Asked by: Laura Smith (Labour - Crewe and Nantwich)
Question to the Department for Education:
To ask the Secretary of State for Education, if he will make an assessment of the potential merits of a salary sacrifice car scheme for teachers in state schools.
Answered by Nick Gibb
There is a statutory process for revising the pay and conditions of teachers and any change must first be referred by my right hon. Friend, the Secretary of State, to the independent School Teachers’ Review Body (STRB). The demands on the STRB’s time and resources mean that the Government has to make hard decisions on prioritising the issues it refers. The Government is committed to making the teaching profession an attractive and competitive career but is not currently considering proposing an extension to the current salary sacrifice schemes for teachers to cover cars.
Asked by: Laura Smith (Labour - Crewe and Nantwich)
Question to the Department for Education:
To ask the Secretary of State for Education, if he will (a) ensure that the Staying Put programme is adequately (i) costed and (ii) funded and (b) bring forward a national minimum allowance for that programme to cover the cost of looking after a young person.
Answered by Nadhim Zahawi
Since its introduction in May 2014, the Department for Education has provided over £90 million in funding to local authorities to implement Staying Put; and has committed to provide a further £23.77 million in 2019/20. Decisions on funding beyond March 2020 will be subject to the outcome of the next Spending Review.
The government does not believe that introducing a national minimum allowance is the right way forward. Unlike children in foster care, young people in Staying Put arrangements are adults, and may be in work, or claiming benefits. These financial sources can be used to contribute to the cost of providing the Staying Put arrangement, in a similar way that young people who are still living at home with their parents may contribute to the costs of running the household.
Asked by: Laura Smith (Labour - Crewe and Nantwich)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps the Government is taking to support foster carers to assist their former fostered children when they leave care.
Answered by Nadhim Zahawi
In 2014, the government introduced ‘Staying put: arrangements for care leavers aged 18 years and above’ which allows care leavers to continue living with their former foster carer when they reach age 18: https://www.gov.uk/government/publications/staying-put-arrangements-for-care-leavers-aged-18-years-and-above. This means young people can continue to benefit from a stable and secure family setting, preparing for independence at a more gradual pace and moving into independent living when they are ready, rather than facing a cliff-edge on reaching age 18.
To support local authorities to implement Staying Put we have provided £68.35 million to date. Funding for 2019/20 will be £23.77 million, and funding beyond 2020 will be subject to future spending reviews.
The latest data show that for the year ending March 2018, 55% of those ceasing to be looked after in a foster placement on their 18th birthday stayed put with their former foster carer, which is an increase of 4% on the previous year. Furthermore, 31% of 19 year-olds were still with former foster carers on their 19th birthday, and 26% of 20 year-olds still with former foster carers on their 20th birthday. Again, these were both increases on the previous year.
Asked by: Laura Smith (Labour - Crewe and Nantwich)
Question to the Department for Education:
To ask the Secretary of State for Education, what guidance his Department provides to (a) schools and (b local education authorities on dealing with race-related incidents and hate crime in schools.
Answered by Nick Gibb
Racism has no place in our schools and any incident is unacceptable. All schools are required by law to have a behaviour policy which outlines measures to prevent all forms of bullying.
The Department issues guidance to schools on how to prevent and tackle bullying. This was last updated in July 2017 and outlines the Government’s approach to bullying, the legal obligations and powers schools have, and the principles which underpin the most effective anti-bullying strategies in schools. It provides information on sources of support, including tackling bullying based on race, religion and nationality. This guidance can be viewed here: https://www.gov.uk/government/publications/preventing-and-tackling-bullying.
The Department has published a research report which details common strategies that schools have found to be effective in combating bullying, along with more detailed case studies showing practical measures taken by schools. The report is available here: https://www.gov.uk/government/publications/approaches-to-preventing-and-tackling-bullying.
In January 2016, the Department launched the website www.educateagainsthate.com, jointly with the Home Office, to provide schools with practical advice on protecting children from extremism and radicalisation. The website highlights the main routes to report a hate crime and includes our guidance to schools on promoting the shared values of democracy, the rule of law, individual liberty, and mutual respect and tolerance for those of different faiths and beliefs.
The Department’s guidance is directed towards schools rather than on local authorities, therefore guidance is only issued for schools.
Asked by: Laura Smith (Labour - Crewe and Nantwich)
Question to the Department for Education:
To ask the Secretary of State for Education, what discussions he has had with the Chancellor of the Exchequer to ensure that schools have the resources to adjust to planned stage lighting regulations arising from the EU Ecodesign Directive.
Answered by Nick Gibb
My right hon. Friend, the Secretary of State has not specifically discussed the proposed EU Ecodesign Directive with my right hon. Friend, the Chancellor of the Exchequer. Officials from the Department for Business Energy and Industrial Strategy have discussed the issue with the EU as part of its consultation process and have subsequently made representations to the European Commission (EC). Industry representatives have also engaged with the EC and submitted a proposed exemption for their consideration. Since then, the EC has shared the most recent draft of the regulation which includes a technical exemption for stage lighting.
A final decision on the draft regulation is likely to be made towards the end of this year and is not expected to come into force until September 2020. The Government will continue to engage with industry, other Member States and the EC in the meantime. The Department will keep this under review to assess whether there will be any impact on schools in England and if any advice or further action is required.
