Education

Nadhim Zahawi Excerpts

Thursday 2nd December 2021 Ministerial Corrections

The following is an extract from the debate on Budget Resolutions on 2 November 2021.

[Nadhim Zahawi]

We are investing £2.7 billion of capital funding to improve provision for pupils with special educational needs and disabilities.

[Official Report, 2 November 2021, Vol. 702, c. 772.]

Letter of correction from the Secretary of State for Education, the right hon. Member for Stratford-on-Avon (Nadhim Zahawi).

An error has been identified in my speech.

The correct information should have been:

[Nadhim Zahawi]

We are investing £2.6 billion of capital funding to improve provision for pupils with special educational needs and disabilities.

School Uniform Costs: Statutory Guidance

Nadhim Zahawi Excerpts

Friday 19th November 2021 Written Statements

[The Secretary of State for Education (Nadhim Zahawi)]

The Department for Education will today publish statutory guidance on the cost of school uniforms. This guidance is issued under the Education (Guidance about Costs of School Uniforms) Act 2021. This Act requires the appropriate authorities of relevant schools to have regard to this guidance when developing and implementing their school’s uniform policy.

Through creating a common identity amongst all pupils, regardless of background, a school uniform can act as a social leveller, but to do so it must be affordable. No school uniform should be so expensive as to leave pupils or their families feeling unable to apply to, or attend, a school of their choice.

This guidance will provide a framework to schools to help them keep the costs of uniform affordable for parents. The guidance sets out the key principles which schools should consider when setting their uniform policy and is based on views from members of both Houses, feedback from stakeholders and our own research. Throughout the guidance we encourage schools to take a holistic approach to the cost of school uniform, therefore the guidance covers a range of issues such as branded items, supply arrangements and second-hand uniform.

Schools will not be expected to make sudden, drastic, changes to their uniform policy. We want schools to implement changes in a timely and considered manner to ensure it works effectively but in doing so we would want to ensure that parents do not incur additional costs from sudden uniform changes. However, we would like parents to see the benefits of the guidance as soon as possible. The guidance provides more information to schools on how they can be compliant with the guidance and when any changes need to be made by.

I will place a copy of the cost of school uniform guidance in the Libraries of both Houses.

[HCWS405]

Skills and Post-16 Education Bill [Lords]

Nadhim Zahawi Excerpts

2nd reading
Monday 15th November 2021 Commons Chamber

[The Secretary of State for Education (Nadhim Zahawi)]

I beg to move, That the Bill be now read a Second time.

In my previous role as Vaccines Minister, I set out how as a nation we would work our way back to normality by delivering an incredible vaccination programme—the product of evidence, expertise, commitment and, of course, collaboration. I am now here, I am very pleased to say, as Education Secretary, but I make it clear that my first and foremost aims remain the same. I am determined to focus on evidence, data and delivery, and on realising the huge potential in our most valuable resource: the human resource, our people.

[Marsha De Cordova (Battersea) (Lab)]

The Secretary of State refers to evidence and data, which all of us in this House rely on. Given the evidence and expertise from professionals about the move to get rid of the BTEC qualification, is it not time that he rethought that proposal?

[Nadhim Zahawi]

I hope, as I did in the weekly briefings that I gave as Vaccines Minister, to convince the hon. Lady tonight that that is incorrect. We are not getting rid of BTECs.

I know at first hand how important education is. As colleagues who have known me for a long time will know, I came to this country with my family at the age of 11, without a word of English—and here I am now in this Chamber. With the right education, opportunity abounds.

Unfortunately, we are still feeling the aftershocks of the pandemic and we still have many challenges ahead. We need to recover economically; we need to level up our country. I am glad to say that we are already making headway with levelling up. The Chancellor’s Budget is putting the money where it is needed, with £374 billion of direct support for the economy over this year and last year. The Prime Minister’s plan for jobs is working, with the peak of unemployment forecast to be 2 million lower than was previously predicted. Wages are growing, and we will build on that by having skills at the very heart of our plan.

[Catherine West (Hornsey and Wood Green) (Lab)]

I welcome the Secretary of State to his place; there were many positive elements of his vaccination strategy. I want to ask him about apprenticeships, because he says that he arrived in the UK and has been such a successful individual. Is he disappointed that there has been a 41% drop in apprenticeship take-up? Is that not a bit of a national disgrace?

[Nadhim Zahawi]

The hon. Lady may recall that I first joined the Department for Education as apprenticeships tsar; I hope to talk about that later in my speech. I introduced the standards and the levy, and we did incredibly well in pushing quality ahead of quantity. It is very important for this House to focus on outcomes rather than just inputs.

Skills, schools and families—this is our mantra. Skills are about investing in people all across our country, about strengthening local economies, about productivity, about stabilising the labour market and about global competitiveness. They are about shoring up—and shoring ourselves up—for a better, stronger, more prosperous future. This is not a pipe dream; we are getting it done right now.

In January, our White Paper “Skills for Jobs” set out our plan to reform the skills system. I pay tribute to my predecessor, my right hon. Friend the Member for South Staffordshire (Gavin Williamson), for his work on that brilliant White Paper; I will not repeat everything that it said, because I am sure that hon. Members will have familiarised themselves with it, but I hope to show how we have acted on it.

First, we have significantly increased investment. We are investing £3.8 billion more in further education and skills over the Parliament by 2024-25. As the Chair of the Select Committee on Education, my right hon. Friend the Member for Harlow (Robert Halfon), said earlier this month, that is

“a remarkable amount of money for skills.”

I note the cross-party support for the measure in the Bill. Lord Sainsbury, who led an independent panel on skills on behalf of the coalition Government, is a big supporter of our plans. As President Truman once said, it is amazing what you can accomplish if you don’t care who gets the credit. That is what we are trying to do, and I hope that the Opposition will join us tonight: to work together to level up the skills base across our great country.

We are delivering an extra £1.6 billion boost by 2024-25 for 16 to 19-year-olds’ education, including maintaining funding in real terms per student and delivering more hours of teaching for T-levels. There is an extra hour a week for all students in that age group, who have the least time to catch up from covid. Apprenticeships funding will increase to £2.7 billion by 2024-25 to support businesses of all sizes to build the skilled workforce that they need. We are making vital improvements to FE college buildings and equipment across England, and we are delivering on our National Skills Fund manifesto commitment to help transform the lives of people who have not got on to the work ladder and who lack qualifications.

[Jim Shannon (Strangford) (DUP)]

I welcome the Bill, and I welcome what the Government are indicating that they wish to do, but may I ask a quick question? Only 26% of disadvantaged white British boys and 35% of disadvantaged white British girls achieve five good GCSEs including English and mathematics. What is happening to those young boys and girls who are not obtaining all the qualifications that they need in order to advance themselves and gain employment?

[Nadhim Zahawi]

The Education Committee did a very important piece of work on that precise subject. We are investing in recovery—investing £5 billion, following the Budget. We are investing in tutoring, and, of course we are investing in the quality of teaching. There cannot be great outcomes without great teachers, and we are providing 500,000 teaching opportunities.

I will now make some headway, if I may. As you quite rightly told me, Madam Deputy Speaker, many other Members wish to contribute tonight.

As well as the National Skills Fund manifesto commitment to help transform the lives of people who do not have the opportunities that many of us in this place have had, we are implementing the policies in the White Paper. For example, we have established eight trailblazer areas across the country where the first local skills improvement plans are being developed by employer representative bodies. They are currently engaging employers, education providers and key local stakeholders to begin the development of these important plans in the context of the skills landscape. The trailblazers are in areas from Kent to Cumbria, and they will generate valuable learning to inform the wider roll-out of these plans across our country.

The Bill also specifies the essential legal framework for our reforms. We are setting ourselves up for success by giving people the skills and education that they need for work by improving the quality of what they learn, and, of course, by protecting our learners from the disruptive impact of provider failure, reducing the risk that they will miss out on vital learning because, for example, the training provider with which they are studying goes bust.

I have seen at first hand the transformative power of education, and I want to take a moment to retell the House about an experience that I had while visiting Barnsley College. It was the first in south Yorkshire to roll out T-levels, and while I was there I met several of its students. I want to tell the House about one of them. I have rarely met a more inspiring individual. He told me that with his T-level—I am quoting him word for word—“I am looking at unis now and thinking which one I am picking, not which one is going to pick me.” Greg is living proof of the transformative effect that our skills programme is having.

I also met students at Barnet and Southgate College, during my first week in my present post, and saw how state-of-the-art facilities were helping those with learning difficulties and disabilities to realise their ambitions. The college is going further by strengthening its ties to local businesses: it has worked closely with its local chambers of commerce to provide a range of services for local businesses as a hub in the college. So our reforms are working, and they are very much evidence-led. They are changing people’s lives and levelling up the country, and the Bill will help to secure them for the years to come.

[Steve Brine (Winchester) (Con)]

This is an excellent Bill which deserves a Second Reading tonight. One college that my right hon. Friend knows well is Peter Symonds, in my constituency, which is transforming lives and T-levels. It has done very well out of the post-16 capacity fund bid, in which, as I found out last week, it was successful, and will build a new 12-classroom block as a result. I wonder whether the Secretary of State, in his new role, will make a glorious return to Winchester to see what excellent post-16 education looks like in the heart of Hampshire.

[Nadhim Zahawi]

I am well aware of that investment, and I will certainly look at the diary to see whether I can make time for a visit. I know that the Under-Secretary of State for Education, my hon. Friend the Member for Brentwood and Ongar (Alex Burghart)—the skills Minister—is gagging to get down to Hampshire and have a look at Peter Symonds College as well.

