Stephen Morgan

The recently published Levelling Up White Paper outlines the roles of the public and private sector in supporting coastal communities; for example, port and maritime specialisms in the Solent. The transition to net zero presents a real opportunity to support communities impacted by climate change and drive levelling up across the country.

Given the joint Cities and Local Growth Unit between the Department for Levelling Up, Housing and Communities and the Department for Business, Energy and Industrial Strategy, there are regular discussions between the two departments on how government as a whole can best to support our maritime clusters and coastal communities.

One example of our commitment to unlocking the growth of our coastal economies and communities is with the announcement of eight Freeports from eight regions of England and a commitment to establishing one in each of Scotland, Wales and Northern Ireland as soon as possible. These will be national hubs for international trade, innovation and commerce, regenerating communities across the UK, including coastal areas.

And we are already taking steps to support industrial maritime projects in coastal communities, for example with the £33m worth of funding for the Humber’s Zero Carbon Initiative. Alongside support for the East Coast Cluster, this is a collaboration between the Humber and Teesside to capture emissions and store them safely, which has the potential to remove around 50% of total UK industrial emissions.

In particular, Maritime UK Solent will bring together the Solent’s maritime strengths and champion the region as a globally significant maritime cluster, built upon the region’s natural assets. The Solent Freeport in Hampshire will capitalise on the area’s existing maritime strengths to unlock investment, create thousands of new jobs, and help attract new businesses in high growth sectors.

Support for offshore wind is also creating major opportunities in coastal communities around the UK. In the last year, we have been able to announce circa £1.6 billion of investment to develop major port infrastructure and manufacturing capabilities for our offshore wind sector, which could create and safeguard up to 4,100 jobs. We estimate that up to 60,000 direct and indirect jobs could be supported by the offshore wind sector by 2030.

The recently published Levelling Up White Paper outlines the roles of the public and private sector in supporting coastal communities; for example, port and maritime specialisms in the Solent. The transition to net zero presents a real opportunity to support communities impacted by climate change and drive levelling up across the country.

Given the joint Cities and Local Growth Unit between the Department for Levelling Up, Housing and Communities and the Department for Business, Energy and Industrial Strategy, there are regular discussions between the two departments on how government as a whole can best to support our maritime clusters and coastal communities.

One example of our commitment to unlocking the growth of our coastal economies and communities is with the announcement of eight Freeports from eight regions of England and a commitment to establishing one in each of Scotland, Wales and Northern Ireland as soon as possible. These will be national hubs for international trade, innovation and commerce, regenerating communities across the UK, including coastal areas.

And we are already taking steps to support industrial maritime projects in coastal communities, for example with the £33m worth of funding for the Humber’s Zero Carbon Initiative. Alongside support for the East Coast Cluster, this is a collaboration between the Humber and Teesside to capture emissions and store them safely, which has the potential to remove around 50% of total UK industrial emissions.

In particular, Maritime UK Solent will bring together the Solent’s maritime strengths and champion the region as a globally significant maritime cluster, built upon the region’s natural assets. The Solent Freeport in Hampshire will capitalise on the area’s existing maritime strengths to unlock investment, create thousands of new jobs, and help attract new businesses in high growth sectors.

Support for offshore wind is also creating major opportunities in coastal communities around the UK. In the last year, we have been able to announce circa £1.6 billion of investment to develop major port infrastructure and manufacturing capabilities for our offshore wind sector, which could create and safeguard up to 4,100 jobs. We estimate that up to 60,000 direct and indirect jobs could be supported by the offshore wind sector by 2030.

The recently published Levelling Up White Paper outlines the roles of the public and private sector in supporting coastal communities; for example, port and maritime specialisms in the Solent. The transition to net zero presents a real opportunity to support communities impacted by climate change and drive levelling up across the country.

Given the joint Cities and Local Growth Unit between the Department for Levelling Up, Housing and Communities and the Department for Business, Energy and Industrial Strategy, there are regular discussions between the two departments on how government as a whole can best to support our maritime clusters and coastal communities.

One example of our commitment to unlocking the growth of our coastal economies and communities is with the announcement of eight Freeports from eight regions of England and a commitment to establishing one in each of Scotland, Wales and Northern Ireland as soon as possible. These will be national hubs for international trade, innovation and commerce, regenerating communities across the UK, including coastal areas.

And we are already taking steps to support industrial maritime projects in coastal communities, for example with the £33m worth of funding for the Humber’s Zero Carbon Initiative. Alongside support for the East Coast Cluster, this is a collaboration between the Humber and Teesside to capture emissions and store them safely, which has the potential to remove around 50% of total UK industrial emissions.

In particular, Maritime UK Solent will bring together the Solent’s maritime strengths and champion the region as a globally significant maritime cluster, built upon the region’s natural assets. The Solent Freeport in Hampshire will capitalise on the area’s existing maritime strengths to unlock investment, create thousands of new jobs, and help attract new businesses in high growth sectors.

Support for offshore wind is also creating major opportunities in coastal communities around the UK. In the last year, we have been able to announce circa £1.6 billion of investment to develop major port infrastructure and manufacturing capabilities for our offshore wind sector, which could create and safeguard up to 4,100 jobs. We estimate that up to 60,000 direct and indirect jobs could be supported by the offshore wind sector by 2030.

The recently published Levelling Up White Paper outlines the roles of the public and private sector in supporting coastal communities; for example, port and maritime specialisms in the Solent. The transition to net zero presents a real opportunity to support communities impacted by climate change and drive levelling up across the country.

Given the joint Cities and Local Growth Unit between the Department for Levelling Up, Housing and Communities and the Department for Business, Energy and Industrial Strategy, there are regular discussions between the two departments on how government as a whole can best to support our maritime clusters and coastal communities.

One example of our commitment to unlocking the growth of our coastal economies and communities is with the announcement of eight Freeports from eight regions of England and a commitment to establishing one in each of Scotland, Wales and Northern Ireland as soon as possible. These will be national hubs for international trade, innovation and commerce, regenerating communities across the UK, including coastal areas.

And we are already taking steps to support industrial maritime projects in coastal communities, for example with the £33m worth of funding for the Humber’s Zero Carbon Initiative. Alongside support for the East Coast Cluster, this is a collaboration between the Humber and Teesside to capture emissions and store them safely, which has the potential to remove around 50% of total UK industrial emissions.

In particular, Maritime UK Solent will bring together the Solent’s maritime strengths and champion the region as a globally significant maritime cluster, built upon the region’s natural assets. The Solent Freeport in Hampshire will capitalise on the area’s existing maritime strengths to unlock investment, create thousands of new jobs, and help attract new businesses in high growth sectors.

Support for offshore wind is also creating major opportunities in coastal communities around the UK. In the last year, we have been able to announce circa £1.6 billion of investment to develop major port infrastructure and manufacturing capabilities for our offshore wind sector, which could create and safeguard up to 4,100 jobs. We estimate that up to 60,000 direct and indirect jobs could be supported by the offshore wind sector by 2030.

The recently published Levelling Up the United Kingdom White Paper considers the importance of different sectors for different communities, including coastal communities, for example, port and maritime specialisms in the Solent. Additionally, the transition to a Net Zero economy will support highly-skilled employment opportunities in coastal areas, for example, through the transition to a Net Zero North Sea, as highlighted by the Green Jobs Taskforce Report.

If the Hon Member wishes to understand the standard methodology he is more than welcome to an official level meeting and should contact my office to arrange.

We have announced an additional £27 million, on top of the existing £35 million already being provided, to pay for the installation of fire alarm systems in all buildings with a waking watch regardless of height or the reason for the waking watch being in place.

Waking watch measures should only be used in the most exceptional circumstances and for the shortest period possible. The installation of common alarms systems is an  approach supported by current industry led guidance that will keep residents safe and end the misuse of costly waking watch measures, which are usually paid for by leaseholders.

Funding is available for the installation of alarms where waking watches are in place at the time of the fund launch.

Throughout the UK’s COP26 and G7 Presidencies, we have made significant progress. The $100bn Delivery Plan, which the COP President has asked Germany and Canada to lead, shows that the goal to mobilise $100 billion per year for developing countries will be met by 2023 at the latest, continuing on a rising trajectory through to 2025. In the five years to 2025, $500bn will be mobilised. This is significant progress, driven by ambitious new climate finance commitments that have been made in recent months.

We have also prioritised the issue of fiscal space and debt sustainability, for example in engagements with the IMF, World Bank and climate vulnerable countries. We welcome the progress that has been made. The IMF has implemented an historic $650bn allocation of Special Drawing Rights (SDRs) to boost global liquidity and provide fiscal space. G7 Leaders have also agreed to consider options for voluntary SDR channelling of $100bn to further support developing and vulnerable countries. The G20 and Paris Club agreed to a further final extension of the Debt-Service Suspension Initiative in April and have continued implementation of the Common Framework for Debt Treatments.

Throughout the UK’s COP26 and G7 Presidencies, we have made significant progress. The $100bn Delivery Plan, which the COP President has asked Germany and Canada to lead, shows that the goal to mobilise $100 billion per year for developing countries will be met by 2023 at the latest, continuing on a rising trajectory through to 2025. In the five years to 2025, $500bn will be mobilised. This is significant progress, driven by ambitious new climate finance commitments that have been made in recent months.

We have also prioritised the issue of fiscal space and debt sustainability, for example in engagements with the IMF, World Bank and climate vulnerable countries. We welcome the progress that has been made. The IMF has implemented an historic $650bn allocation of Special Drawing Rights (SDRs) to boost global liquidity and provide fiscal space. G7 Leaders have also agreed to consider options for voluntary SDR channelling of $100bn to further support developing and vulnerable countries. The G20 and Paris Club agreed to a further final extension of the Debt-Service Suspension Initiative in April and have continued implementation of the Common Framework for Debt Treatments.

I refer the Hon. Member to the answer I gave to question UIN 58764 on 25 October.

As of 16 September, 20 buildings in the Portsmouth South constituency have been registered to the Building Safety Fund. Of which, 7 have been notified as eligible for funding.

We have undertaken research to understand practices, experiences and impacts associated with conversion therapy and will publish this in due course. We will consider the findings alongside the responses to the consultation on our conversion therapy proposals that we will launch in September.

Guidance for small marriages and civil partnerships was published on 22 March and can be found here - https://www.gov.uk/government/publications/covid-19-guidance-for-small-marriages-and-civil-partnerships/covid-19-guidance-for-small-marriages-and-civil-partnerships#wedding-and-civil-partnership-ceremony-venues

We recognise that any restrictions on wedding venues may be disappointing for those planning such events, but we have to take necessary steps to limit transmission of COVID-19. This includes the closure of some settings and restrictions on social contact, including wedding and civil partnership ceremonies. By their very nature, weddings and civil partnership ceremonies are events that bring families and friends together, making them particularly vulnerable to the spread of COVID-19. We appreciate the sacrifices people have had to make across the COVID-19 pandemic and we do not wish to keep any restrictions in place longer than we need to.

In the COVID-19 Response - Spring 2021, the Government has set out the gradual and cautious approach to reopening in England, guided by science and the data, including the staged return of weddings and civil partnerships, as well as sporting events.

In order to inform the pace and sequencing of the roadmap, the Government commissioned advice and modelling from SAGE and its sub-groups. Scientific evidence supporting the government response to coronavirus is regularly published here - https://www.gov.uk/government/collections/scientific-evidence-supporting-the-government-response-to-coronavirus-covid-19.

The Government is committed to providing the necessary support for our Veterans. The vast majority of veterans currently access mental health services available to the general population. For veteran specific mental health services, in 2020-2021 NHS England provided £16.5m, which will be increased to £17.8m for 2021-2022, alongside the launch of the new High Intensity Service across England and Op Courage pathway for accessing all veterans’ mental health services within NHS England.

Service charities are supported by the Government through the Armed Forces Covenant Fund Trust, which benefits from £10m annually, and in both years an additional £10m has been allocated to support veterans’ mental health needs. During 2020, the COVID-19 Impact Fund has provided nearly £6m in grants to over 100 Armed Forces charities across the United Kingdom. Of the charities awarded funding, 68% of grants sampled supported members of the Armed Forces and veterans’ community for mental health and crisis support, and 77% for easing isolation and loneliness.

Throughout the pandemic, we have consistently adapted our response as we have learnt more about the virus and how best to tackle it. Decisions on when to lift restrictions, and in which order, seek to strike a balance between the epidemiological evidence and advice, the impact lockdown is having on people’s health (including mental health and disproportionate impacts on certain groups), wellbeing, and the economy. Scientific evidence supporting the government response to coronavirus is regularly published here - https://www.gov.uk/government/collections/scientific-evidence-supporting-the-government-response-to-coronavirus-covid-19.

On 22 February the Government published its 'COVID-19 Response - Spring 2021'

roadmap to recovery. The roadmap outlines four steps for cautiously easing restrictions across England. The first measures of Step 1 took place on the 8th March. Schools breaking up for the Easter holidays will provide an opportunity for further, limited relaxation particularly in outdoor settings where there is less risk. Therefore from 29 March, outdoor sports and leisure facilities will reopen and organised sport (for adults and children) will resume.

The design of the roadmap has been informed by the latest scientific evidence and seeks a balance between our key social and economic priorities, whilst preserving the health and safety of our country.

In line with the practice of successive administrations, details of internal discussions within Government are not normally disclosed. Cabinet Office officials are in regular contact with ports across the UK as part of their regular engagement. This includes all ports which applied to the fund. This contact is ongoing. There were no discussions between Cabinet Office officials or ministers and the Rt Hon. Member for Epsom and Ewell regarding the Port Infrastructure Fund.

The Port Infrastructure Fund (PIF) team worked with an independent eligibility and assessment team, with specialist experience and technical expertise in rail, air and maritime port infrastructure design and build to assess the funding applications. The Fund Allocation Authority (FAA), which is made up of representatives from across the relevant government departments such as HMRC, Defra and Border Force, subsequently made decisions about allocations based on the recommendations of the PIF Team.

The Fund received 53 applications from a range of sea ports, rail facilities and airports. Of the 53 ports that applied to the fund, 41 were successful in their application and a total of £200M has been provisionally allocated. 12 ports were not considered eligible or were unsuccessful at assessment phase.

It is a commercial decision for ports as to whether to provide these facilities. In normal circumstances, ports would be expected to fund such facilities themselves. However - in recognition of the unique circumstances of EU Exit, and the tight timescales for putting infrastructure in place - Government has made £470m of funding available to support border readiness.

Ports will need to fund the remaining 34% themselves. As the maximum amount of funding available was £200 million, a 66% award was applied across all applications ensuring all successful bids received a fair and proportionate level of taxpayer funded support.

In line with the practice of successive administrations, details of internal discussions within Government are not normally disclosed. Cabinet Office officials are in regular contact with ports across the UK as part of their regular engagement. This includes all ports which applied to the fund. This contact is ongoing. There were no discussions between Cabinet Office officials or ministers and the Rt Hon. Member for Epsom and Ewell regarding the Port Infrastructure Fund.

The Port Infrastructure Fund (PIF) team worked with an independent eligibility and assessment team, with specialist experience and technical expertise in rail, air and maritime port infrastructure design and build to assess the funding applications. The Fund Allocation Authority (FAA), which is made up of representatives from across the relevant government departments such as HMRC, Defra and Border Force, subsequently made decisions about allocations based on the recommendations of the PIF Team.

The Fund received 53 applications from a range of sea ports, rail facilities and airports. Of the 53 ports that applied to the fund, 41 were successful in their application and a total of £200M has been provisionally allocated. 12 ports were not considered eligible or were unsuccessful at assessment phase.

It is a commercial decision for ports as to whether to provide these facilities. In normal circumstances, ports would be expected to fund such facilities themselves. However - in recognition of the unique circumstances of EU Exit, and the tight timescales for putting infrastructure in place - Government has made £470m of funding available to support border readiness.

Ports will need to fund the remaining 34% themselves. As the maximum amount of funding available was £200 million, a 66% award was applied across all applications ensuring all successful bids received a fair and proportionate level of taxpayer funded support.

In line with the practice of successive administrations, details of internal discussions within Government are not normally disclosed. Cabinet Office officials are in regular contact with ports across the UK as part of their regular engagement. This includes all ports which applied to the fund. This contact is ongoing. There were no discussions between Cabinet Office officials or ministers and the Rt Hon. Member for Epsom and Ewell regarding the Port Infrastructure Fund.

The Port Infrastructure Fund (PIF) team worked with an independent eligibility and assessment team, with specialist experience and technical expertise in rail, air and maritime port infrastructure design and build to assess the funding applications. The Fund Allocation Authority (FAA), which is made up of representatives from across the relevant government departments such as HMRC, Defra and Border Force, subsequently made decisions about allocations based on the recommendations of the PIF Team.

The Fund received 53 applications from a range of sea ports, rail facilities and airports. Of the 53 ports that applied to the fund, 41 were successful in their application and a total of £200M has been provisionally allocated. 12 ports were not considered eligible or were unsuccessful at assessment phase.

It is a commercial decision for ports as to whether to provide these facilities. In normal circumstances, ports would be expected to fund such facilities themselves. However - in recognition of the unique circumstances of EU Exit, and the tight timescales for putting infrastructure in place - Government has made £470m of funding available to support border readiness.

Ports will need to fund the remaining 34% themselves. As the maximum amount of funding available was £200 million, a 66% award was applied across all applications ensuring all successful bids received a fair and proportionate level of taxpayer funded support.

In line with the practice of successive administrations, details of internal discussions within Government are not normally disclosed. Cabinet Office officials are in regular contact with ports across the UK as part of their regular engagement. This includes all ports which applied to the fund. This contact is ongoing. There were no discussions between Cabinet Office officials or ministers and the Rt Hon. Member for Epsom and Ewell regarding the Port Infrastructure Fund.

The Port Infrastructure Fund (PIF) team worked with an independent eligibility and assessment team, with specialist experience and technical expertise in rail, air and maritime port infrastructure design and build to assess the funding applications. The Fund Allocation Authority (FAA), which is made up of representatives from across the relevant government departments such as HMRC, Defra and Border Force, subsequently made decisions about allocations based on the recommendations of the PIF Team.

The Fund received 53 applications from a range of sea ports, rail facilities and airports. Of the 53 ports that applied to the fund, 41 were successful in their application and a total of £200M has been provisionally allocated. 12 ports were not considered eligible or were unsuccessful at assessment phase.

It is a commercial decision for ports as to whether to provide these facilities. In normal circumstances, ports would be expected to fund such facilities themselves. However - in recognition of the unique circumstances of EU Exit, and the tight timescales for putting infrastructure in place - Government has made £470m of funding available to support border readiness.

Ports will need to fund the remaining 34% themselves. As the maximum amount of funding available was £200 million, a 66% award was applied across all applications ensuring all successful bids received a fair and proportionate level of taxpayer funded support.

In line with the practice of successive administrations, details of internal discussions within Government are not normally disclosed. Cabinet Office officials are in regular contact with ports across the UK as part of their regular engagement. This includes all ports which applied to the fund. This contact is ongoing. There were no discussions between Cabinet Office officials or ministers and the Rt Hon. Member for Epsom and Ewell regarding the Port Infrastructure Fund.

The Port Infrastructure Fund (PIF) team worked with an independent eligibility and assessment team, with specialist experience and technical expertise in rail, air and maritime port infrastructure design and build to assess the funding applications. The Fund Allocation Authority (FAA), which is made up of representatives from across the relevant government departments such as HMRC, Defra and Border Force, subsequently made decisions about allocations based on the recommendations of the PIF Team.

The Fund received 53 applications from a range of sea ports, rail facilities and airports. Of the 53 ports that applied to the fund, 41 were successful in their application and a total of £200M has been provisionally allocated. 12 ports were not considered eligible or were unsuccessful at assessment phase.

It is a commercial decision for ports as to whether to provide these facilities. In normal circumstances, ports would be expected to fund such facilities themselves. However - in recognition of the unique circumstances of EU Exit, and the tight timescales for putting infrastructure in place - Government has made £470m of funding available to support border readiness.

Ports will need to fund the remaining 34% themselves. As the maximum amount of funding available was £200 million, a 66% award was applied across all applications ensuring all successful bids received a fair and proportionate level of taxpayer funded support.

As we have set out previously, the Government's immediate focus is on protecting the lives and livelihoods of the nation, but there is nonetheless the need to mourn those who have died, and to mark and remember this period as one of immense struggle. We will set out the Government’s proposed approach to this important matter in due course.

I refer the hon. Member to the answer given to PQ107708 on 03 November.

I refer the hon. Member to the answer given to PQs 106475 and 106474 on 28 October 2020.

Ministers have regular conversations with interdepartmental colleagues on a range of topics, including the Government’s ongoing commitment to make it as easy as possible to access the clinical and welfare support available to veterans and their families. The Chief Coroner has given coroners clearer guidance so that deaths, including suicide, are recorded more consistently.

The Government continues to invest in mental health support and training whilst individuals are serving in the Armed Forces, as well as significant research to understand and tackle the risks and causes of suicide amongst those who have served. This includes a study commissioned by the MOD to investigate causes of death, including suicide, amongst all those who served in the UK Armed Forces between 2001 and 2014, covering combat operations in Iraq and Afghanistan. In 2019, we extended this study to include all those who served after 2014, now and into the future. This will be complemented by a new Manchester University study, funded jointly by the MOD and NHS (England), looking at risk factors in the year leading up to a veteran taking their own life. Combined, these studies will provide increasingly robust data, in order to better understand ‘at risk’ groups and support better targeted interventions.

I refer the hon. Member to the Urgent Question responded to by the Chancellor of the Duchy of Lancaster on 30 June 2020.

The position as outlined on gov.uk is that everyone who can work from home should do so.

When that is not possible, people should go into work provided they are not symptomatic, isolating or shielding. Relevant guidance including from Public Health England should be followed.

The Government has placed restrictions on the operations of certain businesses as part of the strategy of enhanced social distancing. Separate guidance has been published on this and is also available on gov.uk.

The Department ensures protection of infrastructure and critical services through a broad range of mitigations, including legislative and regulatory powers. Foreign involvement in critical national infrastructure undergoes the highest levels of scrutiny.

