stay at home wherever possible. It is permissible to leave the house for work and education where it cannot reasonably be done at home. However, we strongly encourage students to remain at home, and work with their providers to make plans that enable students to continue to stay at home in line with guidance wherever possible. For any academic work that takes place outside of the house, risk assessments should take place to ensure work can be conducted in a COVID-secure way and comply with social distancing guidelines. This exemption only applies if it is an essential part of the course and no alternative is available. During the period of lockdown, everyone should avoid all but essential contact and travel outside their household.

The government has made children’s wellbeing and mental health a central part of our response to the COVID-19 outbreak. We have been working with the Department of Health and Social Care and Public Health England to monitor the impact on children and young people and will confirm shortly the next steps for setting up the task force to build on that work and make sure that we continue to hear from those affected, including education staff.

The support we have already put in place for children and young people will be critical during this time. We continue to prioritise keeping early years settings open in full because of the clear benefits to children’s education and wellbeing. We know how important it is for children’s wellbeing to have social interactions with their peers and staff. In response to the COVID-19 outbreak, we are providing £1.15 million funding to existing charity grant partners to support disadvantaged and vulnerable parent and child mental health and wellbeing, and to help children catch up and transition back into early education.

The department has issued guidance for schools which includes information and sources of further advice on supporting mental health and wellbeing: https://www.gov.uk/government/publications/actions-for-schools-during-the-coronavirus-outbreak.

Schools have the flexibility to offer a place in school as a vulnerable child to pupils for whom being in school will help them manage their mental health, or to access support more easily. Schools are also continuing to offer pastoral support to pupils working remotely at home, informed, and supported by training and expert advice that we have made available including through the £8 million Wellbeing for Education Return scheme and through local links with mental health providers. This information and support is relevant to remote provision as well as to those attending school. Schools should make sure that parents and pupils know who to contact if they have new concerns about mental health and wellbeing.

We are also committed to providing and signposting wellbeing guidance and support; and ensuring that specialist mental health support is available for those students and staff in further education (FE) who need it. Our guidance to the FE sector for the period of national lockdown includes a specific section on mental health, signposting providers to additional resources, such as webinars and online platforms, for supporting students and staff with their mental health and wellbeing.

The Department for Education College Collaboration Fund provides £5.4 million national programme of competitive grant funding for all statutory FE colleges to be delivered in this financial year 2020/21. We particularly welcomed applications that address one of five specific quality improvement needs, and five of the projects funded support student and/or staff mental health and wellbeing through online programmes and remote support.

With regards to students in higher education, it is for higher education providers as autonomous bodies to identify and address the needs of their student body and to decide what mental health and wellbeing support to put in place. At the start of, and throughout the COVID-19 outbreak, the government has asked universities to prioritise mental health support, and continue to support their students, which has included making services accessible from a distance. We encourage students to stay in touch with their provider’s student support and welfare teams, as these services are likely to continue to be an important source of assistance. Many providers have bolstered their existing mental health services, and adapted delivery mechanisms including reaching out to students who may be more vulnerable.

In October, my hon. Friend, the Minister of State for Universities, wrote to Vice Chancellors outlining that student welfare should remain a priority. The department have convened a working group of representatives from the higher education and health sectors, specifically to address the current and pressing issues that students are facing during the COVID-19 outbreak.

We have also worked with the Office for Students (OfS) to provide Student Space, which has been funded by up to £3 million by the OfS. Student Space is a mental health and wellbeing platform designed to bridge any gaps in support for students arising from this unprecedented situation and works alongside existing services. Ensuring students have access to quality mental health support is my top priority, which is why we asked the OfS to look at extending the platform. We are delighted they have been able to extend the platform to support students for the whole 2020/21 academic year.

Students struggling with their mental health can also access support via online resources from the NHS, Public Health England via the Better Health - Every Mind Matters website, and the mental health charity Mind.

We have also put in place support for staff. We have worked in partnership with the sector and mental health experts to announce a range of public commitments on mental health and wellbeing, including improving access to resources, building wellbeing into teacher training and policy making, and the creation of the first ever Education Staff Wellbeing Charter.

We have taken action to respond to the mental health needs of school leaders by launching a £95,000 pilot led by Education Support to provide online peer-support and telephone supervision from experts to around 250 school leaders. This service will run until March 2021. The outcome of the pilot will inform future wellbeing support.

Alongside this action in education for those who need specialist support or help, all NHS Mental Health Trusts are providing 24/7 open access telephone lines to support people of all ages and continue to deliver mental health support to children and young people. The government is continuing to invest in and prioritise mental health. The NHS will receive around an additional £500 million this year, to address waiting times for mental health services, give more people the mental health support they need, and invest in the NHS workforce.

The government has made children’s wellbeing and mental health a central part of our response to the COVID-19 outbreak. We have been working with the Department of Health and Social Care and Public Health England to monitor the impact on children and young people and will confirm shortly the next steps for setting up the task force to build on that work and make sure that we continue to hear from those affected, including education staff.

The support we have already put in place for children and young people will be critical during this time. We continue to prioritise keeping early years settings open in full because of the clear benefits to children’s education and wellbeing. We know how important it is for children’s wellbeing to have social interactions with their peers and staff. In response to the COVID-19 outbreak, we are providing £1.15 million funding to existing charity grant partners to support disadvantaged and vulnerable parent and child mental health and wellbeing, and to help children catch up and transition back into early education.

The department has issued guidance for schools which includes information and sources of further advice on supporting mental health and wellbeing: https://www.gov.uk/government/publications/actions-for-schools-during-the-coronavirus-outbreak.

Schools have the flexibility to offer a place in school as a vulnerable child to pupils for whom being in school will help them manage their mental health, or to access support more easily. Schools are also continuing to offer pastoral support to pupils working remotely at home, informed, and supported by training and expert advice that we have made available including through the £8 million Wellbeing for Education Return scheme and through local links with mental health providers. This information and support is relevant to remote provision as well as to those attending school. Schools should make sure that parents and pupils know who to contact if they have new concerns about mental health and wellbeing.

We are also committed to providing and signposting wellbeing guidance and support; and ensuring that specialist mental health support is available for those students and staff in further education (FE) who need it. Our guidance to the FE sector for the period of national lockdown includes a specific section on mental health, signposting providers to additional resources, such as webinars and online platforms, for supporting students and staff with their mental health and wellbeing.

The Department for Education College Collaboration Fund provides £5.4 million national programme of competitive grant funding for all statutory FE colleges to be delivered in this financial year 2020/21. We particularly welcomed applications that address one of five specific quality improvement needs, and five of the projects funded support student and/or staff mental health and wellbeing through online programmes and remote support.

With regards to students in higher education, it is for higher education providers as autonomous bodies to identify and address the needs of their student body and to decide what mental health and wellbeing support to put in place. At the start of, and throughout the COVID-19 outbreak, the government has asked universities to prioritise mental health support, and continue to support their students, which has included making services accessible from a distance. We encourage students to stay in touch with their provider’s student support and welfare teams, as these services are likely to continue to be an important source of assistance. Many providers have bolstered their existing mental health services, and adapted delivery mechanisms including reaching out to students who may be more vulnerable.

In October, my hon. Friend, the Minister of State for Universities, wrote to Vice Chancellors outlining that student welfare should remain a priority. The department have convened a working group of representatives from the higher education and health sectors, specifically to address the current and pressing issues that students are facing during the COVID-19 outbreak.

We have also worked with the Office for Students (OfS) to provide Student Space, which has been funded by up to £3 million by the OfS. Student Space is a mental health and wellbeing platform designed to bridge any gaps in support for students arising from this unprecedented situation and works alongside existing services. Ensuring students have access to quality mental health support is my top priority, which is why we asked the OfS to look at extending the platform. We are delighted they have been able to extend the platform to support students for the whole 2020/21 academic year.

Students struggling with their mental health can also access support via online resources from the NHS, Public Health England via the Better Health - Every Mind Matters website, and the mental health charity Mind.

We have also put in place support for staff. We have worked in partnership with the sector and mental health experts to announce a range of public commitments on mental health and wellbeing, including improving access to resources, building wellbeing into teacher training and policy making, and the creation of the first ever Education Staff Wellbeing Charter.

We have taken action to respond to the mental health needs of school leaders by launching a £95,000 pilot led by Education Support to provide online peer-support and telephone supervision from experts to around 250 school leaders. This service will run until March 2021. The outcome of the pilot will inform future wellbeing support.

Alongside this action in education for those who need specialist support or help, all NHS Mental Health Trusts are providing 24/7 open access telephone lines to support people of all ages and continue to deliver mental health support to children and young people. The government is continuing to invest in and prioritise mental health. The NHS will receive around an additional £500 million this year, to address waiting times for mental health services, give more people the mental health support they need, and invest in the NHS workforce.

As a result of the ongoing COVID-19 outbreak, the Department will not be asking pupils to sit GCSE, AS and A level exams this summer as planned.

The Department has been clear that it is important to find an accessible route for private candidates, and those not in school this year, to be assessed and receive a grade. We have launched a two week consultation on how to fairly award all pupils a grade that supports them to progress to the next stage of their lives. We will continue to engage with a range of relevant stakeholders when developing plans for our policy on GCSE, AS and A level assessments in 2021, as will the exams regulator Ofqual. A full equalities impact assessment, informed by the results of the consultation, will be published in due course.

My right hon. Friend, the Prime Minister announced on 4 January 2021 that early years settings remain open for all children during the national lockdown.

Details can be found here: https://www.gov.uk/government/publications/actions-for-schools-during-the-coronavirus-outbreak.

Schools have been restricted because additional measures are needed to contain the spread of the virus. The wider significant restrictions in place as part of the national lockdown to contain the spread of the virus in the community enable us to continue prioritising keeping nurseries and childminders open, supporting parents and delivering the crucial care and education needed for our youngest children.

Early years settings remain low risk environments for children and staff. Current evidence suggests that pre-school children (0 to 5 years) are less susceptible to infection and are unlikely to be playing a driving role in transmission. There is no evidence the new strain of the virus causes more serious illness in either children or adults and there is no evidence that the new variant of COVID-19 disproportionately affects young children.

PHE advice remains that the risk of transmission and infection is low if early years settings follow the system of controls, which reduce risks and create inherently safer environments. This report from PHE shows that, at present under 5s have the lowest confirmed case rate of all age groups: https://www.gov.uk/government/statistics/national-flu-and-covid-19-surveillance-reports.

Early years settings have been open to all children since 1 June and there is no evidence that the early years sector has contributed to a rise in virus cases within the community. Early modelling evidence from SAGE evidenced in the report: Modelling and behavioural science responses to scenarios for relaxing school closures showed that early years provision had a smaller relative impact on transmission rate when modelled with both primary schools and secondary schools. The report is available here: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/886994/s0257-sage-sub-group-modelling-behavioural-science-relaxing-school-closures-sage30.pdf.

Early years childcare providers were one of the first sectors to have restrictions lifted last summer, in recognition of the key role they play in society. Childminders and nursery staff across the country have worked hard to keep settings open through the COVID-19 outbreak so that young children can be educated, and parents can work. The earliest years are the most crucial point of child development and attending early education lays the foundation for lifelong learning and supports children’s social and emotional development. We continue to prioritise keeping early years settings open in full because of the clear benefits to children’s education and wellbeing and to support working parents. Caring for the youngest age group is not something that can be done remotely.

These plans are being kept under review in the light of emerging scientific evidence. We are working with the scientific community to understand the properties and dynamics of the new variant VUI-202012/01 in relation to children and young people.

We recognise that students applying to university in 2021 have experienced unprecedented disruption to their education as a result of the COVID-19 outbreak.

Universities have an important role to play in ensuring that this is a country where everyone can reach their potential, regardless of their background or ethnicity.

Universities are independent and autonomous institutions. As such, how to use data in their admissions decisions is a matter for each individual higher education provider.

However, we would encourage universities to be flexible when making offers to individual students whose education has been disproportionally and adversely impacted from the COVID-19 outbreak, to ensure that these students are able to receive fair offers for 2021. We will give further and higher education providers the earliest possible indication of the process and timescale for how grades will be awarded this year, so they can plan accordingly.

The department continues to regularly publish statistics on pupil attendance and COVID-related absence in schools.

Since September 2020, the Department has provided local transport authorities with £98.5 million in grant allocations. Local transport authorities are using this funding to increase transport capacity on dedicated school and college transport during the COVID-19 outbreak. This includes hiring significant numbers of additional vehicles, including coaches. Allocations to local transport authorities are published at: https://www.gov.uk/government/publications/extended-rights-to-free-school-travel--2.

We have not provided any additional home to school transport funding directly to coach operators.

Since September 2020, the Department has provided local transport authorities with £98.5 million in grant allocations. Local transport authorities are using this funding to increase transport capacity on dedicated school and college transport during the COVID-19 outbreak. This includes hiring significant numbers of additional vehicles, including coaches. Allocations to local transport authorities are published at: https://www.gov.uk/government/publications/extended-rights-to-free-school-travel--2.

We have not provided any additional home to school transport funding directly to coach operators.

It is a priority of the department to improve the outcomes of young people with special educational needs and disabilities (SEND). The SEND Code of Practice states that all children and young people with SEND should be prepared for adulthood, including employment, and that this preparation should start early.

As structured study programmes based primarily at an employer, supported internships help young people aged 16-24 with an Education, Health and Care (EHC) plan to achieve sustainable paid employment through learning in the workplace. There are no financial employer incentives, but in 2017, the government provided £9.7 million for local authorities to train additional job coaches to support young people with SEND on work placements, and to establish local supported internship forums, to bring together education providers, local authorities, employers and other key figures to identify local opportunities and overcome the local barriers to create a supported internship programme.

The number of young people undertaking a supported internship has been rising annually. The most recent report was in January 2020 and showed that 2,231 young people with EHC plans were undertaking supported internships, an increase from 1,646 from the same time in 2019 and 1,186 in 2018.

Work is currently ongoing as part of the SEND Review to consider how best to continue to boost employment outcomes for young people on EHC Plans. Our ambition is to publish proposals for public consultation in the spring of 2021, as soon as it is practicable to do so, working with children, young people, their families and experts across education, health and care to deliver our common goal of improving the SEND system.