Skills are very much about providing people with fulfilling and productive jobs, and helping them to improve their lot. One of the key parts of the Bill deals with local skills improvement plans, which place employers, through representative bodies, at the centre—the heart—of the local post-16 skills system. Only through really understanding what is needed in a local area and working in a holistic way with employers, education providers and key local stakeholders can we develop a credible local plan to ensure that skills provision meets local needs.

Mayoral combined authorities which have certain devolved responsibilities for adult education are also critical stakeholders, who will be closely engaged in this process. I am pleased to say that we will introduce an amendment to place the role of those authorities on the face of the Bill.

[Several hon. Members rose—]

[Nadhim Zahawi]

I will try to give way later. I apologise, but I need to make some headway, because a great many Members want to contribute to the debate.

Local skills improvement plans will help to ensure that the skills system is responsive to labour market skills needs and supports local innovation and growth, with every part of the country able to succeed in its own unique way. This is levelling up in action. As the Prime Minister said at COP26 two weeks ago,

“When it comes to tackling climate change, words without action, without deeds are absolutely pointless.”

In the Bill, we are taking that action by setting out the need to consider skills that support our path to net zero as part of the local skills improvement plans. It is not only good for the planet, but good for business.

Another priority for our skills agenda is for lifelong learning, and delivering on our commitment to the lifelong loan entitlement. The LLE will help to give people a loan entitlement to the equivalent of four years of post-18 education at levels 4 to 6, for use on modules or full courses, in colleges or universities, over their lifetimes. If you had told me when I was apprenticeship tsar under the coalition Government that there would be a Prime Minister who would introduce this measure, I would have bitten your arm off, Madam Deputy Speaker. I cannot emphasise enough that this is a step change in our system, which will revolutionise the way in which we see education, retraining and upskilling in our country. Some 80% of the workforce of 2030—which is not a long time from today—are already in work, so we need to be able to adapt to the future economy and those skills needs.

[Christian Wakeford (Bury South) (Con)]

The fact that we are talking about further education and the skills guarantee is a paradigm shift, and it is very welcome, but what are we doing to ensure that those who do not have a level 2 qualification, or who have difficulty with reading, can access the guarantee?

--- Later in debate ---

[Nadhim Zahawi]

I thank my hon. Friend for his question. I will address that level 2 issue later in my speech.

The LLE will give us the flexibility to be—I hope—responsive and agile, and will enable people to succeed at any stage in their lives. It will also give them the option of building up their qualifications over time, with both further and higher education providers. They will have a real choice in how and when they study to acquire new, life-changing skills. The LLE will help to create the parity of esteem between further and higher education that we so desperately want to see and so desperately need.

I am pleased to inform the House that since the Bill’s introduction, the Government have introduced further measures to help eradicate that scourge of honest and faithful academia, essay mills. I thank my right hon. Friend the Member for Kingswood (Chris Skidmore) for his work on this topic, and I know that he will appreciate these measures. It is high time that we stamped out a dishonest practice that both undermines our further and higher education systems and puts students at risk of exploitation.

Any reform of our system must also reform our set of technical educational qualifications, to close the gap between the skills gained through a qualification and the skills employers tell us they need.

[Paul Blomfield (Sheffield Central) (Lab)]

I welcome the Secretary of State to his place. We have worked together on education issues in the past, and I hope to do so in the future. May I press him further on the point my hon. Friend the Member for Battersea (Marsha De Cordova) made about BTECs? He may not intend to abolish them, but will not effectively defunding them have the same effect? Is that not why so many former Conservative Education Ministers made that point in the Lords?

[Nadhim Zahawi]

I am grateful to the hon. Gentleman, whose opinion I value highly. He and I have worked on education for a number of years on a cross-party basis. The important thing to remember is that the Sainsbury review was clear that for T-levels to succeed, where there is duplication and lower quality, we need to remove lower quality; that does not mean getting rid of high-quality BTECs. I will say a little more tonight that I hope will reassure the House on how we are doing that without kicking the ladder of opportunity away from anyone who deserves that opportunity. I hope I will be able to allay some of his fears.

Going back to the reform of our system, we are extending the powers of the Institute for Apprenticeships and Technical Education to approve a broader range of technical educational qualifications. The institute will ensure that the independent voice of employers is embedded throughout the process, while working in harmony with Ofqual to ensure quality.

I want to be perfectly clear: the Bill focuses on the approval and regulation of technical qualifications, rather than the funding of technical or academic qualifications. However, when it comes to both academic and technical qualifications, what we are looking for the most is quality. There is no point in a student taking a low-quality level 3 qualification that does not equip them with skills for a job or help them to progress into higher education. That is even more important when it comes to disadvantaged students.

We have more than 12,000 qualifications at level 3 and below. By comparison, the Netherlands, Germany and Switzerland, all widely regarded as having high-performing technical education systems, have around 500 or fewer. Our qualifications review is vital to ensuring that what is on the market is the best it can be. I am clear that T-levels and A-levels should be front and centre of the level 3 landscape, but I am convinced that we need other qualifications alongside them, many of which exist now and play a valuable role in supporting good outcomes for students. It is quite likely that many BTECs and similar applied general-style qualifications will continue to play an important role in 16-to-19 education for the foreseeable future.

Our reforms to the qualifications landscape are rightly ambitious, but we know that we would be wrong to push too hard and risk compromising quality. That is why I am announcing today that we have decided to allow an extra year before our reform timetable is implemented. The extra year will allow us to continue to work hard to support the growth of T-levels and give more notice to providers, awarding organisations, employers, students and parents, so that they can prepare for the changes.

I am a firm believer in T-levels. As I have said before, I want them to become as famous as A-levels, and I want to ensure that we get them right. As many young people as possible should have the advantage of studying for and successfully completing a T-level. We hear consistently that some students are put off taking a T-level because they are worried that they will fail if they do not reach level 2 in English and maths. We want to change that and bring T-levels in line with other qualifications, including A-levels. We are absolutely clear that English and maths should remain central to T-level programmes, but we do not want to unnecessarily inhibit talented students from accessing T-levels simply because of the additional hurdle that reaching level 2 in English and maths represents. That is why I can also announce today that we will remove the English and maths exit requirements from T-levels. That will bring them in line with other qualifications, including A-levels, and ensure that talented young people with more diverse strengths are not arbitrarily shut out from rewarding careers in sectors such as construction, catering and healthcare. The institute is taking immediate steps towards that.

[Wera Hobhouse (Bath) (LD)]

Fewer than 1% of college students are on a course with coverage of climate change. Unless we embed climate change and the environment into our post-16 education, the Government’s plans to get to net zero will simply not be possible. Bath College is offering some of those courses and doing something about it. Will the Secretary of State commit the Government to putting its weight behind courses that embed climate change into the curriculum?

[Madam Deputy Speaker (Dame Rosie Winterton)]

We must have very short interventions at this stage, because we have a lot of people who want to contribute to the debate.

[Nadhim Zahawi]

We are doing much of what the hon. Member for Bath (Wera Hobhouse) asks for, including in the local skills plans, where net zero will very much be part of the planning and development process. I will make some headway, per your instructions, Madam Deputy Speaker, because there is a lot to get through tonight.

I also want to ensure that all students from the first two cohorts are not unfairly disadvantaged by the ongoing challenges that covid presents for T-level delivery. We have therefore recently announced a small number of temporary flexibilities on how industry placements can be delivered for those groups, including allowing some virtual working.

We are working to improve technical education at all levels, including level 2, which has been neglected for far too long. Getting level 2 and below right is key to ensuring that students have clear lines of sight to level 3 apprenticeships and traineeships, and, for some, directly into employment. We will consult on proposals for reform later this year, but we will work at speed.

It is in the interests of learners that we take a fresh look at the system and make it easier to navigate, with better outcomes for learners, employers and our economy. When I was apprenticeship tsar, I saw how clearly people in other countries understood their system and how that made a world of difference. Everyone understood it: the student, their family and their employer.

Since the Bill’s introduction in May, it has been subject to thorough and significant scrutiny in the other place. I express my thanks to all those who contributed, but especially to the Minister for the School System, who took on this Bill just before Report and did so brilliantly. My noble Friend brought forward some Government amendments on Report, including clauses on essay mills and an amendment to allow 16-to-19 colleges to become academies with a religious designation —something I know my hon. Friend the Member for Blackpool South (Scott Benton) will be very happy about. Important and sensitive issues were raised in the other place, and I can be clear that we are listening and taking careful consideration of the proposals made there. Not all changes are right for legislation, but I wholeheartedly agree with the spirit of many of the proposals.

It is a privilege to be able to take this Bill through the House. I know there are many exciting and thought-provoking debates ahead of us, but, most importantly, we must remember why we are doing this: to deliver high-quality qualifications, designed with employers, to give students the skills they need. With the support of hon. Members on both sides of this House, the Bill will signify a major milestone in our plan for jobs and our economic recovery. The Bill will set us up for the future we want and, crucially, the future we need. I commend it to the House.

[Madam Deputy Speaker (Dame Rosie Winterton)]

Before I call the shadow Secretary of State, I will have to impose a time limit. We will start at five minutes.

GCSEs and A/AS Levels 2022: Contingency Arrangements

Nadhim Zahawi Excerpts

Monday 15th November 2021 Written Statements

[The Secretary of State for Education (Nadhim Zahawi)]

The Government’s policy is that GCSE and A/AS level exams will go ahead in 2021-22, with adaptations to take account of the disruption to education that students have experienced. These include providing a choice of topics or content in some GCSE subjects, advance information on the focus of the content of exams to support students’ revision, and support materials in some GCSE exams. These adaptations, along with our support for education recovery, public health measures and the approach to grading that Ofqual has announced, will help to ensure exams can proceed safely and fairly next summer.