Foreign involvement in critical national infrastructure undergoes the highest levels of scrutiny.

This Government is committed to making the UK a hostile place for illicit finance and economic crime.

On 21 October 2021, my Rt. Hon. Friend the Secretary of State extended the statutory deadline for taking the decision on the AQUIND interconnector application for development consent to 21 January 2022. A statement announcing the new deadline was made to the House of Commons and House of Lords on 21 October 2021 in accordance with section 107(7) of the Planning Act 2008.

The Department is supporting the Government’s Ten Point Plan for a Green Industrial Revolution, as well as a range of research and innovation programmes to develop technologies that will have spill-over benefits in various markets, including the shipbuilding sector.

The Department is also supporting several green shipping projects, including hydrogen ferry trials in Orkney and a hydrogen refuelling port on Teesside. Innovate UK is also facilitating the delivery of the Department for Transport’s £20 million Clean Maritime Demonstration Programme to bring forward green propulsion solutions for the maritime sector.

In addition, the Department is working closely with UK Research and Innovation (UKRI) to ensure that UK shipyards are aware of the organisation’s funded programmes and facilities, so that they have the opportunity to access these.

A direction under Section 35 of the Planning Act 2008 was granted for the UK elements of the proposed AQUIND Interconnector on 30 July 2018. This directed that the project should be treated as a Nationally Significant Infrastructure Project for which development consent is required. The Section 35 Direction sets out the reasoning for the decision. That document is publicly available on gov.uk and can be found using the following link:

https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/742186/Section35DirectionAquindInterconnector.pdf.

The Government has brought forward a substantial package of financial support for the hospitality sector during the COVID-19 pandemic. At the Budget, my Rt. Hon. Friend Mr Chancellor of the Exchequer announced a £65 billion plan to provide support for jobs and businesses (including the hospitality sector), with extensions to the Coronavirus Job Retention Scheme, self-employed support, business grants, loans and VAT cuts – bringing total fiscal support to over £352 billion.

Following the close of the examination in respect of the application for development consent for the Aquind Interconnector project on 8 March 2021, the examining authority is currently writing its report for my Rt. Hon. Friend the Secretary of State which will contain its conclusions and recommendation on the project. Once he has received the report, which is expected no later than the 8 June 2021, the Secretary of State will have three months to take his decision to grant or refuse development consent.

I meet regularly with the industry-led Weddings Taskforce, established to represent all parts of the UK Weddings sector, to understand the impact of COVID-19 on wedding businesses and jobs in the sector.

I understand these are extremely challenging circumstances for businesses. That is why we have put in place one of the most generous packages of business support in the world, worth £285 billion. This includes a business rates holiday, various loan schemes and the extended furlough scheme. Closed businesses such as hairdressers can also receive a grant of up to £3,000 per month and a one-off payment of up to a maximum £9,000. Government continues to keep under review all the measures needed to control the virus, as well as the appropriate business support.

The Government has published clear COVID-Secure guidance which outlines the measures which need to be put in place for shops to open safely in all tiers. We continue to review this guidance as the situation evolves.

Following the introduction of national restrictions, independent book shops must close. All shops can continue to offer click and collect, and delivery services which will help businesses keep trading.

The Government continues to offer a comprehensive support package for small businesses which independent bookshops can access, including  one-off top up grants for retail, hospitality and leisure businesses worth up to £9,000 per property to help businesses through to the Spring, an extension to the Coronavirus Job retention Scheme to the end of April 2021, extension to the existing Loan Schemes to the end of March 2021, and cash grants of up to £1,500 per 2-week closure period, for businesses which are closed during local or national restrictions.

The Government continues to offer a comprehensive support package for small businesses which independent bookshops can access, including the extension to the Coronavirus Job retention Scheme to the end of April 2021, extension to the existing Loan Schemes to the end of March 2021, and cash grants of up to £1,500 per 2-week closure period, for businesses which are closed during local or national restrictions.

Independent book shops can continue benefitting from 100% business rates relief for the financial year 2020/21.

Following the introduction of new national restrictions, independent book shops can continue to offer click and collect, and delivery services which will help businesses keep trading.

Independent retailers, including book shops, play a valuable role in our communities.

The Government continues to offer a comprehensive support package for small businesses which independent bookshops can access, including the extension to the Coronavirus Job retention Scheme to the end of April 2021, extension to the existing Loan Schemes to the end of March 2021, and cash grants of up to £3,000 per month for businesses which are closed.

Following the introduction of new national restrictions, independent book shops can continue to offer click and collect, and delivery services which will help businesses keep trading.

The UK Space Agency is working closely with organisations across the sector to understand their varied requirements for SQEP. We are undertaking a nationwide Space Skills Survey to map the current learning landscape and identify gaps in provision of support. A Space Skills Advisory Panel, including expertise from across government, academia and industry, will then prioritise new training opportunities to ensure we can deliver a skilled and enthusiastic workforce for the space sector.

The UKSA has worked with the Space Engineering Trailblazer group to develop a new apprenticeship standard at level 4, and continues to work with industry to finalise the standards for a level 6 apprenticeship in Space Systems Engineering. Work also continues with other Trailblazer Groups to address other space skills issues such as data applications.

The UKSA also continues to raise awareness in the student body of the career opportunities presented by the space sector. This is delivered through country-wide careers engagements as well as through the Space Placements in Industry (SPIN) scheme. This successful scheme provides small grants to enable SMEs in particular to employ university students for short placements within their business, providing both meaningful work experience and developing skills in the interns to improve their employability. This year we received a record number of applications for the programme which was able to proceed with many projects being offered remotely, a threefold increase over previous years.

We are committed to making the UK a world leader in space and other high-tech industries. The UK’s first comprehensive national space strategy is therefore being developed under the direction of the National Space Council.

We are committed to making the UK world leader in space, building on our excellence in science to deliver solutions to some of the world’s greatest challenges. Our UK Space Strategy will help the UK lead the way in this fast-growing, high-technology sector, levelling up our economy, strengthening our global influence and keeping people safe, including through a dedicated space innovation programme.

We are committed to making the UK a world leader in space and will put in place the right structures and governance to ensure our strategy’s success, overseen by the new National Space Council.

The Government is committed to making the UK a global leader in space. As we develop the UK’s first comprehensive national space strategy, we are working closely with partners across the sector to realise our shared ambition for the UK’s world-class space industry.

For security reasons, the Government cannot divulge how the vaccine will travel across borders. A number of scenarios have been investigated and we have put in place robust contingency plans to ensure that vaccine freight will continue unimpeded.

The UK welcomes President-elect Biden’s commitment to re-join the Paris Agreement and to put the US on a path to achieve net zero emissions by 2050.

As the incoming Presidency of the G7 and COP26, we look forward to working with the new US administration to address the urgent challenge of climate change and to encourage countries across the world to increase their climate ambition.

China’s commitment to achieve carbon neutrality by 2060 is welcome and significant as part of wider global efforts to limit climate change. We look forward to hearing more details on how the target will be translated into a long-term strategy and implemented in the short-term through China’s 14th Five Year Plan and NDC. We will continue to work with China on areas of mutual interest as we approach COP26 and CBD COP15, the UN biodiversity conference, which China is hosting next year.

Independent retailers,?including book shops, play a valuable role in our communities, acting as hubs for local people and having a positive impact on the communities they serve.

Book shops are able to benefit from additional financial measures announced by my Rt. Hon. Friend Mr Chancellor of the Exchequer, including the extension to the Coronavirus Job retention Scheme, extension to the existing Loan Schemes to January 2021 with the ability to top-up Bounce Back Loans, and cash grants of up to £3,000 per month for businesses which are closed.

All shops can continue to offer home delivery and click and collect services to customers during the November lockdown.

The Government have previously published COVID-Secure guidance for retailers and have published guidance on the New National Restrictions. All shops can continue to offer home delivery and click and collect services to customers during the national restrictions in place in November.

During the new national restrictions in place from 5 November, pubs and bars are permitted to sell alcohol through delivery or via click and collect where remote ordering has been utilised.

The Planning Inspectorate is responsible for the conduct of examinations into applications for development consent for nationally significant infrastructure projects. The examination of the application for the proposed Aquind Interconnector project is being carried out by The Planning Inspectorate in accordance with Government advice for dealing with such matters during the Covid-19 outbreak. The Planning Inspectorate is mindful of the need to ensure fairness and open access to all parties throughout the examination process.

The Planning Inspectorate’s report on the development consent application for the Aquind Interconnector will be carefully considered once it is submitted to the Department for Business, Energy and Industrial Strategy.

The Planning Inspectorate is currently examining the application for development consent for the proposed Aquind Interconnector project. The application seeks authorisation for the compulsory acquisition of land and rights over land in connection with the project and those matters will be considered during the examination of the application.

The Planning Inspectorate’s report on the development consent application for the Aquind Interconnector, including any compulsory acquisition matters that have been raised, will be carefully considered once it is submitted to the Department for Business, Energy and Industrial Strategy.

The application for development consent for the proposed Aquind Interconnector has been submitted to the Planning Inspectorate and is currently being examined by them. Neither my Rt. Hon. Friend the Secretary of State, who has recused himself from any part in the decision-making process, nor his Ministers have had any discussions with representatives of Aquind Limited, the developer of the Aquind Interconnector, about route options for the proposed Interconnector.

The Planning Inspectorate is currently examining the application for development consent for the proposed Aquind Interconnector. The Examining Authority will examine all relevant issues before submitting its report to the Department for Business, Energy and Industrial Strategy.

As the decision to grant or refuse consent to an application for development consent is quasi-judicial, it would not be appropriate for my Rt. Hon. Friend the Secretary of State, who has recused himself from any part in the decision-making process, or his Ministers to comment further on any aspect of this live development consent application or to meet with any interested party to discuss it.

The Planning Inspectorate is currently examining the application for development consent for the proposed Aquind Interconnector. The Examining Authority will examine all relevant issues before submitting its report to the Department for Business, Energy and Industrial Strategy.

As the decision to grant or refuse consent to an application for development consent is quasi-judicial, it would not be appropriate for my Rt. Hon. Friend the Secretary of State, who has recused himself from any part in the decision-making process, or his Ministers to comment further on any aspect of this live development consent application or to meet with any interested party to discuss it.

The Government has put forward a package of support for businesses in recognition of the disruption caused by Covid-19. As part of this, as at 21 June, local authorities in Hampshire had paid out over £225 million to over 18,000 business premises under the Small Business Grants Fund and the Retail, Hospitality and Leisure Grants Fund.

On 1 May, the Government announced the Local Authority Discretionary Grants Fund to support businesses previously out of scope of the existing grant funding schemes. In Hampshire, a further £12 million has been made available to support local businesses through this additional fund.

The Government is working closely with all local authorities to ensure grant funding reaches businesses as quickly and efficiently as possible. As part of this, we have provided detailed guidance and FAQs, regular briefings, and one-to-one support from the Department, as well as a communications toolkit.

Once the schemes have closed, any unallocated funds will be subject to a reconciliation exercise with the Government. We will also provide additional funding to local authorities to meet the administrative costs of delivering this policy.

We are keeping in close contact with local authorities to understand how the schemes are rolling out.

During this difficult time, employers should act responsibly and only use the Job Retention Scheme to protect jobs. We would urge employers not to use the Job Retention Scheme to make someone redundant on less favourable terms than they would otherwise have received.

Terms and conditions of employment are for negotiation and agreement between employers and employees (or their representatives). Provided they do not discriminate unlawfully, for example on grounds of race, sex or disability, employers are free to offer the terms and conditions of employment which best suit their business needs.

Once agreed, however, they form a legally binding contract of employment. While it is always open to either party to seek to renegotiate the terms of the contract, if the employer changes any of the terms without the employee’s agreement, the employee may be entitled to seek legal redress.

Any redundancy process should be fair and reasonable, with appropriate equalities considerations. Employees can appeal to their employer if they feel they have been unfairly selected or they may be able to make a claim to an employment tribunal for unfair dismissal.

Under the Working Time Regulations 1998, almost all workers are entitled to 5.6 weeks annual leave, which should be paid as if workers were still at work and working. Annual leave continues to accrue as long as the worker maintains their employment relationship with their employer, which is the case whilst an employee is on a period of furlough through the Coronavirus Job Retention Scheme. Workers on furlough are able to take annual leave, and employers are able to require them to do so. This will prevent large build-ups that would need to be used at the end of the lockdown measures.

The Government has been clear that employment rights remain unchanged under the Coronavirus Job Retention Scheme. Therefore, as holiday rights are unaffected by the scheme, no assessment has been made.

The health and safety of construction workers is a priority for the Government. To help ensure that it is safe for construction workers to operate in their workplace, the Government has worked with Public Health England (PHE) to develop sector-specific guidance on social distancing, and has also worked with the Construction Leadership Council to develop Site Operating Procedures (SOP), which provide practical advice to those seeking to implement the guidance.

The Health and Safety Executive has the powers to take enforcement action if a site is not consistently implementing the measures set out by PHE.

Since the start of the Covid-19 outbreak, the Government has emphasised that people’s health is the top priority. We have been clear that construction work can continue in England if it is undertaken in a manner consistent with the guidelines issued by Public Health England. We have also published bespoke guidance to help those who work in outdoor environments, including construction workers, to understand how to work safely at this time.

The Health and Safety Executive has set out that dust from construction work does not usually pose a health risk to members of the public if the exposure is low and the duration is short. If high exposure and longer duration is likely, controls have been adopted to protect the workforce on a construction site; these are also likely to reduce the risk to members of the public. These controls include the use of low-dust products, as well as the use of water suppression or exhaust ventilation.

The Government is not aware of specific instances of brick dust affecting the respiratory functioning of people located near to construction sites during the Covid-19 outbreak.

Since the start of the Covid-19 outbreak, the Government has emphasised that people’s health is the top priority. We have been clear that construction work can continue in England if it is undertaken in a manner consistent with the guidelines issued by Public Health England. We have also published bespoke guidance to help those who work in outdoor environments, including construction workers, to understand how to work safely at this time.

The Health and Safety Executive has set out that dust from construction work does not usually pose a health risk to members of the public if the exposure is low and the duration is short. If high exposure and longer duration is likely, controls have been adopted to protect the workforce on a construction site; these are also likely to reduce the risk to members of the public. These controls include the use of low-dust products, as well as the use of water suppression or exhaust ventilation.

The Government is not aware of specific instances of brick dust affecting the respiratory functioning of people located near to construction sites during the Covid-19 outbreak.

We are in regular contact with a wide range of representatives of the retail sector.

I host a weekly call with non-food retailers and business representative organisations covering a range of subjects including operational challenges faced by the sector as we transition to a new normal.

The most recent call took place on 7^th May and the next one is scheduled for 14^th May.

Government is grateful to retailers and representative organisations who are engaging constructively with Government on how retailers can safely operate as restrictions begin to ease.

Ministers and officials have regular engagement with a large number of businesses, representative organisations and trade unions across all sectors including the British Retail Consortium, in advance of easing the lockdown.

As this work is complex and multifaceted, we are working with industry, business representative organisations, unions, Public Health England, and the Health and Safety Executive to consider what might be needed to adapt workplaces to further improve the safety of these places and thereby minimise the risk of transmission as much as possible.

I host a weekly call with non-food retailers and business representative organisations including the British Retail Consortium with the most recent call taking place on 30^th April. The next one is scheduled for 7^th May.

We welcome the publication of jointly agreed advice by the British Retail Consortium and the Union for Shop Distributive and Allied Workers on the recommended implementation of social distancing practices for non-food retail stores.

Ministers and officials have regular engagement with a large number of businesses, representative organisations and trade unions across all sectors including the British Retail Consortium, in advance of easing the lockdown.

As this work is complex and multifaceted, we are working with industry, business representative organisations, unions, Public Health England, and the Health and Safety Executive to consider what might be needed to adapt workplaces to further improve the safety of these places and thereby minimise the risk of transmission as much as possible.

I host a weekly call with non-food retailers and business representative organisations including the British Retail Consortium with the most recent call taking place on 30^th April. The next one is scheduled for 7^th May.

We welcome the publication of jointly agreed advice by the British Retail Consortium and the Union for Shop Distributive and Allied Workers on the recommended implementation of social distancing practices for non-food retail stores.

The scheme is designed to help employers who are unable to operate or have no work for an employee to do because of coronavirus and those who otherwise would have been made unemployed. There is flexibility in that staff can be rotated and rolled on and off furlough, so long as each period on furlough is for a minimum of 3 weeks.

This Government is working to minimise any social and economic disruption as a result of Covid-19.

We would urge employers to take socially responsible decisions and listen to the concerns of their workforce. Employers and employees should come to a pragmatic agreement about these arrangements.

While most employers act responsibly, a small number fail to respect their workers employment rights. Labour market enforcement bodies continue to respond to complaints from workers either received directly or through the online form on gov.uk.

Everyone must comply with the rules issued by Government in relation to Coronavirus, in order to protect both themselves and others.

The Health Protection (Coronavirus, Restrictions) (England) Regulations 2020 are the regulations in England that cover enforcement of violations of the Government’s rules on social distancing (Scotland and Wales have their own legislation).

In England, Environmental Health and Trading Standards officers will monitor compliance with these regulations, with police support provided if appropriate.

Government is clear that people should only leave the house for four reasons, which includes shopping for food and other essentials if they have to. Government have not published a list of goods it deems essential nor asked supermarkets to reduce the range of products they sell.

We have set out the general principles and measures for how social distancing can be implemented in the workplace, including staggering processes which would enable staff to continue to operate both effectively and where possible at a safe distance from one another.

We have also set out tailored advice for different scenarios as an example of how social distancing and other measures that might be implemented by employers in England to help protect their workforce and customers from coronavirus while still continuing to trade.

Everyone must comply with the rules issued by the?Government in relation to coronavirus, in order to protect both themselves and others. In England, Environmental Health and Trading Standards officers will monitor compliance with these regulations with police support if appropriate.

Government advice is clear. If at all possible, people should work at home and where they cannot, employers should ensure that the work environment is a safe one and follow all relevant public health guidance.

Businesses and employees can get advice on individual employment issues by visiting the Acas website at www.acas.org.uk. Businesses can also ring the BEIS Business Support Line, 0300 456 3565, for further advice on support for business.

Cases of pregnancy and maternity discrimination are recorded. When submitting an Employment Tribunal Claim Form (ET1), a claimant is required to specify the details of the case. This involves stating whether they have been discriminated against, including on the grounds of pregnancy and maternity.

There are a number of sources of support for pregnant women seeking to take a claim to an employment tribunal.

Acas (Advisory, Conciliation, and Arbitration Service) provides free and impartial information and advice to employees on all aspects of workplace relations and employment law. It produces advice and guidance on discrimination, bullying and harassment and has specific content covering pregnancy and maternity.

In addition, anyone who believes that they may have suffered from discrimination or had their human rights infringed can access the EASS helpline, which offers bespoke advice to clients to help them understand their rights and the resolution options that are open to them.

Legal aid is available for legal advice and representation for cases alleging unlawful discrimination, harassment or victimisation under the Equality Act 2010, or a previous discrimination enactment, which can arise in a variety of contexts – for example, consumer, education or employment matters. Legal aid for cases of this type must usually first be sought through the Civil Legal Advice (CLA) telephone gateway, before being referred onwards for face-to-face advice.

The Government is determined to do more to promote workplace equality. That is why we committed to introduce measures in an Employment Bill to extend redundancy protections to better prevent pregnancy and maternity discrimination.

The work that the Office for Product Safety and Standards (OPSS) is conducting to develop an evidence base is ongoing. It is continuing to assess new and emerging data and will report in due course.

The Government recognises the importance of tackling pregnancy and maternity discrimination.

The Government’s manifesto committed to reform the law so that women returning from maternity leave receive additional protection from redundancy.

We will extend the redundancy protection period for six months once a new mother has returned to work and provide similar protections for those parents taking adoption leave and shared parental leave. This will be part of an Employment Rights Bill to deliver the greatest reform of workers’ rights in over 20 years.

The UK Greenhouse Gas Inventory publishes an annual assessment of greenhouse gas emissions by source and removals. Fireworks are listed under the Waste Incineration sector (5C) according to Intergovernmental Panel on Climate Change Common Reporting Format sector classifications.

Greenhouse gas emissions from fireworks used in public displays are not included in the UK Greenhouse Gas Inventory as they have been judged not to be a significant source of greenhouse gases in the UK. It is estimated that 10-20 thousand tonnes of fireworks are typically used in the UK each year. Even assuming the fireworks are entirely made of carbon and entirely oxidised, the greenhouse gas emissions from this level of activity would be less than 100kt CO₂e (carbon dioxide equivalents). This is below the threshold of significance for including a source of greenhouse gas emissions in the inventory. The threshold was set by the United Nations Framework Convention on Climate Change as being both less than 500kt CO₂e and 0.05% of the total national greenhouse gas emissions (which is 236kt CO₂e for the UK).

The Government understands concerns about the potential impact caused by fireworks on individuals, animals and the environment. This is why the Office for Product Safety and Standards (OPSS) is developing a fact-based evidence base on the key issues that have been raised around fireworks. This includes looking at data on noise and disturbance, anti-social behaviour, non-compliance, environmental impact, and the impact on humans and animals. This will build a full picture of the data around fireworks in order to identify whether further action is appropriate.

The Government understands concerns about the potential impact caused by fireworks on individuals, animals and the environment. This is why the Office for Product Safety and Standards (OPSS) is developing a fact-based evidence base on the key issues that have been raised around fireworks. This includes looking at data on noise and disturbance, anti-social behaviour, non-compliance, environmental impact, and the impact on humans and animals. This will build a full picture of the data around fireworks in order to identify whether further action is appropriate.

We understand concerns about the potential impact caused by fireworks on individuals, animals and the environment. We also receive representations from a wide range of stakeholders, including members of the public, organisations and charities, with diverse views on what the issues are and what action they would like to see. This is why the Office for Product Safety and Standards (OPSS) is developing a fact-based evidence base on the key issues that have been raised around fireworks. Officials in OPSS have also been in contact with Government Departments including Environment, Food and Rural Affairs and Devolved Administrations as part of this work. Therefore, the review includes looking at data on noise and disturbance, anti-social behaviour, non-compliance, environmental impact, and the impact on humans and animals. This will build a full picture of the data around fireworks in order to identify whether further action is appropriate.