The government remains clear that our world-leading universities, which thrive on being global institutions, are and will always be open to international students.

This has been particularly evident since the start of the COVID-19 outbreak, where the government has worked closely with the higher education sector to ensure existing rules and processes are as flexible as possible, so that international students wanting to study at UK universities remotely or in person, where appropriate under the current circumstances, can do so. This includes the ability to engage via distance learning and blended learning for the duration of the 2020/21 academic year, provided that students intend to transition to face-to-face learning as soon as circumstances allow.

The UK was one of the first countries to respond to the COVID-19 outbreak by introducing comprehensive immigration flexibility for international students and staff, and the government has implemented a number of concessions to assist visa holders in the UK who have been impacted by global travel and health restrictions. This has included offering extensions of visas for those whose leave expired and relaxing the rules on visa switching in the UK, as well as confirming that existing international students who have been studying by distance/blended learning will remain eligible to apply for the new graduate route. This will offer a non-extendable period of leave to stay and work in the UK at any skill level for 2 years (3 for doctoral graduates), provided they are in the UK by 6 April 2021 and meet the other requirements of the route. The graduate route represents a significant improvement in our offer to international students and will help ensure our higher education sector remains competitive internationally. In December 2020, the government also confirmed that students commencing a one-year Masters programme in January 2021 will remain eligible for the graduate route even if they are studying remotely, provided they enter the UK before 27 September 2021 and complete the final semester of their studies in the UK.

To further enhance the UK’s reputation as an attractive study destination, the government launched the student route in October 2020. This route streamlines the immigration process for international students, improving student experience; allows for an extended 6-month application window for prospective students; and allows greater scope for international students to apply for further leave as a student or to switch into other routes from inside the UK (in-country switching).  This, coupled with the graduate route, means the UK now has a world-class student visa offer befitting our world-class higher education sector.

The picture is looking more positive now than it did in the summer when the higher education sector projected a large decline in international student numbers. Recent UCAS data shows that there has been a 11% increase in acceptances for non-UK full-time undergraduate applicants between 2019 and 2020, although this is dependent on ongoing developments in context of the global health situation.

We are doing our utmost to continue to attract and support international students as well as the sector during this unprecedented time. We continue to work with the sector, devolved administrations and posts overseas delivering a package of bespoke communications that directly targets international students, making clear our world-leading UK offer. As part of this communications activity, the government approved £1 million for the British Council-led Study UK campaign to help drive international student intake from 16 global markets and further promote the graduate route.

Professor Sir Steve Smith, the UK’s new International Education Champion who was appointed in the summer of 2020, will also assist in opening up export growth opportunities for the whole UK education sector, tackling international challenges such as attracting international students to both our schools and universities and helping to forge lasting global connections. The government has also committed to publish an International Education Strategy update (in early 2021), which will respond to the new context and challenges that are posed across all education settings.

In December 2020, the Department for Education published updated statistics showing that education exports and transnational education activity generated £23.3 billion for the UK economy in 2018, an increase of 8.9% since 2017.

In 2019, the International Education Strategy set out the government’s ambition to increase the value of education exports to £35 billion per year and increase the total number of international students choosing to study in the UK higher education system each year to 600,000 by 2030.

The latest published data on the number of international students choosing to study at a UK higher education institution, which precedes the publication of the International Education Strategy in March 2019, shows that the UK hosted around 490,000 international students in the 2018/19 academic year. Recent UCAS data shows that there has been a 11% increase in acceptances for non-UK full-time undergraduate applicants between 2019 and 2020, though this is dependent on ongoing developments in the context of the global health situation. Currently, it is too early to assess the impact of the COVID-19 outbreak on the number of international students studying in the UK.

As part of the government’s commitment to review progress of the International Education Strategy, the Department for Education is working with the Department for International Trade to produce an update to the International Education Strategy, to be published early this year, outlining plans to support recovery and growth in the sector towards this education exports ambition, through the outbreak and beyond.

Further information can be accessed here: https://www.gov.uk/government/statistics/uk-revenue-from-education-related-exports-and-transnational-education-activity-2018, https://www.hesa.ac.uk/news/16-01-2020/sb255-higher-education-student-statistics/location, and https://www.ucas.com/data-and-analysis/undergraduate-statistics-and-reports/ucas-undergraduate-sector-level-end-cycle-data-resources-2020.

We recognise students have experienced unprecedented disruption to their education this year and this disruption has not fallen equally across the country.

In December 2020, the department confirmed the launch of an expert advisory group to consider the differential impacts of the COVID-19 outbreak on pupils and recommend mitigations for these impacts. In light of the decision to cancel exams, the department is working to finalise the terms of reference and membership of the group. We will ensure that membership is representative of the sector and is geographically diverse. Further details on membership and priorities of the group will be provided in due course.

We will consider the advice of the group and work closely with sector leaders in the higher education taskforce on any recommendations arising.

Universities are extremely aware of the difficulties that students have faced this year and we encourage them to take this into account and be flexible when making offers to students and when supporting them in their transition into higher education.

Students who volunteered on a paid placement as part of the COVID-19 response received a salary and automatic NHS pension entitlement at the appropriate band. Since September 2020, all eligible new and continuing nursing, midwifery and many allied health students on pre-registration courses at English universities can benefit from at least £5,000 per academic year of additional maintenance grant funding, which they will not need to pay back. This funding is in addition to the support that students can already access through the student loans system, subject to eligibility, and the existing learning support fund, which includes funding for childcare, specific support for placements through travel and dual accommodation expenses and support for exceptional hardship.

We are committed to prioritising education and want to enable all students who have travelled home for the winter break to return to their universities and resume blended learning. While we are confident that face-to-face teaching as an element of blended learning can be done in COVID-secure environments, the mass movement of students across the country has been identified as a possible transmission risk by public health experts. In order to manage this risk whilst reducing disruption to education, we advise that students return to university during a period staggered over five weeks. Further details can be found in the ‘Students returning to higher education for spring term guidance’ published on 2 December and available here: https://www.gov.uk/government/publications/higher-education-reopening-buildings-and-campuses/students-returning-to-higher-education-from-spring-term.

We realise that this year has been incredibly difficult for students and we are aware of the disproportionate impact the crisis will have on some students. In these exceptional circumstances some students may face financial hardship. Students experiencing financial hardship as a result of COVID-19 should contact their higher education provider.

The department has worked with the Office for Students (OfS) to clarify that providers are able to use existing funds, worth around £23 million per month for April to July this year and £256 million for academic year 2020/21, towards hardship support. On 2 December, we announced that we will be making available up to £20 million on a one-off basis to support those that need it most, particularly disadvantaged students. Further detail will be set out in due course, and we will work with the OfS to do this.

Following the end of term break, our top priority for January 2021 is the welfare of students, staff and the wider communities around higher education (HE) providers. As stated in the January 2021 student return guidance, published on 2 December 2020, all HE providers should offer asymptomatic mass testing to all students on their return. The guidance is available here: https://www.gov.uk/government/publications/higher-education-reopening-buildings-and-campuses/students-returning-to-higher-education-from-spring-term.

The Department for Education is actively working with the Department for Health and Social Care to ensure that all HE providers can deliver government supported asymptomatic test sites utilising lateral flow devices, which will help to mitigate the risk of COVID-19 transmission during the staggered return.

Personal protective equipment and kits will be provided to HE providers at no cost, along with access to digital solutions, training and clinical guidance to support testing. A cost recovery model is also in place for providers to recover costs for workforce, site set up and site furnishings.

Statistics on graduate employment in the calendar year 2020 will be published in our annual “Graduate Labour Market Statistics” release in April 2021.

Statistics specifically relating to the 2020 graduating cohort and their outcomes 15 months after graduation will be published by the Higher Education Statistics Agency from their “Graduate Outcomes (GO) survey” in mid-2022.

We recognise that a number of 2020 and 2021 graduates will face challenges gaining employment due to the adverse impact of the COVID-19 outbreak on the UK labour market and economy.

The Recruitment and Employment Federation has found an increase in the confidence of bosses to start hiring again, and we are doing all we can to help people find roles if they are at the start of their career journey. Our nationwide network of Work Coaches is supporting jobseekers and matching them with employers who are recruiting.

As part of the government’s Skills Recovery package plan for jobs, we are investing an additional £32 million in the National Careers Service up to March 2022. This investment will provide individual careers advice for 269,000 more people whose jobs or learning have been affected by the COVID-19 outbreak.

Many higher education providers have developed new and innovative ways to support students and graduates who are looking to continue their studies or to prepare for employment. The Department for Education is working with Universities UK, the Association of Graduate Careers Advisory Services, the Institute of Student Employers, the Office for Students and the higher education sector to identify and help promote the overall range of support offered to graduates who are looking to enter the labour market or continue their studies at this challenging time.

Statistics on graduate employment in the calendar year 2020 will be published in our annual “Graduate Labour Market Statistics” release in April 2021.

Statistics specifically relating to the 2020 graduating cohort and their outcomes 15 months after graduation will be published by the Higher Education Statistics Agency from their “Graduate Outcomes (GO) survey” in mid-2022.

We recognise that a number of 2020 and 2021 graduates will face challenges gaining employment due to the adverse impact of the COVID-19 outbreak on the UK labour market and economy.

The Recruitment and Employment Federation has found an increase in the confidence of bosses to start hiring again, and we are doing all we can to help people find roles if they are at the start of their career journey. Our nationwide network of Work Coaches is supporting jobseekers and matching them with employers who are recruiting.

As part of the government’s Skills Recovery package plan for jobs, we are investing an additional £32 million in the National Careers Service up to March 2022. This investment will provide individual careers advice for 269,000 more people whose jobs or learning have been affected by the COVID-19 outbreak.

Many higher education providers have developed new and innovative ways to support students and graduates who are looking to continue their studies or to prepare for employment. The Department for Education is working with Universities UK, the Association of Graduate Careers Advisory Services, the Institute of Student Employers, the Office for Students and the higher education sector to identify and help promote the overall range of support offered to graduates who are looking to enter the labour market or continue their studies at this challenging time.

Following the end of term break, our top priority for January 2021 will be the welfare of students, staff, and the communities around higher education providers. We are looking to utilise mass testing to make the return to higher education as safe as possible, and will provide further guidance in due course, considering future developments and the relevant scientific advice.

The Department has published guidance confirming that initial teacher training (ITT) trainees can continue their school placements after 9 December 2020, until the end of the school term, where they are operationally essential and content to do so. The guidance is published here: https://www.gov.uk/government/publications/higher-education-reopening-buildings-and-campuses/student-movement-and-plans-for-the-end-of-autumn-2020-term#healthcare-and-other-students-on-placements-returning-home-during-december.

The repayment of student loans is governed by the Education (Student Loans) (Repayment) Regulations 2009 (as amended). The Student Loans Company has arrangements in place to collect repayments from all borrowers who move away from the UK by establishing a repayment schedule based on the borrower’s income.

Overseas repayment thresholds are calculated using World Bank cost of living data, which is used to compare differences between the cost of living in the UK and other countries. This data is reviewed annually. The thresholds take account of living costs in different countries, so that repayments are based on ability to repay, wherever the borrower lives.

The repayment of student loans is governed by the Education (Student Loans) (Repayment) Regulations 2009 (as amended). The Student Loans Company has arrangements in place to collect repayments from all borrowers who move away from the UK by establishing a repayment schedule based on the borrower’s income.

Overseas repayment thresholds are calculated using World Bank cost of living data, which is used to compare differences between the cost of living in the UK and other countries. This data is reviewed annually. The thresholds take account of living costs in different countries, so that repayments are based on ability to repay, wherever the borrower lives.

The safety of students and staff across the education estate remains Ministers' highest priority. My right hon. Friend, the Secretary of State for Education, received a 100% response from higher education (HE) institutions following his letter of 18 November 2019, which asked them to review their fire safety arrangements.

HE institutions are autonomous bodies and they are responsible for the buildings they own. We expect them to take into account the latest building safety guidance for owners of multi-storey, residential buildings published on 20 January this year by the Ministry of Housing, Communities and Local Government (MHCLG).

The evacuation of the student accommodation owned by Paragon was co-ordinated by the building owners with the relevant universities. Students were moved quickly to new accommodation, and the process was monitored by departmental officials.

The department has received a copy of a report on the cause of the fire at The Cube. Further action is for the local authorities. Department officials continue to work closely with their MHCLG counterparts to ensure action is taken across the education estate, including in response to the January guidance, as part of cross government work on fire safety working with the sector and local authorities.

The safety of students and staff across the education estate remains Ministers' highest priority. My right hon. Friend, the Secretary of State for Education, received a 100% response from higher education (HE) institutions following his letter of 18 November 2019, which asked them to review their fire safety arrangements.

HE institutions are autonomous bodies and they are responsible for the buildings they own. We expect them to take into account the latest building safety guidance for owners of multi-storey, residential buildings published on 20 January this year by the Ministry of Housing, Communities and Local Government (MHCLG).

The evacuation of the student accommodation owned by Paragon was co-ordinated by the building owners with the relevant universities. Students were moved quickly to new accommodation, and the process was monitored by departmental officials.

The department has received a copy of a report on the cause of the fire at The Cube. Further action is for the local authorities. Department officials continue to work closely with their MHCLG counterparts to ensure action is taken across the education estate, including in response to the January guidance, as part of cross government work on fire safety working with the sector and local authorities.

The safety of students and staff across the education estate remains Ministers' highest priority. My right hon. Friend, the Secretary of State for Education, received a 100% response from higher education (HE) institutions following his letter of 18 November 2019, which asked them to review their fire safety arrangements.

HE institutions are autonomous bodies and they are responsible for the buildings they own. We expect them to take into account the latest building safety guidance for owners of multi-storey, residential buildings published on 20 January this year by the Ministry of Housing, Communities and Local Government (MHCLG).

The evacuation of the student accommodation owned by Paragon was co-ordinated by the building owners with the relevant universities. Students were moved quickly to new accommodation, and the process was monitored by departmental officials.