However, there remains a small risk that further disruption due to the covid-19 pandemic will mean it is not possible for exams to go ahead safely or fairly. On 30 September the Department for Education and Ofqual therefore set out our intention to use Teacher Assessed Grades (TAGs) for GCSES, AS and A-levels in 2022 in the unlikely event that it proves necessary to cancel exams, and published a joint consultation.

The consultation outlined proposals on how teachers should collect evidence over the rest of this academic year to support the awarding of TAGs, if necessary, including arrangements for private candidates. The consultation also sought views on improvements to the 2021 arrangements for quality assurance and appeals.

On 11 November, the Department and Ofqual published the decisions taken following analysis of the responses to the consultation.

The proposals that were set out in the consultation received broad support and Ofqual has now published guidance for schools, colleges and other exam centres on collecting evidence that would be used to assess students’ performance if exams were cancelled. The guidance takes a proportionate approach and is being published now so that teachers know how to collect evidence from their students in advance of any decision to cancel exams. Ofqual has confirmed that, where possible, centres should use their existing assessment plans.

Ofqual will only publish guidance on how to determine TAGs, and centres would only be required to develop policies for awarding TAGs, if exams are cancelled.

Ofqual has also confirmed that it will not take decisions at this point about the quality assurance arrangements that would be used for TAGs in 2022, or how student appeals would work. These are both dependent on the timing of any decision to cancel exams and the reason for that decision, including any public health restrictions in place at the time.

If it proves necessary to cancel exams in some parts of England, exams will be cancelled for all students and the TAGs approach will be implemented nationally.

[HCWS387]

Budget Resolutions

Nadhim Zahawi Excerpts

Tuesday 2nd November 2021 Commons Chamber

[The Secretary of State for Education (Nadhim Zahawi)]

In 2019, we made a promise. We promised to give the people of this country world-class public services and to strengthen the entire fabric of this country so that everyone benefits. Everyone is entitled to have access to the same opportunities to make the most of their lives, whether they are at school, at work or whatever their personal circumstances. That is what we meant, and what we mean, by levelling up: making this country fairer for all who live in it.

[Gareth Thomas (Harrow West) (Lab/Co-op)]

On the subject of levelling up, will the Secretary of State tell the House why he thinks it is acceptable for schools to be worse off in real terms now than they were in 2010?

[Nadhim Zahawi]

Respectfully, it is quite the opposite. I will get to that point later. Schools will be £1,500 better off per pupil than in 2019-20—not even 2010— but we will return to that subject in a moment or two.

I was getting to the point about those who are more vulnerable. For those who are most vulnerable, levelling up means that extra support will always be there for them. The covid virus has put enormous pressure on all our public services, and I know the whole House will want to join me in again thanking our magnificent public heroes—our nurses and doctors, our teachers and nursery workers, our care home staff and our delivery workers—for how they have helped us all to weather the pandemic storm.

The national health service has been the frontline of this pandemic and we must build up its resources after an unprecedented 18 months. We are committing £5.9 billion to tackle the NHS backlog of non-emergency tests and procedures, which will include £2.3 billion for ensuring that there are at least 100 community diagnostic centres where people can get health checks, scans and tests closer to their homes.

Digital technology is transforming every aspect of our lives, so the package includes £2.1 billion over the next three years to support its use in hospitals and other care organisations to improve efficiency, freeing up valuable NHS staff time and ensuring the best care for patients, wherever they are. There will also be £1.5 billion from that package over the next three years for new surgical hubs, increased bed capacity and equipment to help elective services to recover, including surgeries and other medical procedures.

We have promised an overhaul of our adult social care system, improving social care outcomes through an affordable, high-quality and sustainable system. We are therefore allocating £3.6 billion for local government to reform adult social care provision, including capping personal care costs at £86,000.

[Emma Hardy (Kingston upon Hull West and Hessle) (Lab)]

I thank the Secretary of State for giving way; he is always very generous. I draw his attention to the letter from the East Riding of Yorkshire Council, a Conservative-led authority, to the Secretary of State for Health and Social Care, stating that,

“the council has 302 assessed individuals requiring 4,114 hours of home care per week that we are currently unable to provide.”

The letter was dated in October. It identifies extra money that the Government have given, but says the council still does not have the funding needed to care for the people who need help in the East Riding.

[Nadhim Zahawi]

I am grateful to the hon. Lady, and I am sure the Secretary of State for Health and Social Care will take a careful look at her letter and respond in good time.

Nevertheless, it is this Government who have grasped the nettle of adult social care and will deliver on capping personal care costs, which can be so debilitating, at £86,000. While £1.7 billion will improve the wider social care system, including the East Riding of Yorkshire, as announced in September, at least £500 million of that will go towards improving qualifications, skills and wellbeing across the social care workforce.

[Lloyd Russell-Moyle (Brighton, Kemptown) (Lab/Co-op)]

Is it not the case that the additional money for adult social care is on a promise that might come along in a few years’ time, and that most local authorities will not see a penny immediately to tackle the immediate problems that they have in adult social care? That is why I tabled my amendment; it was quite rightly not selected, but it would have brought in £15 billion extra and not harmed anyone earning under £50,000. Why will the Government not just make national insurance a flat rate for everyone?

[Nadhim Zahawi]

I am grateful for the hon. Member’s question. I think he may have missed, while trying to catch your eye, Mr Speaker, what I just said about the £1.7 billion to improve the wider social care system that was announced in September. The additional £3.6 billion to local government that was announced in the Budget is more money. This is not an arms race on how much we can spend; this Government are interested in delivering outcomes. Covid has, no doubt, added extra challenges to our reforming agenda, but it has not deflected us from delivering our promises; it has made our commitment more focused as we deliver and build back better. For me, that means skills, schools and families.

[Barbara Keeley (Worsley and Eccles South) (Lab)]

I detect a hint of complacency on funding for social care. The Secretary of State mentioned £500 million to go towards workforce issues. That is nothing; it is a drop in the ocean for the issues with the social care workforce. There are more than 100,000 vacancies in social care and turnover is 30%. The money just will not touch the sides. The reaction to the Budget from the social care sector, which I hope to speak about today, has been one of profound disappointment and disbelief, really, that the Government do not understand what a crisis the sector is in. I really think it is about time for the Secretary of State to change his tone on that.

[Nadhim Zahawi]

I have to respectfully disagree with the hon. Lady. In my time as vaccines Minister, I saw the social care sector rise to the challenge and deliver. I opened my remarks by reminding the House of that and thanking the workers on the frontline. Of course, money does make a difference, including the £500 million announced to make sure that we retain and inspire the social care workforce.

[Marsha De Cordova (Battersea) (Lab)]

I thank the Secretary of State for giving way; he is being very generous with his time. He talks about the investment in social care, but does he not agree that there will still be a gaping hole of over £500 million in disabled children’s social care support?

[Nadhim Zahawi]

I will return to children’s social care later in my speech. Mr Speaker, you will, I hope, recognise that I have given way several times. I would now like to make some headway in my speech and return to my theme, which hon. Members will hear from me and my team and from across Government: skills, schools and families.

World-class public services demand world-class skills, and in this country we are entering a new era—the era of the skills economy. We are investing over £3.8 billion over the course of this Parliament in further education and skills to make sure that people have access to the kind of high-quality training and education that will open the doors to good jobs, which in turn will boost productivity and support levelling up. For too long, employers have complained that young people just do not have the skills that their businesses need, particularly in science, technology, engineering and maths. For too long, students have studied subjects that will not result in a meaningful or satisfying career. That mismatch is not just bad for students; it is bad for business and it is catastrophic for our economy, especially as we try to rebuild after the pandemic.

We need people with the skills for tomorrow’s industries, so we are making the largest investment in skills in a decade, and it is going to deliver the technical education our economy needs. Our skills economy will power innovation and growth, and we will all feel the benefit.

[Alex Sobel (Leeds North West) (Lab/Co-op)]

Yesterday I was speaking with members of the tech industry, and they were lamenting the fact that there is only one hour a week for computing in secondary schools. Our growth will be in the technological sector. What will the Government do to improve computing education in schools?

[Nadhim Zahawi]

I am grateful for the hon. Member’s question. I know that he cares passionately about this subject and the overhaul of information and communications technology in the curriculum. I think an £83 million investment in that is a signal to the sector of how important it is to the UK economy. I saw at first hand at Barnsley College how T-levels in technology are delivering for young people. We will invest £2.8 billion of capital funding in skills and further education, including to further expand our new T-levels, which are set to offer a new gold standard in technical education and will be more than a match for A-levels.

[Andy Carter (Warrington South) (Con)]

I recently visited the university technical college in Warrington, which is a great example of skills-based education, linking with employers such as Sellafield. Does the Secretary of State agree that that is exactly the sort of education we need to see across the UK?

[Nadhim Zahawi]

My hon. Friend is absolutely right that the UTC and the work it is doing with Sellafield is exactly the sort of high-skilled, high-ambition, career-developing education that we need, giving those young people, when they become young adults, a real outcome. Of course, higher wages and a more successful economy will be by-products of that, but the real outcome is that rounded adult who has a real career path in the economy.

[Robert Halfon (Harlow) (Con)]

I welcome what my right hon. Friend is saying. Can he confirm that there is a 42% increase in the skills budget in cash terms? Does he not agree that if we spend that money right, we will create, for the first time, a parity of esteem between skills and higher education, and that rather than just “university, university, university”, our mantra should be “skills, skills, skills” and “apprenticeships, apprenticeships, apprenticeships”?

[Nadhim Zahawi]

There is no greater champion of this agenda than my right hon. Friend, the Chairman of the Select Committee on Education. “Skills, skills, skills” runs through his veins, and I thank him for that point. I absolutely agree with him on the uplift in the investment that we are making.

