Asked by: Olivia Blake (Labour - Sheffield Hallam)
Question to the Department for Education:
To ask the Secretary of State for Education, if he will bring forward statutory guidelines on (a) the lines of responsibility and (b) standards for remote learning for disabled students.
Answered by Nick Gibb
From 8 March 2021, attendance is mandatory for all pupils of compulsory school age. Schools affected by the remote education temporary continuity direction are still required to provide remote education for pupils where their attendance would be contrary to Government guidance or legislation around COVID-19. Current remote education guidance, including guidance for pupils with special educational needs and disability (SEND), can be found here: https://www.gov.uk/government/publications/actions-for-schools-during-the-coronavirus-outbreak/schools-coronavirus-covid-19-operational-guidance?utm_source=remote_education#remote-education.
Where it is needed, schools are expected to deliver 3 to 5 hours of remote education. This includes either recorded or live direct teaching alongside time for pupils to work independently to complete assignments that have been set.
For pupils with SEND, and those in alternative provision schools, their teachers are best placed to know how their needs can be most effectively met to ensure they continue to make progress if they are not in face to face education.
Schools should work collaboratively with families so that pupils with SEND can successfully access remote education alongside their peers. If a pupil is disabled, the school must consider its duty to make reasonable adjustments.
All further education (FE) institutions should give particular consideration on how best to support vulnerable and disadvantaged students and students with special educational needs who may not be able to access remote education without support. If a pupil is disabled, a FE college must consider its duty to make reasonable adjustments.
To support schools and FE colleges in delivering remote education, including for pupils with SEND, a comprehensive package of support continues to be available via the Get Help with Remote Education page on gov.uk: https://www.gov.uk/guidance/get-help-with-remote-education.
As has been the case throughout the COVID-19 outbreak, Ofsted will inspect schools of any grade if it has any significant concerns about a school’s provision, including in relation to the quality of education being provided. Where parents have concerns about the quality of education being provided, including remote education, they should discuss these first with the classroom teacher and if necessary, the head teacher. If, having gone through the school’s complaints process, they remain concerned, they can approach Ofsted.
Asked by: Olivia Blake (Labour - Sheffield Hallam)
Question to the Department for Education:
To ask the Secretary of State for Education, with reference to the pilot scheme on the use transparent facemasks, what advice based on the findings of that scheme has been shared with his Department on the use of transparent facemasks outside of health and social care systems.
Answered by Nick Gibb
The Department continues to work closely with other Government departments throughout its response to the COVID-19 outbreak, including Public Health England (PHE) and the Department of Health and Social Care, as well as stakeholders across the sector. The Department is continuing to work to ensure that our policy is based on the latest scientific and medical advice, in order to develop comprehensive guidance based on the PHE-endorsed ‘system of controls’ and to understand the effect of these measures on staff, pupils and parents.
The Department recently published updated guidance for schools to support the return to full attendance from 8 March, which includes updated advice on face coverings. The guidance can be found here: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/964351/Schools_coronavirus_operational_guidance.pdf.
As the guidance outlines, where pupils in Year 7 and above are educated, the Department recommends that face coverings should be worn by adults and pupils when moving around outside of classrooms, such as in corridors and communal areas where social distancing cannot easily be maintained.
From 8 March, the Department recommends that in schools and colleges where pupils in Year 7 and above are educated, face coverings should be worn in classrooms unless social distancing can be maintained. The Department is recommending these additional precautionary measures for a for a time limited period until Easter. As with all measures, they will be under review and guidance will be updated, as necessary.
Some individuals are exempt from wearing face coverings. This includes people who cannot put on, wear or remove a face covering because of a physical or mental illness or impairment, or disability, or if you are speaking to or providing assistance to someone who relies on lip reading, clear sound or facial expressions to communicate. The same legal exemptions that apply to the wearing of face coverings in shops and on public transport also apply in schools and colleges.
Individuals working with someone who relies on lip reading, clear sound or facial expressions to communicate are exempt from wearing a face covering in settings where they are normally required.
Transparent face coverings, which may assist communication with someone who relies on lip reading, clear sound or facial expression to communicate, can also be worn. There is currently very limited evidence regarding the effectiveness or safety of transparent face coverings, but they may be effective in reducing the spread of COVID-19.
NHS England and NHS Improvement are exploring the use of transparent type IIR masks within clinical settings. As part of this work, a trusted group of stakeholders within the special educational needs and disability sector, with a clinical need for a transparent type IIR masks, will be asked to provide feedback on a selection of products.