We understand concerns about the potential impact caused by fireworks on individuals, animals and the environment. We also receive representations from a wide range of stakeholders, including members of the public, organisations and charities, with diverse views on what the issues are and what action they would like to see. This is why the Office for Product Safety and Standards (OPSS) is developing a fact-based evidence base on the key issues that have been raised around fireworks. Officials in OPSS have also been in contact with Government Departments including Environment, Food and Rural Affairs and Devolved Administrations as part of this work. Therefore, the review includes looking at data on noise and disturbance, anti-social behaviour, non-compliance, environmental impact, and the impact on humans and animals. This will build a full picture of the data around fireworks in order to identify whether further action is appropriate.

We recognise the importance of ensuring public access to indoor and outdoor pools and that swimming is a great way for people of all ages to stay fit and healthy.

There are an estimated 4291 publicly accessible swimming pools in England, with 855 in the South East and 14 in Portsmouth.

Sport England have awarded £25,753,616 to swimming and diving projects since January 2017, which includes £16,149,002 of funding directly to Swim England. The responsibility of providing access to swimming pools lies at Local Authority level, and the government continues to encourage Local Authorities to invest in swimming facilities.

We recognise the importance of ensuring public access to indoor and outdoor pools and that swimming is a great way for people of all ages to stay fit and healthy.

There are an estimated 4291 publicly accessible swimming pools in England, with 855 in the South East and 14 in Portsmouth.

Sport England have awarded £25,753,616 to swimming and diving projects since January 2017, which includes £16,149,002 of funding directly to Swim England. The responsibility of providing access to swimming pools lies at Local Authority level, and the government continues to encourage Local Authorities to invest in swimming facilities.

The government recognises the importance of local newspapers to communities and the continued need to reach out to people who cannot, or prefer not to, digitally access information. The government is also mindful of the potential impact that any changes to the existing publicity requirements for statutory notices, including planning notices, might have on transparency and local democracy, as well as the potential effect on the sustainability of the local newspaper industry.

Newspapers play an invaluable role in the fabric of our society. They remain uniquely placed to undertake the investigative journalism and scrutiny of public institutions, including local councils and our courts, that is vital to helping ensure a healthy democracy both nationally and at a local level.

The government commissioned Plum Consulting’s research to better understand the link between newspapers and democratic engagement, alongside wider sector trends, in doing so supporting policy development to ensure the sustainability of the sector. The findings of the research confirm the importance of a free press to our democracy, drawing a direct correlation between local newspaper provision and electoral turnout. It also provided a snapshot of which areas have strong or poor coverage from local newspapers.

To date, a total of £1.2bn has been distributed through the Culture Recovery Fund, supporting around 5000 individual organisations and sites across England.

We will announce the organisations that will receive funding from the third round of the CRF in due course following the completion of Arm’s-Length Bodies’ application processes. Arm’s-Length Bodies have published target time-frames within which they hope to inform applicants.

It is important that, in spending taxpayers money, we do our due diligence to ensure it is being spent correctly.

As of 8/7/21, 89% by value of all Round 1 CRF awards (from the loans, resource grants and capital grants) have been paid to date.

Payments through the Culture Recovery Fund (CRF) are typically made in multiple tranches. Final payment is typically made at the very end of the grant period, once activities and costs have been reported.

In both rounds of the CRF revenue grants programme, DCMS has been able to give recipients the flexibility to extend the grant period. For CRF1 awardees, they have been able to extend until 30 June 2021, and for CRF2 awardees until 31 December 2021.

As such, a significant number of CRF 1 awardees have only very recently concluded the grant period.

In addition to the above, payment schedules can be impacted by a number of factors, such as the provision of bank details and activity reports from applicants, as well as assurance processes undertaken by distributing arms-length bodies, in order to ensure best use of tax-payers’ money.

I know that the restrictions on singing are frustrating to large numbers of amateur choirs and performance groups across the country and that many people have made sacrifices in order to drive down infections and protect the NHS over the last year. I can assure you that everyone across the Government wants to ease these restrictions as soon as possible.

However, it is important that we take a cautious approach in easing restrictions. We have followed the views of public health experts on singing. We are aware, through the NERVTAG and PERFORM studies that singing can increase the risk of COVID-19 transmission through the spread of aerosol droplets. This was backed up by a consensus statement from SAGE, resulting in the suggested principles of safer singing being published.

We will continue to keep guidance and restrictions under review, in line with the changing situation. As set out in the roadmap, we hope to remove all legal limits on social contact at step 4. Further detail on step 4 will be set out as soon as possible.

I know that the restrictions on singing are frustrating to large numbers of amateur choirs and performance groups across the country and that many people have made sacrifices in order to drive down infections and protect the NHS over the last year. I can assure you that everyone across the Government wants to ease these restrictions as soon as possible.

However, it is important that we take a cautious approach in easing restrictions. We have followed the views of public health experts on singing. We are aware, through the NERVTAG and PERFORM studies that singing can increase the risk of COVID-19 transmission through the spread of aerosol droplets. This was backed up by a consensus statement from SAGE, resulting in the suggested principles of safer singing being published.

We will continue to keep guidance and restrictions under review, in line with the changing situation. As set out in the roadmap, we hope to remove all legal limits on social contact at step 4. Further detail on step 4 will be set out as soon as possible.

This Government understands that the cultural and creative sectors rely on the ability to move people across borders quickly, simply, and with minimal cost and administration.

Being outside the European Union does not change this. It does, however, mean practical changes on both sides of the Channel that will require understanding and adaptation. UK professionals are of course still able to tour and work in the EU, and vice versa.

Since 1 January 2021, customs processes apply to all movements of commercial and non-commercials goods between Great Britain and the EU. Both parties’ include similar legislative provisions on the customs procedures governing the temporary admission of goods, which would include musical instruments and professional equipment and reflects practice set out in relevant international conventions, including the ATA and Istanbul Conventions. Where musicians or other professionals move equipment to the EU temporarily, which means they intend to return this equipment to the UK afterwards, there are several options to avoid payment of import duties in the EU and on return to the UK, including via the use of ATA Carnets and the Temporary Admission procedure.

A carnet is not required for musicians with accompanied instruments or equipment (carried or taken with the individual in personal baggage or a vehicle) travelling between Great Britain and The EU.

The management of EU import and export procedures is the responsibility of the customs authorities of the Member States. It is important that businesses and individuals confirm the processes in advance of their journey.

We are working urgently across government and in collaboration with the music and wider creative industries, including through the touring working group, to help address these issues so that touring in Europe can resume with ease as soon as it is safe to do so.

Government has prioritised the safe return of sport including team sports, contact combat sports and organised sports participation events. Organised outdoor sport, such as Parkrun, is exempt from legal gathering limits and can take place with any number of participants, as long as undertaken in line with published COVID-secure guidance. As such, Parkrun has been able to take place since 29 March as part of Step 1 of the government’s response to the Covid-19 Roadmap.

We are aware of issues at local levels around this, which is why I met with ParkRun on the 21 March to discuss the issues regarding their return. I am committed to supporting them to return as soon as possible.

The AQUIND subsea interconnector project is in the early planning stage. DCMS works with industry to manage the development of the UK’s submarine cable network including assessing and mitigating the physical, personnel, and cyber risks involved.

Indoor and outdoor performance events with a socially distanced audience are permitted from Step 3 of the Government’s Roadmap (not before 17 May). Busking is permitted from Step 3.

Busking may involve attendees converging on and congregating in a site for a specific performance or activity, and may risk audiences gathering in an uncontrolled environment.

We will continue to work with stakeholders on reopening the live music sector, in line with the timetable set out in the Roadmap.

The Government’s Film & TV Production Restart Scheme was launched on 16 October 2020 to provide support for production companies across the UK who would otherwise have been unable to film due to the lack of insurance covering covid-related risks.

There are now over 200 production companies registered to receive support from the scheme in the event of delay or disruption due to coronavirus. This means that the scheme is protecting over 22,000 jobs and over £780 million of production spend in the UK.

So far, over 50 claims have been made and these are being assessed. The scheme has now paid out on the initial claims.

On 27th January 2021, the government confirmed that Steps 3-6 of the National League System will receive up to £10 million of grant support from the Sports Winter Survival Package. This is designed to protect the immediate future of approximately 850 clubs over the winter period. This support is being distributed at pace by the Football Foundation and is available with immediate effect.

Football clubs at all levels make a significant contribution to their local communities. National League clubs have demonstrated this more than ever throughout the pandemic, from delivering care packages for the vulnerable through to raising money for front-line charities, they are at the heart of their communities.

The Government therefore confirmed that Steps 3-6 of the National League System will receive up to £10 million of grant support from the Sports Winter Survival Package. This is being distributed at pace by the Football Foundation. This funding is designed to protect the immediate future of approximately 850 clubs over the winter period.

We also understand the importance of spectators to these clubs and have shown our commitment to getting fans back into stadia when infection rates are reduced. The Prime Minister is due to set out a roadmap to recovery in the week commencing 22 February.

Football clubs at all levels make a significant contribution to their local communities. National League clubs have demonstrated this more than ever throughout the pandemic, from delivering care packages for the vulnerable through to raising money for front-line charities, they are at the heart of their communities.

The Government therefore confirmed that Steps 3-6 of the National League System will receive up to £10 million of grant support from the Sports Winter Survival Package. This is being distributed at pace by the Football Foundation. This funding is designed to protect the immediate future of approximately 850 clubs over the winter period.

We also understand the importance of spectators to these clubs and have shown our commitment to getting fans back into stadia when infection rates are reduced. The Prime Minister is due to set out a roadmap to recovery in the week commencing 22 February.

As set out in the Full Government Response to the Online Harms White Paper Consultation, the Government is developing an Online Media Literacy Strategy which will be published in Spring 2021. The Strategy will explore the existing media literacy landscape and ensure a coordinated and strategic approach to media literacy education for children, young people, and adults.

We have engaged with a broad range of stakeholders throughout the policy development process for the new online safety legislation, including with industry, civil society, academia and parliamentarians. This will continue to inform the scope of the regulatory framework, including categorisation of companies and harms they must address. We will continue to engage with a broad range of stakeholders as we develop online safety legislation.

We have engaged with a broad range of stakeholders throughout the policy development process for the new online safety legislation, including with industry, civil society, academia and parliamentarians. This will continue to inform the scope of the regulatory framework, including categorisation of companies and harms they must address. We will continue to engage with a broad range of stakeholders as we develop online safety legislation.

Local planning authorities are required to publicise certain types of planning applications in local newspapers as set out in Article 15 of the Town and Country Planning (Development Management Procedure) (England) Order 2015.

We are mindful of the potential impact that any changes to the requirements might have on transparency and local democracy, as well as the potential effect on local newspaper revenue. Indeed the independent Cairncross Review into the future of journalism found that statutory notices, including planning notices, provide an important strand of revenue for many local publishers and that their withdrawal would do serious damage to parts of the sector.

Proposals to reform publicity requirements are being considered through the “Planning for the Future” White Paper which aims to make it simpler, quicker and more accessible for local people to engage with the planning system using digital tools. We recognise the importance of local newspapers to communities and the continued need to reach out to people who cannot digitally access information. MHCLG is considering consultation responses and will publish a response in due course, and the impact on transparency and local democracy, as well as on local newspaper revenue will be considered before any decisions are taken.

The Government recognises the editorial and operational independence of broadcasters but believes the broadcasting sector should reflect and represent all parts of society.

Ofcom, as the UK’s independent TV and radio regulator, sets rules in its Broadcasting Code to ensure broadcasters provide adequate protection to members of the public from the inclusion of harmful and offensive material in programmes. Ofcom can investigate and determine whether a breach of the Code has occurred, for example if the broadcast of negative stereotypes of people with Down’s syndrome is so severe that there is the potential for harm to be caused to viewers.

Racism or any form of discrimination has no place in football or society.

The Government welcomed the launch of the Football Association’s ‘Football Leadership Diversity Code’ to ensure English football better represents our modern and diverse society.

There is still more to do, however, and the Government continues to liaise closely with the football authorities to tackle this issue.

Sports and physical activity providers and facilities are at the heart of our communities, and play a crucial role in supporting adults and children to be active.

Government has provided unprecedented support to businesses through tax reliefs, cash grants and employee wage support, which many sport clubs have benefited from. On 22 October, the Government announced a £100m support fund for local authority leisure centres. In addition, Sport England’s Community Emergency Fund has also provided £210 million directly to support community sport clubs and exercise centres through this pandemic.

We are continuing to work with organisations to understand what they need and how we may be able to support them.

We appreciate the important role that the events and music industries play in the UK’s economy, and that the Covid-19 pandemic presents a significant challenge to these sectors.

We have not made any assessments around the development of a specific job support scheme for the live events supply chain. As you are aware, the Chancellor has announced the Winter Economy Plan to protect jobs and support businesses over the coming months, once the existing Self-Employment Income Support Scheme and Coronavirus Job Retention Scheme come to end. From November, the Jobs Support Scheme will provide further support to returning workers, while the extended Self-Employed Income Support Scheme will aid the self-employed who are currently actively trading but are facing reduced demand.

We are also offering businesses who face a drop in demand for their services and possible cash flow issues generous terms for the repayment of deferred taxes and government-backed loans. We will give all businesses that borrowed under the Bounce Back Loan Scheme the option to repay their loan over a period of up to ten years. This will reduce their average monthly repayments on the loan by almost half. We also intend to allow CBILS lenders to extend the term of a loan up to ten years, providing additional flexibility for UK-based SMEs who may otherwise be unable to repay their loans.

In addition, the Secretary of State announced an unprecedented £1.57 billion support package for the cultural sector which will benefit the live music sector by providing support to music venues and many other cultural organisations to stay open and continue operating.

We continue to engage with the sector to discuss the on-going challenges facing the industry.

Football clubs are the heart of local communities, they have unique social value and many with a great history. It is vital they are protected.

The Government is focusing its support on those in the sector most in need as a result of the decision not to readmit spectators to stadia from 1 October. We are working through the details and will set that support in due course.

In parallel, we also continue work on the fan-led review of football governance and are currently considering deciding the scope and structure of the review. Whilst any thorough review could not be concluded in advance of consideration of financial need as a result of a delay to the return of fans, I am clear that the governance and financing of football are intrinsically linked, and will have that in mind as both strands progress.

Football clubs form the bedrock of local communities. It is vital they are protected.

We have worked closely with football throughout the pandemic including getting the Premier League and English Football League back behind closed doors but we have been clear that we expect the game - where it can at the top tiers - to support itself. The Government will then focus our support on those in the sector most in need as a result of the October 1 decision.

We are working through the details and will set that support in the coming days.

On 22 September it was announced that all sports pilot events currently ongoing would be paused with immediate effect, due to the sharp upward trajectory of Covid-19 cases nationally. A?s set out in our Roadmap, sports events pilots, and the full return of fans to stadia would only ever take place when it was safe to do so.

The Government will continue to work closely with the Sports Ground Safety Authority (SGSA) and a whole range of sports to understand the latest thinking that might allow spectators to return. This includes the creation of a new Sports Technology Innovation Working Group of sporting bodies and health experts to analyse new technologies which might support this.

We understand from the Premier League that broadcast rights to their matches have been sold around the world, with only five countries not covered as of 17 June - Afghanistan, Cuba, North Korea, the Philippines and Turkmenistan.

The guidance published on GOV.UK specifies that ‘charity workers delivering key frontline services’ can be classified as critical workers during the covid-19 outbreak. However, the guidance also states that if children can stay safely at home, they should, to limit the chance of the virus spreading.

Local authorities in England have a statutory duty to provide a comprehensive and efficient library service. It is for individual local authorities to decide how best to provide a public library service that meets local needs within their available resources. The net expenditure on the library service by local authorities in England increased in 2018/19 from 2017/18.

DCMS works across central and local government to encourage investment in libraries to ensure they can continue to support the delivery of local and national priorities and needs. The DCMS funded Libraries Taskforce was established, by DCMS and the Local Government Association, to devise and implement the “Libraries Deliver” strategy which is helping support and reinvigorate the public library service in England. It has worked with sector partners to advocate for libraries and to share and promote good practice to help libraries better serve their communities.

In October 2019 DCMS also announced the £250 million Cultural Investment Fund, of which over £125 million will be invested in regional museums and libraries over five years from 2020/21. The funds will be used to upgrade buildings and technology so public libraries across England are better placed to respond to the changing ways people are using them.

The information is not readily available and could only be obtained at disproportionate cost.

The information is not readily available and could only be obtained at disproportionate cost.

The department recognises that children have missed out on opportunities to learn to swim due to COVID-19 restrictions. To mitigate the impact of this, through the Oak National Academy, the government has provided new virtual water safety lessons to ensure that despite pool closures pupils had some access to water safety tuition. The department is working closely with Swim England and other swimming and water safety organisations to support pupils returning safely to swimming and promote water safety education. Sport England’s annual Active Lives Children and Young People’s Survey reports that in the 2020/21 academic year, 76% of children in year 7 were able to swim at least 25 meters, this represents no change in comparison to the 2019/20 academic year.

During phase 2 of the Opening School Facilities programme (March 2021 to March 2022), 115 schools used funding to extend their swimming offer with many using funding to assist with cleaning and water testing, and minor investments such as extending lifeguard time or providing CPD for school staff to train as lifeguards.

On 2 October 2021, the government confirmed nearly £30 million a year for improving and opening up school sports facilities and improving the teaching of Physical Education at primary school. This further funding provides scope to provide funding, advice, and guidance to schools to make better use of their pools.

The government continues to monitor the cost pressures that schools are facing. Future increases in funding have been frontloaded to rapidly get money to schools so that in the 2022/23 academic year alone core schools funding will increase by £4 billion compared to the 2021/22 academic year.

The department recognises the impact rising energy prices may have. Ofgem and the government are in regular contact with business groups and suppliers to understand the challenges they face and explore ways to protect consumers and businesses.

The department recognises that children have missed out on opportunities to learn to swim due to COVID-19 restrictions. To mitigate the impact of this, through the Oak National Academy, the government has provided new virtual water safety lessons to ensure that despite pool closures pupils had some access to water safety tuition. The department is working closely with Swim England and other swimming and water safety organisations to support pupils returning safely to swimming and promote water safety education. Sport England’s annual Active Lives Children and Young People’s Survey reports that in the 2020/21 academic year, 76% of children in year 7 were able to swim at least 25 meters, this represents no change in comparison to the 2019/20 academic year.

During phase 2 of the Opening School Facilities programme (March 2021 to March 2022), 115 schools used funding to extend their swimming offer with many using funding to assist with cleaning and water testing, and minor investments such as extending lifeguard time or providing CPD for school staff to train as lifeguards.

On 2 October 2021, the government confirmed nearly £30 million a year for improving and opening up school sports facilities and improving the teaching of Physical Education at primary school. This further funding provides scope to provide funding, advice, and guidance to schools to make better use of their pools.

The government continues to monitor the cost pressures that schools are facing. Future increases in funding have been frontloaded to rapidly get money to schools so that in the 2022/23 academic year alone core schools funding will increase by £4 billion compared to the 2021/22 academic year.

The department recognises the impact rising energy prices may have. Ofgem and the government are in regular contact with business groups and suppliers to understand the challenges they face and explore ways to protect consumers and businesses.

It has not proved possible to respond to the hon. Member in the time available before Prorogation.

It has not proved possible to respond to the hon. Member in the time available before Prorogation.

It has not proved possible to respond to the hon. Member in the time available before Prorogation.

It has not proved possible to respond to the hon. Member in the time available before Prorogation.

It has not proved possible to respond to the hon. Member in the time available before Prorogation.

The department has published information about academy trust revenue reserves for the 2020/21 academic year at a national level here: https://www.gov.uk/government/publications/academy-trust-revenue-reserves-2020-to-2021. This analyses data is available on the Schools Financial Benchmarking website: https://schools-financial-benchmarking.service.gov.uk/, which shows the revenue reserves at trust level as reported in academy trusts’ Academy Accounts Return (AAR) for 2020/21. This can be found under ‘AAR 2020/21’ at: https://schools-financial-benchmarking.service.gov.uk/Help/DataSources.

Information on trust revenue reserves will be published at a regional level in the 2020/21 Sector Annual Report and Accounts, which will be published in autumn 2022.

The department has published information about academy trust revenue reserves for the 2020/21 academic year at a national level here: https://www.gov.uk/government/publications/academy-trust-revenue-reserves-2020-to-2021. This analyses data is available on the Schools Financial Benchmarking website: https://schools-financial-benchmarking.service.gov.uk/, which shows the revenue reserves at trust level as reported in academy trusts’ Academy Accounts Return (AAR) for 2020/21. This can be found under ‘AAR 2020/21’ at: https://schools-financial-benchmarking.service.gov.uk/Help/DataSources.

Information on trust revenue reserves will be published at a regional level in the 2020/21 Sector Annual Report and Accounts, which will be published in autumn 2022.

The initial term of Randstad’s contract expires on 31 August 2022, and the department has chosen not to exercise the option to extend it for another year. We announced this on 31 March. The decision not to extend Randstad’s contract will not result in any further costs. The final cost of delivering this year’s programme will be confirmed once the current contract ends.

The department is launching a competitive procurement process in April to appoint one or more delivery partner for the National Tutoring Programme in the 2022/23 and 2023/24 academic years. All tender documents will be published through the usual commercial channels. The delivery partner(s) will be responsible for quality assurance, recruiting and deploying academic mentors and offering training. This new approach for our delivery partner(s) is in line with wider reforms to the programme, including providing all funding directly to schools, which will make the programme simpler and more flexible.

The department expects to appoint the delivery partner(s) for the 2022/23 and 2023/24 academic years in June. We will also publish full guidance for schools in the summer term. This will set the parameters around how the funding should be used and provide advice on how schools can make best use of their funding to develop an effective tutoring offer for their pupils.