I would like to take a moment to tell the House all about the visit I made to Barnsley College just a week or so ago. The college was the first in South Yorkshire to roll out T-levels. While I was there, I met several of its students, including one whose name is Greg. Honestly, I have rarely met a more inspiring individual. He told me that with his T-level—I will quote him word for word:

“I’m looking at unis now and thinking, ‘Which one am I picking?’ not ‘Which one of them is picking me?’”

Greg is living proof of the transformative effect our skills programme is having.

The same is true for apprentices. Apprenticeships funding will increase by £170 million to £2.7 billion, alongside other improvements to support more small businesses to hire new apprentices.

[Emma Hardy]

Will the Secretary of State give way?

[Nadhim Zahawi]

I want to make sure that others get a chance to participate in the debate, so I will make some headway. I hope that the hon. Lady will forgive me; I beg her indulgence.

These investments are putting employers at the heart of our skills economy so that education and training respond to local business needs. In this way, we will not only build one of the best technical education systems in the world, but drive local prosperity and levelling up.

Of course, we know that skills training is not just for the young. As technologies change and develop and businesses adapt, so people will find that they will need to reskill or retrain throughout their lives. Globalisation and automation are changing the modern workplace. Jobs and industries that are flourishing now might not be in five or 10 years. Our skills economy must be sufficiently agile to flex not just for today but for tomorrow and long into the future.

With our “Skills for Jobs” White Paper, we are committed to boosting the job prospects of adults across the country by making sure that they can get the training they need to adapt to a changing workforce. A total investment of over £550 million will make sure that adults at any age can retrain or upskill, and that is part of our national skills fund commitment. We will be investing more in boot camps, which offer free flexible courses of up to 16 weeks, giving people the opportunity to build up specific skills with a clear route to a job at the end. We are also investing more to help adults in England take advantage of our free courses for jobs offer. There are now more than 400 courses to help more adults gain the skills they need to boost their career prospects. There will be opportunities for adults across the whole of the UK to develop their numeracy skills through the multiply programme the Chancellor announced, funded by another £560 million through the UK shared prosperity fund. That means that wherever people live and whatever stage they are at in life, they will be able to access training and education that gives them the skills employers want and which can lead to good jobs and career progression.

[Ben Everitt (Milton Keynes North) (Con)]

This is a national effort. A lot of attention has quite rightly been placed on the areas in the north of England that are targets for levelling up, but will my right hon. Friend confirm to the House that levelling up is a national agenda and that there are poorer areas in the south of England and London that will receive priority funding from the Government?

[Nadhim Zahawi]

Levelling up is at the heart of the Government’s agenda. Levelling up means empowering local leaders and communities to drive real change: boosting living standards, particularly where they are lowest; spreading opportunity and improving public services, particularly where they are weaker; and restoring local pride across the United Kingdom. Every local authority across the UK is eligible for the levelling up fund. In line with the Government’s mission to level up, it is right that we have prioritised areas that have been objectively assessed as most in need of the kind of investment that the levelling-up fund provides. That includes areas in the south of England which are most in need.

Schools are equally important and they have done well in the spending review. One of the biggest challenges we currently face is helping the young people who have suffered so much disruption to our schools during the pandemic. Those young people have been foremost in my mind and are central to the significant investment we announced this week. We know that world-class public services will help to turbocharge our economy. They will give us the skills, knowledge and technical excellence to drive productivity and growth. To deliver them, we have to begin with our schools.

All of us here, without exception, will owe a great debt to a teacher—maybe more than one—who helped us to get to where we are today. Colleagues will be aware that I have more reason to be grateful than most, having arrived here at the age of 11 as an immigrant without a word of English. I will always be grateful to the teachers who helped me on my way, which is why it gives me particular pleasure today, as Education Secretary in Her Majesty’s Government, to say that we are going to increase our spending on our country’s schools. Core funding will rise by £4.7 billion in 2024-25, building on the largest cash boost for a decade provided in the 2019 spending review. That equates to a total cash increase of £1,500 per pupil compared to 2019.

[Clive Efford (Eltham) (Lab)]

Will the Secretary of State give way?

[Nadhim Zahawi]

I will make some headway. I have taken many interventions.

Let us not forget that these are not normal times for any of our schools and colleges. The task in front of them, helping every young person to get back to where they need to be, requires all our teaching and education staff to continue to deal with the fallout from the pandemic. To reflect that, we will be allocating nearly £2 billion extra to support young people who are struggling to catch up on missed learning, following the existing investment in tutoring and training for teachers.

[Clive Efford]

The Institute for Fiscal Studies has described the increase in education funding over the past decade as the worst for 40 years. The Secretary of State says he is increasing funding for schools, but by next April, 12 years on, we are only about to achieve the same level of funding that existed in 2010. That is a damning indictment of the Conservative Government over the past decade. Why have young people in our schools been forced to pay the price of Tory austerity?

[Nadhim Zahawi]

I am grateful to the hon. Gentleman for that question, but respectfully he is completely wrong. It is not the same level of funding as 2010. Let me try to explain it to him and his constituents. The £1,500 per pupil extra by 2024 is £1,500 more than in 2019-20. That is a significant investment in the future of this great country.

To reflect that, we will allocate—as I was saying on recovery—£2 billion extra to support young people who are struggling to catch up on missed learning, following the existing investment in tutoring and training for great teachers. That is in addition to the 6 million tutoring courses and 500,000 training opportunities we have already made, which takes overall investment specifically dedicated to pupils’ recovery to almost £5 billion. That includes an additional £1 billion of catch-up funding that goes direct to schools so that they can best decide how to support education recovery for those of their pupils who most need it. Teaching unions wanted that additional flexibility—I thank them for that—and I listened to them and made representations to my right hon. Friend the Chief Secretary to the Treasury. As they told me, this funding might pay for specialist small groups, or hiring staff to lead extra-curricular activities outside the school day. In that way, an average secondary school could receive about £70,000 a year in additional cash. That is money that can make a real difference to young lives. Evidence shows that the pandemic has had a significant impact on older pupils who have the least time left in education. We will be investing £800 million in extending the time they spend in colleges.

It is no secret that the most important person in any classroom is the one standing at the front of it, which is why this settlement enables us to raise teachers’ starting salaries to £30,000. We promised that in our manifesto and we are delivering on that promise. That is in addition to a salary boost of up to £3,000 tax free to teach maths, physics, chemistry and computing, which we have already announced, to increase the number of teachers in subjects that are facing the greatest shortfall. It will also build on our groundbreaking teacher recruitment and retention reforms. We want our brightest and best graduates to be queueing up to be teachers. We now have far more compelling reasons for them to do so.

As a former families Minister, I care passionately about giving children a great start in life. That means giving families every support. I have seen for myself on many occasions the incredible effect that our investment can make on helping struggling families. Around 300,000 of our most vulnerable families will be supported with an extra £200 million boost to the Government’s flagship supporting families programme, which supports families through complex issues that could lead to family break- down. That is an approximately 40% real-terms uplift in funding for the programme, taking total planned investment across the next three years to nearly £700 million. As I said, we are being driven by three things: skills, schools and families.

[Ben Bradley (Mansfield) (Con)]

I welcome my right hon. Friend’s commitment to the supporting families scheme. The certainty around that for the long term will be very beneficial. He will recognise, as a former families Minister, that the big pressure on local government budgets is not social care—I wish I could spend the money, but I cannot employ anybody—but children’s services. The cost is growing exponentially. We need to move to more proactive preventive services, such as supporting families. Will he make a commitment to ensure that the transition in local government to preventive services will continue beyond this Budget? It is very welcome, but it has to be a long-term trend. Will he commit to supporting local government to do that?

[Nadhim Zahawi]

My hon. Friend is absolutely right and I thank him, not least because of his deep experience in local government. We will continue to engage with the MacAlister review and we will take very seriously the points that my hon. Friend made about the pressures on local government.

As I said, this is about skills, schools and families, which is why we are setting aside £50 million over three years—

[Yasmin Qureshi (Bolton South East) (Lab)]

rose—

--- Later in debate ---

[Nadhim Zahawi]

Let me make some headway, because hon. Members might find this interesting: we are setting aside £50 million over three years for parenting programmes to help parents and carers build positive relationships with their children and around £80 million to create a new network of family hubs—a one-stop shop where families can get help and support services when they need them in 75 local authorities across England. Almost half of local authorities will have a family hub. I will give way to the hon. Member for Denton and Reddish (Andrew Gwynne).

[Andrew Gwynne]

I am grateful to the Secretary of State. I welcome the Government’s new-found conversion to something that sounds particularly like the Sure Starts that we had in 2010, but I want to ask him about a practical point. The fact is that in large parts of the country—usually where the facilities are needed most— the Sure Start centres are just not there physically in the community, because of the reductions in the revenue support grant to local government. They have been subsumed into schools, removed or sold. Will he prioritise areas such as Tameside so that we can build back this network of family support in our communities? We do not have the Sure Start centres; we need capital funding to bring them back.

[Nadhim Zahawi]

The hon. Gentleman will know that, as Children and Families Minister, I tried to follow the evidence, and I will do the same as the Secretary of State. I will always be evidence-led. My difficulty with his statement about Sure Starts is that when we look at the evidence, we see that much of the investment went into buildings rather than to the families that we really needed to access those services. The difference here, as I saw through the evidence from family hubs in Harlow and elsewhere, is that with this multi-agency, wraparound approach, we can get to the families that need to access the service. I am glad to hear that he welcomes this announcement, because I know that he will probably be an outlier in his party in wanting to work constructively to get the 75 centres up and running.

We also continue to invest in early education, with around £170 million every year—the sector was slightly confused, but I know that the Children and Families Minister, my hon. Friend the Member for Colchester (Will Quince), set them straight—to increase the hourly rate for free early education entitlements, supporting families with the cost of childcare. As we would expect from a Government who are as committed to levelling up as this one, much of our focus is on those who need additional help, especially the most vulnerable in society.

