Asked by: Mark Pritchard (Conservative - The Wrekin)
Question to the Department for Education:
To ask the Secretary of State for Education, if she will make an assessment of the potential impact of imposing VAT on independent school fees on access to independent schools' sports facilities for state sector pupils.
Answered by Stephen Morgan - Parliamentary Under-Secretary (Department for Education)
The VAT treatment of the hiring or letting out of facilities will not change as a result of the decision to impose VAT on private school fees. HM Revenue and Customs have published guidance on charging and/or reclaiming VAT on goods and services related to private school fees, which can be accessed here: https://www.gov.uk/guidance/charging-and-reclaiming-vat-on-goods-and-services-related-to-private-school-fees.
In addition, in line with their charitable objectives, private schools demonstrate public benefit through partnerships with schools in the state sector. The government expects private schools to continue to work with schools in the state sector to demonstrate public benefit in this way. The government does not expect the imposition of VAT on school fees to reduce the efforts that private schools invest in their partnership working with state-funded schools.
Asked by: Mark Pritchard (Conservative - The Wrekin)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps she is taking to ensure schools make reasonable adjustments to support children with vision impairments.
Answered by Catherine McKinnell - Minister of State (Education)
The government’s ambition is that all children and young people receive the right support to succeed in their education and as they move into adult life. The department is committed to improving inclusivity and expertise in mainstream schools, as well as ensuring special schools cater to children and young people with the most complex needs. This will help to restore parents’ trust that their child will get the support they need.
All schools have duties under the Equality Act 2010 towards individual disabled children and young people. They must make reasonable adjustments, including the provision of auxiliary aids and services for disabled children, to prevent them being put at a substantial disadvantage.
The department is committed to ensuring a steady supply of teachers of children with vision impairment in both specialist and mainstream settings. To teach a class of pupils with vision impairments, a teacher is required to hold the relevant Mandatory Qualification for Sensory Impairment (MQSI). There are currently seven providers of the MQSI.
Moreover, the Institute for Apprenticeships and Technical Education is developing a new occupational standard for teachers of pupils with sensory impairment, which is expected to be available from September 2025. This will improve the supply of those qualified to teach this important cohort and further help to improve their educational outcomes.
Asked by: Mark Pritchard (Conservative - The Wrekin)
Question to the Department for Education:
To ask the Secretary of State for Education, if she will publish an action plan to reduce deaths of minors from drowning.
Answered by Catherine McKinnell - Minister of State (Education)
Swimming and water safety is a vital life skill and that is why pupils are taught how to swim and be safe in and around water at primary school.
Swimming and water safety are compulsory elements of the Physical Education (PE) National Curriculum at Key Stages 1 and 2. For example, it includes teaching on how to perform safe self-rescue in different water-based situations.
The department is focusing on a number of measures to support teaching in this area, as part of its ongoing review of the Relationships, Sex and Health Education (RSHE) curriculum. The public consultation on the revised draft RSHE statutory guidance closed on 11 July 2024. The revised guidance includes a new section called ‘Personal safety’, which outlines that pupils should know how to identify risk and manage personal safety in increasingly independent situations including around roads, railways and water.
It is vitally important that teachers have clear guidance, which is why the department will be looking carefully at the consultation responses, re-engaging with stakeholders and considering the relevant evidence before setting out next steps to take the RSHE guidance forward.
The department is also working closely with swimming and water safety stakeholders such as the Royal Life Saving Society UK and Swim England to support schools in raising attainment in primary school swimming and water safety. Support and advice from Swim England includes resources for schools and parents, which can be found at the following links: https://www.swimming.org/schools/ and https://www.swimming.org/learntoswim/learn-to-swim-information-for-parents/.
Department officials have also worked alongside the National Water Safety Forum to develop free resources for schools to provide vital water safety knowledge that can go a long way to reduce drowning deaths. These resources can be found on the Royal Life Saving Society website at: https://www.rlss.org.uk/Pages/Category/water-safety-education.
Asked by: Mark Pritchard (Conservative - The Wrekin)
Question to the Department for Education:
To ask the Secretary of State for Education, if she will take steps to ensure Ofsted includes the adequacy of the physical security of school buildings in their inspection reports.
Answered by Catherine McKinnell - Minister of State (Education)
Ofsted’s overall role is to make sure that schools provide high and rising standards for every child through its inspection and reporting process. The School Inspection Handbook does not set any specific expectations for schools regarding site security. However, if inspectors had particular concerns about the adequacy of the physical security of school buildings, those concerns would be reported on.
