Asked by: Karen Bradley (Conservative - Staffordshire Moorlands)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps he is taking to promote (a) adoption and (b) implementation of the International Holocaust Remembrance Alliance working definition of antisemitism across higher education institutions.
Answered by Michelle Donelan - Secretary of State for Science, Innovation and Technology
There is no place in our society, including within higher education (HE), for antisemitism. The International Holocaust Remembrance Alliance (IHRA) definition is an important tool in tackling antisemitism. Adopting the widely recognised definition sends a strong signal that HE providers take these issues seriously.
My right hon. Friend, the Secretary of State for Education, wrote to the sector in October 2020, calling upon leaders to adopt the IHRA definition. He repeated this message in May, reinforcing the government's expectation that providers adopt the IHRA definition, stressing the even greater importance of doing so in light of increased number of antisemitic incidents recorded (as a result of the conflict in the Middle East). We are aware of over 100 HE providers which have now adopted the IHRA definition. This includes over 80 universities.
In his February 2021 strategic guidance letter, the Secretary of State also asked the Office for Students (OfS) to undertake a scoping exercise, to identify providers who are reluctant to adopt the definition. On 29 July 2021, the OfS announced they intend to publish a list of HE providers who have adopted the IHRA working definition of antisemitism in autumn 2021 alongside resources for providers.
The decision on adoption of the definition rests with individual providers, but the government will continue to urge them to adopt the definition and ensure that HE is a genuinely fulfilling and welcoming experience for everyone.
Adoption of the IHRA definition is only a first step, and while the government considers that adoption of the definition is crucial, it is not enough on its own. That is why I will continue to work with the sector to ensure it better understands antisemitism and does more to end it.
Asked by: Karen Bradley (Conservative - Staffordshire Moorlands)
Question to the Department for Education:
To ask the Secretary of State for Education, what additional support he will provide to BTEC students (a) sitting examinations over winter 2020-21 and (b) more generally during the covid-19 outbreak.
Answered by Nick Gibb
Ofqual’s Extended Extraordinary Regulatory Framework (EERF) has been in operation since October for vocational and technical qualifications. This covers all vocational and technical qualifications, including BTECs which are owned by the awarding organisation Pearson. The EERF allows awarding organisations, including Pearson, to adapt qualifications to free up teaching time and respond to public health measures. Given the large numbers of vocational and technical qualifications taken by students and their varying sizes and natures there is not a one-size-fits-all approach that can be applied, and the adaptations will vary by qualification.
Overseen by Ofqual, all awarding organisations have been working with centres over the past few months to make permitted adaptations to qualifications, and students should now be aware of how these adaptations affect their courses, assessments, and exams. For example, some BTEC students will benefit from additional windows in which to complete their assessments to recognise that adhering to social distancing requirements can increase the time needed to complete some assessments.
The Department has also confirmed that all awarding organisations can reduce the number of optional units that are assessed for vocational and technical qualifications included on performance tables. Internal assessments can take up to 30 hours of teaching time, so this means that for students, including BTEC students, the remaining time available can focus on teaching students the knowledge and skills they need to progress.
Asked by: Karen Bradley (Conservative - Staffordshire Moorlands)
Question to the Department for Education:
To ask the Secretary of State for Education, whether schools will receive automatic funding from his Department to cover the cost of personal protective equipment.
Answered by Nick Gibb
We have worked closely with Public Health England (PHE) and stakeholders on our approach and guidance throughout the Department’s COVID-19 response. In particular, we have worked with PHE to issue guidance to all schools and nurseries on a hierarchy of controls which, when implemented, create an inherently safer system where the risk of transmission of infection is substantially reduced. These include measures such as ensuring that anyone with symptoms does not attend their school or nursery, cleaning hands regularly, good respiratory hygiene, regular cleaning of touched surfaces, minimising contact and mixing and, where needed, use of personal protective equipment (PPE).
As our guidance details, the majority of staff in schools, nurseries and children’s social care settings will not require PPE beyond what they would normally need for their work, even if they are not always able to maintain a distance of 2 metres from others. PPE is only needed in a very small number of cases, which are set out clearly in our published guidance.
Schools will continue to receive their core funding allocations through which PPE should be funded.
The full guidance on safe working in schools, nurseries and children’s social care settings, including the use of PPE, can be found here:
Asked by: Karen Bradley (Conservative - Staffordshire Moorlands)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps he is taking to ensure that school children in the three tier education system are supported in their transition years of Year 4 and Year 8 given the Government's plans for Year 6 students in the two tier system to return to school from early June.
Answered by Nick Gibb
From the week commencing 1 June, at the earliest, we will be asking primary schools to welcome back children in nursery, Reception, year 1 and year 6, alongside priority groups. We will only do this provided that the five key tests set by Government justify the changes at the time.
We want to get all children and young people back into education as soon as the scientific advice allows because it is the best place for them to learn, and because we know how important it is for their mental wellbeing to have social interactions with their peers, carers and teachers. The safety of children and staff is our utmost priority.
Guidance for schools and childcare settings to prepare for wider opening from 1 June 2020 can be found here:
The three year groups within mainstream primary have been prioritised because they are key transition years. Year 6 children are finishing Key Stage 2 and preparing for the transition to secondary school, in many cases, and the secondary curriculum and will benefit immensely from time with their friends and teachers to ensure they are ready. We expect all mainstream schools to follow the same approach, including middle schools.