The department has received a copy of a report on the cause of the fire at The Cube. Further action is for the local authorities. Department officials continue to work closely with their MHCLG counterparts to ensure action is taken across the education estate, including in response to the January guidance, as part of cross government work on fire safety working with the sector and local authorities.

The Student Loans Company offers a telephone service, to help students who are unable to complete either an online or paper application, for Disabled Students’ Allowances (DSAs).

Parts of the online DSAs application are pre-populated from a student’s main Student Finance application. The online application therefore requires the student only to add information concerning their disability. Paper DSAs applications are not pre-populated, are more detailed, and will consequently take slightly longer to complete.

Initial applications are currently taking around 19 working days to be reviewed, but the Student Loans Company is working to process all DSA applications within a reasonable timeframe. Updates on processing times are published regularly at: https://www.practitioners.slc.co.uk/exchange-blog/.

Baby massage groups need to meet necessary exceptions to continue during the COVID-19 November 2020 national restrictions.

Where these are held in Ofsted registered settings, they should follow government guidance on the COVID-19 outbreak for early years and childcare providers. This is available at: https://www.gov.uk/government/publications/coronavirus-covid-19-early-years-and-childcare-closures/coronavirus-covid-19-early-years-and-childcare-closures.

Support groups for new parents in community settings, such as places of worship, community centres or halls, or libraries, and that are essential to deliver in person, can continue. These can be conducted with up to 15 participants where formally organised to provide mutual aid, therapy, or any other form of support. These groups must be organised by a business, a charitable, benevolent, or philanthropic institution, or a public body, and must follow COVID-19 secure guidance. Restricted businesses which are required to close, such as coffee shops, cannot hold support groups. When national restrictions apply, in determining the limit of 15 participants, no account is to be taken of any child who is below the age of 5.

Informal groups, such as those organised by a parent, need to comply with the gathering and household mixing rules. In practice, during the period of national restrictions, this means these groups should only meet virtually.

Supervised activity for children can continue to take place where it is reasonably necessary to enable parents to work, search for work or to undertake training or education, for example in indoor gyms, fitness studios, indoor sports facilities and other indoor leisure centres, community centres or halls.

We have quickly established walk-through sites and deployed mobile test sites so that almost all universities are within 1.5 miles, allowing staff and students to get access to tests should they develop symptoms. Testing capacity is the highest it has ever been and we are seeing significant demand. The department continues to work closely with the Department for Health and Social Care (DHSC), and with sector representatives, to ensure that any students who display symptoms can have quick and easy access to testing.

As part of our ongoing work to develop new testing technology, we are currently piloting the use of lateral flow tests with a number of universities. This is a clinically validated swab antigen test that does not require a laboratory for processing and can turnaround rapid results within an hour at the location of the test. Piloting this technology will help us better understand where to best use it and how it can be operationalised in the real world; to protect those at high risk, find the virus and help enable us to go back to as normal a way of life as possible. They will also form the foundations to delivering mass testing, testing large numbers of people in a short period of time, with test results made available quickly, so that people in environments such as schools, colleges, and universities can be reassured more quickly that they are not infected, or isolate themselves more quickly if they are.

This is a matter for Ofqual, the Office of Qualifications and Examinations Regulation. The Department has asked its interim Chief Regulator, Dame Glenys Stacey, to write directly to the hon. Member for Kingston upon Hull West and Hessle. A copy of her reply will be placed in the Libraries of both Houses.

The Universities and Colleges Admissions Service (UCAS) have published data on the number of deferrals during the 2020 applications cycle.

The latest data, as at 10 September 2020, can be found on UCAS’s website at: https://www.ucas.com/data-and-analysis/undergraduate-statistics-and-reports/statistical-releases-daily-clearing-analysis-2020.

This shows that, at this point, 25,520 of all UK applicants placed at UK higher education providers had deferred their place, which equates to 5.8% of all placed applicants. This is a 0.1 percentage point increase on the previous year; at the same point in the previous applications cycle (2019), 5.7% of all placed UK applicants had deferred their place.

Applicant data by deferral status for all domiciles can be found at the link provided.

Final figures from UCAS will be published at the end of the year.

As my right hon. Friend, the Secretary of State for Education, announced to the House on Tuesday 29 September, the department is working with universities to make sure that all students are supported to return home safely and spend Christmas with their loved ones, if they choose to do so. Where students choose to stay in their university accommodation over Christmas, universities should continue making sure that they are well looked after. The department is working with the sector to publish guidance on students returning home safely at Christmas and expects to publish it shortly.

The safety and wellbeing of staff and students in higher education is always our priority. The government is doing all it can to minimise the risks to those working and studying in our higher education institutions, during this unprecedented situation, whilst mitigating the impact on education.

Students studying on a strategically important course are already able to access student support for a qualification at an equivalent or lower level to one they already hold.

For other students, those who already have a qualification that is equivalent to or at a higher level than the course they wish to study, will not qualify for maintenance or fee support. This ensures that finite public funds are focussed on those studying a higher education qualification for the first time.

Universities agree their COVID-19 outbreak plans with their local Directors of Public Health, and those plans are shared with the department.

The situation is evolving constantly as students return to higher education. So far we know that 4 universities have moved to tier three, with these decisions being made in collaboration with local public health teams. Other universities are in either tier 1 or tier 2.

As schools and their kitchens are now open, they should provide healthy, nutritious meal options for all children who are in school. Meals should be available free of charge to all infant pupils and pupils who meet the benefits-related free school meals eligibility criteria. If children are eligible for benefit-related free school meals but are self-isolating, we expect catering providers to be in a strong position to support any eligible pupils through food parcels, be those daily or weekly. We have put guidance in place for schools on how they can support children in these circumstances, which is complemented by advice from the schools food trade organisation, LACA, and Public Health England on what a good food parcel should comprise. Our latest guidance for schools is set out here: https://www.gov.uk/government/publications/covid-19-free-school-meals-guidance/covid-19-free-school-meals-guidance-for-schools.

The department invested over £100 million to help provide laptops and devices for disadvantaged children and young people so they can access education and social care services remotely.

The department distributed laptops, tablets and 4G wireless routers for disadvantaged children in year 10, children receiving support from a social worker and care leavers to ensure these children and young people could continue to access education and vital social care services online during the COVID-19 outbreak.

As part of this, we have provided devices for care leavers, including those who might be studying at university.

Information on the equipment distributed to care leavers, including those studying in higher education, is held by local authorities.

Data on the number of care leavers in higher education are included in the report ‘Children Looked After in England (including adoption), year ending 31 March 2019’. This data shows that 6% of 19 to 21-year-old care leavers were known to be in higher education. This report is available at:
https://www.gov.uk/government/statistics/children-looked-after-in-england-including-adoption-2018-to-2019.

The government has also worked closely with the Office for Students to help clarify that higher education providers can draw upon existing funding to provide hardship funds and support disadvantaged students impacted by the COVID-19 outbreak. Providers are able to use the funding, worth around £256 million for the academic year 2020/21 towards student hardship funds, including the purchase of IT equipment.

The department invested over £100 million to help provide laptops and devices for disadvantaged children and young people so they can access education and social care services remotely. As part of this, we have provided devices for care leavers, including those who are studying at university.

The government has also worked closely with the Office for Students to help clarify that providers can draw upon existing funding to provide hardship funds and support disadvantaged students impacted by COVID-19. Providers are able to use the funding, worth around £256 million for the academic year 2020/21 towards student hardship funds, including the purchase of IT equipment.

The Higher Education and Research Act (2017) requires that the report of the independent review of the Teaching Excellence and Student Outcomes Framework should be laid before Parliament.

The reviewer, Dame Shirley Pearce, has submitted her report to ministers and we are considering the report’s evidence and recommendations. We intend to lay the report in due course, and publish it alongside the government’s response.

The government is aware of the disproportionate impact that the COVID-19 outbreak will have on some students. Officials are working with the sector to continue to monitor the situation.

The government has already worked closely with the Office for Students to help clarify that providers can draw upon existing funding to provide hardship funds and support disadvantaged students impacted by the COVID-19 outbreak.

Providers were able to use the funding, worth around £23 million per month for April to July this year and £256 million for the academic year 2020/21 starting from August, towards student hardship funds, including for the purchase of IT equipment and mental health support, as well as to support providers’ access and participation plans.

Data on students leaving their higher education studies and not continuing their studies following their year of entry are collected and published by the Higher Education Statistics Agency.

We have set up a Higher Education Task Force, involving representatives from across the government and the higher education sector. The taskforce meets weekly to explore the challenges currently facing the sector as it continues to deal with the effects of the COVID-19 outbreak. Where there is emerging evidence of increasing drop-out rates presented by or to the taskforce, its members will seek to understand and address the possible impact of COVID-19.

On Friday 25 September, we published updated COVID-19 guidance for children’s social care services, which includes guidance on residential provision for children. The guidance is available at:
https://www.gov.uk/government/publications/coronavirus-covid-19-guidance-for-childrens-social-care-services/coronavirus-covid-19-guidance-for-local-authorities-on-childrens-social-care.

We do not collate or currently hold information pertaining to the number of university students unable to provide a suitable guarantor for securing their accommodation.

Any student struggling to provide a guarantor should, in the first instance, speak to the specialist accommodation team at their higher education (HE) provider to discuss the options available to them. Some HE providers operate a rent guarantor scheme for those students unable to provide a suitable guarantor to secure their accommodation. Students will receive scheduled payments of loans towards their living costs for the current 2020/21 academic year. Many HE providers will have hardship funds to support students in times of need.

The expectation is that, where any student requires additional support, providers will support them through their own hardship funds.

The government is aware of the disproportionate impact that the COVID-19 outbreak will have on some students. Officials are working with the sector to continue to monitor the situation.

The government has already worked closely with the Office for Students (OfS) to help clarify that providers can draw upon existing funding to provide hardship funds and support disadvantaged students impacted by the COVID-19 outbreak. Providers were able to use the funding, worth around £23 million per month for April to July, this year and £256 million for the 2020/21 academic year starting from August, towards student hardship funds, including the purchase of IT equipment and mental health support as well as to support providers’ access and participation plans.

We have also allocated £100 million to support remote education, including to provide routers and laptops to vulnerable students, prioritising care leavers, including those at university.

The Student Space platform, which is funded by the OfS, bridges gaps in support for students arising from this unprecedented situation and is designed to work alongside existing services.

We do not collate or currently hold information pertaining to the number of university students unable to provide a suitable guarantor for securing their accommodation.

Any student struggling to provide a guarantor should, in the first instance, speak to the specialist accommodation team at their higher education (HE) provider to discuss the options available to them. Some HE providers operate a rent guarantor scheme for those students unable to provide a suitable guarantor to secure their accommodation. Students will receive scheduled payments of loans towards their living costs for the current 2020/21 academic year. Many HE providers will have hardship funds to support students in times of need.

The expectation is that, where any student requires additional support, providers will support them through their own hardship funds.

The government is aware of the disproportionate impact that the COVID-19 outbreak will have on some students. Officials are working with the sector to continue to monitor the situation.

The government has already worked closely with the Office for Students (OfS) to help clarify that providers can draw upon existing funding to provide hardship funds and support disadvantaged students impacted by the COVID-19 outbreak. Providers were able to use the funding, worth around £23 million per month for April to July, this year and £256 million for the 2020/21 academic year starting from August, towards student hardship funds, including the purchase of IT equipment and mental health support as well as to support providers’ access and participation plans.

We have also allocated £100 million to support remote education, including to provide routers and laptops to vulnerable students, prioritising care leavers, including those at university.

The Student Space platform, which is funded by the OfS, bridges gaps in support for students arising from this unprecedented situation and is designed to work alongside existing services.

The government will do whatever it takes to support people affected by COVID-19. This has been an incredibly difficult time for students and this government is making every effort to make sure that all those who planned to move on to higher education can do so.

Protecting students’ mental health and wellbeing is a priority. I wrote to all higher education providers asking them to ensure they continue to support students. We have clarified that providers can use funding worth £256 million for the academic year of 2020/21, starting from August, towards student hardship funds and mental health support. Furthermore, the Office for Students has provided up to £3 million to fund the Student Space platform to bridge gaps in mental health support for students.

Through our government taskforce, we are working closely with universities to support them with the challenges they face and to help them build capacity for students entering university in the 2020/21 academic year. We have already announced that we intend to remove the temporary student number controls as well as the normal caps on medical and dental students. We will also be making additional funding available to universities to help them take on more students.

The government and the higher education sector have agreed that all students who achieved the required grades will be offered a place at their first choice university in the 2020/21 academic year wherever possible, or if maximum capacity is reached, they will be offered an alternative course or a deferred place. In these circumstances, we have asked universities to particularly consider what they can do for students from disadvantaged backgrounds.

As of 2 September, The Universities and Colleges Admissions Service figures show that a record 24,680 18-year-olds from the most disadvantaged backgrounds (POLAR4 quintile 1) in England have been accepted into university for 2020/21 – this is a record rate of 22.9%, compared to the same point last year. I also wrote to Vice Chancellors on 28 August, confirming that I would work with higher education providers in the coming weeks to support the 2021/21 intake of students.

We are also ensuring that higher education providers have the guidance they need to ensure that their provision is COVID-19 secure. We will continue to work with the sector to support them with the current challenges that providers might face as well as to deliver on this year’s admission cycle and to allow the sector to access the government support on offer as needed.

Universities are independent, autonomous bodies. As such, they are responsible for their own admissions decisions, including on the use of the University Clinical Aptitude Test and BioMedical Admissions Test in their admissions process.

The evidence for acceptance to university courses ceases to be relevant once a university student has been accepted to the course, regardless of when they have commenced, including deferrals. The Medical Schools Council is not aware of any medical school that would expect any student in this situation to have to resit.

The government has asked that universities are as flexible as possible, and we will continue to make every effort to minimise the impact of the COVID-19 outbreak on young people’s education.

The Department has provided guidance for all residential settings on supporting pupils living in those settings who either show symptoms of, or are confirmed to have, COVID-19. Additional guidance, specifically for boarding schools, is provided to help with the collection, transfer and isolation of students entering the UK and travelling to a named boarding school or a named household.