Asked by: Mark Pritchard (Conservative - The Wrekin)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps she is taking to help reduce the number of secondary schools teachers retiring early.
Answered by Damian Hinds
There are now over 468,000 full-time equivalent (FTE) teachers in state-funded schools in England, which is an increase of 27,000 (6%) since 2010. This makes it the highest FTE of teachers since the school workforce census began in 2010.
The department is taking action to support teachers to stay in the profession and thrive. The department accepted in full the School Teachers’ Review Body’s recommendations for the 2023/24 pay award for teachers and leaders, meaning teachers and leaders in maintained schools will receive a pay award of 6.5%. This is the highest pay award for teachers in over thirty years.
The department has also launched a new and updated suite of national professional qualifications for teachers and school leaders at all levels to help teachers to continuously develop their expertise throughout their careers so that every child, in every classroom, and in every school gets the best start in life.
Staff wellbeing is crucial to the department’s commitment to recruit and retain more teachers and support teacher quality. The department has made available a range of resources to help address teacher workload and wellbeing including launching the education staff wellbeing charter, which the department are encouraging schools to sign up to as a shared commitment to promote staff wellbeing. Further information on the charter is available at: https://www.gov.uk/guidance/education-staff-wellbeing-charter.
The department has also convened a workload reduction taskforce to explore how the department can go further to support trust and school leaders to minimise workload for teachers and leaders.
The department are also looking at how flexible working opportunities can be expanded and promoted in schools to help recruit, retain and motivate teachers and leaders. The department has worked with school leaders and other sector experts to publish non-statutory guidance, case studies, and a flexible working toolkit. This is available at: https://www.gov.uk/guidance/school-workload-reduction-toolkit.
These measures are aimed not only at helping more teachers to remain in the classroom, but for them to thrive in their careers.
Asked by: Mark Pritchard (Conservative - The Wrekin)
Question to the Department for Education:
To ask the Secretary of State for Education, if she will amend the national curriculum to include teaching on the dangers of (a) road collisions, (b) drink-driving and (c) driving under the influence of drugs.
Answered by Robert Halfon
From September 2020 in England, Relationships Education became compulsory for all primary school aged pupils, Relationships and Sex Education compulsory for all secondary school aged pupils, and Health Education compulsory for all pupils in state funded schools.
The statutory guidance for Health Education sets out the following content on drugs, alongside drug education as a statutory subject in maintained schools as part of the National Curriculum for science in Key Stage 2 and Key Stage 3. Primary education guidance covers the facts about legal and illegal harmful substances and associated risks, including smoking, alcohol use and drug taking. Secondary education guidance builds on the primary areas and additionally covers the associated legal and psychological risks of using drugs.
In Health Education, there is a strong focus on mental wellbeing, including a recognition that mental wellbeing and physical health are linked. This includes teaching about the dangers of drugs and alcohol, including drug misuse. The Department has published non statutory implementation guidance titled ‘Plan your Relationships, Sex and Health Education Curriculum’, alongside teacher training materials. Further information is available here: https://www.gov.uk/guidance/plan-your-relationships-sex-and-health-curriculum.
The Relationships, Sex and Health Education (RSHE) statutory guidance states that, in both primary and secondary school, pupils should be taught the facts about legal and illegal harmful substances and associated risks, including smoking, alcohol use, and drug taking. A link to this guidance can be found here: https://www.gov.uk/government/publications/relationships-education-relationships-and-sex-education-rse-and-health-education.
To support schools to deliver this content effectively, the Department published a suite of teacher training modules, including one on drugs, alcohol and tobacco, which can be found here: https://www.gov.uk/government/publications/teacher-training-drugs-alcohol-and-tobacco.
Personal safety, which would include road safety, is currently a part of the Personal, Social, Health and Economic curriculum, but this subject is not mandatory in schools.
The Department will be launching a public consultation by the end of this year on draft revised RSHE guidance, so that interested parties can contribute their comments and ideas, including the impact of drink driving and drug taking on driving and road safety generally. The Department intends to publish final guidance in 2024.
Asked by: Mark Pritchard (Conservative - The Wrekin)
Question to the Department for Education:
To ask the Secretary of State for Education, whether she has plans to update guidance to schools on the use of seclusion rooms.
Answered by Nick Gibb
The Behaviour in Schools guidance, updated in 2022, provides advice on situations that may warrant the removal of pupils from the classroom due to serious misbehaviour, and to maintain the safety of all pupils. The removed pupil should never be isolated but taken to a supervised space where they can regain calm and continue to engage in their education. The guidance is available at: https://www.gov.uk/government/publications/behaviour-in-schools--2.
