Asked by: Liz Twist (Labour - Blaydon)
Question to the Department for Education:
To ask the Secretary of State for Education, how many children with complex needs that require aerosol generating procedures (AGP) have not been able to return to school as a result of the covid-19 outbreak; and if his Department will work with Public Health England on guidance to urgently ensure a safe return to school for all children.
Answered by Vicky Ford
We are aware of a small number of children with complex needs, including those that require Aerosol Generating Procedures (AGPs), who have found it harder to return to schools. We are working with families, education settings, health services and local authorities to ensure that they are able to attend safely as soon as possible.
We published the Safe Working Guidance to help support schools in keeping everyone safe, including those children with complex medical needs who require AGPs and the staff carrying out the procedures. We are trying to give the best possible guidance to schools while recognising that every school setting is different. This guidance is available here: https://www.gov.uk/government/publications/safe-working-in-education-childcare-and-childrens-social-care/safe-working-in-education-childcare-and-childrens-social-care-settings-including-the-use-of-personal-protective-equipment-ppe.
The department has worked closely with Public Health England and stakeholders to publish guidance based on a ‘system of controls’ which, when implemented, creates an inherently safer system where the risk of transmission of the infection is substantially reduced. This includes guidance on the specific protective measures needed to undertake AGPs in education settings to manage risk effectively. The guidance can be found here: https://www.gov.uk/government/publications/safe-working-in-education-childcare-and-childrens-social-care/safe-working-in-education-childcare-and-childrens-social-care-settings-including-the-use-of-personal-protective-equipment-ppe.
The guidance on undertaking AGPs in education settings, including where use of a designated room is not possible, can be found here: https://www.gov.uk/government/publications/safe-working-in-education-childcare-and-childrens-social-care/safe-working-in-education-childcare-and-childrens-social-care-settings-including-the-use-of-personal-protective-equipment-ppe.
We have heard examples of good practice locally and are working with Public Health England and NHS England to establish whether any changes to the guidance or further information about practice principles are needed.
The Departments SEND and NHS England Adviser teams are working with local areas affected by this situation to determine whether further local measures can be put in place to secure pupils’ return to school. It is important that schools communicate clearly with parents on progress towards supporting children who need AGPs to return to school safely and provide remote education and support if they are unable to do so.
We do not hold data on the number of schools that do not have a separate room to undertake AGPs.
Asked by: Liz Twist (Labour - Blaydon)
Question to the Department for Education:
To ask the Secretary of State for Education, whether Public Health England consulted with schools on the guidance on aerosol generating procedures (AGP); and if his Department will work with Public Health England to provide guidance to schools who cannot comply with measures to have a separate room to undertake AGP so that children are not prevented from going to school.
Answered by Vicky Ford
We are aware of a small number of children with complex needs, including those that require Aerosol Generating Procedures (AGPs), who have found it harder to return to schools. We are working with families, education settings, health services and local authorities to ensure that they are able to attend safely as soon as possible.
We published the Safe Working Guidance to help support schools in keeping everyone safe, including those children with complex medical needs who require AGPs and the staff carrying out the procedures. We are trying to give the best possible guidance to schools while recognising that every school setting is different. This guidance is available here: https://www.gov.uk/government/publications/safe-working-in-education-childcare-and-childrens-social-care/safe-working-in-education-childcare-and-childrens-social-care-settings-including-the-use-of-personal-protective-equipment-ppe.
The department has worked closely with Public Health England and stakeholders to publish guidance based on a ‘system of controls’ which, when implemented, creates an inherently safer system where the risk of transmission of the infection is substantially reduced. This includes guidance on the specific protective measures needed to undertake AGPs in education settings to manage risk effectively. The guidance can be found here: https://www.gov.uk/government/publications/safe-working-in-education-childcare-and-childrens-social-care/safe-working-in-education-childcare-and-childrens-social-care-settings-including-the-use-of-personal-protective-equipment-ppe.
The guidance on undertaking AGPs in education settings, including where use of a designated room is not possible, can be found here: https://www.gov.uk/government/publications/safe-working-in-education-childcare-and-childrens-social-care/safe-working-in-education-childcare-and-childrens-social-care-settings-including-the-use-of-personal-protective-equipment-ppe.
We have heard examples of good practice locally and are working with Public Health England and NHS England to establish whether any changes to the guidance or further information about practice principles are needed.