Both documents were prepared in consultation with Public Health England and are published on GOV.UK:

https://www.gov.uk/government/publications/coronavirus-covid-19-guidance-on-isolation-for-residential-educational-settings/coronavirus-covid-19-guidance-on-isolation-for-residential-educational-settings;

https://www.gov.uk/government/publications/coronavirus-covid-19-guidance-for-boarding-schools-with-international-students.

The Department’s guidance explains that residential settings need to ensure that the arrangements for the oversight of any student in isolation protects their safety and welfare.

Students are eligible to access one loan up to the maximum amount that was available when they started their course. There is no discretion within the regulations to increase the entitlement where a student extends their study, but students who have not accessed the maximum loan can apply for an additional amount of loan.

If a student has withdrawn from their course due to Compelling Personal Reasons, they may nonetheless be eligible for a further loan for a second full course. Withdrawal as a result of reasons connected to COVID-19 is usually considered to be one such Compelling Personal Reason.

Many higher education providers will have hardship funds to support students in times of need, including emergencies. The expectation is that, where any student requires additional support, providers will support them through their own hardship funds.

We have worked closely with the Office for Students to enable higher education providers to draw upon existing funding to increase hardship funds and support disadvantaged students impacted by COVID-19. As a result, providers were able to use the funding, worth around £23 million per month for April to July 2020 and £256 million for the academic year 2020/21 starting from August, towards student hardship funds.

It is a priority of the department to improve the outcomes of young people with special educational needs and disabilities (SEND). The SEND Code of Practice states that all children and young people with SEND should be prepared for adulthood, including employment, and that this preparation should start early.

Structured study programmes, based primarily at an employer, such as supported internships, help young people aged 16-24 with an Education, Health and Care (EHC) plan to achieve sustainable paid employment through learning in the workplace. In 2017, the government announced £9.7 million for local authorities to increase the number of supported internships and other pathways to employment for young people with SEND, by establishing local supported internship forums and training additional job coaches.

The number of young people undertaking a supported internship has been rising annually. The most recent report was in January 2020 and showed that 2,231 young people with EHC plans were undertaking supported internships, an increase from 1,646 from the same time in 2019 and 1,186 in 2018.

Work is currently ongoing, as part of the SEND Review, to consider how best to continue to boost employment outcomes for young people on EHC Plans.

The £1000 additional payment for employers who take on apprentices aged 16-18 or aged 19-24 who have previously been in care or who have a local authority EHC plan, is in recognition of the additional costs associated with supporting these groups in the workplace. This payment is not available to employers taking on these young people on a supported internship.

In the event that the UK does not participate in the next Erasmus+ programme (2021-27), departmental officials have been preparing a UK-wide domestic alternative scheme should we need to have a contingency measure. As this scheme is still being developed and negotiations with the EU on UK participation in the Erasmus+ programme are ongoing, it is too early to set out the exact details of the scheme. However, I have discussed the development of the domestic alternative with my ministerial counterparts in the devolved administrations and hosted a roundtable in March with a range of higher education and further education stakeholders including representative and mission groups and Vice-Chancellors.

Departmental officials have also been engaging with officials in the devolved administrations as well as sector bodies and institutions through a series of roundtables and interviews so far, speaking to representatives from across the education sector in all 4 nations to understand their views and ensure that this scheme can deliver a world-leading exchange programme.

In the event that the UK does not participate in the next Erasmus+ programme (2021-27), departmental officials have been preparing a UK-wide domestic alternative scheme should we need to have a contingency measure. As this scheme is still being developed and negotiations with the EU on UK participation in the Erasmus+ programme are ongoing, it is too early to set out the exact details of the scheme. However, I have discussed the development of the domestic alternative with my ministerial counterparts in the devolved administrations and hosted a roundtable in March with a range of higher education and further education stakeholders including representative and mission groups and Vice-Chancellors.

Departmental officials have also been engaging with officials in the devolved administrations as well as sector bodies and institutions through a series of roundtables and interviews so far, speaking to representatives from across the education sector in all 4 nations to understand their views and ensure that this scheme can deliver a world-leading exchange programme.

The department has issued the Annual Performance and Resource Agreement to the Student Loans Company (SLC), however there was a delay in issuing it this year due to the impact of COVID-19. The Annual Performance and Resource Agreement will be published by the SLC later in the year.

The department does not publish the Ministerial letter, however the SLC’s ‘Corporate Strategy 2019-20 to 2021-22’ (https://www.gov.uk/government/publications/corporate-strategy) sets out the medium-term direction and strategy in line with shareholders’ priorities.

The department has issued the Annual Performance and Resource Agreement to the Student Loans Company (SLC), however there was a delay in issuing it this year due to the impact of COVID-19. The Annual Performance and Resource Agreement will be published by the SLC later in the year.

The department does not publish the Ministerial letter, however the SLC’s ‘Corporate Strategy 2019-20 to 2021-22’ (https://www.gov.uk/government/publications/corporate-strategy) sets out the medium-term direction and strategy in line with shareholders’ priorities.

I have regular meetings with representatives from the higher education sector, including individual providers, to discuss temporary student number controls and higher education issues.

London Metropolitan University has made representations to the department in relation to student number controls. As with all such representations, officials will consider and respond to the university in due course.

My right hon. Friend, the Secretary of State for Education, departmental officials and I will continue to work closely with the sector on strengthening and stabilising the higher education system.

We are aware of the financial impact COVID-19 has had on post-16 providers, including Agricultural Colleges.

We will continue to pay grant funded providers, including Agricultural Colleges, their scheduled monthly profiled payments for the remainder of the 2019/20 funding year and funding allocations for 2020/21 have been confirmed. Payments will be made in line with the national profile.

The funding system also provides a programme cost weighting uplift for agriculture courses delivered in eligible land-based settings, reflecting their higher costs.

For colleges in significant financial difficulties the exiting support arrangements remain in place, including short-term solvency support via emergency funding

The further education commissioner and his highly experienced team are able to talk through plans, concerns and issues. The department’s pool of National Leaders of Governance (NLGs) are also able to offer support. Local Education and Skills Funding Agency (ESFA) teams are also providing support and enquiries can be submitted through the ESFA enquiries service.

We are aware of the financial impact COVID-19 has had on post-16 providers, including Agricultural Colleges.

We will continue to pay grant funded providers, including Agricultural Colleges, their scheduled monthly profiled payments for the remainder of the 2019/20 funding year and funding allocations for 2020/21 have been confirmed. Payments will be made in line with the national profile.

The funding system also provides a programme cost weighting uplift for agriculture courses delivered in eligible land-based settings, reflecting their higher costs.

For colleges in significant financial difficulties the exiting support arrangements remain in place, including short-term solvency support via emergency funding

The further education commissioner and his highly experienced team are able to talk through plans, concerns and issues. The department’s pool of National Leaders of Governance (NLGs) are also able to offer support. Local Education and Skills Funding Agency (ESFA) teams are also providing support and enquiries can be submitted through the ESFA enquiries service.

The government has been clear that our world-leading universities, which thrive on being global institutions, will always be open to international students. Engaging closely with the devolved administrations and the higher education sector, we are working to reassure prospective international students that UK higher education is ‘open for business’, remains-world class and is a safe place to study. This includes continued work with Study UK (the government’s international student recruitment campaign led by the British Council), support for the sector-led #WeAreTogether campaign and a package of bespoke communications that will directly target prospective international students, making clear our world-leading offer.

We are also taking steps to promote the new graduate route, which will provide a non-extendable period of leave to stay and work in the UK at any skill level. The government announced on 1 July, as part of the new graduate route, that international students who complete a PhD from summer 2021 can stay in the UK for 3 years after study to live and work. Students who have successfully completed undergraduate and master’s degrees will be able to stay for 2 years. This represents a significant improvement in our offer to international students and will help ensure our higher education sector remains competitive internationally.

Furthermore, on 22 June, with my counterparts in Scotland, Northern Ireland and Wales, I wrote to prospective international students to outline the support and guidance available to international students who are considering studying in the UK from the autumn: https://study-uk.britishcouncil.org/sites/default/files/letter_to_prospective_international_students.pdf. This letter reiterates a number of flexibilities that the government has already announced for international students including, amongst other mitigations, confirmation that distance/blended learning will be permitted for the 2020/21 academic year provided that international students’ sponsors intend to transition to face-to-face learning as soon as circumstances allow, and that international students present in the UK before 6 April 2021 will be eligible for the graduate route if they meet the other requirements of the route when it is introduced in summer 2021.

Guidance published on 24 March provides a temporary work-around for students who need to undertake distance learning due to the COVID-19 outbreak. This is reiterated in guidance for short-term and Tier 4 students updated on 1 June: www.gov.uk/government/publications/coronavirus-covid-19-tier-4-sponsors-migrants-and-short-term-students.

The government is also in discussions with Universities UK and other sector representatives on a regular basis to ensure we are united in welcoming international students to the UK. In particular, we expect international students to be appropriately supported upon arrival by their chosen university during these unprecedented times – especially those who will be subject to the 14-day self-isolation period.

The UK’s new International Education Champion, Sir Steve Smith, will assist with opening up export growth opportunities for the whole UK education sector, which will include attracting international students to UK universities. Alongside Sir Steve’s appointment, our review of the International Education Strategy this autumn will respond to the new context and the challenges posed by COVID-19 across all education settings to ensure we can continue to welcome international students in the future.

Higher education providers are autonomous institutions and we expect them to make their own judgements based on the latest public health guidance. We published guidance on 3 June on the reopening of buildings and campuses to help providers make informed decisions about their provision in ways that protect the health and wellbeing of both staff and students. Our guidance contains links to other sources of relevant advice, including to the guidance on safer workplaces: https://www.gov.uk/guidance/working-safely-during-coronavirus-covid-19, including references to the importance of ventilation, particularly in advance of reopening buildings.

The Government has committed over £100 million to support vulnerable and disadvantaged children in England to access remote education and social care services, including by providing laptops, tablets and 4G wireless routers.

We are providing laptops and tablets to disadvantaged children who would otherwise not have access and are preparing for examination in Year 10, receiving support from a social worker or are a care leaver. Where care leavers, children with a social worker at secondary school and children in Year 10 do not have internet connections, we are providing 4G wireless routers.

The Department has ordered over 200,000 laptops and tablets and allocated devices to local authorities and academy trusts based on its estimates of the number of eligible children that do not have access to a device. Local authorities and academy trusts are best placed to identify and prioritise children and young people who need devices. The Department is working to provide these devices in the shortest possible timeframe; deliveries to schools and Local Authorities began in May and is continuing throughout June.

The Department has published information about how many laptops, tablets and 4G wireless routers we have delivered or dispatched to local authorities and academy trusts as of 14 June, which can be viewed here: https://www.gov.uk/government/publications/laptops-tablets-and-4g-wireless-routers-progress-data.

This includes 1,415 devices to Hull City Council for children with a social worker and care leavers. For East Riding of Yorkshire Council, a total of 828 devices have been delivered: 625 for children with a social worker and care leavers, and 203 for disadvantaged Year 10 pupils.

As both my right hon. Friends the Prime Minister and Chancellor of the Exchequer have made clear, the government will do whatever it takes to support people affected by COVID-19.

Statistics on the Coronavirus Job Retention Scheme (CJRS) are published on GOV.UK. The latest publication provides analysis of claims made up until 31 May 2020 and is available here:

https://www.gov.uk/government/statistics/coronavirus-job-retention-scheme-statistics-june-2020.

This shows that, across all education sectors, 20,800 employers have furloughed 213,400 staff and made claims to the value of £363 million. However, it is not possible to disaggregate higher education staff from these figures.

HM Revenue and Customs (HMRC) are continuing to develop statistics on the CJRS and plan to publish monthly updates.

The Department of Education is also working with HMRC and HM Treasury to develop appropriate monitoring arrangements for the CJRS.

My right hon. Friend, the Secretary of State for Education, gave consideration to a wide range of factors when setting out the eligibility criteria for the extra non-healthcare places. This included the need to ensure that these places lead to completed qualifications and entry into the professions in which we need more people so we can support our vital public services and add value to the economy. My right hon. Friend, the Secretary of State for Education, had due regard to the need to eliminate discrimination and the other equality aims under the Equality Act (2010) when formulating the policy on student number controls (SNCs). Admitting students, including disadvantaged students, to low quality courses which do not give them the support they need to complete their degree, or do not give them good access to graduate employment, is not in the interest of students.

Overall, SNCs allow for substantial growth across the sector – they allow for all provider forecasts of growth and another 5% growth above this. Every individual provider in the country can recruit at least 6.5% more students than in the last academic year. The extra places that my right hon. Friend, the Secretary of State for Education can award, are in addition to this already generous allowance.

SNCs will, however, re-distribute students more equally across different higher education providers compared to what would likely occur in the absence of any quantitative limits on student numbers at individual providers. Providers in the medium and low tariff groups are expected to be the main beneficiaries from SNCs as they are most likely to feel the greatest pressure on recruitment.

Our overarching aim is to protect students and to allow all students who want to go to university, and who meet their entry requirements, to access higher education.

My right hon. Friend, the Secretary of State for Education, gave consideration to a wide range of factors when setting out the eligibility criteria for the extra non-healthcare places. This included the need to ensure that these places lead to completed qualifications and entry into the professions in which we need more people so we can support our vital public services and add value to the economy. My right hon. Friend, the Secretary of State for Education, had due regard to the need to eliminate discrimination and the other equality aims under the Equality Act (2010) when formulating the policy on student number controls (SNCs). Admitting students, including disadvantaged students, to low quality courses which do not give them the support they need to complete their degree, or do not give them good access to graduate employment, is not in the interest of students.

Overall, SNCs allow for substantial growth across the sector – they allow for all provider forecasts of growth and another 5% growth above this. Every individual provider in the country can recruit at least 6.5% more students than in the last academic year. The extra places that my right hon. Friend, the Secretary of State for Education can award, are in addition to this already generous allowance.