Asked by: Olivia Blake (Labour - Sheffield Hallam)
Question to the Department for Education:
To ask the Secretary of State for Education, whether it is his policy that, in an educational setting, when speaking to someone who relies on lip reading, clear sound or facial expressions, wearing face shields or visors may be more effective in preventing the spread of covid-19 than not wearing any face covering.
Answered by Nick Gibb
The Department continues to work closely with other Government departments throughout its response to the COVID-19 outbreak, including Public Health England (PHE) and the Department of Health and Social Care, as well as stakeholders across the sector. The Department is continuing to work to ensure that our policy is based on the latest scientific and medical advice, in order to develop comprehensive guidance based on the PHE-endorsed ‘system of controls’ and to understand the effect of these measures on staff, pupils and parents.
The Department recently published updated guidance for schools to support the return to full attendance from 8 March, which includes updated advice on face coverings. The guidance can be found here: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/964351/Schools_coronavirus_operational_guidance.pdf.
As the guidance outlines, where pupils in Year 7 and above are educated, the Department recommends that face coverings should be worn by adults and pupils when moving around outside of classrooms, such as in corridors and communal areas where social distancing cannot easily be maintained.
From 8 March, the Department recommends that in schools and colleges where pupils in Year 7 and above are educated, face coverings should be worn in classrooms unless social distancing can be maintained. The Department is recommending these additional precautionary measures for a for a time limited period until Easter. As with all measures, they will be under review and guidance will be updated, as necessary.
Some individuals are exempt from wearing face coverings. This includes people who cannot put on, wear or remove a face covering because of a physical or mental illness or impairment, or disability, or if you are speaking to or providing assistance to someone who relies on lip reading, clear sound or facial expressions to communicate. The same legal exemptions that apply to the wearing of face coverings in shops and on public transport also apply in schools and colleges.
Individuals working with someone who relies on lip reading, clear sound or facial expressions to communicate are exempt from wearing a face covering in settings where they are normally required.
Transparent face coverings, which may assist communication with someone who relies on lip reading, clear sound or facial expression to communicate, can also be worn. There is currently very limited evidence regarding the effectiveness or safety of transparent face coverings, but they may be effective in reducing the spread of COVID-19.
NHS England and NHS Improvement are exploring the use of transparent type IIR masks within clinical settings. As part of this work, a trusted group of stakeholders within the special educational needs and disability sector, with a clinical need for a transparent type IIR masks, will be asked to provide feedback on a selection of products.
Asked by: Olivia Blake (Labour - Sheffield Hallam)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps he will take to monitor the extent to which the exemptions allowing the removal of face coverings when speaking to someone who relies on lip reading, clear sound or facial expressions are being utilised in classrooms when schools return on 8 March 2021.
Answered by Nick Gibb
The Department continues to work closely with other Government departments throughout its response to the COVID-19 outbreak, including Public Health England (PHE) and the Department of Health and Social Care, as well as stakeholders across the sector. The Department is continuing to work to ensure that our policy is based on the latest scientific and medical advice, in order to develop comprehensive guidance based on the PHE-endorsed ‘system of controls’ and to understand the effect of these measures on staff, pupils and parents.
The Department recently published updated guidance for schools to support the return to full attendance from 8 March, which includes updated advice on face coverings. The guidance can be found here: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/964351/Schools_coronavirus_operational_guidance.pdf.
As the guidance outlines, where pupils in Year 7 and above are educated, the Department recommends that face coverings should be worn by adults and pupils when moving around outside of classrooms, such as in corridors and communal areas where social distancing cannot easily be maintained.
From 8 March, the Department recommends that in schools and colleges where pupils in Year 7 and above are educated, face coverings should be worn in classrooms unless social distancing can be maintained. The Department is recommending these additional precautionary measures for a for a time limited period until Easter. As with all measures, they will be under review and guidance will be updated, as necessary.
Some individuals are exempt from wearing face coverings. This includes people who cannot put on, wear or remove a face covering because of a physical or mental illness or impairment, or disability, or if you are speaking to or providing assistance to someone who relies on lip reading, clear sound or facial expressions to communicate. The same legal exemptions that apply to the wearing of face coverings in shops and on public transport also apply in schools and colleges.
Individuals working with someone who relies on lip reading, clear sound or facial expressions to communicate are exempt from wearing a face covering in settings where they are normally required.