[Yasmin Qureshi]

Will the Secretary of State give way?

[Nadhim Zahawi]

I know that Mr Speaker is looking at his watch, so perhaps the hon. Lady will forgive me if I make some headway and let others into the debate.

[Mr Speaker]

It is not about headway—I think a mere finish might be helpful.

[Nadhim Zahawi]

Indeed, Mr Speaker. We are investing £2.7 billion of capital funding to improve provision for pupils with special educational needs and disabilities.[Official Report, 2 December 2021, Vol. 704, c. 10MC.] That funding represents a significant investment in high needs provision and will help to deliver tens of thousands of new places for some of the most vulnerable children in our country. Over the next three years, we will provide £259 million to expand the number of places available in secure and open residential children’s homes. That will provide high-quality, safe homes for some of our most vulnerable children and young people.

We will also support families through our adoption strategy. That will go a long way to improving the process of matching children who need a home with the adopters who are desperate to provide one for them. That means encouraging all those who can provide a loving home to come forward, not just those from a narrow, rather middle-class demographic. We will, in due course, see more centres of excellence for our regional adoption agencies.

Every child deserves to grow up in a secure and loving home and every single one of us, young and old alike, deserves to live in a community where we feel safe. The whole country has been shocked to the core by the recent violent attacks on people who have been walking home or out enjoying themselves, especially vulnerable young women. This is simply unacceptable. We promised to recruit an extra 20,000 police officers in 2022-23 and we are putting an extra £540 million into recruiting a further 8,000 additional police officers. We are allocating £42 million for new crime and drugs programmes. That will help to fund our Safer Streets programme and will help more people to improve home security, especially in areas that have a high incidence of burglary, car theft and robbery. We have always taken a zero-tolerance approach to crime, and tackling drugs is a priority, especially through our county lines programme. We will set up a national crime and justice lab to analyse crime reduction and prevention data.

Part and parcel of keeping our streets safe is making sure that those who threaten that security are dealt with quickly and efficiently through our criminal justice system. The covid pandemic has had a massive impact on this, so we are making an extra £2.2 billion available to manage the increased number of offenders being brought to justice and to reduce backlogs in criminal courts. There will be an extra 20,000 prison places, which builds on the additional 18,000 prison places that we announced at the last spending review, plus a further 2,000 temporary places. That represents the largest prison-building programme in a generation.

For those people who have been victims of crime, we will increase our support services to over £185 million a year. Security, safety and support are going to underpin our public services, but we must also take a proactive approach to make sure that all our communities are vibrant, resilient places where people can live, learn and work. One of the chief ways to make sure that everyone can get from A to B smoothly and efficiently is through world-class public services, and we will need world-class local transport systems. The investment there makes a huge difference across the board.

I know that you are anxious about the time, Mr Speaker, so I will conclude. This Budget will provide billions of pounds to deliver the public services that the British people deserve. It puts skills, schools and families at the centre of everything we do and it embeds levelling up throughout all our services and our national infrastructure. The Budget is a clear statement of intent: world-class public services backed by £150 billion a year in cash terms.

Oral Answers to Questions

Nadhim Zahawi Excerpts

Monday 1st November 2021 Commons Chamber

[Chi Onwurah (Newcastle upon Tyne Central) (Lab)]

1. What recent assessment he has made of the potential impact of reductions in funding for arts courses in higher education on the provision of those courses.

[The Secretary of State for Education (Nadhim Zahawi)]

We value excellent provision in all subjects, including the arts. We recently rationalised the strategic priorities grant to better meet the funding needs of high-cost, strategically important subjects, including in science, technology, engineering and maths.

[Chi Onwurah]

I know that the Secretary of State studied engineering, and as a chartered engineer myself, I believe it is essential to invest in STEM skills. However, doing so at the expense of arts subjects shows that the Government really are not serious about our future economy. How will he ensure that our £111 billion creative industries have the skills and people they need when he is cutting in half the subsidy for arts subjects? Is he aware that only a fifth of our artists, performers and so on are from working-class backgrounds as it is?

[Nadhim Zahawi]

I am grateful to the hon. Lady for mentioning my engineering background. As part of the same reform programme, we have asked the Office for Students to invest an additional £10 million in our world-leading specialist providers, many of which specialise in arts provision. On providers losing funding in the reallocation as we send a clear message on STEM, I remind her that that income loss amounts to about 0.05% of those providers’ estimated total income.

[Michael Fabricant (Lichfield) (Con)]

Does my right hon. Friend accept that arts subjects do not necessarily lead to arts careers? Does he know, for example, an honourable gentleman who, after doing a philosophy, politics and economics degree at Oxford, became a shopkeeper and now happens to be the Mayor of the West Midlands?

[Nadhim Zahawi]

Indeed I do, and he is a great Mayor who is transforming the city of Birmingham and the rest of the west midlands. My hon. Friend is right to remind the House that subjects such as PPE are incredibly important and that many leaders in industry do not necessarily have STEM degrees.

[Matt Western (Warwick and Leamington) (Lab)]

I welcome the Secretary of State to his place. As a neighbour, and possibly a friend, it is good to see him here.

This nation has long produced some of the best creatives in the world—in fact, the arts are a powerhouse for the country’s economy—yet the Government have a myopic view on the value of everything. Their present focus is that ballerinas should be coders, but for decades people from low-income households in particular have not just benefited from their discovery and study of the arts but gone on to enrich this country of ours and, at the same time, generated soft power. I think of people such as Danny Boyle, Tracey Emin, Annie Lennox, David Bowie and Alison Lapper—the list is endless. People’s lives are infused with the arts as they listen to music on their iPods, read fiction, attend museums and watch TV dramas, dance and so on. Given that the UK creative industries are truly global-leading and make such a significant contribution to our economy, why are the Government so determined to limit people’s social mobility and our wider economic success?

[Nadhim Zahawi]

I am grateful to my hon. Friend—I think he is—for his question, although I completely disagree with him. Nevertheless, it is important to remember that the arts play an incredible role in enriching minds, especially young minds, and in inward investment to the United Kingdom and exports from the UK. We continue to value high-quality provision in a range of subjects critical to our workforce, including the arts. That is why I mentioned the work of the Office for Students in reinvesting an additional £10 million in our world-leading specialist providers, many of which specialise in arts provision.

[Dr Luke Evans (Bosworth) (Con)]

2. What steps he is taking to support schools with the cost of managing covid-19.

[The Secretary of State for Education (Nadhim Zahawi)]

Teachers and school leaders have made a huge contribution to the nation’s efforts, and we are grateful for their hard work. Schools continue to receive core funding throughout the pandemic, regardless of any periods of reduced attendance. The 2021 spending review has confirmed significant funding increases, with a cash increase for schools averaging £1,500 per pupil by 2024-25.

[Dr Evans]

I welcome the Secretary of State’s answer. I have met heads at Bosworth Academy in Desford and Hastings High School in Burbage, who welcome the funding they have had throughout covid but are concerned about what could happen to staffing budgets in particular because of absenteeism through covid. Does the Secretary of State have a plan to deal with that, and will he meet me to hear their concerns so that we can work out a solution?

[Nadhim Zahawi]

Of course I will meet my hon. Friend. We recognise that some schools are concerned about pressures and have made available a range of school resources and management tools to help them get best value from their resources. I just remind the House that the increase of £1,500 per pupil by 2024-25 is compared with 2019-20.

[Jack Dromey (Birmingham, Erdington) (Lab)]

England’s near 400 maintained nursery schools were not eligible for exceptional costs funding, and they therefore had to bear the burden of covid themselves. The Government’s announcement last week of the continuation of supplementary funding for three years is a welcome step in the right direction, but will the Secretary of State confirm that it will cover inflationary pressures and the national living wage increase? Will he meet the hon. Member for Bury North (James Daly), me and the other officers of the all-party parliamentary group on nursery schools, nursery and reception classes to ensure that those outstanding centres of excellence in some of the most deprived communities in the country get the funding that they deserve?

[Nadhim Zahawi]

The hon. Member will recall that when I was Minister for Children and Families, I met the all-party parliamentary group, an incredibly important group, which I know that the Under-Secretary of State for Education, my hon. Friend the Member for Colchester (Will Quince), the current Children and Families Minister, will continue to engage with. We have confirmed that continuation of supplementary funding for maintained nurseries through the spending review period, which provides the sector with long-term clarity. I am happy to meet the hon. Member and the APPG to go through the details.

[Robert Halfon (Harlow) (Con)]

I strongly welcome my right hon. Friend to his place and thank him for the big Budget increases in education, particularly the 42% increase in cash terms for skills.

Will my right hon. Friend continue to make the case for a longer school day? We know from the Education Policy Institute that it increases educational attainment by two to three months, especially among disadvantaged pupils. According to the Department for Digital, Culture, Media and Sport, a longer school day increases numeracy by 29%. Will my right hon. Friend at least consider some pilot schemes in disadvantaged areas around the country whereby we can have a longer school day?

[Nadhim Zahawi]

I am grateful to the Chair of the Education Committee for his question. The priority has to be those children and students who have the least time available to recover. That is why the £800 million for 16 to 19-year-olds for an additional 40 hours of education is so important, plus the £1 billion going into secondary and primary, making a total of £5 billion of recovery money. There are excellent examples in some multi-academy trusts of a longer school day, which I will look at. The average school day is now six and a half hours, and I would like to see everybody moving towards that.

[Kim Leadbeater (Batley and Spen) (Lab)]

The NHS covid recovery fund is an important measure to help address the backlog of operations and patient care. Will the Secretary of State set out, following any conversations between the Department, the Treasury and the Department of Health of Social Care, how much of that budget has been earmarked for additional capacity for children with disability and care needs, children and adolescent mental health services, and special educational needs and disability provision, which is quickly becoming a crisis in our schools?