SNCs will, however, re-distribute students more equally across different higher education providers compared to what would likely occur in the absence of any quantitative limits on student numbers at individual providers. Providers in the medium and low tariff groups are expected to be the main beneficiaries from SNCs as they are most likely to feel the greatest pressure on recruitment.

Our overarching aim is to protect students and to allow all students who want to go to university, and who meet their entry requirements, to access higher education.

The process for bidding for the additional 5,000 non healthcare places, the details of which were published on 1 June, is for one year only. The intention is that it is simple, competitive, and places minimal burden on higher education providers.

The Teaching Excellence and Student Outcomes Framework (TEF) Year Four data was used, as it provides a comprehensive overview of quality measures for higher education providers in England, including continuation and high-skilled employment and further study metrics. It is publicly available and requires no additional aggregation or calculation, ensuring transparency. Other data sources are or will be available, but do not average across multiple years of data as is done in TEF.

The combination of the continuation rate of =90 per cent and the skilled employment/further study rate of =75 per cent as minimum qualifying thresholds, ensures that the 5,000 places are awarded on a competitive basis, by restricting eligibility to only the top performing providers.

The methodology used for student number controls more broadly, already allows for the substantial growth forecast by the sector, plus another 5%. This allows providers to increase their student numbers compared to previous years.

The process for bidding for the additional 5,000 non healthcare places, the details of which were published 1 June, is for one year only. The intention is that it is simple, competitive and places minimal burden on higher education providers.

The Teaching Excellence Framework (TEF) Year Four data was used, as it provides a comprehensive overview of quality measures for higher education providers in England, including continuation and high-skilled employment/further study metrics. It is publicly available and requires no additional aggregation or calculation, ensuring transparency. Other data sources are or will be available, but do not average across multiple years of data as is done in TEF.

The combination of the continuation rate of =90 per cent and the skilled employment/further study rate of =75 per cent as minimum qualifying thresholds, ensures that the 5,000 places are awarded on a competitive basis, by restricting eligibility to only the top performing providers.

The methodology used for student number controls more broadly, already allows for the substantial growth forecast by the sector, plus another 5%. This allows providers to increase their student numbers compared to previous years.

Financial education is taught within the national curriculum in maths and citizenship. The Department will continue to work closely with The Money and Pension Service and HM Treasury to consider how we can further support the teaching of financial education in schools.

At present, due to the unprecedented challenges for schools caused by COVID-19, the Government understands that schools will need flexibility around the education they are providing to their pupils, both at home and at school. We expect schools and teachers to use their professional judgement, and knowledge of their pupils’ educational needs and home circumstances, to plan appropriate content that enables education to continue.

These are rapidly developing circumstances; we continue to keep the situation under review and will keep Parliament updated accordingly.

The government recognises the significant challenges the COVID-19 outbreak has presented for autistic children and young people, and their families.

From 1 June, early years providers, including childminders, have been able to welcome back children of all ages.

For school age children, from the week commencing 1 June, we have asked primary schools to welcome back children in Reception, Year 1 and Year 6, alongside priority groups. This includes children and young people with an education, health and care (EHC) plan who are not already attending, according to individual risk assessment. We have also asked special schools to work towards a phased return of more children and young people, without a focus on specific year groups and informed by risk assessments.

We are asking local authorities and education settings, working in partnership with parents, carers and young people, to maintain risk assessments for children and young people with EHC plans who are remaining at home. These assessments help inform decisions about the support children and young people should receive, noting that circumstances, such as the child’s and family’s needs and wellbeing, may change. Our latest guidance on supporting children and young people with special educational needs and disabilities (SEND) to return to school or college is available here:
https://www.gov.uk/government/publications/coronavirus-covid-19-send-risk-assessment-guidance/coronavirus-covid-19-send-risk-assessment-guidance.

Due to the unprecedented challenges for schools caused by the COVID-19 outbreak, the Government understands that schools will need flexibility around the education they are providing to their pupils. We expect schools and teachers to use their professional judgement, and knowledge of their pupils’ educational needs and home circumstances, to plan appropriate content that enables education to continue.

Our latest guidance on teaching children at this time is set out below:

https://www.gov.uk/guidance/remote-education-during-coronavirus-covid-19.

These are rapidly developing circumstances; we continue to keep the situation under review and will keep Parliament updated accordingly.

Apprenticeships will be excluded from student number controls. When monitoring potential recruitment above a student number control, a higher education provider will not be considered to have exceeded the student number control by virtue of the number of apprenticeship students that it has.

Apprenticeships are jobs with a sustained element of training, so this provision is delivered in conjunction with local employers where the apprentice is employed. Relationships between these employers and providers are usually well established so they are unlikely to be vulnerable to aggressive recruitment practices and they pose little or no threat to the stability of the sector.

However, despite apprentices being in full-time employment, they are sometimes also recorded as studying full-time in the Higher Education Students Early Statistics (HESES) data. This data is used to calculate and monitor student number controls.

For HESES20, the Office for Students will provide guidance on how apprentices are recorded in the data return, which will allow all apprenticeship places to be identified.

Employers are at the heart of our reforms to apprenticeships, which include designing high-quality standards that deliver the skills that employers need and determining which apprenticeships employers offer and when they offer them. Over 550 employer-designed standards are now available and standards developed by the maritime sector include Able Seafarer at level 2, Maritime Operations Officer at level 3 and Marine Pilot at level 5. We announced in October 2018 that all new starts would be on these high-quality standards from 1 August 2020 and almost 75% of new apprenticeship starts are now on standards.

In response to the COVID-19 outbreak, we have introduced a broad range of flexibilities, including encouraging the remote delivery of apprenticeships, in order to ensure that apprentices can continue with their learning as far as possible and to support the continued take up of apprenticeships by employers. The Marine Pilot Standard is one of the standards where flexibilities to the end point assessment have been agreed.

Apprenticeships will have an important role to play in creating employment opportunities, particularly for young people, and in supporting employers in all sectors to access the skilled workforce that they need to recover and grow, following the COVID-19 outbreak. We are looking to support employers of all sizes, and particularly smaller businesses, to take on new apprentices this year. We will set out further details in due course. We will also ensure that there is sufficient funding to support small businesses that want to take on an apprentice this year.

We are working closely with intermediary bodies in the transport sector to promote apprenticeships to 55,000 employer members. This includes through campaigns, events and school and college partnerships. The National Skills Academy for Rail is supporting employers in the sector to develop new apprenticeship standards, ensuring employers identify the skills they need for the future. Transport sector ambassadors are also engaging intermediary bodies to foster commitment to apprenticeship delivery in the transport sector.

Apprenticeships will have an important role to play in creating employment opportunities, particularly for young people, and supporting employers in all sectors, including transport, to access the skilled workforce they need to recover and grow post COVID-19. We are looking to support employers of all sizes, and particularly smaller businesses to take on new apprentices this year. We will set out further details in due course. We will also ensure that there is sufficient funding to support small businesses wanting to take on an apprentice this year.

We continue to work closely with the Department for Transport to support apprentices in the aviation and aerospace sector.

The government funds a range of study programmes for 16 to 19 year olds, and via the Adult Education Budget (AEB), to help learners gain the skills they need to get into and progress in work, an apprenticeship or further learning. Additional funding is available to support apprenticeships.

Within this, funding is available for particular qualifications related to maritime studies, but in general the government does not separately allocate funding to maritime training colleges as they are a part of different institutions.

Education and Skills Funding Agency funding allocations, for each institution, are published on GOV.UK for 16 to 19 (https://www.gov.uk/guidance/16-to-19-education-funding-allocations?mxmroi=2305-8593-35041-0#published-allocations) and AEB (https://www.gov.uk/guidance/19-funding-allocations).

The government funds a range of study programmes for 16 to 19 year olds, and via the Adult Education Budget (AEB), to help learners gain the skills they need to get into and progress in work, an apprenticeship or further learning. Additional funding is available to support apprenticeships.

Within this, funding is available for particular qualifications related to maritime studies, but in general the government does not separately allocate funding to maritime training colleges as they are a part of different institutions.

Education and Skills Funding Agency funding allocations, for each institution, are published on GOV.UK for 16 to 19 (https://www.gov.uk/guidance/16-to-19-education-funding-allocations?mxmroi=2305-8593-35041-0#published-allocations) and AEB (https://www.gov.uk/guidance/19-funding-allocations).

This is a matter for Ofqual, the Office of Qualifications and Examinations Regulation. I have asked its Chief Regulator, Sally Collier, to write to the hon. Member and a copy of her reply will be placed in the Libraries of both Houses.

The government remains committed to international exchanges in education, both with the EU and further afield.

For students planning to study abroad in September 2020, the UK will continue to participate fully in the current (2014-2020) Erasmus+ and European Solidarity Corps (ESC) programmes under the Withdrawal Agreement negotiated with the EU. This means that the projects that have been successfully bid for during the current programmes will continue to receive EU funding for the full duration of the project, including for those programmes where funding runs beyond 2020 and the end of the transition period. Participants who are due to study, train, volunteer or spend time abroad through Erasmus+ and ESC exchanges will be able to participate fully and for the full duration of their exchange.

Beyond the 2020/21 academic year, the government remains open to considering participation in elements of the next Erasmus+ programme, provided that the terms are in the UK’s interests. Future participation is subject to our ongoing negotiations with the EU. In parallel, the government is continuing to develop the option for a domestic alternative to Erasmus+, to ensure that we are prepared for every eventuality, and will publish information on a possible alternative, if appropriate, in due course.

The government remains committed to international exchanges in education, both with the EU and further afield.

For students planning to study abroad in September 2020, the UK will continue to participate fully in the current (2014-2020) Erasmus+ and European Solidarity Corps (ESC) programmes under the Withdrawal Agreement negotiated with the EU. This means that the projects that have been successfully bid for during the current programmes will continue to receive EU funding for the full duration of the project, including for those programmes where funding runs beyond 2020 and the end of the transition period. Participants who are due to study, train, volunteer or spend time abroad through Erasmus+ and ESC exchanges will be able to participate fully and for the full duration of their exchange.

Beyond the 2020/21 academic year, the government remains open to considering participation in elements of the next Erasmus+ programme, provided that the terms are in the UK’s interests. Future participation is subject to our ongoing negotiations with the EU. In parallel, the government is continuing to develop the option for a domestic alternative to Erasmus+, to ensure that we are prepared for every eventuality, and will publish information on a possible alternative, if appropriate, in due course.

We have introduced a broad range of flexibilities, including encouraging the remote delivery of apprenticeships, to ensure that apprentices can continue with their learning as far as possible and to support the continued take-up of apprenticeships: https://www.gov.uk/government/publications/coronavirus-covid-19-apprenticeship-programme-response/coronavirus-covid-19-guidance-for-apprentices-employers-training-providers-end-point-assessment-organisations-and-external-quality-assurance-pro.

Apprenticeships will have an important role to play in creating employment opportunities, particularly for young people, and in supporting employers in all sectors to access the skilled workforce that they need to recover and grow, following the COVID-19 outbreak. Apprenticeship standards available in the maritime sector include Able Seafarer (Deck) and Marine Pilot.

We are looking to support employers of all sizes, and particularly small businesses, and in all sectors, including the maritime sector, to take on new apprentices this year. We will set out further details in due course. We will also ensure that there is sufficient funding to support small businesses that want to take on an apprentice this year.

A substantial package of support for businesses, including the Coronavirus Job Retention Scheme (https://www.gov.uk/government/collections/coronavirus-job-retention-scheme), is available to enable people to remain in employment and reduce redundancies. Where redundancies are made, we will endeavour to provide comprehensive and practical support to ensure that apprenticeships can continue. We have launched a new hub for apprentices that offers guidance and information to support apprentices that may be, or are being, made redundant: https://help.apprenticeships.education.gov.uk/hc/en-gb/sections/360003798540-Apprentice. We will continue to review how best to support these apprentices as part of the wider economic recovery.

We have introduced a broad range of flexibilities, including encouraging the remote delivery of apprenticeships, to ensure that apprentices can continue with their learning as far as possible and to support the continued take-up of apprenticeships: https://www.gov.uk/government/publications/coronavirus-covid-19-apprenticeship-programme-response/coronavirus-covid-19-guidance-for-apprentices-employers-training-providers-end-point-assessment-organisations-and-external-quality-assurance-pro.

Apprenticeships will have an important role to play in creating employment opportunities, particularly for young people, and in supporting employers in all sectors to access the skilled workforce that they need to recover and grow, following the COVID-19 outbreak. Apprenticeship standards available in the maritime sector include Able Seafarer (Deck) and Marine Pilot.

We are looking to support employers of all sizes, and particularly small businesses, and in all sectors, including the maritime sector, to take on new apprentices this year. We will set out further details in due course. We will also ensure that there is sufficient funding to support small businesses that want to take on an apprentice this year.

A substantial package of support for businesses, including the Coronavirus Job Retention Scheme (https://www.gov.uk/government/collections/coronavirus-job-retention-scheme), is available to enable people to remain in employment and reduce redundancies. Where redundancies are made, we will endeavour to provide comprehensive and practical support to ensure that apprenticeships can continue. We have launched a new hub for apprentices that offers guidance and information to support apprentices that may be, or are being, made redundant: https://help.apprenticeships.education.gov.uk/hc/en-gb/sections/360003798540-Apprentice. We will continue to review how best to support these apprentices as part of the wider economic recovery.

The Department is providing laptops and tablets to vulnerable and disadvantaged children who would otherwise not have access and are preparing for examination in Year 10, receiving support from a social worker, including pre-school children, or are a care leaver.

Where care leavers, children with a social worker at secondary school and disadvantaged children in Year 10 do not have internet connections, we are providing 4G wireless routers to them so that they can learn at home.

Local authorities and academy trusts are best placed to identify and distribute the laptops, tablets and 4G wireless routers to children and young people who need them. The Department has invited local authorities to order devices for the most vulnerable children first - children with a social worker and care leavers.

To date, the Department has delivered nearly 50,000 devices and 10,000 4G wireless routers to local authorities distribute to eligible children. Deliveries will continue throughout June.

