Asked by: Jim McMahon (Labour (Co-op) - Oldham West, Chadderton and Royton)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment she has made of the potential implications for her policies educational attainment of boys and girls by (a) ethnicity and (b) social class in (i) England, (ii) Greater Manchester and (iii) Oldham.
Answered by Georgia Gould - Minister of State (Education)
All children and young people should have every opportunity to succeed. However, educational inequalities exist across the country and at every phase of education, particularly for white working-class children.
These gaps, whether in Oldham or nationally, are not acceptable.
Through the government’s Plan for Change, we are tackling these inequalities. The department will invest close to £1.5 billion over the next three years on improving family services and early years education to close gaps.
The department is rolling out expanded government-funded childcare entitlements and creating thousands of school-based nurseries to increase the provision of quality childcare. We will fund Best Start Family Hubs in every local authority ensuring children and families needing support most, especially those from low-income backgrounds or with additional vulnerabilities, can access it. This includes building on the great work already done by Oldham’s seven family hubs funded in this financial year.
We are expanding free school meals to all children on Universal Credit from September 2026 and have delivered record increases to early years pupil premium.
This is alongside work to drive high and rising school standards, including regional improvement for standards and excellence attainment conferences with the North-West conference open to schools in Oldham.
Asked by: Jim McMahon (Labour (Co-op) - Oldham West, Chadderton and Royton)
Question to the Department for Education:
To ask the Secretary of State for Education, what estimate has been made of total cash reserves held by (a) schools and (b) colleges.
Answered by Georgia Gould - Minister of State (Education)
In the 2023/24 financial year, reserves in the school system totalled more than £6 billion, and the total value of reserves for the further education college sector was over £1.6 billion.
Asked by: Jim McMahon (Labour (Co-op) - Oldham West, Chadderton and Royton)
Question to the Department for Education:
To ask the Secretary of State for Education, how many further education courses for 16-18 year olds were not completed in the last five years; and what the estimated cost was of providing those placements in England.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
Education and training achievement rates are available in the ‘Further education and skills’ statistics publication, which is available at: https://explore-education-statistics.service.gov.uk/find-statistics/further-education-and-skills/2024-25#content-9.
The department does not hold data on the estimated cost of providing those placements in England.
Funding for students who withdraw from their studies during the academic year is reduced through the retention factor in the 16 to 19 funding formula. This has the effect of funding withdrawn students at 50% of their funding band’s rate. This recognises that there is a cost to institutions in delivering programmes to students who do not complete.
Asked by: Jim McMahon (Labour (Co-op) - Oldham West, Chadderton and Royton)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment he has made of the value for money of management and service charges paid by academy and free schools to related parties in England.
Answered by Georgia Gould - Minister of State (Education)
Academy trusts are permitted to use a proportion of their funding to pay for central services for their schools. This can be more efficient and cheaper than individual academies running or procuring the functions themselves. Where trusts top slice for central services, they must be transparent by disclosing in their annual accounts the services they deliver centrally and the trust’s charging policy.
The ’Academy trust handbook’ sets out the requirements related party transactions (RPTs). The handbook requires that trusts must:
The handbook is available in full at: https://www.gov.uk/government/publications/academy-trust-handbook.
The department has also published a guide on managing conflicts of interests and RPTs to support trusts, which is available at: https://www.gov.uk/government/publications/related-party-transactions-information-for-academy-trusts/managing-conflicts-of-interests-related-party-relationships-and-related-party-transactions-good-practice-guide.
Asked by: Jim McMahon (Labour (Co-op) - Oldham West, Chadderton and Royton)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment she has made of the adequacy of the nutritional value of food and drinks available to school breakfast clubs in England.
Answered by Olivia Bailey - Parliamentary Under-Secretary of State (Department for Education) (Equalities)
The department supports the provision of nutritious food in schools to enable pupils to be well nourished, develop healthy eating habits and to concentrate and learn in school.
The Requirements for School Food Regulations 2014 regulate the food and drink provided at both lunchtime and at other times of the school day, including at free breakfast clubs, and are available here: https://www.legislation.gov.uk/uksi/2014/1603/contents/made.
Compliance with the school food standards is mandatory for maintained schools, academies and free schools. Alongside the school food standards practical guide, which is available at: https://www.gov.uk/government/publications/school-food-standards-resources-for-schools/school-food-standards-practical-guide. Our free breakfast clubs guidance includes examples of healthy breakfast offers to help support schools to provide a healthy, balanced breakfast offer to pupils. This guidance has been produced in collaboration with the Office for Health Improvement and Disparities at the Department of Health and Social Care.
Asked by: Jim McMahon (Labour (Co-op) - Oldham West, Chadderton and Royton)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment she has made of the potential impact of devolution in England on post 16 education.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
As set out in the English Devolution White Paper, Strategic Authorities have a key role in ensuring there are clear pathways of progression from education into further and higher education and local employment opportunities. The government values the insight and local accountability of Strategic Authorities and is proceeding with the devolution of adult education functions to tailor training opportunities and drive growth.
Strategic Authorities help shape the training offer in their region through joint ownership of Local Skills Improvement Plans and can work with their constituent councils to plan provision locally.