Up to 13 March 2022, the department estimates that at least 1,198,239 starts had been made by pupils on courses of tuition provided through the National Tutoring Programme since its launch in November 2020. An estimated 311,000 starts were made by pupils on courses of tuition provided through the programme in the 2020/21 academic year.

Up to 10th March 2022, the department estimates that 674,941 starts had been made by pupils on courses of tuition provided through school led tutoring on NTP in the 2021/22 academic year. A further 128,776 starts were made by pupils on courses provided through tuition partners and 83,805 starts were made by pupils on courses provided through academic mentors.

The latest figures on starts made were published on 31 March, as detailed above. The department will be publishing more information about the programme in the future.

We regularly review the programme to ensure improvement. Based on lessons learnt from the current programme and the feedback from schools, we have made changes to the programme for next year and this was communicated on 31 March 2022.

The initial term of Randstad’s contract expires on 31 August 2022, and the department has chosen not to exercise the option to extend it for another year. We announced this on 31 March. The decision not to extend Randstad’s contract will not result in any further costs. The final cost of delivering this year’s programme will be confirmed once the current contract ends.

The department is launching a competitive procurement process in April to appoint one or more delivery partner for the National Tutoring Programme in the 2022/23 and 2023/24 academic years. All tender documents will be published through the usual commercial channels. The delivery partner(s) will be responsible for quality assurance, recruiting and deploying academic mentors and offering training. This new approach for our delivery partner(s) is in line with wider reforms to the programme, including providing all funding directly to schools, which will make the programme simpler and more flexible.

The department expects to appoint the delivery partner(s) for the 2022/23 and 2023/24 academic years in June. We will also publish full guidance for schools in the summer term. This will set the parameters around how the funding should be used and provide advice on how schools can make best use of their funding to develop an effective tutoring offer for their pupils.

Up to 13 March 2022, the department estimates that at least 1,198,239 starts had been made by pupils on courses of tuition provided through the National Tutoring Programme since its launch in November 2020. An estimated 311,000 starts were made by pupils on courses of tuition provided through the programme in the 2020/21 academic year.

Up to 10th March 2022, the department estimates that 674,941 starts had been made by pupils on courses of tuition provided through school led tutoring on NTP in the 2021/22 academic year. A further 128,776 starts were made by pupils on courses provided through tuition partners and 83,805 starts were made by pupils on courses provided through academic mentors.

The latest figures on starts made were published on 31 March, as detailed above. The department will be publishing more information about the programme in the future.

We regularly review the programme to ensure improvement. Based on lessons learnt from the current programme and the feedback from schools, we have made changes to the programme for next year and this was communicated on 31 March 2022.

The initial term of Randstad’s contract expires on 31 August 2022, and the department has chosen not to exercise the option to extend it for another year. We announced this on 31 March. The decision not to extend Randstad’s contract will not result in any further costs. The final cost of delivering this year’s programme will be confirmed once the current contract ends.

The department is launching a competitive procurement process in April to appoint one or more delivery partner for the National Tutoring Programme in the 2022/23 and 2023/24 academic years. All tender documents will be published through the usual commercial channels. The delivery partner(s) will be responsible for quality assurance, recruiting and deploying academic mentors and offering training. This new approach for our delivery partner(s) is in line with wider reforms to the programme, including providing all funding directly to schools, which will make the programme simpler and more flexible.

The department expects to appoint the delivery partner(s) for the 2022/23 and 2023/24 academic years in June. We will also publish full guidance for schools in the summer term. This will set the parameters around how the funding should be used and provide advice on how schools can make best use of their funding to develop an effective tutoring offer for their pupils.

Up to 13 March 2022, the department estimates that at least 1,198,239 starts had been made by pupils on courses of tuition provided through the National Tutoring Programme since its launch in November 2020. An estimated 311,000 starts were made by pupils on courses of tuition provided through the programme in the 2020/21 academic year.

Up to 10th March 2022, the department estimates that 674,941 starts had been made by pupils on courses of tuition provided through school led tutoring on NTP in the 2021/22 academic year. A further 128,776 starts were made by pupils on courses provided through tuition partners and 83,805 starts were made by pupils on courses provided through academic mentors.

The latest figures on starts made were published on 31 March, as detailed above. The department will be publishing more information about the programme in the future.

We regularly review the programme to ensure improvement. Based on lessons learnt from the current programme and the feedback from schools, we have made changes to the programme for next year and this was communicated on 31 March 2022.

The initial term of Randstad’s contract expires on 31 August 2022, and the department has chosen not to exercise the option to extend it for another year. We announced this on 31 March. The decision not to extend Randstad’s contract will not result in any further costs. The final cost of delivering this year’s programme will be confirmed once the current contract ends.

The department is launching a competitive procurement process in April to appoint one or more delivery partner for the National Tutoring Programme in the 2022/23 and 2023/24 academic years. All tender documents will be published through the usual commercial channels. The delivery partner(s) will be responsible for quality assurance, recruiting and deploying academic mentors and offering training. This new approach for our delivery partner(s) is in line with wider reforms to the programme, including providing all funding directly to schools, which will make the programme simpler and more flexible.

The department expects to appoint the delivery partner(s) for the 2022/23 and 2023/24 academic years in June. We will also publish full guidance for schools in the summer term. This will set the parameters around how the funding should be used and provide advice on how schools can make best use of their funding to develop an effective tutoring offer for their pupils.

Up to 13 March 2022, the department estimates that at least 1,198,239 starts had been made by pupils on courses of tuition provided through the National Tutoring Programme since its launch in November 2020. An estimated 311,000 starts were made by pupils on courses of tuition provided through the programme in the 2020/21 academic year.

Up to 10th March 2022, the department estimates that 674,941 starts had been made by pupils on courses of tuition provided through school led tutoring on NTP in the 2021/22 academic year. A further 128,776 starts were made by pupils on courses provided through tuition partners and 83,805 starts were made by pupils on courses provided through academic mentors.

The latest figures on starts made were published on 31 March, as detailed above. The department will be publishing more information about the programme in the future.

We regularly review the programme to ensure improvement. Based on lessons learnt from the current programme and the feedback from schools, we have made changes to the programme for next year and this was communicated on 31 March 2022.

The initial term of Randstad’s contract expires on 31 August 2022, and the department has chosen not to exercise the option to extend it for another year. We announced this on 31 March. The decision not to extend Randstad’s contract will not result in any further costs. The final cost of delivering this year’s programme will be confirmed once the current contract ends.

The department is launching a competitive procurement process in April to appoint one or more delivery partner for the National Tutoring Programme in the 2022/23 and 2023/24 academic years. All tender documents will be published through the usual commercial channels. The delivery partner(s) will be responsible for quality assurance, recruiting and deploying academic mentors and offering training. This new approach for our delivery partner(s) is in line with wider reforms to the programme, including providing all funding directly to schools, which will make the programme simpler and more flexible.

The department expects to appoint the delivery partner(s) for the 2022/23 and 2023/24 academic years in June. We will also publish full guidance for schools in the summer term. This will set the parameters around how the funding should be used and provide advice on how schools can make best use of their funding to develop an effective tutoring offer for their pupils.

Up to 13 March 2022, the department estimates that at least 1,198,239 starts had been made by pupils on courses of tuition provided through the National Tutoring Programme since its launch in November 2020. An estimated 311,000 starts were made by pupils on courses of tuition provided through the programme in the 2020/21 academic year.

Up to 10th March 2022, the department estimates that 674,941 starts had been made by pupils on courses of tuition provided through school led tutoring on NTP in the 2021/22 academic year. A further 128,776 starts were made by pupils on courses provided through tuition partners and 83,805 starts were made by pupils on courses provided through academic mentors.

The latest figures on starts made were published on 31 March, as detailed above. The department will be publishing more information about the programme in the future.

We regularly review the programme to ensure improvement. Based on lessons learnt from the current programme and the feedback from schools, we have made changes to the programme for next year and this was communicated on 31 March 2022.

The initial term of Randstad’s contract expires on 31 August 2022, and the department has chosen not to exercise the option to extend it for another year. We announced this on 31 March. The decision not to extend Randstad’s contract will not result in any further costs. The final cost of delivering this year’s programme will be confirmed once the current contract ends.

The department is launching a competitive procurement process in April to appoint one or more delivery partner for the National Tutoring Programme in the 2022/23 and 2023/24 academic years. All tender documents will be published through the usual commercial channels. The delivery partner(s) will be responsible for quality assurance, recruiting and deploying academic mentors and offering training. This new approach for our delivery partner(s) is in line with wider reforms to the programme, including providing all funding directly to schools, which will make the programme simpler and more flexible.

The department expects to appoint the delivery partner(s) for the 2022/23 and 2023/24 academic years in June. We will also publish full guidance for schools in the summer term. This will set the parameters around how the funding should be used and provide advice on how schools can make best use of their funding to develop an effective tutoring offer for their pupils.

Up to 13 March 2022, the department estimates that at least 1,198,239 starts had been made by pupils on courses of tuition provided through the National Tutoring Programme since its launch in November 2020. An estimated 311,000 starts were made by pupils on courses of tuition provided through the programme in the 2020/21 academic year.

Up to 10th March 2022, the department estimates that 674,941 starts had been made by pupils on courses of tuition provided through school led tutoring on NTP in the 2021/22 academic year. A further 128,776 starts were made by pupils on courses provided through tuition partners and 83,805 starts were made by pupils on courses provided through academic mentors.

The latest figures on starts made were published on 31 March, as detailed above. The department will be publishing more information about the programme in the future.

We regularly review the programme to ensure improvement. Based on lessons learnt from the current programme and the feedback from schools, we have made changes to the programme for next year and this was communicated on 31 March 2022.

The initial term of Randstad’s contract expires on 31 August 2022, and the department has chosen not to exercise the option to extend it for another year. We announced this on 31 March. The decision not to extend Randstad’s contract will not result in any further costs. The final cost of delivering this year’s programme will be confirmed once the current contract ends.

The department is launching a competitive procurement process in April to appoint one or more delivery partner for the National Tutoring Programme in the 2022/23 and 2023/24 academic years. All tender documents will be published through the usual commercial channels. The delivery partner(s) will be responsible for quality assurance, recruiting and deploying academic mentors and offering training. This new approach for our delivery partner(s) is in line with wider reforms to the programme, including providing all funding directly to schools, which will make the programme simpler and more flexible.

The department expects to appoint the delivery partner(s) for the 2022/23 and 2023/24 academic years in June. We will also publish full guidance for schools in the summer term. This will set the parameters around how the funding should be used and provide advice on how schools can make best use of their funding to develop an effective tutoring offer for their pupils.

Up to 13 March 2022, the department estimates that at least 1,198,239 starts had been made by pupils on courses of tuition provided through the National Tutoring Programme since its launch in November 2020. An estimated 311,000 starts were made by pupils on courses of tuition provided through the programme in the 2020/21 academic year.

Up to 10th March 2022, the department estimates that 674,941 starts had been made by pupils on courses of tuition provided through school led tutoring on NTP in the 2021/22 academic year. A further 128,776 starts were made by pupils on courses provided through tuition partners and 83,805 starts were made by pupils on courses provided through academic mentors.

The latest figures on starts made were published on 31 March, as detailed above. The department will be publishing more information about the programme in the future.

We regularly review the programme to ensure improvement. Based on lessons learnt from the current programme and the feedback from schools, we have made changes to the programme for next year and this was communicated on 31 March 2022.

The initial term of Randstad’s contract expires on 31 August 2022, and the department has chosen not to exercise the option to extend it for another year. We announced this on 31 March. The decision not to extend Randstad’s contract will not result in any further costs. The final cost of delivering this year’s programme will be confirmed once the current contract ends.

The department is launching a competitive procurement process in April to appoint one or more delivery partner for the National Tutoring Programme in the 2022/23 and 2023/24 academic years. All tender documents will be published through the usual commercial channels. The delivery partner(s) will be responsible for quality assurance, recruiting and deploying academic mentors and offering training. This new approach for our delivery partner(s) is in line with wider reforms to the programme, including providing all funding directly to schools, which will make the programme simpler and more flexible.

The department expects to appoint the delivery partner(s) for the 2022/23 and 2023/24 academic years in June. We will also publish full guidance for schools in the summer term. This will set the parameters around how the funding should be used and provide advice on how schools can make best use of their funding to develop an effective tutoring offer for their pupils.

Up to 13 March 2022, the department estimates that at least 1,198,239 starts had been made by pupils on courses of tuition provided through the National Tutoring Programme since its launch in November 2020. An estimated 311,000 starts were made by pupils on courses of tuition provided through the programme in the 2020/21 academic year.

Up to 10th March 2022, the department estimates that 674,941 starts had been made by pupils on courses of tuition provided through school led tutoring on NTP in the 2021/22 academic year. A further 128,776 starts were made by pupils on courses provided through tuition partners and 83,805 starts were made by pupils on courses provided through academic mentors.

The latest figures on starts made were published on 31 March, as detailed above. The department will be publishing more information about the programme in the future.

We regularly review the programme to ensure improvement. Based on lessons learnt from the current programme and the feedback from schools, we have made changes to the programme for next year and this was communicated on 31 March 2022.

The department is committing up to £86 million in trust capacity funding over the next three years, focused particularly on Education Investment Areas including Portsmouth. Applications are open for the Trust Capacity Fund 2022/2023 to help trusts, and local authority maintained schools forming trusts, to develop their capacity to grow. Further information can be found here: https://www.gov.uk/government/publications/apply-to-the-trust-capacity-fund.

The Schools White Paper 2022 announced that local authorities will be able to establish new multi-academy trusts where too few strong trusts exist. Further details will be announced in due course.

The schools white paper set out a clear ambition for all schools to have joined, or be in the process of joining, strong trusts by 2030. Strong trusts act as a family of schools, enabling collaboration and the sharing of expertise.

The policies the department sets out will remove the barriers preventing schools from benefiting from the support of a strong trust. This will ensure that all parts can contribute to building a single, coherent system.

The department will engage with the sector on how best to achieve a fully trust-led system, where every school can benefit from the support of a strong multi-academy trust.

As part of the department establishing a new arms-length curriculum body incorporating Oak National Academy, the department will continue working with Oak National Academy’s team to ensure that content remains free to access.

The department’s Parent Pledge announced in the Schools White Paper aims to ensure that all children receive the right support in the right place, at the right time, based on their need.

Parents can be confident that every child who is behind in English and maths will receive the evidence-based, targeted support they need to help them get back on track. This can take the form of additional one-to-one maths tuition, or more time with their teacher practising their reading. This still means access to high-quality teaching and a strong curriculum for all children.

The very best schools and trusts in the system already do this as a matter of course. However, for many schools, this will be an important and significant shift. The department’s intention is to lock in this best practice in all schools so that all pupils benefit. Ofsted’s recently strengthened inspection framework, with its emphasis on how schools help all pupils to succeed, will ensure that there is strong accountability for delivering this in all schools.

By Autumn 2021, primary pupils were on average around 0.8 months behind where the department would expect them to be in reading and around 1.9 months behind in maths. There is some recovery since the Summer term, where pupils were 0.9 months behind in reading and 2.8 months behind in maths. Secondary pupils in KS3 were on average 2.4 months behind in reading, with some further losses since the Summer where pupils were on average 1.8 months behind.

Since Spring 2021, evidence suggests primary pupils have recovered around two thirds of progress lost due to the COVID-19 pandemic in reading and around half of progress lost in maths.

The department will support schools to deliver against the pledge. As part of our response to the COVID-19 pandemic, the department has already invested nearly £5 billion, including £3 billion in targeted support to help those children worst affected by COVID-19, with a commitment to deliver up to 100 million tutoring hours for 5 to 19-year-olds.

New guidance developed by the Standards and Testing Agency, working with Ofsted and the sector, will support schools to determine who is behind, and decide how curriculum, teaching, and targeted support can best be used to respond to this. Additionally, new guidance on reporting progress to parents will support schools in keeping parents informed and engaged, bringing reporting practice up to the standard of the best schools and trusts.

The department’s review of time in schools found that the average mainstream school day is 6 hours and 30 minutes, which equates to a 32.5 hour week. The review is available to view here: https://www.gov.uk/government/publications/review-of-time-in-school-and-16-to-19-settings. This data draws on the COVID-19 School Snapshot Panel Findings from the July 2021 survey, which found that 14% of schools reported delivering a school week of less than 32 hours, available to view here: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1027725/School_Snapshot_Panel_July_Wave_Report.pdf.

On 28 March 2022, the government announced in the Schools White Paper, 'Opportunity for all: strong schools with great teachers for your child', an expectation that all state-funded mainstream schools should deliver a school week of at least 32.5 hours by September 2023. The White Paper is available to view here: https://www.gov.uk/government/publications/opportunity-for-all-strong-schools-with-great-teachers-for-your-child. More information can be found in the information note that was published alongside the White Paper: https://www.gov.uk/government/publications/length-of-the-school-week-minimum-expectation.

The department is committed to raising literacy standards by following the evidence.

The evidence for systematic phonics is very secure. For example, the Education Endowment Foundation (EEF) have carried out a comprehensive review of robust studies on the impact of phonics and they found that systematic phonics is the most effective approach for teaching pupils to decode, including older pupils struggling with decoding, when embedded in a rich literacy environment.

The national curriculum is explicit that learning to decode words is just one element of becoming a fluent reader. This is based on the Simple View of Reading (explained in more detail in the July 2021 Reading Framework), which describes reading as the product of both decoding and language comprehension. This can be accessed here: https://www.gov.uk/government/publications/the-reading-framework-teaching-the-foundations-of-literacy.

The Schools White Paper builds on the department’s record of supporting the improvement of literacy standards over the past decade, including the introduction of the Phonics Screening Check; the English Hubs Programme; the publication of the reading framework; and the validation of phonics programmes. The English Hubs are currently delivering intensive support to over 1,000 partner schools and will continue to support schools to drive up literacy standards, including driving improvements in the quality of reading education for those not meeting expected standards in literacy. The full White Paper can be found here: https://www.gov.uk/government/publications/opportunity-for-all-strong-schools-with-great-teachers-for-your-child.

The department will also make it easier for schools to access the best evidence of 'what works' by re-endowing the EEF with at least £100 million, developing and scaling literacy and numeracy interventions with over £55 million via our Accelerator Fund, and introducing a menu of recommended evidence-based approaches linked to the Pupil Premium.

In addition, from Autumn 2022, the National Professional Qualification for Leading Literacy will be available. This qualification has been designed to develop teachers’ expertise in leading the development of pupils’ language, reading, and writing in all key stages and is aimed at teachers and leaders who have, or are aspiring to have, responsibilities for leading literacy across a school, year group, key stage, or phase. The content framework which underpins this qualification was published in October 2021 and can be accessed here: https://www.gov.uk/government/publications/national-professional-qualifications-npqs-reforms/national-professional-qualifications-npqs-reforms. Further details around eligibility and funding for this qualification will be announced in due course.

The department is committed to raising literacy standards by following the evidence.

The evidence for systematic phonics is very secure. For example, the Education Endowment Foundation (EEF) have carried out a comprehensive review of robust studies on the impact of phonics and they found that systematic phonics is the most effective approach for teaching pupils to decode, including older pupils struggling with decoding, when embedded in a rich literacy environment.

The national curriculum is explicit that learning to decode words is just one element of becoming a fluent reader. This is based on the Simple View of Reading (explained in more detail in the July 2021 Reading Framework), which describes reading as the product of both decoding and language comprehension. This can be accessed here: https://www.gov.uk/government/publications/the-reading-framework-teaching-the-foundations-of-literacy.

The Schools White Paper builds on the department’s record of supporting the improvement of literacy standards over the past decade, including the introduction of the Phonics Screening Check; the English Hubs Programme; the publication of the reading framework; and the validation of phonics programmes. The English Hubs are currently delivering intensive support to over 1,000 partner schools and will continue to support schools to drive up literacy standards, including driving improvements in the quality of reading education for those not meeting expected standards in literacy. The full White Paper can be found here: https://www.gov.uk/government/publications/opportunity-for-all-strong-schools-with-great-teachers-for-your-child.

The department will also make it easier for schools to access the best evidence of 'what works' by re-endowing the EEF with at least £100 million, developing and scaling literacy and numeracy interventions with over £55 million via our Accelerator Fund, and introducing a menu of recommended evidence-based approaches linked to the Pupil Premium.

In addition, from Autumn 2022, the National Professional Qualification for Leading Literacy will be available. This qualification has been designed to develop teachers’ expertise in leading the development of pupils’ language, reading, and writing in all key stages and is aimed at teachers and leaders who have, or are aspiring to have, responsibilities for leading literacy across a school, year group, key stage, or phase. The content framework which underpins this qualification was published in October 2021 and can be accessed here: https://www.gov.uk/government/publications/national-professional-qualifications-npqs-reforms/national-professional-qualifications-npqs-reforms. Further details around eligibility and funding for this qualification will be announced in due course.

Enabling every child, irrespective of their background, to realise their potential at school has been at the centre of this government’s education policy since 2010. The government continues to provide schools with additional funding through the pupil premium to raise the attainment of all disadvantaged pupils, which will rise to over £2.6 billion in the 2022/23 academic year.

The department knows that disadvantaged pupils have experienced greater loss in their education as a result of the pandemic, which is why we are targeting additional recovery funding towards disadvantaged pupils. This includes a time-limited recovery premium worth over £1.3 billion for state funded schools over the 2021/22 – 2023/24 academic years. Building on the pupil premium, the recovery premium helps schools to deliver evidence-based approaches to support education recovery for disadvantaged pupils.

It is for school leaders to decide how to use their funding, based on the evidence of what works alongside their professional judgement. We have published guidance for school leaders on using pupil premium, which includes the ‘menu of approaches’ to help them to do this, and is available to view here: https://www.gov.uk/government/publications/pupil-premium#online-statements.

From the start of the 2022/23 academic year, schools must ensure their funding is spent in line with the menu. It is based on evidence of effective practice to ensure that spending is focussed on raising the attainment of disadvantaged pupils.