The International Education Strategy,? published in March 2019,? by the Department for Education and the Department for International Trade, set out a commitment to review progress following its publication.??The review, which we intend to publish this autumn, will ensure that the International Education Strategy responds to this new context and the challenges that are posed.

We recognise that the COVID-19 outbreak is an unprecedented situation and brings significant challenges to the higher education (HE) sector.

My department engages regularly with representative bodies covering all types of HE provider, encompassing all locations, as well as receiving representations in person and by correspondence from individual providers. We continue to work closely with the Office for Students (OfS), as the regulator for the HE sector in England, to ensure that we maintain an up-to-date understanding of the financial risks and implications COVID-19 is bringing to bear on providers.

The OfS has stated that one of its key priorities during the outbreak is to support the financial sustainability of the sector and it has enhanced its monitoring to identify any potential risks. Providers with concerns about their financial viability or sustainability have been encouraged to contact the OfS at the earliest opportunity. The OfS ensures that it keeps the department aware of its current assessment of the risks posed by COVID-19 across the whole English HE sector.

My department is working closely with the Department for Business, Energy and Industrial Strategy, the Ministry of Housing, Communities and Local Government and Her Majesty’s Treasury to ensure that we consider the implications across the whole of England arising from COVID-19 related financial sustainability risk in HE.

The Higher Education and Research Act (2017) requires that the report of the independent review of the Teaching Excellence and Student Outcomes Framework (TEF) should be laid before Parliament.

The reviewer, Dame Shirley Pearce, has submitted her report to ministers and we are considering the report’s evidence and recommendations. We intend to lay the report in due course and publish it alongside the government’s response.

The National Student Survey (NSS) is managed by the Office for Students (OfS), the independent regulator of higher education in England, on behalf of the UK funding and regulatory bodies.

The fieldwork for this year’s NSS took place from 6 January to 30 April 2020. The survey is largely online so the collection of data has not been significantly affected. The OfS has not placed any expectation on higher education providers to publicise the survey during the time of the pandemic. The OfS will take a view in due course on how this year’s NSS will be used having considered the impacts of Covid-19 on the results.

As my right hon. Friends the Prime Minister and Chancellor of the Exchequer have both made clear, the government will do whatever it takes to support people affected by COVID-19.

On 24 April we opened the Education and Skills Funding Agency’s post-16 provider relief scheme to training providers with contracts for services that were procured as a service under the Public Contract Regulations (2015). The purpose of the scheme is to ensure that training providers can continue to deliver high quality education and training to make sure we have the skills needed to rebuild our economy following the COVID-19 outbreak. This also includes supporting new learners, where possible, to learn the skills that they need to progress. Details of eligibility and how to apply are available at: https://www.gov.uk/government/publications/esfa-post-16-provider-relief-scheme.

The closing date for applications is 30 April 2020 at midnight. Providers will be notified on or around 15 May 2020 if they are to receive support.

These are rapidly developing circumstances and we will continue to keep the situation under review and to keep Parliament updated accordingly.

As part of steps taken to fight the spread of coronavirus (COVID-19), the government announced that all exams due to take place in schools and colleges in England in summer 2020 are cancelled and that it will not publish any school or college level educational performance data based on tests, assessments or exams for 2020. This includes both school and college performance tables and qualification achievement rates. This announcement can be found at the following link: https://www.parliament.uk/business/publications/written-questions-answers-statements/written-statement/Commons/2020-03-23/HCWS176/.

We will also not include any 2020 results data at pupil level in future performance tables.

The department will not hold schools or colleges to account on the basis of exams and assessment data from summer 2020. Additionally, this data will not be used by other organisations, such as Ofsted and local authorities, to hold schools or colleges to account. Further information can be found at the following link: https://www.gov.uk/government/publications/coronavirus-covid-19-school-and-college-performance-measures.

We have made no assessment yet of the potential case for and against suspending data and performance tables beyond this year.

Students with a part time employment contract should speak to their employer about the Coronavirus Job Retention Scheme which has been set up to help pay staff wages and keep people in employment. HMRC are working urgently to get the scheme up and running and we expect the first grants to be paid within weeks.

Students suffering hardship should in the first instance contact their provider. Many universities have hardship funds to support students most in need and contact details are available on university websites.

Undergraduate students studying on full-time courses will continue to receive their maintenance loan payments as planned for the remainder of this academic year, 2019/20. Eligible students who need to undertake additional weeks of study on their course in the current academic year may qualify for additional long courses loan to help with their living costs.

Certain groups of students eligible for benefits such as lone parents will continue to qualify for Universal Credit in addition to their maintenance loans.

It is important to underline that schools, all childcare settings (including early years settings, childminders and providers of childcare for school-age children), colleges and other educational establishments, remain safe places for children and staff. The fewer children making the journey to school and the fewer children in educational settings, the lower the risk that the virus can spread and infect vulnerable individuals in wider society.

We have published guidance on social distancing in educational settings to limit the risk of the virus spreading. It can be found here:
https://www.gov.uk/government/publications/coronavirus-covid-19-implementing-social-distancing-in-education-and-childcare-settings.

We will work with schools, childcare settings and local authorities to ensure that adequate supplies of personal and domestic cleaning products are available to schools. We will issue further detailed guidance regarding the supply and use of personal protective equipment to settings that require it.

We are very grateful for how further education (FE) providers are responding to the unique challenge of COVID-19. We recognise the financial impact that this is having on the FE sector and are working to make changes where we can.

We have confirmed that the Education and Skills Funding Agency (ESFA) will continue to pay grant-funded providers their scheduled monthly profiled payments for the remainder of the 2019/20 funding year. Allocations for 2020/21 have now also been confirmed and payments will be made as scheduled. Up-to-date details are contained in operational guidance available at:

https://www.gov.uk/government/publications/coronavirus-covid-19-maintaining-further-education-provision.

For colleges in significant financial difficulties, the existing support arrangements remain in place, including short-term emergency funding.

In addition, we have been regularly liaising with the sector. On 24 April 2020, we published details of a provider relief scheme that will offer targeted financial support for training providers. This is designed to retain capacity within the apprenticeships and adult education sector to deliver the skills that we need to support economic recovery. As part of that, we want to maintain support for existing learners and employers and to enable new learners to enrol. Full details of the scheme are available at:

https://www.gov.uk/government/publications/esfa-post-16-provider-relief-scheme.

This is in addition to the series of wider measures to support employers and employees set out by my right hon. Friend, the Chancellor of the Exchequer on 3 April. Details are available at: https://www.gov.uk/government/collections/financial-support-for-businesses-during-coronavirus-covid-19.

We are continuing to work through remaining issues on provider funding.

We are working with training providers, end-point assessment organisations and external quality assurance organisations during this challenging time to maintain the integrity of apprenticeships and support employers and apprentices.

Guidance issued on GOV.UK on 23 March 2020 sets out how we are responding to the impact of Covid-19, including on the matters of end point assessments: www.gov.uk/government/publications/coronavirus-covid-19-apprenticeship-programme-response.

Guidance from the Institute for Apprenticeships and Technical Education on the delivery of assessment was issued on 23 March 2020 and is available at the following link: https://www.instituteforapprenticeships.org/response-to-covid-19/.

We are keeping the guidance under review and will publish updates as the situation evolves.

The government is committed to supporting apprentices and employers to continue to build the skills capabilities that the country needs now and in the future. We are working with training providers, end-point assessment organisations and external quality assurance organisations during this challenging time to maintain the integrity of apprenticeships and support employers and apprentices.

We are encouraging training providers to deliver training to apprentices remotely and via e-learning as far as is practicable. We are allowing the modification of end-point assessment arrangements, including remote assessments wherever practicable and possible, to ensure that apprentices can continue to complete their apprenticeship, despite any break that they need to take as a result of Covid-19.

Guidance issued on 23 March 2020 sets out how we are responding to the impact of Covid-19. It details the temporary flexibilities that we are introducing to the apprenticeship programme and provides answers to questions related to these changes. The guidance can be found on the GOV.UK website here: www.gov.uk/government/publications/coronavirus-covid-19-apprenticeship-programme-response.

We are keeping the guidance under review and will publish updates as the situation evolves.

The government has set out specific measures to support childcare providers during the COVID-19 outbreak:

• We will continue to pay funding to local authorities for the early years entitlements for 2, 3 and 4-year-olds

• To support private nurseries, the Chancellor of the Exchequer has also announced that they will be eligible for a business rates holiday for one year from 1 April.

Childcare providers will also benefit from the wider measures the Chancellor of the Exchequer has announced to support the people and businesses of the UK:

• A three-point plan announced in the Budget providing £12 billion of support for public services, individuals and businesses whose finances are affected by the outbreak
• A package to provide additional support for businesses and individuals totalling £350 billion
• The Coronavirus Job Retention Scheme to help firms continue to keep people in employment. This means that businesses can put workers on temporary leave and the government will pay them cash grants of 80% of their wages up to a cap of £2,500, providing they keep the worker employed
• A scheme to help the UK’s self-employed who are affected by the coronavirus outbreak. The new Self-Employed Income Support Scheme will enable those eligible to receive a cash grant worth 80% of their average monthly trading profit over the last three years. This covers 95% of people who receive the majority of their income from self-employment
• On 28 March, my right hon. Friend, the Secretary of State for Business, Energy and Industrial Strategy, announced that the government will also temporarily suspend the wrongful trading provisions to give company directors greater confidence to use their best endeavours to continue trading during this pandemic emergency, without the threat of personal liability should the company ultimately fall into insolvency.

The government is also providing the following additional support:

• deferral of Self-Assesment income tax payments due in July 2020
• VAT payments due with VAT returns between now and the end June 2020 will be deferred. UK VAT registered businesses will not need make those payments until March 2021
• grants for businesses that pay little or no business rates
• increased amounts of Universal Credit
• the Coronavirus Business Interruption Loan Scheme.

The latest guidance from the department for early years and childcare providers can be found here: https://www.gov.uk/government/publications/coronavirus-covid-19-early-years-and-childcare-closures/coronavirus-covid-19-early-years-and-childcare-closures.

On 9 April, the Department for Education and Ofqual published details in relation to the assessment approaches for vocational and technical qualifications. This sets out that learners due to take assessments for Functional Skills qualifications before the end of the summer will receive a calculated result.

Further information is available at the following link: https://www.gov.uk/government/publications/direction-issued-to-the-chief-regulator-of-ofqual.

On 18 March, the Government announced the cancellation of all exams and assessments due to take place in schools and colleges in England this summer, as part of the fight to prevent the spread of COVID-19.

Our priority is to ensure that students can move on as planned to the next stage of their lives, including starting university, college or sixth form, a job or an apprenticeship in the autumn. For GCSE, AS and A-level students, we will make sure they are awarded a grade which reflects their work. A calculated grade will be awarded this summer based on a range of the best available evidence, including any non-exam assessment that students have already completed. The independent qualifications regulator, Ofqual, is working urgently with the exam boards and teacher representatives to set out proposals for how these arrangements will work and will be talking to teachers’ representatives before finalising an approach, to ensure that the approach taken is as fair as possible.

There is a very wide range of different vocational and technical qualifications as well as other academic qualifications for which students were expecting to sit exams this summer. These are offered by a large number of awarding organisations, and have differing assessment approaches – in many cases students will already have completed modules or non-exam assessment which could provide evidence to award a grade. We are encouraging these organisations to show flexibility and pragmatism to ensure students are not disadvantaged. Ofqual is working urgently with the sector to explore options and we will work with them to provide more details shortly.

We have ensured that vulnerable students and the children of key workers can remain in college. Where young people are particularly at risk or there are safeguarding issues, colleges may make appropriate arrangements that allow them to continue to attend.

We have developed guidance with the sector to support all parts of the apprenticeship system, which is consistent with advice issued by Public Health England. Guidance issued on 23 March sets out how we are responding to the impact of Covid-19 on the apprenticeship programme. It can be found at:

www.gov.uk/government/publications/coronavirus-covid-19-apprenticeship-programme-response.

We are keeping the guidance under active review and will publish updates as the situation evolves.

The authority to change assessment methods sits with the Institute for Apprenticeships and Technical Education (IfATE). IfATE issued guidance on 23 March about the range of temporary flexibilities being introduced to end-point assessment: https://www.instituteforapprenticeships.org/response-to-covid-19/.

IfATE are working closely with external quality assurance providers and end-point assessment organisations to make adjustments to assessment plans, including remote assessment wherever possible, whilst maintaining the integrity of the apprenticeship. Some assessment methods can be carried out remotely but these will need to be checked for each apprenticeship standard to take account of specific occupational requirements. Adjustments will need to be logged with relevant external quality assurance providers.

The department is very grateful to education providers who are responding to the unique challenge of COVID-19, including making provision to continue support for vulnerable children and key workers following the announcement of 18 March. Clearly, there will be a substantial financial impact on the sector, which requires a strong response.

Firstly, where there are current planned payment profiles, we are seeking to provide stability. The Education and Skills Funding Agency will continue to pay grant-funded providers their scheduled monthly payments for the remainder of the year. Allocations for 2020/21 will have been confirmed by the end of March and payments will made as profiled. We are also looking to put in place a process for providing reimbursement for additional costs imposed by responding to COVID-19.

Secondly, we want to ensure that apprentices can continue and complete their apprenticeship, wherever possible, despite any break that they have to take as a result of COVID-19. We are committed to working with training providers, end-point assessment organisations and external quality assurance organisations to mitigate the operational and financial impacts of this disruption and maintain the integrity of apprenticeships. We have published apprenticeship guidance and this is available at: www.gov.uk/government/publications/coronavirus-covid-19-apprenticeship-programme-response. For other funding streams, we will be making decisions on where existing rules and models may need to be modified in relation to any planned reconciliation and future year allocations.

For colleges in significant financial difficulties, the existing support arrangements remain in place including through short-term solvency support through emergency funding.

My right hon. Friend, the Chancellor of the Exchequer, has also announced a series of wider measures to support employers and employees, recognising the significant impacts caused by COVID-19. Education, training and assessment providers who operate as businesses or charities are able to access the package of measures to support businesses. Details of this support are available at: https://www.gov.uk/government/publications/guidance-to-employers-and-businesses-about-covid-19/covid-19-support-for-businesses. We are working closely with HM Treasury to monitor how the support packages are benefitting organisations and to consider any further action which may be required.