Education for 16 to 19-year-olds is distinct and forms part of the compulsory education and training system. It offers young people high quality options that enable their transition into apprenticeships, employment, or further learning, such as higher education or higher technical programs. These options support the development of a skilled workforce and break down the barriers to opportunity.
Asked by: Jim McMahon (Labour (Co-op) - Oldham West, Chadderton and Royton)
Question to the Department for Education:
To ask the Secretary of State for Education, what recent progress her Department has made on considering the application for the proposed new Eton State sixth form college in Oldham.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
The department recognises the need for trusts, local authorities and Members of Parliament to have certainty about projects as soon as possible, and we will provide them with an update on next steps in due course.
We have engaged with trusts, local authorities and other stakeholders in relation to individual projects in scope of the review, including gathering evidence on the local need for places, value for money, and the distinctiveness of the educational offer compared to what is already available locally.
Asked by: Jim McMahon (Labour (Co-op) - Oldham West, Chadderton and Royton)
Question to the Department for Education:
To ask the Secretary of State for Education, for what reason the Regional Schools Commissioner did not engage in the Q1 Serious Case Review conducted by the Manchester Safeguarding Partnership; and whether that decision was based on the policy of his Department.
Answered by Nick Gibb
Regional School Commissioners do not have a direct role in handling safeguarding cases and are not expected to act themselves.
Asked by: Jim McMahon (Labour (Co-op) - Oldham West, Chadderton and Royton)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment he has made of trends in the level of attainment of (a) early years, (a) primary and (c) secondary pupils in Oldham as a result of its status as an Opportunity Area compared with those levels in other areas.
Answered by Michelle Donelan
Evidence is at the heart of the Opportunity Areas programme. We are working closely with the ‘What Works Centres’ (including the Education Endowment Foundation) to identify and implement evidence-based interventions in Opportunity Areas that offer the best value for money and the potential to drive real change.
We continue to track progress in all of the Opportunity Areas to determine whether improvements have been realised against the priorities identified at the outset of the programme. The priorities identified in the Oldham Opportunity Area can be found in the delivery plan published here: https://www.gov.uk/government/publications/social-mobility-and-opportunity-areas. An evaluation of the programme is underway and will be published in due course.
In 2017, the percentage of children in early years education achieving a good level of development by age 5 in Oldham was 63.6%. In 2019, this percentage had increased to 68.1%, which is an increase of 4.5 percentage points.
The increase in all children in England achieving a good level of development by age 5 between 2017 and 2019 was 1.1 percentage point. In comparison, Oldham’s attainment in early years has increased faster than the England increase. With 68.1% of children achieving a good level of development by age 5, Oldham remains below 2019’s England average of 71.8%.
In Oldham, the percentage of pupils in primary school reaching the expected standard in reading, writing and maths at the end of key stage 2 increased from 57.2% in 2017 to 62.7% in 2019. This is a 5.5 percentage point increase. This is higher than the increase in England of 3.7 percentage points. At 62.7% of pupils reaching the expected standard in reading, writing and maths at the end of KS2 in 2019, Oldham remains below the 2019 England average of 65.3%.
In Oldham, the average Attainment 8 scores of pupils in secondary school at the end of key stage 4 had decreased by 1.5 percentage points between 2017 and 2019: it decreased from 43.6% in 2017 to 42.1% in 2019. This decrease was larger than the decrease in England of 0.4 percentage points, from 46.4% in 2017 to 46.8% on 2019. In 2019, Oldham’s Attainment 8 scores of pupils at the end of key stage 4 were 4.7 points lower than the England average.
For comparison to other areas, the department’s published data for early years can be found at this link: https://www.gov.uk/government/collections/statistics-early-years-foundation-stage-profile, data on primary school pupils can be found at this link: https://www.gov.uk/government/collections/statistics-key-stage-2, and data on secondary school pupils can be found at this link: https://www.gov.uk/government/collections/statistics-gcses-key-stage-4.
Asked by: Jim McMahon (Labour (Co-op) - Oldham West, Chadderton and Royton)
Question to the Department for Education:
To ask the Secretary of State for Education, if he will publish the advice which informed the decision not to make the wearing of face coverings by pupils aged 12 and over a requirement in schools in England.
Answered by Nick Gibb
The Department’s priority is for pupils to safely return to schools and colleges and we have taken the latest medical and scientific advice into account at each stage of responding to the COVID-19 outbreak.
On 21 August 2020, the World Health Organisation published a new statement (https://www.who.int/news-room/q-a-detail/q-a-children-and-masks-related-to-covid-19) advising that children aged 12 and over should wear face coverings under the same condition as adults, in particular when they cannot guarantee at least a 1 metre distance from others and there is widespread transmission in the area. As a result, the Department has revised its guidance on face coverings in schools and colleges. The guidance for schools can be found here: https://www.gov.uk/government/publications/actions-for-schools-during-the-coronavirus-outbreak/guidance-for-full-opening-schools.
It is reasonable to assume that staff and young people will now have access to face coverings due to their increasing use in wider society, and Public Health England has made available resources on how to make a simple face covering.