Transparent face coverings, which may assist communication with someone who relies on lip reading, clear sound or facial expression to communicate, can also be worn. There is currently very limited evidence regarding the effectiveness or safety of transparent face coverings, but they may be effective in reducing the spread of COVID-19.
NHS England and NHS Improvement are exploring the use of transparent type IIR masks within clinical settings. As part of this work, a trusted group of stakeholders within the special educational needs and disability sector, with a clinical need for a transparent type IIR masks, will be asked to provide feedback on a selection of products.
Asked by: Olivia Blake (Labour - Sheffield Hallam)
Question to the Department for Education:
To ask the Secretary of State for Education, what provisions and guidance have been issued on support for SEND pupils' assessments in the 2020-21 academic year.
Answered by Nick Gibb
In light of the ongoing COVID-19 outbreak, the Government considers that exams cannot be held in a way which is fair. The Department has announced that GCSE, AS and A level exams will not go ahead this summer as planned and that students taking GCSE, AS and A levels regulated by Ofqual should be awarded grades based on an assessment by their teachers. This includes pupils with special educational needs and disabilities.
Teachers will be able to draw evidence from across the duration of the pupil’s course, to determine a pupil's GCSE, AS or A level grade. Examination boards have a duty, under the Equality Act 2010, to make reasonable adjustments for pupils with disabilities who, because of their disability, would otherwise be at a substantial disadvantage when demonstrating their skills, knowledge and understanding, and will provide guidance to teachers on reasonable adjustments. The guidance will confirm that teachers should make any reasonable adjustments they normally would. Mitigating circumstances and pupils who are entitled to reasonable adjustments should be taken into account by teachers when deciding which evidence to use, with flexibility to substitute or discount evidence. Where a pupil’s performance in assessments is impaired through sickness or any other reason, which would normally be taken into account in exams through the special consideration process, this should be taken into account by teachers. These adjustments are made to remove or reduce disadvantages that such pupils face compared with pupils who are not disabled.
For assessment at primary, the engagement model is the new assessment replacing Performance scales (P scales) 1 to 4 for pupils working below the standard of national curriculum assessments at Key Stages 1 and 2, and not engaged in subject-specific study.
In recognition of COVID-19 restrictions and impacts, the Standards and Testing Agency confirmed that academic year 2020/21 will be a transitionary year. Schools that were ready to use the engagement model may do so, and schools who needed more time to implement this change may continue to assess against P scales 1 to 4 for one final year.
Following further disruptions, primary assessments were cancelled for the 2020/21 academic year, including statutory assessment of pupils working below the standard of national curriculum assessments at Key Stages 1 and 2, and not engaged in subject-specific study. As such, there will be no formal assessment and reporting requirements for these pupils. We know that schools will continue to use assessment, including the P scales or engagement model where appropriate, during the summer term to inform teaching, to enable them to give information to parents on their child’s attainment in their statutory annual report and to support transition to secondary school.
Asked by: Olivia Blake (Labour - Sheffield Hallam)
Question to the Department for Education:
To ask the Secretary of State for Education, what his department's timescale is for publishing the finding of the major review into support for special educational needs announced on 6 September 2019.
Answered by Vicky Ford
The review into support for special educational needs and disabilities (SEND) is a major priority for the government. We all want to see the vision of the 2014 reforms fully delivered, with better outcomes for children and young people, co-produced with them and their families, which prepare them for adulthood.
The COVID-19 outbreak has been extremely challenging for many families of children with SEND. Supporting them continues to be a priority for this government, and their wellbeing has been central to our response throughout the COVID-19 outbreak.
The COVID-19 outbreak has unavoidably delayed completion of the review and altered the context in which it will be implemented. Our ambition is to publish proposals for public consultation in the spring of 2021 and we are working to understand how to structure that so that everyone can fully participate in it.
Asked by: Olivia Blake (Labour - Sheffield Hallam)
Question to the Department for Education:
To ask the Secretary of State for Education, when he plans to publish his Department's full plans for replacing exams with teacher-assessed grades.
Answered by Nick Gibb
In light of the ongoing COVID-19 outbreak, the Government considers that exams cannot be held in a way which is fair. The Department has announced that GCSE, AS and A level exams will not go ahead this summer as planned.
My right hon. Friend, the Secretary of State for Education, has asked the interim Chief Regulator at Ofqual to find a clear and accessible route for private candidates, and those not in school this academic year, to be assessed and receive a grade. To ensure our approach is developed with the sector, the Department and Ofqual have now concluded a two week consultation on how to fairly award all pupils a grade that supports them to progress to the next stage of their lives.