To provide more detailed information for further education providers, we have published operational guidance available at: www.gov.uk/government/publications/coronavirus-covid-19-maintaining-further-education-provision.

As my right hon. Friend, the Secretary of State for Education, announced to the House on 18 March, the Government has taken the difficult decision to cancel all examinations due to take place in schools and colleges in England this summer, as part of the fight to prevent the spread of coronavirus. Along with my right hon. Friend, the Secretary of State for Education, I have been in regular communication with Ofqual to ensure that we provide timely advice to educational institutions on alternative arrangements.

The Department’s priority for GCSE and A-level students is to ensure they can move on as planned to the next stage of their education, including starting college, sixth form courses or apprenticeships, in the autumn. We will ensure they are awarded a grade which reflects their work. Our intention is that a grade will be awarded this summer based on the best available evidence, including any non-examination assessment that students have already completed. On 3 April, Ofqual published details for schools, colleges, parents and carers on how GCSEs and A Levels will be awarded:

https://www.gov.uk/government/news/how-gcses-as-a-levels-will-be-awarded-in-summer-2020.

The Department recognises that some students may nevertheless feel disappointed that they have not been able to sit their examinations. If they do not believe the correct process has been followed in their case, they will be able to appeal on that basis. In addition, if they do not feel their calculated grade reflects their performance, they will have the opportunity to sit an examination, as soon as is reasonably possible after the beginning of the new academic year. Students will also have the option to sit their examinations in summer 2021.

There is a very wide range of vocational and technical qualifications, as well as other academic qualifications, for which students were expecting to sit examinations this summer. These are offered by a large number of awarding organisations and have differing assessment approaches. In many cases, students will already have completed modules or non-examination assessment which could provide evidence to award a grade. The Department is encouraging these organisations to show the maximum possible flexibility and pragmatism to ensure students are not disadvantaged. Ofqual is working urgently with the sector to explore options and will provide more details shortly.

There is urgent work under way in the department, the Education and Skills Funding Agency and with the Greater London Authority (GLA) and Mayoral Combined Authorities (MCAs) to ensure that we have the appropriate policy response in place to respond to the impact of Covid-19 on the Further Education sector and its adult learners. We are also looking at how we can help to mitigate the impact on the activity-based funding model for apprenticeships. On 16-19 funding, we do not anticipate that the closure will affect 2019/20 or 2020/21 funding for which education institutions’ allocations have already been calculated. We are looking at the implications for future years and will clarify as soon as we are able to.

The system for setting interest rates on student loans is set out in The Education (Student Loans) (Repayment) Regulations 2009, as amended.

The current system protects borrowers if they see a reduction in their income. Repayments are made based on a borrower’s monthly or weekly income, not the interest rate or amount borrowed, and no repayments are made for earnings below the repayment thresholds. Repayments are calculated as a fixed percentage of earnings above the relevant repayment threshold. Any outstanding debt is written off at the end of the loan term with no detriment to the borrower.

If, at the end of the year, the borrower’s total income is below the annual threshold, they may reclaim any repayments from the Student Loans Company made during that year.

There is urgent work under way in the department, the Education and Skills Funding Agency and with the Greater London Authority and Mayoral Combined Authorities to ensure that we have the appropriate policy response in place to respond to the impact of COVID-19 on the Further Education sector and its learners.

Our priority is preventing the spread of COVID-19 while doing everything possible to mitigate the impact on learning and attainment, and to protect the sustainability and capacity of the provider base and colleges for the future.

The department is very grateful to education providers who are responding to the unique challenge of COVID-19, including making provision to continue support for vulnerable children and key workers following the announcement of 18 March. Clearly, there will be a substantial financial impact on the sector, which requires a strong response.

Firstly, where there are current planned payment profiles, we are seeking to provide stability. The Education and Skills Funding Agency will continue to pay grant-funded providers their scheduled monthly payments for the remainder of the year. Allocations for 2020/21 will have been confirmed by the end of March and payments will made as profiled. We are also looking to put in place a process for providing reimbursement for additional costs imposed by responding to COVID-19.

Secondly, we want to ensure that apprentices can continue and complete their apprenticeship, wherever possible, despite any break that they have to take as a result of COVID-19. We are committed to working with training providers, end-point assessment organisations and external quality assurance organisations to mitigate the operational and financial impacts of this disruption and maintain the integrity of apprenticeships. We have published apprenticeship guidance and this is available at: www.gov.uk/government/publications/coronavirus-covid-19-apprenticeship-programme-response. For other funding streams, we will be making decisions on where existing rules and models may need to be modified in relation to any planned reconciliation and future year allocations.

For colleges in significant financial difficulties, the existing support arrangements remain in place including through short-term solvency support through emergency funding.

My right hon. Friend, the Chancellor of the Exchequer, has also announced a series of wider measures to support employers and employees, recognising the significant impacts caused by COVID-19. Education, training and assessment providers who operate as businesses or charities are able to access the package of measures to support businesses. Details of this support are available at: https://www.gov.uk/government/publications/guidance-to-employers-and-businesses-about-covid-19/covid-19-support-for-businesses. We are working closely with HM Treasury to monitor how the support packages are benefitting organisations and to consider any further action which may be required.

To provide more detailed information for further education providers, we have published operational guidance available at: www.gov.uk/government/publications/coronavirus-covid-19-maintaining-further-education-provision.

The department is very grateful to education providers who are responding to the unique challenge of COVID-19, including making provision to continue support for vulnerable children and key workers following the announcement of 18 March. Clearly, there will be a substantial financial impact on the sector, which requires a strong response.

Firstly, where there are current planned payment profiles, we are seeking to provide stability. The Education and Skills Funding Agency will continue to pay grant-funded providers their scheduled monthly payments for the remainder of the year. Allocations for 2020/21 will have been confirmed by the end of March and payments will made as profiled. We are also looking to put in place a process for providing reimbursement for additional costs imposed by responding to COVID-19.

Secondly, we want to ensure that apprentices can continue and complete their apprenticeship, wherever possible, despite any break that they have to take as a result of COVID-19. We are committed to working with training providers, end-point assessment organisations and external quality assurance organisations to mitigate the operational and financial impacts of this disruption and maintain the integrity of apprenticeships. We have published apprenticeship guidance and this is available at: www.gov.uk/government/publications/coronavirus-covid-19-apprenticeship-programme-response. For other funding streams, we will be making decisions on where existing rules and models may need to be modified in relation to any planned reconciliation and future year allocations.

For colleges in significant financial difficulties, the existing support arrangements remain in place including through short-term solvency support through emergency funding.

My right hon. Friend, the Chancellor of the Exchequer, has also announced a series of wider measures to support employers and employees, recognising the significant impacts caused by COVID-19. Education, training and assessment providers who operate as businesses or charities are able to access the package of measures to support businesses. Details of this support are available at: https://www.gov.uk/government/publications/guidance-to-employers-and-businesses-about-covid-19/covid-19-support-for-businesses. We are working closely with HM Treasury to monitor how the support packages are benefitting organisations and to consider any further action which may be required.

To provide more detailed information for further education providers, we have published operational guidance available at: www.gov.uk/government/publications/coronavirus-covid-19-maintaining-further-education-provision.

The department is very grateful to education providers who are responding to the unique challenge of COVID-19, including making provision to continue support for vulnerable children and key workers following the announcement of 18 March. Clearly, there will be a substantial financial impact on the sector, which requires a strong response.

Firstly, where there are current planned payment profiles, we are seeking to provide stability. The Education and Skills Funding Agency will continue to pay grant-funded providers their scheduled monthly payments for the remainder of the year. Allocations for 2020/21 will have been confirmed by the end of March and payments will made as profiled. We are also looking to put in place a process for providing reimbursement for additional costs imposed by responding to COVID-19.

Secondly, we want to ensure that apprentices can continue and complete their apprenticeship, wherever possible, despite any break that they have to take as a result of COVID-19. We are committed to working with training providers, end-point assessment organisations and external quality assurance organisations to mitigate the operational and financial impacts of this disruption and maintain the integrity of apprenticeships. We have published apprenticeship guidance and this is available at: www.gov.uk/government/publications/coronavirus-covid-19-apprenticeship-programme-response. For other funding streams, we will be making decisions on where existing rules and models may need to be modified in relation to any planned reconciliation and future year allocations.

For colleges in significant financial difficulties, the existing support arrangements remain in place including through short-term solvency support through emergency funding.

My right hon. Friend, the Chancellor of the Exchequer, has also announced a series of wider measures to support employers and employees, recognising the significant impacts caused by COVID-19. Education, training and assessment providers who operate as businesses or charities are able to access the package of measures to support businesses. Details of this support are available at: https://www.gov.uk/government/publications/guidance-to-employers-and-businesses-about-covid-19/covid-19-support-for-businesses. We are working closely with HM Treasury to monitor how the support packages are benefitting organisations and to consider any further action which may be required.

To provide more detailed information for further education providers, we have published operational guidance available at: www.gov.uk/government/publications/coronavirus-covid-19-maintaining-further-education-provision.

The department is very grateful to education providers who are responding to the unique challenge of COVID-19, including making provision to continue support for vulnerable children and key workers following the announcement of 18 March. Clearly, there will be a substantial financial impact on the sector, which requires a strong response.

Firstly, where there are current planned payment profiles, we are seeking to provide stability. The Education and Skills Funding Agency will continue to pay grant-funded providers their scheduled monthly payments for the remainder of the year. Allocations for 2020/21 will have been confirmed by the end of March and payments will made as profiled. We are also looking to put in place a process for providing reimbursement for additional costs imposed by responding to COVID-19.

Secondly, we want to ensure that apprentices can continue and complete their apprenticeship, wherever possible, despite any break that they have to take as a result of COVID-19. We are committed to working with training providers, end-point assessment organisations and external quality assurance organisations to mitigate the operational and financial impacts of this disruption and maintain the integrity of apprenticeships. We have published apprenticeship guidance and this is available at: www.gov.uk/government/publications/coronavirus-covid-19-apprenticeship-programme-response. For other funding streams, we will be making decisions on where existing rules and models may need to be modified in relation to any planned reconciliation and future year allocations.

For colleges in significant financial difficulties, the existing support arrangements remain in place including through short-term solvency support through emergency funding.

My right hon. Friend, the Chancellor of the Exchequer, has also announced a series of wider measures to support employers and employees, recognising the significant impacts caused by COVID-19. Education, training and assessment providers who operate as businesses or charities are able to access the package of measures to support businesses. Details of this support are available at: https://www.gov.uk/government/publications/guidance-to-employers-and-businesses-about-covid-19/covid-19-support-for-businesses. We are working closely with HM Treasury to monitor how the support packages are benefitting organisations and to consider any further action which may be required.

To provide more detailed information for further education providers, we have published operational guidance available at: www.gov.uk/government/publications/coronavirus-covid-19-maintaining-further-education-provision.

The department is very grateful to education providers who are responding to the unique challenge of COVID-19, including making provision to continue support for vulnerable children and key workers following the announcement of 18 March. Clearly, there will be a substantial financial impact on the sector, which requires a strong response.

Firstly, where there are current planned payment profiles, we are seeking to provide stability. The Education and Skills Funding Agency will continue to pay grant-funded providers their scheduled monthly payments for the remainder of the year. Allocations for 2020/21 will have been confirmed by the end of March and payments will made as profiled. We are also looking to put in place a process for providing reimbursement for additional costs imposed by responding to COVID-19.

Secondly, we want to ensure that apprentices can continue and complete their apprenticeship, wherever possible, despite any break that they have to take as a result of COVID-19. We are committed to working with training providers, end-point assessment organisations and external quality assurance organisations to mitigate the operational and financial impacts of this disruption and maintain the integrity of apprenticeships. We have published apprenticeship guidance and this is available at: www.gov.uk/government/publications/coronavirus-covid-19-apprenticeship-programme-response. For other funding streams, we will be making decisions on where existing rules and models may need to be modified in relation to any planned reconciliation and future year allocations.

For colleges in significant financial difficulties, the existing support arrangements remain in place including through short-term solvency support through emergency funding.

My right hon. Friend, the Chancellor of the Exchequer, has also announced a series of wider measures to support employers and employees, recognising the significant impacts caused by COVID-19. Education, training and assessment providers who operate as businesses or charities are able to access the package of measures to support businesses. Details of this support are available at: https://www.gov.uk/government/publications/guidance-to-employers-and-businesses-about-covid-19/covid-19-support-for-businesses. We are working closely with HM Treasury to monitor how the support packages are benefitting organisations and to consider any further action which may be required.

To provide more detailed information for further education providers, we have published operational guidance available at: www.gov.uk/government/publications/coronavirus-covid-19-maintaining-further-education-provision.

The department is very grateful to education providers who are responding to the unique challenge of COVID-19, including making provision to continue support for vulnerable children and key workers following the announcement of 18 March. Clearly, there will be a substantial financial impact on the sector, which requires a strong response.

Firstly, where there are current planned payment profiles, we are seeking to provide stability. The Education and Skills Funding Agency will continue to pay grant-funded providers their scheduled monthly payments for the remainder of the year. Allocations for 2020/21 will have been confirmed by the end of March and payments will made as profiled. We are also looking to put in place a process for providing reimbursement for additional costs imposed by responding to COVID-19.

Secondly, we want to ensure that apprentices can continue and complete their apprenticeship, wherever possible, despite any break that they have to take as a result of COVID-19. We are committed to working with training providers, end-point assessment organisations and external quality assurance organisations to mitigate the operational and financial impacts of this disruption and maintain the integrity of apprenticeships. We have published apprenticeship guidance and this is available at: www.gov.uk/government/publications/coronavirus-covid-19-apprenticeship-programme-response. For other funding streams, we will be making decisions on where existing rules and models may need to be modified in relation to any planned reconciliation and future year allocations.

For colleges in significant financial difficulties, the existing support arrangements remain in place including through short-term solvency support through emergency funding.