The department takes an evidenced based approach and continues to incorporate the most up to date and robust research when developing policy. The department has noted the publication of the Child of the North Report and its recommendations.

As the government’s Levelling Up White Paper and recent Schools White Paper outline, the department is committed to levelling up education standards and increasing capacity in the parts of the country that need this most.

The government’s special educational needs and disabilities (SEND) and alternative provision (AP) Green Paper, published on Tuesday 29 March, sets out its vision for a single, national SEND and AP system that will introduce new standards in the quality of support given to children across education, health and care.

The department is extremely grateful to all the teachers who responded to the campaign. Each one is making a difference to the education of the pupils they are teaching and makes a valuable contribution to our aim of maintaining face-to-face education in schools.

As a result of this campaign, the department has further improved our engagement with the supply sector and we maintain regular contact with a wide range of stakeholders including trade unions, supply agencies and trade bodies, to monitor the supply market.

Supply agencies are independent private organisations and were not directly contracted by the department for the campaign. As a result, they were not required to provide performance data in relation to this campaign.

As part of our engagement with the supply sector we have maintained regular contact with a wide range of stakeholders including trade unions, supply agencies and trade bodies, to monitor the supply market.

The information requested is not readily available and could only be obtained at disproportionate cost.

Most pupils with special educational needs and disabilities (SEND) attend mainstream education (54% of pupils with an education, health and care plan (EHCP) and 89% of pupils with an EHCP or SEND support).

Local authorities must provide free home to school transport for children of compulsory school age who attend their nearest suitable school and would be unable to walk there because it is beyond walking distance (2 miles for children under 8 and 3 miles for children aged 8 and over). They must also provide this if it is because of their SEND, or because the nature of the route means it would be unsafe to do so.

Where a child has an EHCP, the school named in the plan will normally be their nearest suitable school for transport purposes.

The 22 lead schools and 2 lead multi-academy trusts (MATs) taking part in the behaviour hubs programme are published on the behaviour hubs website at: https://behaviourhubs.co.uk/current-lead-schools-mats/.

Recruitment for a further 28 lead schools and 8 MATs has now concluded, and an announcement regarding successful applicants will be made before the end of April 2022.

All partner schools self-refer to the behaviour hubs programme. To date, we have received 471 applications to be partner schools or partner MATs. There are currently no plans for the department to formally release the names of partner schools on the programme.

As the Behaviour Hubs programme has not yet been operational for a full year, the department are unable to comment on its impact. The effectiveness of the programme is being thoroughly evaluated, and an interim report will be published in 2023, followed by a final report in 2025. Early feedback from the schools being supported has been very positive, noting the quality and inclusivity of the advice they are receiving.

All partner schools self-refer to the Behaviour Hubs programme. To date, the department has received 471 applications to be partner schools or partner multi-academy trusts.

All partner schools are required to attend a mandatory module on special educational needs and disabilities in their first term. This covers statutory responsibilities, barriers facing, and support strategies for pupils with SEND and how to ensure policies and practices are fully inclusive.

All lead schools have to meet a strict eligibility criteria to apply for the programme. All schools are required to be Ofsted rated Outstanding, Good with Outstanding behaviour and attitudes, or Good with an exceptional application. Primary school applicants are also required to have above average reading, writing, and maths attainment. Secondary school applicants need to be above average for Progress and Attainment 8, with 2018/19 Ebacc entries of at least 45%. All schools submit a written application, undergo a series of due diligence checks, and an online assessment process. This includes focus groups with pupils, teachers, non-teaching staff, parents, and carers as well as an unseen activity and an interview with senior leaders. Where a school did not meet all criteria, they were still able to apply and be considered alongside an exceptional application.

As the Behaviour Hubs programme has not yet been operational for a full year, the department are unable to comment on its impact. The effectiveness of the programme is being thoroughly evaluated, and an interim report will be published in 2023, followed by a final report in 2025. Early feedback from the schools being supported has been very positive, noting the quality and inclusivity of the advice they are receiving.

All partner schools self-refer to the Behaviour Hubs programme. To date, the department has received 471 applications to be partner schools or partner multi-academy trusts.

All partner schools are required to attend a mandatory module on special educational needs and disabilities in their first term. This covers statutory responsibilities, barriers facing, and support strategies for pupils with SEND and how to ensure policies and practices are fully inclusive.

All lead schools have to meet a strict eligibility criteria to apply for the programme. All schools are required to be Ofsted rated Outstanding, Good with Outstanding behaviour and attitudes, or Good with an exceptional application. Primary school applicants are also required to have above average reading, writing, and maths attainment. Secondary school applicants need to be above average for Progress and Attainment 8, with 2018/19 Ebacc entries of at least 45%. All schools submit a written application, undergo a series of due diligence checks, and an online assessment process. This includes focus groups with pupils, teachers, non-teaching staff, parents, and carers as well as an unseen activity and an interview with senior leaders. Where a school did not meet all criteria, they were still able to apply and be considered alongside an exceptional application.

As the Behaviour Hubs programme has not yet been operational for a full year, the department are unable to comment on its impact. The effectiveness of the programme is being thoroughly evaluated, and an interim report will be published in 2023, followed by a final report in 2025. Early feedback from the schools being supported has been very positive, noting the quality and inclusivity of the advice they are receiving.

All partner schools self-refer to the Behaviour Hubs programme. To date, the department has received 471 applications to be partner schools or partner multi-academy trusts.

All partner schools are required to attend a mandatory module on special educational needs and disabilities in their first term. This covers statutory responsibilities, barriers facing, and support strategies for pupils with SEND and how to ensure policies and practices are fully inclusive.

All lead schools have to meet a strict eligibility criteria to apply for the programme. All schools are required to be Ofsted rated Outstanding, Good with Outstanding behaviour and attitudes, or Good with an exceptional application. Primary school applicants are also required to have above average reading, writing, and maths attainment. Secondary school applicants need to be above average for Progress and Attainment 8, with 2018/19 Ebacc entries of at least 45%. All schools submit a written application, undergo a series of due diligence checks, and an online assessment process. This includes focus groups with pupils, teachers, non-teaching staff, parents, and carers as well as an unseen activity and an interview with senior leaders. Where a school did not meet all criteria, they were still able to apply and be considered alongside an exceptional application.

As the Behaviour Hubs programme has not yet been operational for a full year, the department are unable to comment on its impact. The effectiveness of the programme is being thoroughly evaluated, and an interim report will be published in 2023, followed by a final report in 2025. Early feedback from the schools being supported has been very positive, noting the quality and inclusivity of the advice they are receiving.

All partner schools self-refer to the Behaviour Hubs programme. To date, the department has received 471 applications to be partner schools or partner multi-academy trusts.

All partner schools are required to attend a mandatory module on special educational needs and disabilities in their first term. This covers statutory responsibilities, barriers facing, and support strategies for pupils with SEND and how to ensure policies and practices are fully inclusive.

All lead schools have to meet a strict eligibility criteria to apply for the programme. All schools are required to be Ofsted rated Outstanding, Good with Outstanding behaviour and attitudes, or Good with an exceptional application. Primary school applicants are also required to have above average reading, writing, and maths attainment. Secondary school applicants need to be above average for Progress and Attainment 8, with 2018/19 Ebacc entries of at least 45%. All schools submit a written application, undergo a series of due diligence checks, and an online assessment process. This includes focus groups with pupils, teachers, non-teaching staff, parents, and carers as well as an unseen activity and an interview with senior leaders. Where a school did not meet all criteria, they were still able to apply and be considered alongside an exceptional application.

As the Behaviour Hubs programme has not yet been operational for a full year, the department are unable to comment on its impact. The effectiveness of the programme is being thoroughly evaluated, and an interim report will be published in 2023, followed by a final report in 2025. Early feedback from the schools being supported has been very positive, noting the quality and inclusivity of the advice they are receiving.

All partner schools self-refer to the Behaviour Hubs programme. To date, the department has received 471 applications to be partner schools or partner multi-academy trusts.

All partner schools are required to attend a mandatory module on special educational needs and disabilities in their first term. This covers statutory responsibilities, barriers facing, and support strategies for pupils with SEND and how to ensure policies and practices are fully inclusive.

All lead schools have to meet a strict eligibility criteria to apply for the programme. All schools are required to be Ofsted rated Outstanding, Good with Outstanding behaviour and attitudes, or Good with an exceptional application. Primary school applicants are also required to have above average reading, writing, and maths attainment. Secondary school applicants need to be above average for Progress and Attainment 8, with 2018/19 Ebacc entries of at least 45%. All schools submit a written application, undergo a series of due diligence checks, and an online assessment process. This includes focus groups with pupils, teachers, non-teaching staff, parents, and carers as well as an unseen activity and an interview with senior leaders. Where a school did not meet all criteria, they were still able to apply and be considered alongside an exceptional application.

The government remains committed to continued support for music education. Following the Spending Review settlement, the department announced that we will continue to invest around £115 million per annum in cultural education over the next three years, through our music, arts and heritage programmes including music hubs, working closely with the Department for Culture, Media and Sport, Arts Council England and others.

Our partner organisations, including Arts Council England, the fundholder for music education hubs, will be updated shortly to confirm funding allocations for financial year 2022/23 following the outcome of the department’s business planning.

For financial year 2021/22 the department provided £79 million for the music education hubs programme. The department’s grant constitutes around 40% of income on average, with remaining income primarily being provided from parental and school contributions.

The government remains committed to continued support for music education. Following the Spending Review settlement, the department announced that we will continue to invest around £115 million per annum in cultural education over the next three years, through our music, arts and heritage programmes including music hubs, working closely with the Department for Culture, Media and Sport, Arts Council England and others.

Our partner organisations, including Arts Council England, the fundholder for music education hubs, will be updated shortly to confirm funding allocations for financial year 2022/23 following the outcome of the department’s business planning.

For financial year 2021/22 the department provided £79 million for the music education hubs programme. The department’s grant constitutes around 40% of income on average, with remaining income primarily being provided from parental and school contributions.

The government remains committed to continued support for music education. Following the Spending Review settlement, the department announced that we will continue to invest around £115 million per annum in cultural education over the next three years, through our music, arts and heritage programmes including music hubs, working closely with the Department for Culture, Media and Sport, Arts Council England and others.

Our partner organisations, including Arts Council England, the fundholder for music education hubs, will be updated shortly to confirm funding allocations for financial year 2022/23 following the outcome of the department’s business planning.

For financial year 2021/22 the department provided £79 million for the music education hubs programme. The department’s grant constitutes around 40% of income on average, with remaining income primarily being provided from parental and school contributions.

Under the Children Act 1989, local authorities are required to provide services for children in need for the purposes of safeguarding and promoting their welfare. The statutory guidance, ‘Working Together to Safeguard Children’ is clear that local areas should have a comprehensive range of effective, evidence-based services in place to address needs early. The ‘Local Government Finance Settlement’ made available £54.1 billion for the 2022/23 financial year for local government in England, an increase of up to £3.7 billion, over 4.5% in real terms, on the 2021/22 financial year.

This significant investment includes over £630 million additional funding for the social care grant, bringing the total grant to £2.4 billion. In addition, local authorities will have access to a one-off Services Grant in the 2022/23 financial year which is worth over £800 million that can be used for all services, including children’s social care.

In March 2021, the Competition and Markets Authority (CMA) launched a market study examining the lack of availability and increasing costs in children’s social care provision, including children’s homes and fostering agencies. The CMA examined concerns around high prices paid by local authorities, and the inadequate supply of appropriate placements for children. Its interim report was published on 22 October 2021. Its full report, including recommendations, was published on 10 March 2022 here: https://www.gov.uk/government/publications/childrens-social-care-market-study-final-report.

The department welcomes the report and is carefully considering the CMA’s recommendations. At this point, the department is unable to comment on timeframes for implementation of the recommendations, until it has fully considered the findings contained in the final report. The department commits to responding to the report within 90 days.

The ‘Too Little, Too Late’ report recommends an increase in funding for a range of early intervention services.

In the Budget and Spending Review 2021, we announced a £500 million package for families. This includes £300 million to transform ‘Start for Life’ services and create a network of family hubs in half of the council areas in England, and a £200 million uplift to the Supporting Families Programme.

The additional Supporting Families funding represents around a 40% real-terms uplift for the programme by the 2024/25 financial year, taking total planned investment across the next 3 years to £695 million. This funding will help up to 300,000 more families facing multiple, interconnected issues to access effective support and improve their life outcomes. It will also begin to reduce the pressure on reactive, statutory services as the system starts to rebalance away from intervening at crisis point.

The report’s recommendations on a legal duty for Early Help, and additional data collection on Early Help, will be considered as part of our response to the Independent Review of Children’s Social Care.

Local authorities record and store children’s services data in digital case management systems procured from the market. The department’s upcoming Children’s Social Care Digital Programme is working with local authorities and case management system suppliers to develop soon to be published guidance. The guidance is aiming to support local authority planning, procurement, and implementation of case management systems.

We are also working across government to observe how data and technology can be used to enable better multi-agency information sharing in safeguarding. This includes an investigation study on the feasibility of adopting a consistent child identifier.

The department does not currently collect data on the type of support provided in early help. The Supporting Families programme is testing ways of collecting needs and outcomes data on early help.

The department will also consider any relevant recommendations from the independent review of children’s social care. Learning from both will inform any next steps.

The outcome of the special educational needs and disabilities review will be published as a Green Paper for full public consultation by the end of March.

The department has published participation figures for the first term of this academic year which estimates that just over 300,000 tuition courses had been started since September. The department will be releasing more information about the programme in future.

The department has published participation figures for the first term of this academic year which estimates that just over 300,000 tuition courses had been started since September. The department will be releasing more information about the programme in future.

The department has published participation figures for the first term of this academic year which estimates that just over 300,000 tuition courses had been started since September. The department will be releasing more information about the programme in future.

The department spends around £600 million per year ensuring around 1.3 million infants enjoy a free, healthy, and nutritious meal at lunchtime following the introduction of the universal infant free school meal policy in 2014. The per meal rate of £2.34 per child was increased in the 2020/21 financial year. The funding rate for the 2022/23 financial year will be published with the funding allocations in June.

The department holds regular meetings with other government departments and with food industry representatives, covering a variety of issues including public sector food supplies. Schools are responsible for the provision of school meals and may enter individual contracts with suppliers and caterers to meet this duty. We are confident that schools will continue providing pupils with nutritious school meals as required by the school food standards.

We routinely consider contingency arrangements and expect schools and catering companies supplying them to do the same.

The department spends around £600 million per year ensuring around 1.3 million infants enjoy a free, healthy, and nutritious meal at lunchtime following the introduction of the universal infant free school meal policy in 2014. The per meal rate of £2.34 per child was increased in the 2020/21 financial year. The funding rate for the 2022/23 financial year will be published with the funding allocations in June.

The department holds regular meetings with other government departments and with food industry representatives, covering a variety of issues including public sector food supplies. Schools are responsible for the provision of school meals and may enter individual contracts with suppliers and caterers to meet this duty. We are confident that schools will continue providing pupils with nutritious school meals as required by the school food standards.

We routinely consider contingency arrangements and expect schools and catering companies supplying them to do the same.

The department spends around £600 million per year ensuring around 1.3 million infants enjoy a free, healthy, and nutritious meal at lunchtime following the introduction of the universal infant free school meal policy in 2014. The per meal rate of £2.34 per child was increased in the 2020/21 financial year. The funding rate for the 2022/23 financial year will be published with the funding allocations in June.

The department holds regular meetings with other government departments and with food industry representatives, covering a variety of issues including public sector food supplies. Schools are responsible for the provision of school meals and may enter individual contracts with suppliers and caterers to meet this duty. We are confident that schools will continue providing pupils with nutritious school meals as required by the school food standards.

We routinely consider contingency arrangements and expect schools and catering companies supplying them to do the same.

The department spends around £600 million per year ensuring around 1.3 million infants enjoy a free, healthy, and nutritious meal at lunchtime following the introduction of the universal infant free school meal policy in 2014. The per meal rate of £2.34 per child was increased in the 2020/21 financial year. The funding rate for the 2022/23 financial year will be published with the funding allocations in June.

The department holds regular meetings with other government departments and with food industry representatives, covering a variety of issues including public sector food supplies. Schools are responsible for the provision of school meals and may enter individual contracts with suppliers and caterers to meet this duty. We are confident that schools will continue providing pupils with nutritious school meals as required by the school food standards.

We routinely consider contingency arrangements and expect schools and catering companies supplying them to do the same.

The delivery and performance of the National Tutoring Programme is monitored closely through ongoing performance reviews, governance boards and senior level meetings.

The department is unable to provide detailed information regarding the contract with Randstad as it is commercially sensitive. We continue to review the delivery of the programme and will set out our future plans in due course.

A full independent evaluation of the programme will be published in summer 2023.

The delivery and performance of the National Tutoring Programme is monitored closely through ongoing performance reviews, governance boards and senior level meetings.

The department is unable to provide detailed information regarding the contract with Randstad as it is commercially sensitive. We continue to review the delivery of the programme and will set out our future plans in due course.

A full independent evaluation of the programme will be published in summer 2023.

The delivery and performance of the National Tutoring Programme is monitored closely through ongoing performance reviews, governance boards and senior level meetings.

The department is unable to provide detailed information regarding the contract with Randstad as it is commercially sensitive. We continue to review the delivery of the programme and will set out our future plans in due course.

A full independent evaluation of the programme will be published in summer 2023.

The delivery and performance of the National Tutoring Programme is monitored closely through ongoing performance reviews, governance boards and senior level meetings.

The department is unable to provide detailed information regarding the contract with Randstad as it is commercially sensitive. We continue to review the delivery of the programme and will set out our future plans in due course.

A full independent evaluation of the programme will be published in summer 2023.

The delivery and performance of the National Tutoring Programme is monitored closely through ongoing performance reviews, governance boards and senior level meetings.

The department is unable to provide detailed information regarding the contract with Randstad as it is commercially sensitive. We continue to review the delivery of the programme and will set out our future plans in due course.

A full independent evaluation of the programme will be published in summer 2023.

The intention is to continue to publish data whilst collection of attendance data continues via the education settings status form. We have committed to reviewing the education settings status form data collection at Easter. This data collection is used to update the 'Attendance in education and early years settings during the coronavirus (COVID-19) pandemic' official statistics publication, found here: https://explore-education-statistics.service.gov.uk/find-statistics/attendance-in-education-and-early-years-settings-during-the-coronavirus-covid-19-outbreak.

Upcoming releases of this data will be announced on a publication-by-publication basis. The next publication of this data set is due on 8 March 2022. Further dates will be announced in due course at: https://www.gov.uk/search/research-and-statistics.

We are moving to a different phase in managing COVID-19, where we learn to live with the virus. From 21 February 2022, staff, children and young people in mainstream education and childcare are no longer asked to test twice per week. Staff, secondary school aged pupils and above in special schools, alternative provision, specialist special educational needs and disabilities (SEND) units within schools and colleges, and open and secure children’s homes, are advised to continue with twice weekly testing.

In mainstream education providers with a specialist SEND unit or further education (FE) equivalent, pupils in year 7 and above, and staff within the unit, should continue to be encouraged to test twice per week. These pupils are more likely to be vulnerable and at a higher risk of poor clinical outcomes because of COVID-19. Providers should supply them with test kits from their existing stocks to enable them to do this. The ordering process for SEND and alternative provision will not be changing.

Updated guidance on asymptomatic testing for education providers has been published, and requests that mainstream providers that have unused and unopened test kit boxes, should retain these for the time being. This stock of self-test kits is to ensure that mainstream providers can commence outbreak testing quickly, if required. We have consistently communicated that orders should only be placed if stock has run out, so we do not expect providers to have a large stock of test kits. The department continues to work closely with the UK Health Security Agency and will be considering how any remaining test kit stocks should be treated. Further details will be made available in due course.

The education ordering channel remains open for providers to obtain test kits if needed, in line with any testing measures agreed by Directors of Public Health or Health Protection Teams, in the event of an outbreak. Providers should not distribute test kits for any staff or pupils who wish to continue regular testing, but advise them to get tests from GOV.UK and local pharmacies.

We are moving to a different phase in managing COVID-19, where we learn to live with the virus. From 21 February 2022, staff, children and young people in mainstream education and childcare are no longer asked to test twice per week. Staff, secondary school aged pupils and above in special schools, alternative provision, specialist special educational needs and disabilities (SEND) units within schools and colleges, and open and secure children’s homes, are advised to continue with twice weekly testing.

In mainstream education providers with a specialist SEND unit or further education (FE) equivalent, pupils in year 7 and above, and staff within the unit, should continue to be encouraged to test twice per week. These pupils are more likely to be vulnerable and at a higher risk of poor clinical outcomes because of COVID-19. Providers should supply them with test kits from their existing stocks to enable them to do this. The ordering process for SEND and alternative provision will not be changing.

Updated guidance on asymptomatic testing for education providers has been published, and requests that mainstream providers that have unused and unopened test kit boxes, should retain these for the time being. This stock of self-test kits is to ensure that mainstream providers can commence outbreak testing quickly, if required. We have consistently communicated that orders should only be placed if stock has run out, so we do not expect providers to have a large stock of test kits. The department continues to work closely with the UK Health Security Agency and will be considering how any remaining test kit stocks should be treated. Further details will be made available in due course.

The education ordering channel remains open for providers to obtain test kits if needed, in line with any testing measures agreed by Directors of Public Health or Health Protection Teams, in the event of an outbreak. Providers should not distribute test kits for any staff or pupils who wish to continue regular testing, but advise them to get tests from GOV.UK and local pharmacies.

The COVID-19 workforce fund will provide financial support to eligible schools and colleges for costs incurred due to staff absences from 22 November 2021 until 8 April 2022.

Following an extension from February half term until Easter, the fund is planned to end on 8 April. The claims portal will open in the spring for absence costs incurred across the current duration of the fund.

The department does not have a current assessment of the number of children entering secondary school with speech and language difficulties or delay. We will have updated data on communication and language development later this year.