The Departments SEND and NHS England Adviser teams are working with local areas affected by this situation to determine whether further local measures can be put in place to secure pupils’ return to school. It is important that schools communicate clearly with parents on progress towards supporting children who need AGPs to return to school safely and provide remote education and support if they are unable to do so.
We do not hold data on the number of schools that do not have a separate room to undertake AGPs.
Asked by: Liz Twist (Labour - Blaydon)
Question to the Department for Education:
To ask the Secretary of State for Education, how many schools do not have the facilities to allow children with complex needs that require aerosol generating procedures to return to school; and what steps he is taking to support those schools to ensure that all children can return to school during the covid-19 outbreak.
Answered by Vicky Ford
We are aware of a small number of children with complex needs, including those that require Aerosol Generating Procedures (AGPs), who have found it harder to return to schools. We are working with families, education settings, health services and local authorities to ensure that they are able to attend safely as soon as possible.
We published the Safe Working Guidance to help support schools in keeping everyone safe, including those children with complex medical needs who require AGPs and the staff carrying out the procedures. We are trying to give the best possible guidance to schools while recognising that every school setting is different. This guidance is available here: https://www.gov.uk/government/publications/safe-working-in-education-childcare-and-childrens-social-care/safe-working-in-education-childcare-and-childrens-social-care-settings-including-the-use-of-personal-protective-equipment-ppe.
The department has worked closely with Public Health England and stakeholders to publish guidance based on a ‘system of controls’ which, when implemented, creates an inherently safer system where the risk of transmission of the infection is substantially reduced. This includes guidance on the specific protective measures needed to undertake AGPs in education settings to manage risk effectively. The guidance can be found here: https://www.gov.uk/government/publications/safe-working-in-education-childcare-and-childrens-social-care/safe-working-in-education-childcare-and-childrens-social-care-settings-including-the-use-of-personal-protective-equipment-ppe.
The guidance on undertaking AGPs in education settings, including where use of a designated room is not possible, can be found here: https://www.gov.uk/government/publications/safe-working-in-education-childcare-and-childrens-social-care/safe-working-in-education-childcare-and-childrens-social-care-settings-including-the-use-of-personal-protective-equipment-ppe.
We have heard examples of good practice locally and are working with Public Health England and NHS England to establish whether any changes to the guidance or further information about practice principles are needed.
The Departments SEND and NHS England Adviser teams are working with local areas affected by this situation to determine whether further local measures can be put in place to secure pupils’ return to school. It is important that schools communicate clearly with parents on progress towards supporting children who need AGPs to return to school safely and provide remote education and support if they are unable to do so.
We do not hold data on the number of schools that do not have a separate room to undertake AGPs.
Asked by: Liz Twist (Labour - Blaydon)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps his Department is taking to provide additional mental health support for students in response to covid-19 restrictions.
Answered by Michelle Donelan - Secretary of State for Science, Innovation and Technology
Protecting all students', domestic and international, mental health and wellbeing continues to be a priority for this government. The disruption and uncertainty resulting from the COVID-19 outbreak has impacted all age groups, but particularly young people who are making transitions during this time.
Higher education providers are best placed to identify and address the needs of their particular student body as well as how to develop the services needed. Many providers have boosted their existing welfare and counselling services to ensure support services can be accessed, which is particularly important for those students having to self-isolate or who are affected by local restrictions.
Student Space, funded with £3 million from the Office for Students (OfS), provides dedicated support services (phone and text) for students and a collaborative online platform to help students access vital mental health and wellbeing resources. The platform bridges gaps in support for students arising from the outbreak and is designed to work alongside existing services.
The government has recently provided over £9 million to leading mental health charities to help them expand and reach those most in need. In addition, NHS mental health trusts are ensuring 24/7 access to crisis telephone lines to support people of all ages.
We have asked providers to prioritise the mental health and wellbeing of students during this period and have enabled them to use funding, worth up to £23 million per month from April to July this year and £256 million for the academic year 2020/21 starting from August, to go towards student hardship funds and mental health support.
Asked by: Liz Twist (Labour - Blaydon)
Question to the Department for Education:
To ask the Secretary of State for Education, what recent discussions he has had with the Secretary of State for Health and Social Care on safe home visits for students at Christmas 2020.
Answered by Michelle Donelan - Secretary of State for Science, Innovation and Technology
My right hon. Friend, the Secretary of State for Education, has regularly discussed the reopening of higher education (HE) providers with his Cabinet colleagues, including with my right hon. Friend, the Secretary of State for Health and Social Care. The arrangements for the end of the autumn term were discussed on Monday 28 September.