Asked by: Mark Pritchard (Conservative - The Wrekin)
Question to the Department for Education:
To ask the Secretary of State for Education, what data her Department holds on the academic achievements of schools teaching (a) Singapore maths and (b) other forms of maths teaching.
Answered by Nick Gibb
The Department draws on a range of published data about the effectiveness of teaching approaches, including from Ofsted, the Organisation for Economic Co-operation and Development and the Education Endowment Foundation (EEF). Mastery based pedagogy in mathematics promoted by the Department is informed by approaches in Singapore and Shanghai, jurisdictions that perform highly in international tests.
A randomised controlled trial funded by the Department’s Centres for Excellence in Maths Programme, which provided mastery teaching support for GCSE resits, found that students on the full intervention made one month of additional progress in attainment compared with students in other business as usual colleges. Students from a disadvantaged background benefitted the most, the research showed they made two months of additional progress.
Combined analysis of an EEF study of ARK Multi Academy Trust’s Mathematics Mastery programme at primary and secondary also showed an average improvement equivalent to one month’s additional progress over a year of teaching.
The latest Key Stage 2 results from 2023 showed that 73% of pupils met the expected standard in mathematics, which is up from 71% in 2022. The results from the latest Trends in International Maths and Science Study (TIMSS) and Programme for International Assessment (PISA) international comparison studies showed that England performs above the international average for mathematics. Before the pandemic, England achieved its highest ever mathematics scores in the 2019 TIMSS international test for year 5 pupils and the 2018 PISA study for 15 year olds.
Ofsted’s latest mathematics subject report highlights how Maths Hubs, which are increasing the numbers of schools that are focusing on mastery pedagogy to 65% of secondary and 75% of primary schools by 2025, have contributed to notable improvements in the quality of mathematics education since 2012. Ofsted’s latest mathematics subject report can be found here: https://www.gov.uk/government/publications/subject-report-series-maths/coordinating-mathematical-success-the-mathematics-subject-report.
Asked by: Mark Pritchard (Conservative - The Wrekin)
Question to the Department for Education:
To ask the Secretary of State for Education, if she will publish an action plan on steps to help local education authorities expand the provision of sign language courses for families of deaf children.
Answered by Claire Coutinho - Shadow Minister (Equalities)
Funding is available through the Adult Education Budget (AEB) for qualifications in, or focusing on, British Sign Language (BSL) up to and including level 2. Approximately 60% of the AEB has been devolved to Mayoral Combined Authorities and the Greater London Authority, who determine which provision to fund for learners who live in their areas. The Education and Skills Funding Agency (ESFA) provides the remaining funding for learners who live in non-devolved areas.
ESFA funded AEB qualifications include, for example, the level 1 Award in BSL which allows learners to communicate in BSL on a range of topics that involve simple, everyday language use, thereby giving them the basic skills and confidence in production and reception of BSL. It will depend on an individual’s circumstances as to whether they are entitled to free provision or expected to meet part of the cost through co-funding. Where community learning providers offer BSL courses, those providers are responsible for determining the course fees, including levels of fee remission. Some local authorities receive a funding allocation as part of the AEB, depending on the circumstances in each area.
For some BSL courses, Advanced Learner Loans (ALLs) are available. Parents can find more information about which qualifications are eligible at: https://www.qualifications.education.gov.uk/Search. More general information about the provision of ALLs is available at: https://www.gov.uk/advanced-learner-loan.
For parents learning BSL on an AEB funded course, there is also additional support available. The AEB provides funding to colleges and providers to help adult learners overcome barriers preventing them from accessing learning. Providers have discretion to help learners meet costs such as transport, accommodation, books, equipment, and childcare. Learning support funding also helps colleges and training providers to meet the additional needs of learners with learning difficulties and/or disabilities and the costs of reasonable adjustments, as set out in the Equality Act 2010.
Asked by: Mark Pritchard (Conservative - The Wrekin)
Question to the Department for Education:
To ask the Secretary of State for Education, if she will make an assessment of whether state schools have sufficient capacity to accommodate the number of additional pupils who would leave independent schools in the event that VAT were to be levied on independent school fees.
Answered by Nick Gibb
The Government has no plans to make changes to the VAT regime for independent schools. Therefore, it is not necessary to make any assessment of the capacity of state schools to accommodate additional pupils in the event VAT were levied on independent school fees.