The department commissioned Renaissance Learning and the Education Policy Institute to collect data from a sample of schools to provide a baseline assessment of education lost and catch-up needs for year 3 to 9 pupils in schools in England and to monitor progress over the course of the 2020-21 academic year and the Autumn term 2021. The latest findings from this research, published 29 October 2021, include data from the 2020-21 summer term and a summary of all previous findings. Complete findings from the 2020-21 academic year can be found on GOV.UK: https://www.gov.uk/government/publications/pupils-progress-in-the-2020-to-2021-academic-year-interim-report.

Latest evidence suggests that pupils are showing some degree of recovery in reading. By summer 2021, primary pupils were on average around 0.9 months behind in reading and secondary pupils were on average around 1.8 months behind compared to where they would otherwise have been in a typical year. This is an improvement since the second half of the spring term 2021, where primary pupils were 2.3 months behind, and secondary pupils were around 2.6 months behind.

That is why the department is investing nearly £5 billion on measures to support further recovery such as the National Tutoring Programme, teacher development, and the recovery premium to support teachers to implement evidence-based interventions to address education gaps. This is in addition to a strong core funding settlement which will see core schools funding rise by £4.7 billion by financial year 2024/25 compared to existing plans.

The department is investing in early years education recovery to address concerns around lost education. Improving training for early years practitioners is one of the key levers for driving up quality in early education providers, and language development is key to this. That is why we are investing £180 million of recovery support in the early years sector.

This includes £153 million for evidence-based professional development for early years practitioners, including through new programmes focusing on key areas such as speech and language development for the youngest children. It also includes up to £10 million for a second phase of the Early Years Professional Development Programme in academic year 2021/22, targeted to support early years staff to work with disadvantaged children. It also includes up to £17 million for the Nuffield Early Language Intervention (NELI). NELI is a proven programme aimed at the reception aged children needing extra support with their speech and language development and is proven to help children make around three months of additional progress. Two thirds of primary schools have signed up, the majority of these being schools with the highest levels of disadvantage, reaching an estimated 90,000 children.

As part of the department’s recovery strategy, we will also be significantly increasing the numbers of qualified level 3 special educational needs coordinators, to support better early identification and support of special educational needs and disabilities.

The department does not have a current assessment of the number of children entering secondary school with speech and language difficulties or delay. We will have updated data on communication and language development later this year.

The department commissioned Renaissance Learning and the Education Policy Institute to collect data from a sample of schools to provide a baseline assessment of education lost and catch-up needs for year 3 to 9 pupils in schools in England and to monitor progress over the course of the 2020-21 academic year and the Autumn term 2021. The latest findings from this research, published 29 October 2021, include data from the 2020-21 summer term and a summary of all previous findings. Complete findings from the 2020-21 academic year can be found on GOV.UK: https://www.gov.uk/government/publications/pupils-progress-in-the-2020-to-2021-academic-year-interim-report.

Latest evidence suggests that pupils are showing some degree of recovery in reading. By summer 2021, primary pupils were on average around 0.9 months behind in reading and secondary pupils were on average around 1.8 months behind compared to where they would otherwise have been in a typical year. This is an improvement since the second half of the spring term 2021, where primary pupils were 2.3 months behind, and secondary pupils were around 2.6 months behind.

That is why the department is investing nearly £5 billion on measures to support further recovery such as the National Tutoring Programme, teacher development, and the recovery premium to support teachers to implement evidence-based interventions to address education gaps. This is in addition to a strong core funding settlement which will see core schools funding rise by £4.7 billion by financial year 2024/25 compared to existing plans.

The department is investing in early years education recovery to address concerns around lost education. Improving training for early years practitioners is one of the key levers for driving up quality in early education providers, and language development is key to this. That is why we are investing £180 million of recovery support in the early years sector.

This includes £153 million for evidence-based professional development for early years practitioners, including through new programmes focusing on key areas such as speech and language development for the youngest children. It also includes up to £10 million for a second phase of the Early Years Professional Development Programme in academic year 2021/22, targeted to support early years staff to work with disadvantaged children. It also includes up to £17 million for the Nuffield Early Language Intervention (NELI). NELI is a proven programme aimed at the reception aged children needing extra support with their speech and language development and is proven to help children make around three months of additional progress. Two thirds of primary schools have signed up, the majority of these being schools with the highest levels of disadvantage, reaching an estimated 90,000 children.

As part of the department’s recovery strategy, we will also be significantly increasing the numbers of qualified level 3 special educational needs coordinators, to support better early identification and support of special educational needs and disabilities.

The schools white paper will set out the department’s long-term vision for schools with a focus on achieving world-class numeracy and literacy, of which oral language development is integral. Too many children and young people still move to the next phase of education or employment without the fundamental standards in literacy and numeracy they need to reach their full potential. Too many of these are from the most vulnerable and disadvantaged groups.

We will achieve this by ensuring we have excellent teachers, trained in the very best literacy and numeracy approaches, in all areas of the country. We will support our teachers to deliver high standards for all pupils in every classroom, including supporting behaviour and attendance. This will work alongside targeted support for those furthest behind due to the COVID-19 outbreak, the most vulnerable and disadvantaged. Underpinning this, we will ensure a stronger school system, with every school able to access the support they need to improve. The schools white paper will consider the links between early years and primary education as critical stages to children’s development in oracy and spoken language.

We expect to publish the schools white paper in early 2022.

Overall direct investment announced for education recovery is almost £5 billion. The £1.8 billion provides for over £800 million for extra time for 16–19-year-olds and £1 billion direct funding to schools to extend the recovery premium.

The department understands that the early years are the most crucial point of child development. Attending early education lays the foundation for lifelong learning and supports children’s social and emotional development. Therefore, as part of education recovery funding, the department is investing £180 million of recovery support in the early years sector. This includes £153 million for evidence-based professional development for early years practitioners, including through new programmes focusing on key areas such as speech and language development for the youngest children; up to £10 million for a second phase of the Early Years Professional Development Programme in the 2021/22 academic year targeted to support early years staff in settings to work with disadvantaged children; and up to £17 million for the Nuffield Early Language Intervention (NELI).

NELI is a proven programme aimed at the reception aged children needing extra support with their speech and language development and is proven to help children make around three months of additional progress. Two thirds of primary schools have signed up, the majority of these being schools with the highest levels of disadvantage, reaching an estimated 90,000 children.

Building on the pupil premium, the recovery premium is helping schools to deliver evidence-based approaches to support education recovery for disadvantaged pupils aged 5-16. In October 2021 as part of the department’s broader spending review settlement the department announced an extension to the recovery premium worth £1 billion for the 2022/23 and 2023/24 academic years.

Schools are expected to spend this premium on evidence-based approaches to supporting pupils, addressing education recovery related needs of disadvantaged pupils. This can include immediate steps such as assessing and addressing needs once pupils return to class, or longer-term strategic improvement such as improving teaching quality. Also, if schools judge that additional support is needed for speaking and understanding of language is required, they can dedicate resource to this, in the same way that they can for interventions for other parts of the curriculum.

In line with the Education Endowment Foundation’s pupil premium guide, activities should include those that support the quality of teaching, such as staff professional development or Speech and Language Therapists; provide targeted academic support, such as tutoring; and tackle non-academic barriers to success in school, such as attendance, behavior, and social and emotional support. Further information on this guide can be found here: https://educationendowmentfoundation.org.uk/guidance-for-teachers/using-pupil-premium.

Overall direct investment announced for education recovery is almost £5 billion. The £1.8 billion provides for over £800 million for extra time for 16–19-year-olds and £1 billion direct funding to schools to extend the recovery premium.

The department understands that the early years are the most crucial point of child development. Attending early education lays the foundation for lifelong learning and supports children’s social and emotional development. Therefore, as part of education recovery funding, the department is investing £180 million of recovery support in the early years sector. This includes £153 million for evidence-based professional development for early years practitioners, including through new programmes focusing on key areas such as speech and language development for the youngest children; up to £10 million for a second phase of the Early Years Professional Development Programme in the 2021/22 academic year targeted to support early years staff in settings to work with disadvantaged children; and up to £17 million for the Nuffield Early Language Intervention (NELI).

NELI is a proven programme aimed at the reception aged children needing extra support with their speech and language development and is proven to help children make around three months of additional progress. Two thirds of primary schools have signed up, the majority of these being schools with the highest levels of disadvantage, reaching an estimated 90,000 children.

Building on the pupil premium, the recovery premium is helping schools to deliver evidence-based approaches to support education recovery for disadvantaged pupils aged 5-16. In October 2021 as part of the department’s broader spending review settlement the department announced an extension to the recovery premium worth £1 billion for the 2022/23 and 2023/24 academic years.

Schools are expected to spend this premium on evidence-based approaches to supporting pupils, addressing education recovery related needs of disadvantaged pupils. This can include immediate steps such as assessing and addressing needs once pupils return to class, or longer-term strategic improvement such as improving teaching quality. Also, if schools judge that additional support is needed for speaking and understanding of language is required, they can dedicate resource to this, in the same way that they can for interventions for other parts of the curriculum.

In line with the Education Endowment Foundation’s pupil premium guide, activities should include those that support the quality of teaching, such as staff professional development or Speech and Language Therapists; provide targeted academic support, such as tutoring; and tackle non-academic barriers to success in school, such as attendance, behavior, and social and emotional support. Further information on this guide can be found here: https://educationendowmentfoundation.org.uk/guidance-for-teachers/using-pupil-premium.

Since the department’s draft Sustainability and Climate Change strategy for the education and children’s services systems was launched in November 2021, a user group of sector representatives and a group of young people, reflecting a diverse range of voices, backgrounds, and experiences, have met monthly to feedback on the draft strategy from those networks and organisations they represent. Working groups, of stakeholders and experts, on each action area within the strategy have also met to discuss the proposals in detail and feed in via representatives on the user group.

We are working closely with these groups and with delivery partners across government to refine and build on the strategy ahead of publication of a final version in April 2022.

The department is also engaging with a wide range of stakeholders through bilateral meetings and topic specific workshops. We have furthermore launched a feedback survey and have invited all interested parties to submit views to the department’s sustainability mailbox at dfe.sustainability@education.gov.uk.

Our engagement process has been designed to ensure we engage meaningfully with a wide range of stakeholders in a variety of different ways to ensure we have maximum impact and can focus on strategic delivery as soon as possible.

The Priority School Building Programme (PSBP) is rebuilding and/or refurbishing school buildings in the very worst condition across the country at 537 schools. A list of these is available at GOV.UK. Contractors for the programme were procured through Department for Education construction frameworks. Information about this is available on GOV.UK.

We do not have a central record of any complaints made relating to PSBP. Any complaints and feedback received are treated seriously and acted on accordingly.

The Priority School Building Programme (PSBP) is rebuilding and/or refurbishing school buildings in the very worst condition across the country at 537 schools. A list of these is available at GOV.UK. Contractors for the programme were procured through Department for Education construction frameworks. Information about this is available on GOV.UK.

We do not have a central record of any complaints made relating to PSBP. Any complaints and feedback received are treated seriously and acted on accordingly.

The department has now delivered 101,955 4G wireless routers to schools, colleges, academy trusts and local authorities, to enable disadvantaged children and young people to access remote education and essential social care services during the COVID-19 outbreak. All routers that we have purchased have been delivered.

The department consulted over the summer and early autumn 2021 on the approach to prioritising schools for remaining places in the programme. On 3 February 2022 we published the response to the consultation. The response can be found here: https://www.gov.uk/government/consultations/prioritising-schools-for-the-school-rebuilding-programme.

Responsible bodies can now nominate schools for the next round and guidance is available here: https://www.gov.uk/government/publications/school-rebuilding-programme. We announced the first 100 schools in the programme in 2021, as part of a commitment to 500 projects over the next decade.

The information requested is not held. However, the department publishes data on the number of children with special educational needs and disabilities (SEND) and education health and care plans (EHCPs) awaiting provision once a year. Our last published figure in May 2021 for the number of children with SEND who have an EHCP who are not in schools and are awaiting provision was 1,460. We have recently announced an additional £2.6 billion over the next three years for school places for children and young people with SEND, more than tripling current capital funding levels to over £900 million by 2024-25.

We are conducting a review of the SEND system and will publish proposals for public consultation as a green paper in the first three months of this year.

We know that special schools and alternative provision (AP) settings are often more impacted by staff absences, and less able to manage these absences using their existing staff and resource. The department has set a lower threshold for these settings to access the COVID-19 workforce fund, which provides financial support to eligible schools and colleges where needed. This fund has been extended until spring half term to cover the cost of term-time staff absences experienced between 22 November 2021 and 18 February 2022.

This fund can be used by schools to employ supply staff to manage absences, increase the hours of part-time teaching or education support staff, or make amendments to support staff terms and conditions so they can take on additional responsibilities. Any changes should be discussed with the employee first, and schools should consider workload and wellbeing.

All schools, including special schools, benefit from the full range of measures the government has put in place to break the chain of COVID-19 transmission, minimise disruption to education and limit absences. These include regular testing and continuing the booster rollout for adults and vaccinations for secondary age pupils. Special schools were also able to apply for our funded air cleaning units earlier than other settings, with the first 1,000 units reserved for special educational needs and disabilities and AP settings, enabling them to reduce airborne contaminants in poorly ventilated spaces where quick fixes to improve ventilation are not possible.

We know that special schools and alternative provision (AP) settings are often more impacted by staff absences, and less able to manage these absences using their existing staff and resource. The department has set a lower threshold for these settings to access the COVID-19 workforce fund, which provides financial support to eligible schools and colleges where needed. This fund has been extended until spring half term to cover the cost of term-time staff absences experienced between 22 November 2021 and 18 February 2022.

This fund can be used by schools to employ supply staff to manage absences, increase the hours of part-time teaching or education support staff, or make amendments to support staff terms and conditions so they can take on additional responsibilities. Any changes should be discussed with the employee first, and schools should consider workload and wellbeing.

All schools, including special schools, benefit from the full range of measures the government has put in place to break the chain of COVID-19 transmission, minimise disruption to education and limit absences. These include regular testing and continuing the booster rollout for adults and vaccinations for secondary age pupils. Special schools were also able to apply for our funded air cleaning units earlier than other settings, with the first 1,000 units reserved for special educational needs and disabilities and AP settings, enabling them to reduce airborne contaminants in poorly ventilated spaces where quick fixes to improve ventilation are not possible.

We know that special schools and alternative provision (AP) settings are often more impacted by staff absences, and less able to manage these absences using their existing staff and resource. The department has set a lower threshold for these settings to access the COVID-19 workforce fund, which provides financial support to eligible schools and colleges where needed. This fund has been extended until spring half term to cover the cost of term-time staff absences experienced between 22 November 2021 and 18 February 2022.

This fund can be used by schools to employ supply staff to manage absences, increase the hours of part-time teaching or education support staff, or make amendments to support staff terms and conditions so they can take on additional responsibilities. Any changes should be discussed with the employee first, and schools should consider workload and wellbeing.

All schools, including special schools, benefit from the full range of measures the government has put in place to break the chain of COVID-19 transmission, minimise disruption to education and limit absences. These include regular testing and continuing the booster rollout for adults and vaccinations for secondary age pupils. Special schools were also able to apply for our funded air cleaning units earlier than other settings, with the first 1,000 units reserved for special educational needs and disabilities and AP settings, enabling them to reduce airborne contaminants in poorly ventilated spaces where quick fixes to improve ventilation are not possible.

We know that special schools and alternative provision (AP) settings are often more impacted by staff absences, and less able to manage these absences using their existing staff and resource. The department has set a lower threshold for these settings to access the COVID-19 workforce fund, which provides financial support to eligible schools and colleges where needed. This fund has been extended until spring half term to cover the cost of term-time staff absences experienced between 22 November 2021 and 18 February 2022.

This fund can be used by schools to employ supply staff to manage absences, increase the hours of part-time teaching or education support staff, or make amendments to support staff terms and conditions so they can take on additional responsibilities. Any changes should be discussed with the employee first, and schools should consider workload and wellbeing.

All schools, including special schools, benefit from the full range of measures the government has put in place to break the chain of COVID-19 transmission, minimise disruption to education and limit absences. These include regular testing and continuing the booster rollout for adults and vaccinations for secondary age pupils. Special schools were also able to apply for our funded air cleaning units earlier than other settings, with the first 1,000 units reserved for special educational needs and disabilities and AP settings, enabling them to reduce airborne contaminants in poorly ventilated spaces where quick fixes to improve ventilation are not possible.

Throughout the COVID-19 outbreak, schools have continued to receive their core funding regardless of any periods of reduced attendance. Schools have the flexibility to make their own decisions on how to prioritise their spending to invest in a range of resources and activities that will best support their staff and pupils. Schools will be able to use their existing budgets to help with the costs associated with COVID-19 related absences.

The department re-introduced the COVID-19 workforce fund in the autumn term to provide financial support to eligible schools and colleges. The fund has been extended until spring half-term to cover the cost of term-time staff absences experienced between 22 November 2021 and 18 February 2022.

We recognise that special schools, alternative provision, and special post-16 institutions are often more impacted by staff absences and are less able to manage these absences using their existing staff and resources than mainstream schools and colleges. That is why we have set a lower threshold for special schools, alternative provision and special post-16 institutions for short-term teacher absences. We have also been more flexible in our criteria for support staff claims in special schools and alternative provision in recognition of this critical role in these providers in particular.

As well as covering funding for schools to employ supply staff to manage absences, the fund can also be used to increase hours of part-time teaching or education support staff, or to make amendments to support staff terms and conditions to enable them to take on additional responsibilities. Schools should give due consideration to workload and wellbeing and discuss any changes with the employee first.

All air cleaning units provided by the department have met an approved technical specification, including units available to purchase via the marketplace. The department’s technical specification used to assess the units was developed through a rigorous consultation with industry wide experts in both air cleaning and ventilation from academia, professional bodies, and industry, including chartered engineers, scientists and several government departments. Through this consultation we have developed a specification specific to education.

The specification included a wide range of factors appropriate to an education environment to determine overall suitability. This included clean air delivery rates, noise levels, filtration capability, technical certification, ease of use and maintenance, warranty, and strength of evidence for manufacturer claims. The primary considerations were around the standard of filtration which is high efficiency particulate air (HEPA) filtration technology; the minimum standard was specified to HEPA H13/ISO35H, which is a medical grade of filter which helps to remove airborne contaminants, including viruses such as SARS‑CoV‑2. HEPA technology is a mature technology and removes the risk of any less well tested technology being implemented into classrooms. Acoustic performance was also a major consideration due to the units needing to go into a classroom environment. All these criteria formed part of our technical specification used to assess and select units that meet our high specification and are suitable for teaching environments.

Any procurement that we undertake must comply with the Public Contract Regulations (2015). The procurement of air cleaning devices was undertaken using the Crown Commercial Service (CCS) Framework (RM6157) which can be accessed by central government departments including the Department for Education and the wider public sector. We have selected a range of products which meet our high specification criteria to provide education and childcare settings with high quality air cleaning units.

The department has published details of the contract for air cleaning units provided to SEND and alternative provision settings, including the technical specification for these units, which can be found here: https://www.contractsfinder.service.gov.uk/Notice/d2955fc4-b281-45dd-9203-5c37df79dfda. The department will publish details of further contracts for air cleaning units, which will include the technical specification criteria, on contracts finder in line with the government’s transparency agenda.

The department does not hold data on the number and proportions of classrooms in England that have no mechanical ventilation.

Maintaining adequate ventilation remains the responsibility of individual providers. The law says employers, including education and childcare providers, must make sure there is an adequate supply of fresh air in enclosed areas of the workplace. This has not changed during the COVID-19 outbreak. The Health and Safety Executive provides more information on this here: https://www.hse.gov.uk/coronavirus/equipment-and-machinery/air-conditioning-and-ventilation/index.htm. Providers are expected to plan and prioritise any necessary remedial works within existing budgets. For more substantial capital works, education providers and those responsible for buildings have access to funding to improve the condition of buildings through different routes depending on their size and type.

Throughout the COVID-19 outbreak, we have emphasised the importance of ventilation and provided guidance to providers on ventilation requirements. We have always said that where a provider is in operation it is important to ensure that it is well ventilated and that a comfortable teaching environment is maintained.

Schools have continued to receive their budgets in full throughout the COVID-19 outbreak regardless of periods of full or partial closure.

In addition, the department has re-introduced the COVID-19 workforce fund to provide financial support to eligible schools and colleges for additional staff absence costs incurred from 22 November until the February spring half term in 2022. The fund is available to support schools and colleges facing the greatest staffing and funding pressures to continue to deliver face-to-face, high quality education to all pupils.

School funding remains one of the department’s key priorities, which is why this government continues to deliver year on year, real terms per pupil increases to school funding with the total core school budget increasing to £56.8 billion by 2024-25.

In 2022-23 alone core schools funding will increase by £4 billion compared to 2021-22, a 5% real terms per pupil boost. This will help schools rise to the challenges of COVID-19, increase teacher pay, and meet the cost of the Health and Social Care Levy, while continuing their work to raise attainment.

Local authority and school expenditure is published annually, with the latest available data being the 2020-21 financial year, and is available here: https://explore-education-statistics.service.gov.uk/find-statistics/la-and-school-expenditure.

Please note that this publication does not include academies.

School level data (including academies) is available at the schools financial benchmarking website, with the latest available data being the 2020-21 financial year for local authority maintained schools and the 2019/20 academic year for academies (to be updated to the 2020/21 academic year in spring 2022): https://schools-financial-benchmarking.service.gov.uk/Help/DataSources.

Schools have continued to receive their budgets in full throughout the COVID-19 outbreak regardless of periods of full or partial closure.

In addition, the department has re-introduced the COVID-19 workforce fund to provide financial support to eligible schools and colleges for additional staff absence costs incurred from 22 November until the February spring half term in 2022. The fund is available to support schools and colleges facing the greatest staffing and funding pressures to continue to deliver face-to-face, high quality education to all pupils.

School funding remains one of the department’s key priorities, which is why this government continues to deliver year on year, real terms per pupil increases to school funding with the total core school budget increasing to £56.8 billion by 2024-25.