As 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 safe and well looked after. The department will work with universities to publish guidance on students returning home safely at Christmas, shortly.
The safety and wellbeing of staff and students in HE is always our priority, and the government is doing all it can to minimise the risks to those working and studying at HE providers in this unprecedented situation, while mitigating the impact on education.
Asked by: Liz Twist (Labour - Blaydon)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps he is taking to support the families of pupils eligible for free school meals in Blaydon constituency during the school summer holidays in 2020.
Answered by Vicky Ford
I refer the hon. Members to the answer I gave on 23 June 2020 to Question 54195.
Asked by: Liz Twist (Labour - Blaydon)
Question to the Department for Education:
To ask the Secretary of State for Education, how many hours of training each teacher will receive to deliver the new Relationships education, relationships and sex curriculum.
Answered by Nick Gibb
The Department is committed to supporting schools to deliver high-quality teaching of relationships education, relationships and sex education, and health education.
Many schools are already teaching aspects of these subjects as part of their sex and relationships education provision or their personal, social, health and economic education programme. Schools have flexibility to determine how to deliver the new content, in the context of a broad and balanced curriculum.
To support schools in their preparations, the Department is investing in a central package to help all schools to increase the confidence and quality of their teaching practice. We are currently developing a new online service featuring innovative training materials, case studies and support to access resources. This will be available from April 2020 with additional content added through the summer term, covering all of the teaching requirements in the statutory guidance. We will also publish an implementation guide which will be provided to all schools as part of this service, and face-to-face training will be available for schools that need additional support.
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. It will complement the wide range of training opportunities that are being provided by local authorities and sector organisations.
Asked by: Liz Twist (Labour - Blaydon)
Question to the Department for Education:
To ask the Secretary of State for Education, whether content on domestic abuse will be included in the new Relationships education, relationships and sex curriculum.
Answered by Nick Gibb
The Department wants to support all children and young people to be happy, healthy and safe. Through the new subjects of relationships, sex and health education, we want to equip them for adult life and to make a positive contribution to society.
These subjects will help in ensuring all young people, at age appropriate points, know the signs of unhealthy or abusive relationships, and that violence in relationships and domestic abuse is unlawful and never acceptable. Throughout these subjects there is a focus on ensuring pupils know how to get further support.
The guidance can be accessed via the following link:
https://www.gov.uk/government/consultations/relationships-and-sex-education-and-health-education.
Asked by: Liz Twist (Labour - Blaydon)
Question to the Department for Education:
To ask the Secretary of State for Education, for what reasons his Department does not offer a subject knowledge enhancement grant to people training as religious education teachers; and if he will take steps to offer such grants for people wishing to train as teachers in that subject.
Answered by Nick Gibb
Religious Education (RE) is important to the Department and is mandatory in all state funded schools.
Funding for subject knowledge enhancement (SKE) training supports universities and schools in recruiting to initial teacher training places in priority subjects. Although funding for SKE does not extend to RE, the Department has protected the bursaries for trainees in RE this year, in recognition of the recruitment challenges faced. Funding is also being continued for schools offering School Direct (salaried) places in RE. Teacher supply modelling, and the financial incentives that support teacher training, are reviewed on an annual basis.
Asked by: Liz Twist (Labour - Blaydon)
Question to the Department for Education:
To ask the Secretary of State for Education, what the timetable is for a decision on the mandatory introduction of personal, social, health and economic education for schools in England.
Answered by Nick Gibb
We want to help all schools to deliver high-quality Relationships Education, Relationships and Sex Education (RSE) and Personal, Social, Health and Economic (PSHE) Education so that all young people are equipped to have healthy and respectful relationships, and leave school with the knowledge to prepare them for adult life.
The Children and Social Work Act places a duty on the Secretary of State to make Relationships Education mandatory in primary schools and RSE mandatory in secondary schools through regulations. The Act also provided the Secretary of State with a power to make PSHE mandatory in all schools.
The Department intends to conduct thorough and wide-ranging engagement with stakeholders, which will help us to reach an evidence-based decision on PSHE, as well as to determine the content of the regulations and statutory guidance. We will set out shortly more details about the engagement process, the timetable and the work to consider age-appropriate subject content. We will consult on draft regulations and guidance and the regulations will then be laid in the House allowing for a full and considered debate. We are working towards schools teaching the new subjects from September 2019.