My right hon. Friend, the Chancellor of the Exchequer, has also announced a series of wider measures to support employers and employees, recognising the significant impacts caused by COVID-19. Education, training and assessment providers who operate as businesses or charities are able to access the package of measures to support businesses. Details of this support are available at: https://www.gov.uk/government/publications/guidance-to-employers-and-businesses-about-covid-19/covid-19-support-for-businesses. We are working closely with HM Treasury to monitor how the support packages are benefitting organisations and to consider any further action which may be required.

To provide more detailed information for further education providers, we have published operational guidance available at: www.gov.uk/government/publications/coronavirus-covid-19-maintaining-further-education-provision.

The department is aware that pupils eligible for free school meals will miss out if their school is closed, or they are asked to self-isolate. We are reviewing this issue as a matter of urgency, working closely with other government departments to consider what action can be taken. We recognise the challenge this could place on families, schools and other education providers.

The department has launched a dedicated telephone and email service to allow quick access to the latest help and support for schools and parents. The purpose of the helpline is to ensure consistent and accurate information reaches education providers and should help ensure providers feel well supported.

Details of the helpline:

Phone: 0800 046 8687 (8am to 6pm Monday to Friday and weekends 10am to 4pm.)

Email: DfE.coronavirushelpline@education.gov.uk

We plan to continue providing financial support to the Union Learning Fund in the next financial year. Funding beyond that is dependent on the outcome of the forthcoming Spending Review.

We estimate that there will be between 1500 and 2000 places available for students across the first 3 T levels being taught from September 2020. Providers are currently recruiting students and we will be working with them to understand more about enrolment patterns over the coming months. We have taken a phased approach to T level delivery, working closely with providers to ensure a smooth and high-quality roll-out. The first 3 T levels will be delivered by around 50 providers across the country.

We are encouraging providers to make decisions about their curriculum offer based on a range of factors, including the availability and needs of local employers, demand from students and the availability and expertise of staff within their institutions. T levels are part of a 10-year change programme to transform the technical education system. The funding that has been invested to support their roll out will also support this wider change for the long term.

In March 2017, the government announced that extra funding would be made available for the additional costs of T levels, rising to an additional £500 million per year when T levels are fully rolled out.

Programme funding has now been allocated to educational institutions to prepare for the introduction of T levels through the capacity and delivery fund for industry placements and through the early adopter development fund for initial T level providers. Funding allocations totalled £57 million in academic year 2018/19 and £57 million in 2019/20. Allocations for 2020/21 will include funding for a further year of these preparation funding streams as well as funding for the initial delivery of T levels from September 2020. However, the total allocation amounts for 2020/21 are not yet available.

The government is also investing in continuing professional development for the workforce in providers of T levels and making available capital funding for the providers of T levels to invest in their facilities and equipment. This includes £38 million in capital funding for providers delivering T levels in 2020 and £95 million for providers delivering T levels in 2021.

We recognise that the impact of the covid-19 outbreak will pose a significant challenge to institutional management, efficiency and financial planning.

The Department for Education is working closely with the Office for Students, which will monitor the impact of covid-19, among other factors, on the financial health of registered English higher education (HE) providers. We are also working with Universities UK, which has established a coordination group of HE institutions and other sector bodies to prepare for the effects of an outbreak.

The government has started to roll out Get Help to Retrain, the first part of the National Retraining Scheme. This service helps users to understand their current skills, explore alternative occupations that they could work in and find and sign up to the training that they need to access opportunities for a broad range of good jobs.

Since the start of the roll-out of Get Help to Retrain in the Liverpool City Region in July, more features have been added to the service and it has been rolled out to users in a further 5 areas. The service will be further tested and improved in 2020, using user research and feedback to inform future development.

Over the course of this Parliament, the government are also providing £2.5 billion (£3 billion including indicative Barnett consequentials), for a new National Skills Fund to help people learn new skills and prepare for the economy of the future. We are planning to consult widely on the overall design and we will provide updates on the National Skills Fund and planned consultation.

The department does not collate or produce a figure for the total VAT paid by sixth form colleges.

The Education and Skills Funding Agency (ESFA) publish a list of declared subcontractors that hold contracts worth £100,000 or more in aggregate with one or more ESFA-funded provider of adult education and training services, including apprenticeships and traineeships. The list shows subcontractors with their lead or main provider/s and the individual values of their contracts. The list is based on data taken from subcontractor declarations that lead or main providers submit to us each year. The list is available at the following link: https://www.gov.uk/guidance/subcontracting-using-funding-to-offer-education-and-training#providing-external-assurance-on-subcontracting-controls.

The subcontractor declarations and the list of declared subcontractors allows lead and main providers to understand the contractual commitments of their current and potential subcontractors. The data provided also feeds into the ESFA risk assessments of providers.

This subcontractor declaration information has informed our current subcontractor review and consultation.

The Higher Education and Research Act 2017 requires that the report of the independent review of the Teaching Excellence and Student Outcomes Framework should be laid before Parliament.

The reviewer, Dame Shirley Pearce, has submitted her report to ministers. The Government is considering the report’s evidence and recommendations. We intend to lay the report in due course, and publish it alongside the government’s response.

Whilst the Information Commissioner’s investigation is still on-going, we believe that no actual student data has been shared other than to confirm or deny whether there is a student record for individuals held within the Learner Records Service.

The department aims to conclude its internal investigation soon. The department continues to support the Information Commissioner’s Office in its investigation.

In the 2018/19 academic year, there were 13,590 apprenticeship starts and 330 apprenticeship achievements on degree apprenticeships. The data source for this information is the Individualised Learner Record (ILR).

Apprenticeship starts on degree apprenticeships, as well as additional breakdowns, are published at the following link:

https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/861550/201920_January_MonthlyAppStartsFwk.xlsx.

Numbers are a count of the number of starts at any point during 2018/19. Learners starting or achieving more than one apprenticeship will appear more than once. Apprenticeship starts and achievements include all funded and unfunded learners reported on the ILR.

Degree apprenticeships include apprenticeship standards on the Institute for Apprenticeships’ 'Search the Apprenticeship Standards' website with an Integrated Degree status of ‘Integrated Degree’ or ‘Non-Integrated Degree', which can be searched here: www.instituteforapprenticeships.org/apprenticeship-standards/.

Some apprentices may be on an apprenticeship that does not mandate a degree but where the apprentice may achieve a degree as part of their employer’s particular apprenticeship programme. In these cases, we do not count these apprenticeships as a degree apprenticeship, as the degree is not mandatory. However, it does mean we may miss reporting some apprentices who achieved a degree.

Apprenticeship starts and achievements statistics should not be used to measure percentage progress within a year as they are independent performance metrics. Typically, apprenticeships can take 2 years to complete.

EU students make an important contribution to the UK’s higher education sector, both financially and culturally. On 28 May 2019, we announced guarantees on student finance for EU nationals. EU nationals (and their family members) who start a course in England in the 2020-21 academic year or before will continue to be eligible for ‘home fee’ status and undergraduate and postgraduate student financial support from Student Finance England for the duration of their course, provided they meet the residency requirement. Any potential effects of changes to tuition fees and loans for European Economic Area students from the 2021-22 academic year will be considered as part of wider discussions about the UK’s future relationship with the EU. The government will continue to work towards the ambitious goals set out in our International Education Strategy, to host 600,000 international students per year by 2030, an increase of 30%.

The Department for Education has had no discussions with the Ministry of Housing, Communities and Local Government (MHCLG) on developing the UK Shared Prosperity Fund (UKSPF) as a replacement to the European Regional Development Fund, as this does not relate to skills policy.

However, the Department for Education is keen to continue to work with the Department for Work and Pensions and MHCLG on the arrangements for a successor programme to the European Social Fund (ESF) and to inform the development of the UKSPF.

Skills activity funded by the ESF supports our aim of improving social mobility to ensure that people have access to the right skills and qualifications needed to enter sustained and meaningful employment or access other forms of training.

The Department wants to support all young people to be happy, healthy and safe. We want to equip them for adult life and to make a positive contribution to society. From September, we are making relationships education compulsory for all primary pupils, relationships and sex education (RSE) compulsory for?all secondary pupils and health education compulsory for all pupils in state-funded schools.

Many schools are already teaching aspects of these subjects as part of their RSE curriculum. Schools have the flexibility to determine how to deliver the new content, in the context of a broad and balanced curriculum.

The Department is investing in a central programme of support for the new subjects, which is planned to be available to all teachers from spring 2020. The programme will focus on tools that improve schools’ practice and will offer opportunities for teachers to improve subject knowledge, build confidence and share best practice, so schools can learn lessons from each other and decide how best to deliver the new subjects. This support will be accessed through a new online service, featuring innovative training materials, case studies and an implementation guide and support to access resources. There will also be training available for teachers through the existing teaching school regional networks.

The Department is currently working with lead teachers, non-specialist teachers, schools and subject experts to develop this central programme of support to help ensure it meets the needs of schools and teachers.

The Department wants to support all young people to be happy, healthy and safe. We want to equip them for adult life and to make a positive contribution to society. From September, we are making relationships education compulsory for all primary pupils, relationships and sex education (RSE) compulsory for?all secondary pupils and health education compulsory for all pupils in state-funded schools.

Many schools are already teaching aspects of these subjects as part of their RSE curriculum. Schools have the flexibility to determine how to deliver the new content, in the context of a broad and balanced curriculum.

The Department is investing in a central programme of support for the new subjects, which is planned to be available to all teachers from spring 2020. The programme will focus on tools that improve schools’ practice and will offer opportunities for teachers to improve subject knowledge, build confidence and share best practice, so schools can learn lessons from each other and decide how best to deliver the new subjects. This support will be accessed through a new online service, featuring innovative training materials, case studies and an implementation guide and support to access resources. There will also be training available for teachers through the existing teaching school regional networks.

The Department is currently working with lead teachers, non-specialist teachers, schools and subject experts to develop this central programme of support to help ensure it meets the needs of schools and teachers.

The Department wants to support all young people to be happy, healthy and safe. We want to equip them for adult life and to make a positive contribution to society. From September, we are making relationships education compulsory for all primary pupils, relationships and sex education (RSE) compulsory for?all secondary pupils and health education compulsory for all pupils in state-funded schools.

Many schools are already teaching aspects of these subjects as part of their RSE curriculum. Schools have the flexibility to determine how to deliver the new content, in the context of a broad and balanced curriculum.

The Department is investing in a central programme of support for the new subjects, which is planned to be available to all teachers from spring 2020. The programme will focus on tools that improve schools’ practice and will offer opportunities for teachers to improve subject knowledge, build confidence and share best practice, so schools can learn lessons from each other and decide how best to deliver the new subjects. This support will be accessed through a new online service, featuring innovative training materials, case studies and an implementation guide and support to access resources. There will also be training available for teachers through the existing teaching school regional networks.

The Department is currently working with lead teachers, non-specialist teachers, schools and subject experts to develop this central programme of support to help ensure it meets the needs of schools and teachers.

Our ambition is to level up the skills of the entire nation and ensure that post-16 education providers are in a great shape to deliver this. We are considering how best to achieve this ambition and will announce details on future capital funding in due course. This will build on the significant uplift in recurrent funding for 16-19 education which we are putting in place for the 2020/21 academic year. Sixth form colleges and 16-19 academies currently receive annual devolved formula capital allocations and either receive the Schools Condition Allocation or bid to the Condition Improvement Fund for larger projects for their capital condition needs.

The Department is investing in a central programme of support to help teachers introduce the new subjects of relationships education (for primary aged pupils), relationships and sex education (for secondary aged pupils) and health education.

The new subjects are part of the basic school curriculum which allows maintained schools flexibility to determine how to deliver the new content, in the context of a broad and balanced curriculum. Many schools already teach the subjects using a whole school-approach, integrating the subjects across the curriculum, whilst others add dedicated curriculum time in order to teach the subjects.

The Department continues to work with subject experts to ensure schools are well supported to improve their practice, focusing on an implementation guide, support for training needs, and materials. This will also include sharing effective practice so schools can learn lessons from each other and decide how best to deliver the new subjects.

The introduction of these new subjects demonstrates the Government’s intent to support schools in order to deliver high quality teaching of the new subjects confidently, when they become mandatory from September 2020.

The advisory group is made up of cross-Government officials and stakeholders with a wide range of expertise relating to sustainable drainage systems (SuDS) in developments, planning policy and surface water management. Stakeholders include local planning authorities, water companies, SuDS specialists, developers, manufacturers, regulators, other public bodies, and sewerage undertakers. We will as part of the review be inviting other interested parties to contribute and will make details of how to do this publicly available in due course.

Local Planning Authorities are responsible for attaching conditions to planning applications so it would be for them to determine whether a Grampian condition would be appropriate on a case by case basis.

The review is consulting with stakeholders through an advisory group which includes wide-ranging expertise relating to sustainable drainage systems (SuDS) in developments, planning policy and surface water management including, but not restricted to: local planning authorities, water companies, SuDS specialists, developers, consultants, regulators, other public bodies and sewerage undertakers.

As yet Humber 2100+ have not highlighted the need for legislative proposals to deliver on their work, but, given the importance of their efforts, any points they raise would, of course, be carefully considered.

The Government has commenced a review into the case for implementing Schedule 3 of the Flood and Water Management Act 2010 in England. The review will report back in 2022.

The Government has commenced a review into the case for implementing Schedule 3 of the Flood and Water Management Act 2010 in England. The review will report back in 2022.

The Humber Strategy 'Planning for the Rising Tides' is already being successfully implemented and has seen over £150 million of investment, improving protection for 70,000 properties.

A new tidal flood risk management strategy for the Humber - Humber 2100+ - is being developed by a partnership of 12 local authorities and the Environment Agency. This will redefine the approach to managing tidal risk on the Humber and prepare communities and businesses for the challenges posed by sea level rise and climate change over the next 100 years. This work has been allocated £1.5 million from Defra as a pilot to trial and develop ways of planning ahead and making wise investment choices for the decades to come in face of the long-term uncertainties brought by climate change.

Defra has not yet made an assessment of the potential merits of requiring infrastructure investment to be secured through Grampian conditions.