In 2022-23 alone core schools funding will increase by £4 billion compared to 2021-22, a 5% real terms per pupil boost. This will help schools rise to the challenges of COVID-19, increase teacher pay, and meet the cost of the Health and Social Care Levy, while continuing their work to raise attainment.

Local authority and school expenditure is published annually, with the latest available data being the 2020-21 financial year, and is available here: https://explore-education-statistics.service.gov.uk/find-statistics/la-and-school-expenditure.

Please note that this publication does not include academies.

School level data (including academies) is available at the schools financial benchmarking website, with the latest available data being the 2020-21 financial year for local authority maintained schools and the 2019/20 academic year for academies (to be updated to the 2020/21 academic year in spring 2022): https://schools-financial-benchmarking.service.gov.uk/Help/DataSources.

Schools have continued to receive their budgets in full throughout the COVID-19 outbreak regardless of periods of full or partial closure.

In addition, the department has re-introduced the COVID-19 workforce fund to provide financial support to eligible schools and colleges for additional staff absence costs incurred from 22 November until the February spring half term in 2022. The fund is available to support schools and colleges facing the greatest staffing and funding pressures to continue to deliver face-to-face, high quality education to all pupils.

School funding remains one of the department’s key priorities, which is why this government continues to deliver year on year, real terms per pupil increases to school funding with the total core school budget increasing to £56.8 billion by 2024-25.

In 2022-23 alone core schools funding will increase by £4 billion compared to 2021-22, a 5% real terms per pupil boost. This will help schools rise to the challenges of COVID-19, increase teacher pay, and meet the cost of the Health and Social Care Levy, while continuing their work to raise attainment.

Local authority and school expenditure is published annually, with the latest available data being the 2020-21 financial year, and is available here: https://explore-education-statistics.service.gov.uk/find-statistics/la-and-school-expenditure.

Please note that this publication does not include academies.

School level data (including academies) is available at the schools financial benchmarking website, with the latest available data being the 2020-21 financial year for local authority maintained schools and the 2019/20 academic year for academies (to be updated to the 2020/21 academic year in spring 2022): https://schools-financial-benchmarking.service.gov.uk/Help/DataSources.

Local authority and school expenditure is published annually, with the latest available data being the 2020-21 financial year, and is available here: https://explore-education-statistics.service.gov.uk/find-statistics/la-and-school-expenditure. Please note that this publication does not include academies.

School level data (including academies) is available at the Schools Financial Benchmarking website, with the latest available data being the 2020-21 financial year for local authority maintained schools and the 2019-20 academic year for academies (to be updated to the 2020-21 academic year in spring 2022): https://schools-financial-benchmarking.service.gov.uk/Help/DataSources.

Available data on expenditure in schools on agency supply teaching staff is set out below.

Table 1: Schools in England expenditure on agency supply teaching staff, £million and percentage of total expenditure

2018-19 to 2020-21¹

Source: local authority maintained schools - Consistent Financial Reporting. Academies - academy account returns.

¹ Local authority maintained schools by financial year, academies by academic year.

² Information for academies for the academic year 2020-21 will be available in spring 2022.

³ Includes expenditure by academies and central expenditure by multi academy trusts.

Local authority and school expenditure is published annually, with the latest available data being the 2020-21 financial year, and is available here: https://explore-education-statistics.service.gov.uk/find-statistics/la-and-school-expenditure. Please note that this publication does not include academies.

School level data (including academies) is available at the Schools Financial Benchmarking website, with the latest available data being the 2020-21 financial year for local authority maintained schools and the 2019-20 academic year for academies (to be updated to the 2020-21 academic year in spring 2022): https://schools-financial-benchmarking.service.gov.uk/Help/DataSources.

Available data on expenditure in schools on agency supply teaching staff is set out below.

Table 1: Schools in England expenditure on agency supply teaching staff, £million and percentage of total expenditure

2018-19 to 2020-21¹

Source: local authority maintained schools - Consistent Financial Reporting. Academies - academy account returns.

¹ Local authority maintained schools by financial year, academies by academic year.

² Information for academies for the academic year 2020-21 will be available in spring 2022.

³ Includes expenditure by academies and central expenditure by multi academy trusts.

The department does not collect or hold the information that has been requested.

Supply agencies providing temporary staff to schools are independent private companies and as such decisions over their use of the Coronavirus Job Retention Scheme are not reported to the department, but a matter for employees and employers.

The department does not hold data on the general numbers of supply staff, or any data on whether they are active as supply teachers at any time.

The department does not collect or hold the information that has been requested.

Supply agencies providing temporary staff to schools are independent private companies and as such decisions over their use of the Coronavirus Job Retention Scheme are not reported to the department, but a matter for employees and employers.

The department does not hold data on the general numbers of supply staff, or any data on whether they are active as supply teachers at any time.

The department remains committed to a register for children not in school. We will set out further details on this in the government response to the ‘children not in school’ consultation, which we will publish in the coming weeks.

The voluntary code of practice, which was published in October 2020, is intended to be a supportive resource for out of school setting providers that sets out good safeguarding practice and outlines which areas should be considered when operating out of school settings for children and young people, including health and safety, fire safety, and developing child protection policies and procedures: https://www.gov.uk/government/publications/keeping-children-safe-in-out-of-school-settings-code-of-practice.

To help raise awareness and encourage take-up of the code of practice after publication, we provided £60,000 of funding to be shared across 6 local authorities to test targeted communications approaches with out of school settings providers.

The code is also part of a larger package of work the department is undertaking to improve the safeguarding of children in out of school settings. This includes over £3 million of targeted funding for selected areas to demonstrate how safeguarding in out of school settings can be enhanced through multi-agency working and engaging providers with supportive resources such as the code of practice.

The targeted communications and multi-agency working pilots concluded in December 2021. We are currently evaluating these, and the insights gained will be used to inform next steps, such as how best to measure effectiveness of the code of practice.

The department invited new and existing providers to apply for accreditation under the process announced in the government’s response to the initial teacher training (ITT) review and there has been a considerable level of interest shown.

We anticipate receiving a diverse range of applications, reflecting the different types of ITT provision that exist currently. Each application will be assessed on its individual merits and so there is no set number of providers that the department aims to award accreditation. Our overall priority is to ensure that there are sufficient high-quality ITT providers and places to meet demand across the country.

​​This data is not held by the department.

We will consider whether to collect this data going forward.

The department is extremely grateful to all the teachers who are responding to our call to return temporarily to the classroom. Every single teacher that responds can make a vital difference to children and young people by keeping them in face-to-face education.

The campaign aims to further bolster the many supply staff that are already working in our schools and who have been supporting schools throughout the COVID-19 outbreak.

On 12 January, the department published initial data from a sample of supply agencies gathered between 20 December 2021 and 7 January 2022. This showed that 485 former teachers have signed up with supply agencies, and over 100 Teach First alumni have also expressed interest in returning to the classroom.

Given the size of the sample, the true number of sign-ups since the call was launched will be larger. Full details of the data release can be found at: https://www.gov.uk/government/publications/number-of-ex-teachers-joining-the-school-workforce-2021-to-2022.

This call for ex-teachers is just one of many measures we have in place to support our school workforce mitigate the challenges of COVID-19, including the reintroduction of the COVID-19 workforce fund, which we extended to the February half-term.

​The National Tutoring Programme aims to deliver up to 2 million courses this year, and up to 90 million tuition hours by the 2024/25 academic year across the programme’s three pillars. Schools have the freedom to enrol the pupils they think could benefit most.

The programme is on course to deliver its objectives. Since September we have seen more than 300,000 courses started, almost the same number as the whole of last year. An estimated 230,000 courses have been started by pupils through the school-led tutoring pillar. An estimated 20,000 with academic mentors and an estimated 52,000 with tuition partners. A course consists of 15 tuition hours, meaning that pupils who need it most will be receiving millions of hours of high-quality support.

The department does not currently publish regional performance data. We will consider doing so going forward. We will continue to work closely with the delivery partner to ensure the tuition partner and academic mentor pillars fulfil their objectives by the end of the academic year and will publish further data for the spring and summer terms later this year.

The department has had one round of claims to the COVID-19 workforce fund to date, covering the costs of staff absences experienced between 1 November and 31 December 2020. The claims window closed on 31 March 2021. We received claims from 974 schools and made payments to 902 schools by the end of June 2021.

All schools that met the conditions set out in the guidance were paid. Claims were received at school level and could cover both teacher and support staff absences experienced across the eligibility period.

The COVID-19 workforce fund has been reintroduced to cover the costs of staff absences experienced between 22 November 2021 and 18 February 2022.

The claims portal for this period will open in the spring.

The department has had one round of claims to the COVID-19 workforce fund to date, covering the costs of staff absences experienced between 1 November and 31 December 2020. The claims window closed on 31 March 2021. We received claims from 974 schools and made payments to 902 schools by the end of June 2021.

All schools that met the conditions set out in the guidance were paid. Claims were received at school level and could cover both teacher and support staff absences experienced across the eligibility period.

The COVID-19 workforce fund has been reintroduced to cover the costs of staff absences experienced between 22 November 2021 and 18 February 2022.

The claims portal for this period will open in the spring.

The department has had one round of claims to the COVID-19 workforce fund to date, covering the costs of staff absences experienced between 1 November and 31 December 2020. The claims window closed on 31 March 2021. We received claims from 974 schools and made payments to 902 schools by the end of June 2021.

All schools that met the conditions set out in the guidance were paid. Claims were received at school level and could cover both teacher and support staff absences experienced across the eligibility period.

The COVID-19 workforce fund has been reintroduced to cover the costs of staff absences experienced between 22 November 2021 and 18 February 2022.

The claims portal for this period will open in the spring.

The department has had one round of claims to the COVID-19 workforce fund to date, covering the costs of staff absences experienced between 1 November and 31 December 2020. The claims window closed on 31 March 2021. We received claims from 974 schools and made payments to 902 schools by the end of June 2021.

All schools that met the conditions set out in the guidance were paid. Claims were received at school level and could cover both teacher and support staff absences experienced across the eligibility period.

The COVID-19 workforce fund has been reintroduced to cover the costs of staff absences experienced between 22 November 2021 and 18 February 2022.

The claims portal for this period will open in the spring.

The department has had one round of claims to the COVID-19 workforce fund to date, covering the costs of staff absences experienced between 1 November and 31 December 2020. The claims window closed on 31 March 2021. We received claims from 974 schools and made payments to 902 schools by the end of June 2021.

All schools that met the conditions set out in the guidance were paid. Claims were received at school level and could cover both teacher and support staff absences experienced across the eligibility period.

The COVID-19 workforce fund has been reintroduced to cover the costs of staff absences experienced between 22 November 2021 and 18 February 2022.

The claims portal for this period will open in the spring.

The department has had one round of claims to the COVID-19 workforce fund to date, covering the costs of staff absences experienced between 1 November and 31 December 2020. The claims window closed on 31 March 2021. We received claims from 974 schools and made payments to 902 schools by the end of June 2021.

All schools that met the conditions set out in the guidance were paid. Claims were received at school level and could cover both teacher and support staff absences experienced across the eligibility period.

The COVID-19 workforce fund has been reintroduced to cover the costs of staff absences experienced between 22 November 2021 and 18 February 2022.

The claims portal for this period will open in the spring.

The department has had one round of claims to the COVID-19 workforce fund to date, covering the costs of staff absences experienced between 1 November and 31 December 2020. The claims window closed on 31 March 2021. We received claims from 974 schools and made payments to 902 schools by the end of June 2021.

All schools that met the conditions set out in the guidance were paid. Claims were received at school level and could cover both teacher and support staff absences experienced across the eligibility period.

The COVID-19 workforce fund has been reintroduced to cover the costs of staff absences experienced between 22 November 2021 and 18 February 2022.

The claims portal for this period will open in the spring.

The department has now delivered over 353,000 CO2 monitors to over 99% of eligible maintained schools, further education colleges, and the majority of early years providers. Special schools and alternative provision (AP) education providers were prioritised, given their higher than average number of vulnerable pupils. Deliveries to these providers are now complete. Final deliveries to providers will be made shortly. Schools are finding the monitors helpful to manage ventilation and, in the majority of providers, existing ventilation measures are sufficient.

CO2 monitors are an additional measure that we have rolled out to education settings to be used as a guide for where ventilation can be improved. It is up to school leaders to decide how to best use them in their specific school, college or nursery.

The department is also making up to 8,000 air cleaning units available for poorly ventilated teaching spaces in state-funded education providers, where quick fixes to improve ventilation are not possible. Deliveries will start from this week to special educational needs and disabilities (SEND) and AP schools, colleges and nurseries. These were allocated in the first application round announced in November 2021.

The second round of applications is open until 9am on 17 January 2022. All state funded schools, colleges and nurseries can apply. Special and AP providers that were not successful or did not apply in the first round are also eligible to apply in this round. Once applications have closed, all applications will be assessed against strict criteria and allocated to providers based on need. Schools, colleges and nurseries with successful applications will be contacted individually to arrange delivery, with deliveries expected from February 2022.

For those providers that are not eligible for funded units, the online marketplace provides a route to purchasing air cleaning units directly from suppliers at a suitable specification and competitive price. Further information is available here: https://s107t01-webapp-v2-01.azurewebsites.net/list/air-cleaning.

Throughout the COVID-19 outbreak, we have emphasised the importance of ventilation and provided guidance to providers on ventilation requirements, including on how to use CO2 monitors effectively to identify areas where ventilation can be improved. In addition to our existing guidance on ventilation we have provided settings with guidance on how to use the air cleaning units as well as how to order a unit via the marketplace. The application process has been communicated to settings via our Daily Bulletin and we continue to support settings with their queries via the department's Coronavirus helpline.

The department has now delivered over 353,000 CO2 monitors to over 99% of eligible maintained schools, further education colleges, and the majority of early years providers. Special schools and alternative provision (AP) education providers were prioritised, given their higher than average number of vulnerable pupils. Deliveries to these providers are now complete. Final deliveries to providers will be made shortly. Schools are finding the monitors helpful to manage ventilation and, in the majority of providers, existing ventilation measures are sufficient.

CO2 monitors are an additional measure that we have rolled out to education settings to be used as a guide for where ventilation can be improved. It is up to school leaders to decide how to best use them in their specific school, college or nursery.

The department is also making up to 8,000 air cleaning units available for poorly ventilated teaching spaces in state-funded education providers, where quick fixes to improve ventilation are not possible. Deliveries will start from this week to special educational needs and disabilities (SEND) and AP schools, colleges and nurseries. These were allocated in the first application round announced in November 2021.

The second round of applications is open until 9am on 17 January 2022. All state funded schools, colleges and nurseries can apply. Special and AP providers that were not successful or did not apply in the first round are also eligible to apply in this round. Once applications have closed, all applications will be assessed against strict criteria and allocated to providers based on need. Schools, colleges and nurseries with successful applications will be contacted individually to arrange delivery, with deliveries expected from February 2022.

For those providers that are not eligible for funded units, the online marketplace provides a route to purchasing air cleaning units directly from suppliers at a suitable specification and competitive price. Further information is available here: https://s107t01-webapp-v2-01.azurewebsites.net/list/air-cleaning.

Throughout the COVID-19 outbreak, we have emphasised the importance of ventilation and provided guidance to providers on ventilation requirements, including on how to use CO2 monitors effectively to identify areas where ventilation can be improved. In addition to our existing guidance on ventilation we have provided settings with guidance on how to use the air cleaning units as well as how to order a unit via the marketplace. The application process has been communicated to settings via our Daily Bulletin and we continue to support settings with their queries via the department's Coronavirus helpline.

The department has now delivered over 353,000 CO2 monitors to over 99% of eligible maintained schools, further education colleges, and the majority of early years providers. Special schools and alternative provision (AP) education providers were prioritised, given their higher than average number of vulnerable pupils. Deliveries to these providers are now complete. Final deliveries to providers will be made shortly. Schools are finding the monitors helpful to manage ventilation and, in the majority of providers, existing ventilation measures are sufficient.

CO2 monitors are an additional measure that we have rolled out to education settings to be used as a guide for where ventilation can be improved. It is up to school leaders to decide how to best use them in their specific school, college or nursery.

The department is also making up to 8,000 air cleaning units available for poorly ventilated teaching spaces in state-funded education providers, where quick fixes to improve ventilation are not possible. Deliveries will start from this week to special educational needs and disabilities (SEND) and AP schools, colleges and nurseries. These were allocated in the first application round announced in November 2021.

The second round of applications is open until 9am on 17 January 2022. All state funded schools, colleges and nurseries can apply. Special and AP providers that were not successful or did not apply in the first round are also eligible to apply in this round. Once applications have closed, all applications will be assessed against strict criteria and allocated to providers based on need. Schools, colleges and nurseries with successful applications will be contacted individually to arrange delivery, with deliveries expected from February 2022.

For those providers that are not eligible for funded units, the online marketplace provides a route to purchasing air cleaning units directly from suppliers at a suitable specification and competitive price. Further information is available here: https://s107t01-webapp-v2-01.azurewebsites.net/list/air-cleaning.

Throughout the COVID-19 outbreak, we have emphasised the importance of ventilation and provided guidance to providers on ventilation requirements, including on how to use CO2 monitors effectively to identify areas where ventilation can be improved. In addition to our existing guidance on ventilation we have provided settings with guidance on how to use the air cleaning units as well as how to order a unit via the marketplace. The application process has been communicated to settings via our Daily Bulletin and we continue to support settings with their queries via the department's Coronavirus helpline.

We are extremely grateful to all the teachers who are responding to our call to return temporarily to the classroom to support our schools whilst cases of the COVID-19 Omicron variant continue to rise.

We are in close contact with supply agencies to monitor the interest they receive to help schools during this time. However, supply agencies are private employment businesses operating independently of the department. Therefore, the department is not able to provide data on the numbers of supply teachers or which agencies they are working with. The department does not hold the information requested regarding pre-employment checks since the Disclosure and Barring Service is a non-departmental public body of the Home Office.

We are extremely grateful to all the teachers who are responding to our call to return temporarily to the classroom to support our schools whilst cases of the COVID-19 Omicron variant continue to rise.

We are in close contact with supply agencies to monitor the interest they receive to help schools during this time. However, supply agencies are private employment businesses operating independently of the department. Therefore, the department is not able to provide data on the numbers of supply teachers or which agencies they are working with. The department does not hold the information requested regarding pre-employment checks since the Disclosure and Barring Service is a non-departmental public body of the Home Office.

We are extremely grateful to all the teachers who are responding to our call to return temporarily to the classroom to support our schools whilst cases of the COVID-19 Omicron variant continue to rise.

We are in close contact with supply agencies to monitor the interest they receive to help schools during this time. However, supply agencies are private employment businesses operating independently of the department. Therefore, the department is not able to provide data on the numbers of supply teachers or which agencies they are working with. The department does not hold the information requested regarding pre-employment checks since the Disclosure and Barring Service is a non-departmental public body of the Home Office.

During the autumn term, the department provided CO2 monitors to all state-funded education providers, including early years, schools and further education colleges, backed by £25 million in government funding.

We have now delivered on our public commitment with over 353,000 monitors delivered in the autumn term. Feedback suggests that schools are finding the monitors helpful to manage ventilation and, in most schools, colleges and nurseries, existing ventilation measures are sufficient. There is no requirement from the department for providers to record readings or share these with the department.

Where an area of poor ventilation has been identified, settings should first look to implement simple measures like opening windows and doors. When CO2 monitors indicate good ventilation, there is no need to keep windows fully open at all times. Opening windows regularly for 10 minutes, or a small amount continuously, can still reduce the airborne risk from COVID-19 substantially compared to spaces with no fresh air. If the ventilation issue cannot be easily resolved, schools are advised to explore what remedial works are needed. It may be appropriate to consider the use of an air cleaning unit while the underlying issue is addressed. Air cleaning units are suggested as a possible interim measure to help minimise transmission risk but do not improve ventilation levels.

When used properly, air cleaning units can help reduce airborne contaminants in a poorly ventilated space, including viruses like COVID-19; they do not provide additional ventilation. Air cleaning units are not a substitute for ventilation and should never be used as a reason to reduce ventilation. They are not necessary in spaces that are adequately ventilated.

The department is also making up to 8,000 air cleaning units available for poorly ventilated teaching spaces in state-funded education providers, where quick fixes to improve ventilation are not possible.

Deliveries will start from this week to special educational needs and disabilities and alternative provision (AP) schools, colleges and nurseries. These were allocated in the first application round announced in November 2021.

The second round of applications was open until 9am on 17 January. All state funded schools, colleges and nurseries could apply.  Special and AP providers that were not successful or did not apply in the first round were also eligible to apply in this round. All applications will be assessed against strict criteria and allocated to providers based on need. Schools, colleges and nurseries with successful applications will be contacted individually to arrange delivery, with deliveries expected from February 2022.

For those settings that were not eligible for funded units, the online marketplace provides a route to purchasing air cleaning units directly from suppliers at a suitable specification and competitive price. Further information is available here: https://s107t01-webapp-v2-01.azurewebsites.net/list/air-cleaning.

Throughout the COVID-19 outbreak, we have emphasised the importance of ventilation and provided guidance to providers on ventilation requirements. In addition to our existing guidance on ventilation we have provided schools, colleges and nurseries with guidance on how to use the air cleaning units as well as how to order a unit via the marketplace. The application process has been communicated to providers via our Daily Bulletin and we continue to support providers with their queries via the Coronavirus Helpline.

During the autumn term, the department provided CO2 monitors to all state-funded education providers, including early years, schools and further education colleges, backed by £25 million in government funding.

We have now delivered on our public commitment with over 353,000 monitors delivered in the autumn term. Feedback suggests that schools are finding the monitors helpful to manage ventilation and, in most schools, colleges and nurseries, existing ventilation measures are sufficient. There is no requirement from the department for providers to record readings or share these with the department.

Where an area of poor ventilation has been identified, settings should first look to implement simple measures like opening windows and doors. When CO2 monitors indicate good ventilation, there is no need to keep windows fully open at all times. Opening windows regularly for 10 minutes, or a small amount continuously, can still reduce the airborne risk from COVID-19 substantially compared to spaces with no fresh air. If the ventilation issue cannot be easily resolved, schools are advised to explore what remedial works are needed. It may be appropriate to consider the use of an air cleaning unit while the underlying issue is addressed. Air cleaning units are suggested as a possible interim measure to help minimise transmission risk but do not improve ventilation levels.