Schools, and those responsible for maintaining school buildings, receive annual capital funding to invest in their buildings, including complying with relevant legislation. The Department already specifies energy efficient LED lighting for theatre lighting installations in new school buildings that are funded through its central capital programmes.
Asked by: Laura Smith (Labour - Crewe and Nantwich)
Question to the Department for Education:
To ask the Secretary of State for Education, what measures have been put in place for schools to deal with racist incidents.
Answered by Nick Gibb
Racism has no place in our schools and any incident is unacceptable.
In July 2017 the Department updated its anti-bullying guidance. This guidance makes it clear that where a school thinks an incident might constitute an offence, they should seek assistance from the police. All schools are required by law to have a behaviour policy which sets expectations of behaviour and outlines measures to prevent all forms of bullying, including racist bullying. Schools have the freedom to develop their own anti-bullying strategies appropriate to their environment but are held to account by Ofsted. The anti-bullying guidance refers schools to sources of support on preventing and tackling bullying based on race, religion and nationality.
This guidance can be viewed here: https://www.gov.uk/government/publications/preventing-and-tackling-bullying.
The Department funds and supports anti-bullying organisations that help schools prevent and tackle bullying. This includes the Free to Be project led by the Anne Frank Trust, which provides a structured approach for young people to discuss the importance of tackling prejudice, discrimination and bullying.
Asked by: Laura Smith (Labour - Crewe and Nantwich)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps he has taken to ensure that schools are adequately funded to deliver the Nisai learning programme.
Answered by Nadhim Zahawi
It is for schools and local authorities (for children in alternative provision or with education, health and care plans) to decide what support will best meet the needs of pupils, taking account of their individual needs.
We have provided an additional £140 million in high needs funding in 2018-19 and will provide an additional £120 million in 2019-20. Previously underfunded local authorities will see increases in 2019-20 of up to 6% compared to what they planned to spend in 2017-18.
In Cheshire East, the local authority will receive £34.1 million in high needs funding in 2018-19, 2% more than in 2017-18. Figures for each local authority can be found at: https://www.gov.uk/government/publications/dedicated-schools-grant-dsg-2018-to-2019.
We are also monitoring the impact of our national funding formula for high needs on local authority spending decisions, and are keeping the overall amount of funding for high needs under review.
Asked by: Laura Smith (Labour - Crewe and Nantwich)
Question to the Department for Education:
To ask the Secretary of State for Education, whether he plans to bring forward legislation requiring academies to have an asbestos management plan that is audited annually; and if he will make a statement.
Answered by Nick Gibb
The Department takes the issue of asbestos in schools seriously and is committed to supporting schools, local authorities and academy trusts to fulfil their duty to manage asbestos safely.
It is the responsibility of the duty holder to ensure that any asbestos in their schools is safely managed in compliance with the Control of Asbestos Regulations 2012. For maintained schools, the duty holder is typically a governing body or local authority. For academies, the duty holder is typically an academy trust. Duty holders are already required to have an asbestos management plan in place where asbestos is present or is likely to be present. Management plans must be reviewed and revised at regular intervals, and the Health and Safety Executive (HSE) is the relevant regulator.
The Department launched the Asbestos Management Assurance Process on 1 March 2018. This process will enable Responsible Bodies to provide an assurance declaration that their schools are complying with the regulations. The process was developed to help the Department to improve its understanding of asbestos management in schools. Through working with the HSE, the Department can help local authorities, governing bodies and academy trusts to manage asbestos-related issues effectively.
Asked by: Laura Smith (Labour - Crewe and Nantwich)
Question to the Department for Education:
To ask the Secretary of State for Education, whether he has made an assessment of the potential merits of consulting children on the effectiveness of national curriculum.
Answered by Nick Gibb
The review of the national curriculum was launched on 20 January 2011, and the new national curriculum was introduced in September 2014. It provides a broad and balanced education ensuring all pupils gain core knowledge across a range of subjects so that they get the best start in life. The curriculum combines the best elements of the world’s most successful school systems, with some of the most impressive practice from schools in England. The review was open and transparent and we consulted widely, including with pupils and students. We have no plans for a further review.
As part of Ofsted school inspections, inspectors seek the views of pupils on their experiences at school, including in relation to the curriculum, and have regard to those views in evaluating the school’s performance.
Asked by: Laura Smith (Labour - Crewe and Nantwich)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment he has made of the effect of the 24 month lock-out for Postgraduate Certificate in Education students who fail one qualified teacher status test on delivering educational standards.
Answered by Nick Gibb
From 1 September 2012, all candidates who fail two re-sits (three test attempts in total) in either literacy or numeracy for the professional skills tests are not allowed further re-sits for two years. If a trainee teacher does not pass both tests within the allowed three attempts, it indicates that he or she is not yet ready in these areas.
The two-year waiting period is considered a reasonable time during which such candidates can work to become proficient at the skills assessed in the tests before further attempts. Practice tests are available on the Standards and Testing Agency website to help candidates prepare before taking the tests.
Data on the pass rate for the skills tests is available on the Standards and Testing Agency website. In 2015-16 89.6% of candidates, taking both tests passed within three attempts: http://sta.education.gov.uk/professional-skills-tests/skills-tests-statistics.