We are working at pace to provide further clarity to the sector and will publish the results of the consultation by the end of February 2021.
The Department and Ofqual have strongly encouraged all our stakeholders to respond to the consultation. We will continue to engage with a range of relevant stakeholders when developing plans for our policy on GCSE, AS and A level assessments in 2021, as will the exams regulator Ofqual.
Asked by: Olivia Blake (Labour - Sheffield Hallam)
Question to the Department for Education:
To ask the Secretary of State for Education, what recent discussions he has had with teaching unions about using teacher assessed grades in place of exams this year.
Answered by Nick Gibb
In light of the ongoing COVID-19 outbreak, the Government considers that exams cannot be held in a way that is fair. The Department has therefore announced that GCSE, AS and A level exams will not go ahead this summer as planned. The Department and Ofqual launched a two-week consultation on how to fairly award all pupils a grade that supports them to progress to the next stage of their lives.
The Department’s ministers and officials regularly engage with the teacher and headteacher unions, including through holding reference groups and individual meetings, around the topic of alternative arrangements to exams in 2021. Meetings have been held with multiple teacher unions, including, but not limited to, NAHT, NEU, ASCL and NASUWT, during the consultation period. We will ensure that the views of the teacher and headteacher unions, along with the views gathered from teachers as part of the consultation and through reference groups, are considered when finalising plans for alternative arrangements to exams in 2021.
The Department will continue to engage with a range of relevant stakeholders following the consultation period, as will Ofqual.
Asked by: Olivia Blake (Labour - Sheffield Hallam)
Question to the Department for Education:
To ask the Secretary of State for Education, what training will be given to teachers awarding teacher-assessed grades in the context of the covid-19 outbreak.
Answered by Nick Gibb
In light of the ongoing COVID-19 outbreak, the Government considers that exams cannot be held in a way which is fair. The Department has therefore announced that GCSE, AS and A level exams will not go ahead this summer as planned.
The Department and Ofqual launched a two week consultation on how to fairly award all pupils a grade that supports them to progress to the next stage of their lives.
The consultation can be accessed here and closed on 29 January 2021: https://www.gov.uk/government/consultations/consultation-on-how-gcse-as-and-a-level-grades-should-be-awarded-in-summer-2021. We will continue to engage with a range of relevant stakeholders when developing plans for our policy on GCSE, AS and A level assessments in 2021, as will the exams regulator Ofqual.
My right hon. Friend, the Secretary of State for Education, has confirmed he wishes teachers to assess the standard at which pupils are performing and thus the grade they should receive. The consultation proposes that teachers will be supported in doing so through training, guidance, and papers to inform assessments. Guidance materials will be made available after the consultation has closed and the detail of the approach is agreed. The consultation also proposes and seeks views on approaches to assessment which will allow teachers to assess pupils’ performance on content they have had an opportunity to study, despite the disruption, whilst continuing to ensure they have sufficient breadth of knowledge to enable them to successfully progress.
The Department recognises the challenges faced by schools, teachers, and pupils, and knows that disruption has been felt differently across the country and between schools and colleges in the same area, and between pupils within individual institutions. In order to support schools to make up for lost learning, the Government has provided a £1 billion catch-up programme. This includes a £650 million catch-up premium for all schools in recognition of the fact that all pupils will have been impacted by disruption to their education. Additionally, the £350 million National Tutoring Programme is an ambitious scheme that will provide additional, targeted tuition support for disadvantaged pupils who need the most help to catch up.
Asked by: Olivia Blake (Labour - Sheffield Hallam)
Question to the Department for Education:
To ask the Secretary of State for Education, what software he is providing to help children and families access remote learning.
Answered by Nick Gibb
We are funding schools to get set up on Google or Microsoft digital education platforms. These platforms bring together the school community, pool resources and give pupils the opportunity to work with their peers remotely. As of 5 January 2021, 6900 schools have applied for a digital platform as part of the Get Help With Technology programme.
This is part of over £300 million being invested to support access to remote education and online social care services, which also includes securing over one million laptops and tablets for disadvantaged children and young people.
Over 560,000 laptops and tablets have already been delivered to schools, trusts and local authorities in 2020. The devices come with standard software packages included, and this allows schools to make their own choice on how best to provide remote education according to their own local needs. This may include acquiring software of their choice.