[Nadhim Zahawi]

The Under-Secretary of State for Education, my hon. Friend the Member for Colchester, has been championing the additional £2.6 billion investment in SEND that we have received from the Treasury. That includes money going into mainstream schools to increase that provision. It is important, as we await the review of SEND, that we make the investment now to create places so that parents do not feel that they need to go to court with their local authority to get an education, health and care plan.

[Theresa Villiers (Chipping Barnet) (Con)]

May I press my right hon. Friend on the issue of maintained nursery schools? Of course, I welcome the three years of supplementary funding that has been confirmed, but those schools are in severe financial distress, they have found it harder than any other schools to cope with the cost of covid, and the schools in my constituency do not quality for supplementary funding. When are they going to get the help they need to survive?

[Nadhim Zahawi]

I am grateful to my right hon. Friend, who was a doughty champion of her maintained nurseries even in my time as Children and Families Minister. I am happy to meet her to go through the details that are specific to her schools, but the additional funding has been welcomed by the maintained nursery sector.

[Peter Kyle (Hove) (Lab)]

I welcome the Secretary of State to his post, and I welcome the other Ministers who are new in post. Despite our political differences, I hold them all in very high personal regard.

On 19 July, I put it to the Secretary of State, who was then Vaccines Minister, that the only way to have stability in schools come the autumn term and to protect the wellbeing of students would be to offer the vaccine over the summer months. He chose not to. As a result, just in recent days, I spoke to a principal who said that schools are no longer primarily places of learning; they are logistical centres, performing twice-weekly testing, facilitating the vaccine roll-out and dealing with local covid outbreaks. Instead of having a wall of protected adults, which the Secretary of State told me would be the case, students are faced with a wall of pinched and angry anti-vaxxers, who are preventing them from getting into school by bullying and harassing, and interrupting their school flow. Will he accept Labour’s proposal for exclusion zones around schools for the duration of any vaccine roll-out programme, and will he apologise to the 200,000 students and their families who are currently off school because he chose not to implement the measures that would have kept them there?

[Nadhim Zahawi]

I am grateful to the shadow Minister for his question and his remarks about the team. I remind him that it was the Joint Committee on Vaccination and Immunisation that initially did not make the decision and then went further and asked the four chief medical officers to make that decision. Throughout the vaccination programme, we have operated by taking the advice of the JCVI and of the chief medical officers. We moved swiftly the moment the advice was made available to vaccinate 12 to 15-year-olds. Of course, through the holiday period, that was expanded to out-of-school vaccination, and now that they are returning to school, that continues at pace.

However, the shadow Minister is right to highlight the dangerous behaviour of some anti-vaxxers. There is no place for anti-vaxxers harassing or coming anywhere near school leaders, and I have the reassurance of the Home Secretary that she will make available any resources that the sector needs to ensure that those people in our schools are protected and able to get on with the job of teaching and protecting children.

[David Warburton (Somerton and Frome) (Con)]

3. What steps his Department is taking to help ensure that children in rural communities with limited public transport are able to attend school.

--- Later in debate ---

[Claire Coutinho (East Surrey) (Con)]

22. What steps his Department is taking to help promote lifelong learning and skills development.

[The Secretary of State for Education (Nadhim Zahawi)]

As set out in the spending review, we are investing £3.8 billion more in further education and skills over the Parliament as a whole. We are supporting adults to get the skills that they need through the adult education budget and delivering on the Prime Minister’s lifetime skills guarantee.

[Peter Gibson]

I thank the Secretary of State for that answer and welcome him to his place. Following last week’s phenomenal investment in education catch-up, does he agree that the catch-up funds, along with the new T-levels being offered at Darlington College, part-funded through the towns fund, will be vital as we create new high-skilled, high-wage technical jobs up and down the country?

[Nadhim Zahawi]

I thank my hon. Friend for his question. I am delighted that Darlington College will offer T-levels in education and childcare and in engineering and manufacturing from next year. If we can make T-levels as famous as A-levels, Mr Speaker, you and I will have done something really great by the end of this Parliament. I am grateful for the efforts of Darlington College to help learners to catch up with their education following the pandemic by making good use of the 16 to 19 tuition fund, introduced in 2020.

[Claire Coutinho]

About a third of my constituents in East Surrey do not have a level 3 qualification, so I am hugely supportive of the Prime Minister’s lifetime skills guarantee. I am also tremendously lucky to have a brilliant further education college, East Surrey College, to deliver it. Does the Secretary of State agree that the success of that programme will rely on our ability to let people know that it is available, and will he set out some steps on how he is ensuring that the right people know so that we can get the maximum uptake?

[Nadhim Zahawi]

I am grateful for my hon. Friend’s question. We know that now more than ever we need to invest in adult skills and training. The lifetime skills guarantee gives adults in colleges just like East Surrey College the opportunity to develop the skills to succeed in work throughout life. I was the apprenticeships tsar under the coalition Government, and if you had told me that a Prime Minister would introduce this, I would have bitten your arm off. We have to make this famous, and we can do that through the work of everybody in this House taking the message out to their constituents.

[Rachael Maskell (York Central) (Lab/Co-op)]

But since 2010, funding for adult education has been slashed in two and funding for further education has been cut by a third. Of course, it was this Government who scrapped the union learning fund, which was transformative in moving people into skills for the future economy. Could the Secretary of State set out exactly how he will invest in skills and what the skills strategy priorities are, in the light of the fact that the Government seem to be making demands for skills that they simply do not have in the economy?

[Nadhim Zahawi]

I am grateful to the hon. Lady. I can set out precisely how we are taking this forward: we are investing £2.5 billion—if we take the Barnett funding, it is £3 billion—in the national skills fund. The Budget confirmed that further investment through the national skills fund will reach just over half a billion pounds—£554 million—by 2024-25. That will include extending the eligibility for about 400 free level 3 courses to more adults and further expanding skills boot camps. We will announce more details in due course. On qualifications, the free courses for jobs offer is another intervention in the economy, and the boot camps are an incredibly successful intervention in the economy, producing skills through heavy goods vehicles boot camps and others. Strategically, it is about making T-levels, apprenticeships and apprenticeship degrees absolutely equal to A-levels and degrees from university.

[Emma Hardy (Kingston upon Hull West and Hessle) (Lab)]

Given that so many of the current labour shortages are in so-called unskilled jobs such as HGV driving, in which the Road Haulage Association tells me that there are more than 100,000 vacancies, why is so much funding for career retraining focused on levels 3 and above? For example, the advanced learner loan is available only for levels 3 and above, which means that a HGV driver who wants to retrain has to self-fund.

[Nadhim Zahawi]

As always, the hon. Lady makes an important contribution to the debate. It is important to remember that we are focusing on tactical interventions such as bootcamps and our current work on kickstart, which has £2 billion, and restart, which has £2.9 billion. The strategic aim is that by the end of this Parliament we ensure not only that T-levels are embedded and at scale, but that apprenticeships continue the journey of quality that we began when we introduced the new standards.

[Jesse Norman (Hereford and South Herefordshire) (Con)]

I welcome my right hon. Friend to his place; he has made a brilliant start as Secretary of State. The emphasis that he is placing on further education and skills is the very opposite of myopia, if I may offer that observation to the House.

I am sure that my right hon. Friend is aware of the extraordinary institution that is the New Model Institute for Technology and Engineering in my constituency—a transformative model of higher education and further education together, focused on skills, and an extraordinary lift and shift model for levelling up. Does he share my view that this is something that the Government should be really leaning into and supporting for the longer term?

[Nadhim Zahawi]

I certainly share my right hon. Friend’s priorities and ambition. More importantly, if we can make this work, it truly is scalable and can be a model for other parts of the country in our levelling-up agenda.

[Wera Hobhouse (Bath) (LD)]

I, too, welcome the new Secretary of State to his role. The Protect Student Choice campaign warns that many students might struggle to enrol on so large an occupation-specific qualification as T-levels at the age of 16. By withdrawing funding from BTECs, how will the Secretary of State guarantee student choice?

[Nadhim Zahawi]

I thank the hon. Lady for her question. I want to just squash that misrepresentation: we are not withdrawing funding from BTECs. BTECs that are of high quality and are valued will continue, but it is only right that we look at the landscape and see where quality lies and how we can increase the ladders of opportunity, not take them away from people.

[Andrew Selous (South West Bedfordshire) (Con)]

6. What plans he has to introduce a mechanism to help enforce food standards in schools.

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[Dame Diana Johnson (Kingston upon Hull North) (Lab)]

10. What recent assessment he has made of the effectiveness of the national tutoring programme in improving the educational attainment of pupils in the north of England.

[The Secretary of State for Education (Nadhim Zahawi)]

The national tutoring programme reached 308,000 pupils in 2020-21 and this year it is expanding further to offer high quality tuition for up to 2 million pupils across the country.

[Dame Diana Johnson]

I know that the Secretary of State is as concerned as I am about children in my constituency reaching their full educational potential, but I am concerned that only 240,000 enrolled on the national tutoring programme in its first year, that it has only a third of the funding that his own Government adviser put forward for covid catch-up and that funding per pupil will not reach 2010 levels for another three years. Can we see some evidence that the Government’s proposals are working? For example, can we see granular information about how the national tutoring programme is reaching the most disadvantaged children in our communities?

[Nadhim Zahawi]

I am grateful to the right hon. Lady for her question. She is always assiduous and follows the evidence. I am also grateful to her for coming to the Department on another matter to do with further education. The academic years independent evaluation is taking place and will assess the programme’s impact on pupils’ educational attainment in all regions, including the north, and we will of course publish that. I want to share with the House some of the latest reported figures on the national tutoring programme. It is going well in all parts of England, and provisional figures from our delivery partners show that so far this year 3,822 schools have engaged with the programme through the tuition partners and academic mentors. The latest reports show that 475 academic mentors have been placed in schools in the most disadvantaged areas of England. On top of this, all schools are sharing the £579 million to recruit their own local tutors.

[Mr Richard Holden (North West Durham) (Con)]

I would like to thank the School Standards Minister for his recent visit to Burnopfield Primary School in my constituency to look specifically at the national tutoring programme. However, at a recent headteacher cluster meeting, some of the smaller primary school leaders were concerned at the amount of paperwork involved in accessing the scheme. Will the Secretary of State look at the amount of bureaucracy involved, to ensure that the national tutoring programme can reach as many children as possible in every school?

[Nadhim Zahawi]

I give a great shout-out to Katie Vickers, the academic mentor that my hon. Friend and the Minister for School Standards met at Burnopfield Primary School. My hon. Friend will recall that when I was vaccines Minister, I was able to cut through some of the bureaucracy and get more retired doctors and nurses to come back and vaccinate the nation. I will happily look again with the Minister for School Standards at any bureaucracy that gets in the way and we will get rid of it.

[Kate Green (Stretford and Urmston) (Lab)]

I welcome the Secretary of State to his post, and I congratulate him and his new team on their appointment. By the end of the national tutoring programme period, nearly 2 million young people will have left school without support, including, it is estimated, more than half a million in the north. Meanwhile, the new cut-price Randstad contract has left schools facing over-complicated bureaucracy and delayed tutoring—although Randstad did manage to award a contract to itself. Is the Secretary of State satisfied with the performance of Randstad’s management of the contract?

[Nadhim Zahawi]

I am never satisfied until we have delivered. Ultimately, we can have an arms race about how much we can spend, but it is all about outcomes. When the hon. Lady sees some of the independent evaluation of the programme delivered by my predecessor, she will see that we focus on outcomes, and that is what she should also focus on.

[Kate Green]

Yes, but tutoring is reaching just one in 16 pupils this year, and the attainment gap is 18 months at GCSE and widening. The Government failed to use the opportunity of the Budget to deliver the investment in education recovery that their own expert called for. Why will the Secretary of State and the Prime Minister not match Labour’s ambition for children’s futures?

[Nadhim Zahawi]

All I would remind the hon. Lady is that, if we look at the league tables, England is doing well under a Conservative Government and will continue to do well. If she will only shed the tribal politics and look at the evidence—as I will, and I will present it to this House—then we can get somewhere with delivering real outcomes for the most disadvantaged people in our country, which I hope she cares about as I do.

[Ian Levy (Blyth Valley) (Con)]

12. What steps his Department is taking to help support young people in securing high-quality jobs.

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[Henry Smith (Crawley) (Con)]

T1. If he will make a statement on his departmental responsibilities.

[The Secretary of State for Education (Nadhim Zahawi)]

The Chancellor’s announcement last week in respect of my Department’s spending plans was about skills, schools and families. For schools, that means a cash increase of £1,500 per pupil by 2024-25, compared with 2019, as well as almost £2 billion further to catch up on lost learning. For skills, it means £3.8 billion of investment over this Parliament to ensure that people can access high-quality training and education, thereby opening the door to good jobs and driving forward our plan for growth. For families, it means support for the most disadvantaged, boosting childcare and ensuring that no one is left behind.

[Henry Smith]

I warmly welcome the £1 billion-worth of recovery funding that was announced in the spending review to help children catch up after the disruption caused by covid. Will my right hon. Friend say a little more about how that funding will be deployed to help disabled children access services that have been impacted by the pandemic?

[Nadhim Zahawi]

The new recovery funding will help schools deliver evidence-based approaches to support the most disadvantaged pupils, including eligible pupils with special educational needs and disabilities or education, health and care plans. That funding is on top of this year’s £8.9 billion of high-needs funding for children with more complex needs, and there is £42 million for projects that support children and young people with SEND.

[Tulip Siddiq (Hampstead and Kilburn) (Lab)]

The Government’s own early years health adviser, the right hon. Member for South Northamptonshire (Dame Andrea Leadsom), has said that every family in England should have access to a local hub, with parent and child support services. That is exactly what Labour ensured while in government, by building 3,600 Sure Start centres; this Government have closed 1,000 of them and then provided piecemeal funding for what they call “family hubs” in only half of local authorities. If the Secretary of State will not match Labour’s ambition for families, will he at least match the ambition of his early years health adviser, who, I notice, is in the Chamber?

[Nadhim Zahawi]

Where we disagree, respectfully, is that there are now 3,000 family centres. All the evidence suggested that the Sure Start scheme invested in buildings rather than in the families we needed to reach. My right hon. Friend the Member for South Northamptonshire (Dame Andrea Leadsom) was absolutely on the right track in championing the first 1,001 critical days. I saw that at first hand at the family hub in Harlow—I was with the Chairman of the Education Committee, my right hon. Friend the Member for Harlow (Robert Halfon)—which combined multi-agency services to bring in the families we really want to reach, not just the families who are capable of accessing Government services. That is the big difference. My hon. Friend the Minister for Children and Families will lead on the launch of 75 such hubs, which will make a real difference to the families that we need to reach.

[Tom Randall (Gedling) (Con)]

T7. My teenage constituents Amy and Ella Meek created the charity Kids Against Plastic to campaign against the use of plastic, and they are currently running the very successful Plastic Clever Schools initiative to encourage schools to reduce plastic usage. Their work was recognised at the weekend, when they were crowned green champions at this year’s Pride of Britain awards. Will my right hon. Friend the Secretary of State join me in congratulating Amy and Ella on their success and in meeting them to discuss their ongoing work and to see what more can be done to rid schools of single-use plastics?

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[Laura Trott (Sevenoaks) (Con)]

T8. After a long-fought campaign, I am delighted that Orchards Academy has been given the funding to be rebuilt. Will the Minister join me on a visit to Orchards so that he can see the difference that this funding will make to the local community in Swanley?

[Nadhim Zahawi]

I am pleased to hear that Orchards Academy is one of the first 100 schools to benefit from the schools rebuilding programme. I will certainly join my hon. Friend on a visit.

[Mr Speaker]

I call the SNP spokesperson.

[Carol Monaghan (Glasgow North West) (SNP)]

The presence of anti-vaxxers outside schools throughout the United Kingdom is something that should concern us all, particularly as we enter the winter months. What work is the Secretary of State doing to ensure that young people are safeguarded against dangerous misinformation, and what work is being done to counter the misinformation that they are being given?

[Nadhim Zahawi]

I am grateful to the hon. Lady for her important question. A unit at the Cabinet Office has been working with social media platforms to highlight anti-vax misinformation and to take it down as quickly as possible. I continue my work with the Home Secretary to make sure that no one feels under threat in any of our educational establishments from anti-vaxxers.

[Dame Andrea Leadsom (South Northamptonshire) (Con)]

I am so grateful to my right hon. Friend and to our brilliant new children’s Minister, my hon. Friend the Member for Colchester (Will Quince), for their commitment to giving every baby the best start in life. Does my right hon. Friend agree that absolutely key to the success of family hubs is that, unlike under the old Sure Start scheme, every family can have midwifery visits, health visits, advice for mental health and breast-feeding support and that that is what makes a real difference to every new family?

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[Taiwo Owatemi (Coventry North West) (Lab)]

T5. Last week, the Chancellor set out in his Budget that per pupil funding in schools in England will return to the same level as in 2010. However, with teachers overstretched, class sizes growing, the attainment gap widening, school budgets squeezed for a decade and the devastating impact of the pandemic, this commitment will mean little for schools in my constituency. Can the Secretary of State honestly say to parents and teachers in Coventry that winding the clock back to 2010 is a sustainable way to fund our schools?

[Nadhim Zahawi]

I am grateful to the hon. Lady for her question. I visited Coventry West Academy—I know that it is not in her constituency, but it is certainly a fantastic school that is being rebuilt with more than £30 million of investment. It will be operationally net zero and built in Coventry, not far from where the school is. Teachers have gone above and beyond in everything that they have done. I thank them as well as school leaders from the bottom of my heart for what they have done. Of course the increase of £1,500 per pupil in the core schools budget from 2019-20 is a big step forward as is the recovery funding of £5 billion.

[Matt Hancock (West Suffolk) (Con)]

May I welcome the Secretary of State’s early focus on illiteracy and tackling illiteracy? As a proud dyslexic, I ask him whether he agrees with me that we cannot tackle illiteracy unless we ensure that all those with neuro-diversity, including dyslexics, get identified and the support that they need to learn properly.

[Nadhim Zahawi]

I am grateful to my right hon. Friend for his question. He has been a champion for some of the new technologies and new evidence emerging around the world about identifying and screening for dyslexia. I will happily meet him and have a look at what we can do to scale that up in the United Kingdom.

[Kerry McCarthy (Bristol East) (Lab)]

When a child has a parent who goes to prison, too often the support services are all focused on the needs of the prisoner and are run by the Ministry of Justice. Is the Children’s Minister prepared to meet the charity Children Heard and Seen and me, so that they can hear the views and support needs of the children who are left behind, particularly where parental contact might not be appropriate?

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[Rachael Maskell (York Central) (Lab/Co-op)]

Four hundred and thirty-nine pupils were absent from school with covid-19. Of course, that is impacting on their education, but the real crime is the fact that they want their vaccines and are not getting them. What is the Secretary of State doing to ensure that pupils do get their vaccine and we stop this delay?

[Nadhim Zahawi]

The school-age vaccination system is working. This week, the Health Secretary again announced a big drive in schools to ensure that we continue to protect and vaccinate 12 to 15-year-olds as we did through the holiday period and, of course, before that when we began the programme. It is big push to ensure that we vaccinate and protect those 12 to 15-year-olds.

[Ben Everitt (Milton Keynes North) (Con)]

I am sure that my right hon. Friend shares my admiration for our wonderful, world-leading universities sector, and that he is aware of my campaign for a new university in Milton Keynes. Does he agree that the best way to underline the reputation for the quality and integrity of our world-leading institutions is to ban so-called essay mills?

[Nadhim Zahawi]

Yes.

[Mr Richard Holden (North West Durham) (Con)]

The condition of the buildings at Witton-le-Wear Primary School is really good, but the conditions for learning are not, given that there are partition walls between the classrooms because the school was built for 50 children, rather than the 80 who are currently there. Will the Minister meet me to discuss Witton-le-Wear Primary School and what can be done for the future?

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[Mr Speaker]

Does the Secretary of State want to answer? Does somebody want to clarify whether that is right or wrong? Secretary of State, go on.

[Nadhim Zahawi]

The family hubs are a new investment. There are local authorities that have reconfigured how they do things, but there are 3,000 centres that serve those families in different ways—that may be virtual or physical.

[Mr Speaker]

We are not going to prolong the debate further, so we will move on to the urgent question.

Further Electronic Devices: Disadvantaged Children and Young People

Nadhim Zahawi Excerpts

Friday 22nd October 2021 Written Statements

[The Secretary of State for Education (Nadhim Zahawi)]

Today I am announcing that the Government are providing a further 500,000 laptops and tablets. These devices will be available to disadvantaged children and young people via their school and college, to care leavers and young people supported by a social worker and to recently arrived children from Afghanistan. This is on top of the significant investment of over 1.3 million devices we have already provided and will support schools, colleges and local authorities in ensuring that all children and young people, regardless of their background, can achieve their potential. Providing more devices now will also increase our capacity to mitigate the effect of any disruption this winter.

Laptops and tablets distributed by the DfE are owned by schools, academy trusts, local authorities or further education providers. The majority of devices will be delivered to schools, colleges and trusts, which will lend them to children and young people who need them the most. Up to 10,000 devices will be available to local authorities for children and young people supported by a social worker and care leavers, which will allow them to stay in touch with their social workers and personal advisors. Up to 6,000 devices will be available for children from Afghanistan.

Devices will be delivered to organisations via the Get Help With Technology service, which reopens on Friday 29 October. My Department will send “invitation to order” emails to schools, colleges, trusts and local authorities throughout November and December. Full guidance on the new offer and wider support available will be available when the service reopens on 29 October. We are also making grant funding available to contribute towards the technical support costs of setting up or resetting devices received through this scheme. This is to ensure that devices remain safe for children and young people to use.

Our provision of laptops and tablets—which comes to a commitment of 1.85 million following today’s announcement—are on top of an estimated 2.9 million already owned by schools before the start of the pandemic.

The Government have also supported families get online through a number of initiatives. We recently announced new funding to support schools and colleges in providing internet access during the autumn term for disadvantaged pupils whose face-to-face education is disrupted. Schools and colleges will be able to claim this funding from January 2022. We are also continuing to provide 4G wireless routers for pupils without internet access.

Government investment has also helped more than a thousand schools with the slowest speeds access gigabit broadband. It means teachers can make use of the most cutting-edge learning tech benefiting thousands of children. Further information can be found here: https://www.gov.uk/government/news/1000-schools-connected-to-top-of-the-class-full-fibre-broadband.

In addition, our EdTech Demonstrator network provides free peer-to-peer training and advice to state-funded schools and further education institutions. Further information can be found here: https://edtechdemo.ucst.uk/. EdTech Demonstrators can help schools and further education institutions make the best use of technology for classroom teaching and for remote education where pupils or students need to self-isolate in line with public health advice or Government guidance.

The Government continue to fund expert technical support to help schools and colleges set up secure user accounts for Google and Microsoft’s education platforms. Schools still have until 30 November 2021 to apply for Government funded support to get set up on either Google Workspace for Education or Microsoft Office 365 Education. Since April 2020, almost 7,000 schools have applied to the programme and over 2.34 million accounts have been created.

[HCWS350]

Qualifications and Assessments: 2021-22

Nadhim Zahawi Excerpts

Monday 18th October 2021 Written Statements

[The Secretary of State for Education (Nadhim Zahawi)]

My noble Friend, the Parliamentary Under-Secretary of State (Minister for the School System) at the Department for Education (Baroness Barran), made the following written statement on 11 October 2021:

In April, the Department for Education committed to our intention that exams and assessments would go ahead in 2022. On 12 July, recognising that students taking exams in 2022 have had considerable disruption to their education, Ofqual and the Department published joint consultations outlining detailed proposals for:

changes to the assessment of GCSEs, AS and A-levels in 2022; and arrangements for vocational and technical and other general qualifications in academic year 2021-22.

The Department and Ofqual confirmed the permitted scope of adaptations for vocational and technical qualifications (VTQs) included in performance tables, Functional Skills Qualifications and T-levels in an announcement on 6 August following analysis of responses to the VTQ consultation. Depending on the purpose of the qualification, a range of adaptations for VTQs and other general qualifications have been or will be used including, but not limited to:

a reduction in the number of internal assessments, while ensuring all content is taught

longer and there are more assessment windows;

social distancing adaptations—for example, professional discussion in place of certain practical activities;

greater flexibility in invigilation rules—for example, to allow subject teachers to invigilate their own subject.

On 30 September, the Department and Ofqual published the decision document outlining the decisions taken by the Department and Ofqual following analysis of responses to the consultation on changes to the assessment of GCSEs, AS and A-levels in 2022.

The Department and Ofqual engaged with a wide range of sector representatives during the consultation period. The proposals that were set out in the consultation received a high degree of support and we have therefore confirmed a package of measures that includes four elements:

a choice of topics in GCSE English literature, history, ancient history, and choice of topic or content in GCSE geography;

the provision of advance information on exams in those subjects at GCSE, AS and A-level where there is no choice of content;

changes to the requirements for the delivery of practical activities in science subjects, and assessment in art and design;

the provision of support materials in the exam in GCSE maths, physics and combined science.

We have confirmed that DfE’s policy intention is for advance information to be published by exam boards in early February 2022 to support student revision. The Government retain the flexibility to deploy advance information at an earlier point if there is significant further disruption to education.

The changes for both general and vocational and technical qualifications will be for one year only.

Ofqual also set out its approach to grading for general qualifications, confirming that 2022 will be a transition year to reflect that we are in a pandemic recovery period and students taking exams in 2022 have experienced disruption to their education. Ofqual set out its plans for grading to be based around a profile that reflects a mid-point between 2021 and 2019 grades in 2022. In 2023, Ofqual plans to return to results that are in line with those in pre-pandemic years.

While it is our firm intention that exams will go ahead next year, supported by the permitted adaptations, we understand that contingency arrangements are also needed in the unlikely event that exams cannot go ahead fairly or safely. The Department and Ofqual plan for teacher assessed grades to be used in the event that exams cannot take place, and we have jointly launched a consultation on improvements to the 2021 process for GCSE, AS and A-levels and confirmed the contingency arrangements that will apply to vocational and technical qualifications. The consultation closes on 13 October and we will announce final decisions as soon as possible.

Finally, we have confirmed that in 2022 results days will return to their normal timing, on 18 August for AS/A-level and 25 August for GCSEs. Vocational and technical qualifications used to progress in a similar way to GCSEs and A-levels will be awarded on or before the same days, and other VTQ results will continue to be awarded throughout the year.

[HCWS314]

Parliamentary Question: Correction

Nadhim Zahawi Excerpts

Tuesday 23rd July 2019 Written Statements

[The Parliamentary Under-Secretary of State for Education (Nadhim Zahawi)]

Information supplied by the HR Capability and Business Partnering Division of the Department for Education has been identified as containing incorrect facts in the response provided to two parliamentary questions from the hon. Member for Ashton-under-Lyne (Angela Rayner), concerning the number and proportion of staff employed in each group of the Department that are apprentices.

In response to PQ226124, the correct figures for the end of February 2019 are that the Department for Education employed 251 apprentices. These can be broken down as follows:

Education

Nadhim Zahawi Excerpts

Tuesday 23rd July 2019 Ministerial Corrections

The following is an extract from the response to an Urgent Question on Monday 10 June 2019.

[Nadhim Zahawi]

There has been and continues to be a great deal of debate about the transparency of the child protection system in England, but there is a presumption that all serious case review reports are published. That is why local safeguarding children boards and the new safeguarding partnerships are required to send copies of all serious case reviews to the panel, the DFE and Ofsted within at least seven days, as I have mentioned. At that point, they would need to provide justification for any decision not to publish the report. The panel has not yet received the draft serious case review in relation to child JL. Once the draft serious case review is received, the panel will consider carefully if there is any justification for not publishing the report. I hope that reassures the hon. Gentleman.

[Official Report, 10 June 2019, Vol. 661, c. 410.]

Letter of correction from the Under-Secretary of State for Education, the hon. Member for Stratford-on-Avon (Nadhim Zahawi).

An error has been identified in my response to the hon. Member for Denton and Reddish (Andrew Gwynne).

The correct response should have been:

[Nadhim Zahawi]

There has been and continues to be a great deal of debate about the transparency of the child protection system in England, but there is a presumption that all serious case review reports are published. That is why local safeguarding children boards and the new safeguarding partnerships are required to send copies of all serious case reviews to the panel, the DFE and Ofsted within at least seven days, as I have mentioned. At that point, they would need to provide justification for any decision not to publish the report. The panel has not yet considered Northamptonshire’s draft serious case review in relation to child JL which it received on Friday 7 June. Once the draft serious case review is reviewed, the panel will consider carefully if there is any justification for not publishing the report. I hope that reassures the hon. Gentleman.