When used properly, air cleaning units can help reduce airborne contaminants in a poorly ventilated space, including viruses like COVID-19; they do not provide additional ventilation. Air cleaning units are not a substitute for ventilation and should never be used as a reason to reduce ventilation. They are not necessary in spaces that are adequately ventilated.

The department is also making up to 8,000 air cleaning units available for poorly ventilated teaching spaces in state-funded education providers, where quick fixes to improve ventilation are not possible.

Deliveries will start from this week to special educational needs and disabilities and alternative provision (AP) schools, colleges and nurseries. These were allocated in the first application round announced in November 2021.

The second round of applications was open until 9am on 17 January. All state funded schools, colleges and nurseries could apply.  Special and AP providers that were not successful or did not apply in the first round were also eligible to apply in this round. All applications will be assessed against strict criteria and allocated to providers based on need. Schools, colleges and nurseries with successful applications will be contacted individually to arrange delivery, with deliveries expected from February 2022.

For those settings that were not eligible for funded units, the online marketplace provides a route to purchasing air cleaning units directly from suppliers at a suitable specification and competitive price. Further information is available here: https://s107t01-webapp-v2-01.azurewebsites.net/list/air-cleaning.

Throughout the COVID-19 outbreak, we have emphasised the importance of ventilation and provided guidance to providers on ventilation requirements. In addition to our existing guidance on ventilation we have provided schools, colleges and nurseries with guidance on how to use the air cleaning units as well as how to order a unit via the marketplace. The application process has been communicated to providers via our Daily Bulletin and we continue to support providers with their queries via the Coronavirus Helpline.

During the autumn term, the department provided CO2 monitors to all state-funded education providers, including early years, schools and further education colleges, backed by £25 million in government funding.

We have now delivered on our public commitment with over 353,000 monitors delivered in the autumn term. Feedback suggests that schools are finding the monitors helpful to manage ventilation and, in most schools, colleges and nurseries, existing ventilation measures are sufficient. There is no requirement from the department for providers to record readings or share these with the department.

Where an area of poor ventilation has been identified, settings should first look to implement simple measures like opening windows and doors. When CO2 monitors indicate good ventilation, there is no need to keep windows fully open at all times. Opening windows regularly for 10 minutes, or a small amount continuously, can still reduce the airborne risk from COVID-19 substantially compared to spaces with no fresh air. If the ventilation issue cannot be easily resolved, schools are advised to explore what remedial works are needed. It may be appropriate to consider the use of an air cleaning unit while the underlying issue is addressed. Air cleaning units are suggested as a possible interim measure to help minimise transmission risk but do not improve ventilation levels.

When used properly, air cleaning units can help reduce airborne contaminants in a poorly ventilated space, including viruses like COVID-19; they do not provide additional ventilation. Air cleaning units are not a substitute for ventilation and should never be used as a reason to reduce ventilation. They are not necessary in spaces that are adequately ventilated.

The department is also making up to 8,000 air cleaning units available for poorly ventilated teaching spaces in state-funded education providers, where quick fixes to improve ventilation are not possible.

Deliveries will start from this week to special educational needs and disabilities and alternative provision (AP) schools, colleges and nurseries. These were allocated in the first application round announced in November 2021.

The second round of applications was open until 9am on 17 January. All state funded schools, colleges and nurseries could apply.  Special and AP providers that were not successful or did not apply in the first round were also eligible to apply in this round. All applications will be assessed against strict criteria and allocated to providers based on need. Schools, colleges and nurseries with successful applications will be contacted individually to arrange delivery, with deliveries expected from February 2022.

For those settings that were not eligible for funded units, the online marketplace provides a route to purchasing air cleaning units directly from suppliers at a suitable specification and competitive price. Further information is available here: https://s107t01-webapp-v2-01.azurewebsites.net/list/air-cleaning.

Throughout the COVID-19 outbreak, we have emphasised the importance of ventilation and provided guidance to providers on ventilation requirements. In addition to our existing guidance on ventilation we have provided schools, colleges and nurseries with guidance on how to use the air cleaning units as well as how to order a unit via the marketplace. The application process has been communicated to providers via our Daily Bulletin and we continue to support providers with their queries via the Coronavirus Helpline.

During the autumn term, the department provided CO2 monitors to all state-funded education providers, including early years, schools and further education colleges, backed by £25 million in government funding.

We have now delivered on our public commitment with over 353,000 monitors delivered in the autumn term. Feedback suggests that schools are finding the monitors helpful to manage ventilation and, in most schools, colleges and nurseries, existing ventilation measures are sufficient. There is no requirement from the department for providers to record readings or share these with the department.

Where an area of poor ventilation has been identified, settings should first look to implement simple measures like opening windows and doors. When CO2 monitors indicate good ventilation, there is no need to keep windows fully open at all times. Opening windows regularly for 10 minutes, or a small amount continuously, can still reduce the airborne risk from COVID-19 substantially compared to spaces with no fresh air. If the ventilation issue cannot be easily resolved, schools are advised to explore what remedial works are needed. It may be appropriate to consider the use of an air cleaning unit while the underlying issue is addressed. Air cleaning units are suggested as a possible interim measure to help minimise transmission risk but do not improve ventilation levels.

When used properly, air cleaning units can help reduce airborne contaminants in a poorly ventilated space, including viruses like COVID-19; they do not provide additional ventilation. Air cleaning units are not a substitute for ventilation and should never be used as a reason to reduce ventilation. They are not necessary in spaces that are adequately ventilated.

The department is also making up to 8,000 air cleaning units available for poorly ventilated teaching spaces in state-funded education providers, where quick fixes to improve ventilation are not possible.

Deliveries will start from this week to special educational needs and disabilities and alternative provision (AP) schools, colleges and nurseries. These were allocated in the first application round announced in November 2021.

The second round of applications was open until 9am on 17 January. All state funded schools, colleges and nurseries could apply.  Special and AP providers that were not successful or did not apply in the first round were also eligible to apply in this round. All applications will be assessed against strict criteria and allocated to providers based on need. Schools, colleges and nurseries with successful applications will be contacted individually to arrange delivery, with deliveries expected from February 2022.

For those settings that were not eligible for funded units, the online marketplace provides a route to purchasing air cleaning units directly from suppliers at a suitable specification and competitive price. Further information is available here: https://s107t01-webapp-v2-01.azurewebsites.net/list/air-cleaning.

Throughout the COVID-19 outbreak, we have emphasised the importance of ventilation and provided guidance to providers on ventilation requirements. In addition to our existing guidance on ventilation we have provided schools, colleges and nurseries with guidance on how to use the air cleaning units as well as how to order a unit via the marketplace. The application process has been communicated to providers via our Daily Bulletin and we continue to support providers with their queries via the Coronavirus Helpline.

During the autumn term, the department provided CO2 monitors to all state-funded education providers, including early years, schools and further education colleges, backed by £25 million in government funding.

We have now delivered on our public commitment with over 353,000 monitors delivered in the autumn term. Feedback suggests that schools are finding the monitors helpful to manage ventilation and, in most schools, colleges and nurseries, existing ventilation measures are sufficient. There is no requirement from the department for providers to record readings or share these with the department.

Where an area of poor ventilation has been identified, settings should first look to implement simple measures like opening windows and doors. When CO2 monitors indicate good ventilation, there is no need to keep windows fully open at all times. Opening windows regularly for 10 minutes, or a small amount continuously, can still reduce the airborne risk from COVID-19 substantially compared to spaces with no fresh air. If the ventilation issue cannot be easily resolved, schools are advised to explore what remedial works are needed. It may be appropriate to consider the use of an air cleaning unit while the underlying issue is addressed. Air cleaning units are suggested as a possible interim measure to help minimise transmission risk but do not improve ventilation levels.

When used properly, air cleaning units can help reduce airborne contaminants in a poorly ventilated space, including viruses like COVID-19; they do not provide additional ventilation. Air cleaning units are not a substitute for ventilation and should never be used as a reason to reduce ventilation. They are not necessary in spaces that are adequately ventilated.

The department is also making up to 8,000 air cleaning units available for poorly ventilated teaching spaces in state-funded education providers, where quick fixes to improve ventilation are not possible.

Deliveries will start from this week to special educational needs and disabilities and alternative provision (AP) schools, colleges and nurseries. These were allocated in the first application round announced in November 2021.

The second round of applications was open until 9am on 17 January. All state funded schools, colleges and nurseries could apply.  Special and AP providers that were not successful or did not apply in the first round were also eligible to apply in this round. All applications will be assessed against strict criteria and allocated to providers based on need. Schools, colleges and nurseries with successful applications will be contacted individually to arrange delivery, with deliveries expected from February 2022.

For those settings that were not eligible for funded units, the online marketplace provides a route to purchasing air cleaning units directly from suppliers at a suitable specification and competitive price. Further information is available here: https://s107t01-webapp-v2-01.azurewebsites.net/list/air-cleaning.

Throughout the COVID-19 outbreak, we have emphasised the importance of ventilation and provided guidance to providers on ventilation requirements. In addition to our existing guidance on ventilation we have provided schools, colleges and nurseries with guidance on how to use the air cleaning units as well as how to order a unit via the marketplace. The application process has been communicated to providers via our Daily Bulletin and we continue to support providers with their queries via the Coronavirus Helpline.

During the autumn term, the department provided CO2 monitors to all state-funded education providers, including early years, schools and further education colleges, backed by £25 million in government funding.

We have now delivered on our public commitment with over 353,000 monitors delivered in the autumn term. Feedback suggests that schools are finding the monitors helpful to manage ventilation and, in most schools, colleges and nurseries, existing ventilation measures are sufficient. There is no requirement from the department for providers to record readings or share these with the department.

Where an area of poor ventilation has been identified, settings should first look to implement simple measures like opening windows and doors. When CO2 monitors indicate good ventilation, there is no need to keep windows fully open at all times. Opening windows regularly for 10 minutes, or a small amount continuously, can still reduce the airborne risk from COVID-19 substantially compared to spaces with no fresh air. If the ventilation issue cannot be easily resolved, schools are advised to explore what remedial works are needed. It may be appropriate to consider the use of an air cleaning unit while the underlying issue is addressed. Air cleaning units are suggested as a possible interim measure to help minimise transmission risk but do not improve ventilation levels.

When used properly, air cleaning units can help reduce airborne contaminants in a poorly ventilated space, including viruses like COVID-19; they do not provide additional ventilation. Air cleaning units are not a substitute for ventilation and should never be used as a reason to reduce ventilation. They are not necessary in spaces that are adequately ventilated.

The department is also making up to 8,000 air cleaning units available for poorly ventilated teaching spaces in state-funded education providers, where quick fixes to improve ventilation are not possible.

Deliveries will start from this week to special educational needs and disabilities and alternative provision (AP) schools, colleges and nurseries. These were allocated in the first application round announced in November 2021.

The second round of applications was open until 9am on 17 January. All state funded schools, colleges and nurseries could apply.  Special and AP providers that were not successful or did not apply in the first round were also eligible to apply in this round. All applications will be assessed against strict criteria and allocated to providers based on need. Schools, colleges and nurseries with successful applications will be contacted individually to arrange delivery, with deliveries expected from February 2022.

For those settings that were not eligible for funded units, the online marketplace provides a route to purchasing air cleaning units directly from suppliers at a suitable specification and competitive price. Further information is available here: https://s107t01-webapp-v2-01.azurewebsites.net/list/air-cleaning.

Throughout the COVID-19 outbreak, we have emphasised the importance of ventilation and provided guidance to providers on ventilation requirements. In addition to our existing guidance on ventilation we have provided schools, colleges and nurseries with guidance on how to use the air cleaning units as well as how to order a unit via the marketplace. The application process has been communicated to providers via our Daily Bulletin and we continue to support providers with their queries via the Coronavirus Helpline.

During the autumn term, the department provided CO2 monitors to all state-funded education providers, including early years, schools and further education colleges, backed by £25 million in government funding.

We have now delivered on our public commitment with over 353,000 monitors delivered in the autumn term. Feedback suggests that schools are finding the monitors helpful to manage ventilation and, in most schools, colleges and nurseries, existing ventilation measures are sufficient. There is no requirement from the department for providers to record readings or share these with the department.

Where an area of poor ventilation has been identified, settings should first look to implement simple measures like opening windows and doors. When CO2 monitors indicate good ventilation, there is no need to keep windows fully open at all times. Opening windows regularly for 10 minutes, or a small amount continuously, can still reduce the airborne risk from COVID-19 substantially compared to spaces with no fresh air. If the ventilation issue cannot be easily resolved, schools are advised to explore what remedial works are needed. It may be appropriate to consider the use of an air cleaning unit while the underlying issue is addressed. Air cleaning units are suggested as a possible interim measure to help minimise transmission risk but do not improve ventilation levels.

When used properly, air cleaning units can help reduce airborne contaminants in a poorly ventilated space, including viruses like COVID-19; they do not provide additional ventilation. Air cleaning units are not a substitute for ventilation and should never be used as a reason to reduce ventilation. They are not necessary in spaces that are adequately ventilated.

The department is also making up to 8,000 air cleaning units available for poorly ventilated teaching spaces in state-funded education providers, where quick fixes to improve ventilation are not possible.

Deliveries will start from this week to special educational needs and disabilities and alternative provision (AP) schools, colleges and nurseries. These were allocated in the first application round announced in November 2021.

The second round of applications was open until 9am on 17 January. All state funded schools, colleges and nurseries could apply.  Special and AP providers that were not successful or did not apply in the first round were also eligible to apply in this round. All applications will be assessed against strict criteria and allocated to providers based on need. Schools, colleges and nurseries with successful applications will be contacted individually to arrange delivery, with deliveries expected from February 2022.

For those settings that were not eligible for funded units, the online marketplace provides a route to purchasing air cleaning units directly from suppliers at a suitable specification and competitive price. Further information is available here: https://s107t01-webapp-v2-01.azurewebsites.net/list/air-cleaning.

Throughout the COVID-19 outbreak, we have emphasised the importance of ventilation and provided guidance to providers on ventilation requirements. In addition to our existing guidance on ventilation we have provided schools, colleges and nurseries with guidance on how to use the air cleaning units as well as how to order a unit via the marketplace. The application process has been communicated to providers via our Daily Bulletin and we continue to support providers with their queries via the Coronavirus Helpline.

During the autumn term, the department provided CO2 monitors to all state-funded education providers, including early years, schools and further education colleges, backed by £25 million in government funding.

We have now delivered on our public commitment with over 353,000 monitors delivered in the autumn term. Feedback suggests that schools are finding the monitors helpful to manage ventilation and, in most schools, colleges and nurseries, existing ventilation measures are sufficient. There is no requirement from the department for providers to record readings or share these with the department.

Where an area of poor ventilation has been identified, settings should first look to implement simple measures like opening windows and doors. When CO2 monitors indicate good ventilation, there is no need to keep windows fully open at all times. Opening windows regularly for 10 minutes, or a small amount continuously, can still reduce the airborne risk from COVID-19 substantially compared to spaces with no fresh air. If the ventilation issue cannot be easily resolved, schools are advised to explore what remedial works are needed. It may be appropriate to consider the use of an air cleaning unit while the underlying issue is addressed. Air cleaning units are suggested as a possible interim measure to help minimise transmission risk but do not improve ventilation levels.

When used properly, air cleaning units can help reduce airborne contaminants in a poorly ventilated space, including viruses like COVID-19; they do not provide additional ventilation. Air cleaning units are not a substitute for ventilation and should never be used as a reason to reduce ventilation. They are not necessary in spaces that are adequately ventilated.

The department is also making up to 8,000 air cleaning units available for poorly ventilated teaching spaces in state-funded education providers, where quick fixes to improve ventilation are not possible.

Deliveries will start from this week to special educational needs and disabilities and alternative provision (AP) schools, colleges and nurseries. These were allocated in the first application round announced in November 2021.

The second round of applications was open until 9am on 17 January. All state funded schools, colleges and nurseries could apply.  Special and AP providers that were not successful or did not apply in the first round were also eligible to apply in this round. All applications will be assessed against strict criteria and allocated to providers based on need. Schools, colleges and nurseries with successful applications will be contacted individually to arrange delivery, with deliveries expected from February 2022.

For those settings that were not eligible for funded units, the online marketplace provides a route to purchasing air cleaning units directly from suppliers at a suitable specification and competitive price. Further information is available here: https://s107t01-webapp-v2-01.azurewebsites.net/list/air-cleaning.

Throughout the COVID-19 outbreak, we have emphasised the importance of ventilation and provided guidance to providers on ventilation requirements. In addition to our existing guidance on ventilation we have provided schools, colleges and nurseries with guidance on how to use the air cleaning units as well as how to order a unit via the marketplace. The application process has been communicated to providers via our Daily Bulletin and we continue to support providers with their queries via the Coronavirus Helpline.

During the autumn term, the department provided CO2 monitors to all state-funded education providers, including early years, schools and further education colleges, backed by £25 million in government funding.

We have now delivered on our public commitment with over 353,000 monitors delivered in the autumn term. Feedback suggests that schools are finding the monitors helpful to manage ventilation and, in most schools, colleges and nurseries, existing ventilation measures are sufficient. There is no requirement from the department for providers to record readings or share these with the department.

Where an area of poor ventilation has been identified, settings should first look to implement simple measures like opening windows and doors. When CO2 monitors indicate good ventilation, there is no need to keep windows fully open at all times. Opening windows regularly for 10 minutes, or a small amount continuously, can still reduce the airborne risk from COVID-19 substantially compared to spaces with no fresh air. If the ventilation issue cannot be easily resolved, schools are advised to explore what remedial works are needed. It may be appropriate to consider the use of an air cleaning unit while the underlying issue is addressed. Air cleaning units are suggested as a possible interim measure to help minimise transmission risk but do not improve ventilation levels.

When used properly, air cleaning units can help reduce airborne contaminants in a poorly ventilated space, including viruses like COVID-19; they do not provide additional ventilation. Air cleaning units are not a substitute for ventilation and should never be used as a reason to reduce ventilation. They are not necessary in spaces that are adequately ventilated.

The department is also making up to 8,000 air cleaning units available for poorly ventilated teaching spaces in state-funded education providers, where quick fixes to improve ventilation are not possible.

Deliveries will start from this week to special educational needs and disabilities and alternative provision (AP) schools, colleges and nurseries. These were allocated in the first application round announced in November 2021.

The second round of applications was open until 9am on 17 January. All state funded schools, colleges and nurseries could apply.  Special and AP providers that were not successful or did not apply in the first round were also eligible to apply in this round. All applications will be assessed against strict criteria and allocated to providers based on need. Schools, colleges and nurseries with successful applications will be contacted individually to arrange delivery, with deliveries expected from February 2022.

For those settings that were not eligible for funded units, the online marketplace provides a route to purchasing air cleaning units directly from suppliers at a suitable specification and competitive price. Further information is available here: https://s107t01-webapp-v2-01.azurewebsites.net/list/air-cleaning.

Throughout the COVID-19 outbreak, we have emphasised the importance of ventilation and provided guidance to providers on ventilation requirements. In addition to our existing guidance on ventilation we have provided schools, colleges and nurseries with guidance on how to use the air cleaning units as well as how to order a unit via the marketplace. The application process has been communicated to providers via our Daily Bulletin and we continue to support providers with their queries via the Coronavirus Helpline.

During the autumn term, the department provided CO2 monitors to all state-funded education providers, including early years, schools and further education colleges, backed by £25 million in government funding.

We have now delivered on our public commitment with over 353,000 monitors delivered in the autumn term. Feedback suggests that schools are finding the monitors helpful to manage ventilation and, in most schools, colleges and nurseries, existing ventilation measures are sufficient. There is no requirement from the department for providers to record readings or share these with the department.

Where an area of poor ventilation has been identified, settings should first look to implement simple measures like opening windows and doors. When CO2 monitors indicate good ventilation, there is no need to keep windows fully open at all times. Opening windows regularly for 10 minutes, or a small amount continuously, can still reduce the airborne risk from COVID-19 substantially compared to spaces with no fresh air. If the ventilation issue cannot be easily resolved, schools are advised to explore what remedial works are needed. It may be appropriate to consider the use of an air cleaning unit while the underlying issue is addressed. Air cleaning units are suggested as a possible interim measure to help minimise transmission risk but do not improve ventilation levels.

When used properly, air cleaning units can help reduce airborne contaminants in a poorly ventilated space, including viruses like COVID-19; they do not provide additional ventilation. Air cleaning units are not a substitute for ventilation and should never be used as a reason to reduce ventilation. They are not necessary in spaces that are adequately ventilated.

The department is also making up to 8,000 air cleaning units available for poorly ventilated teaching spaces in state-funded education providers, where quick fixes to improve ventilation are not possible.

Deliveries will start from this week to special educational needs and disabilities and alternative provision (AP) schools, colleges and nurseries. These were allocated in the first application round announced in November 2021.

The second round of applications was open until 9am on 17 January. All state funded schools, colleges and nurseries could apply.  Special and AP providers that were not successful or did not apply in the first round were also eligible to apply in this round. All applications will be assessed against strict criteria and allocated to providers based on need. Schools, colleges and nurseries with successful applications will be contacted individually to arrange delivery, with deliveries expected from February 2022.

For those settings that were not eligible for funded units, the online marketplace provides a route to purchasing air cleaning units directly from suppliers at a suitable specification and competitive price. Further information is available here: https://s107t01-webapp-v2-01.azurewebsites.net/list/air-cleaning.

Throughout the COVID-19 outbreak, we have emphasised the importance of ventilation and provided guidance to providers on ventilation requirements. In addition to our existing guidance on ventilation we have provided schools, colleges and nurseries with guidance on how to use the air cleaning units as well as how to order a unit via the marketplace. The application process has been communicated to providers via our Daily Bulletin and we continue to support providers with their queries via the Coronavirus Helpline.

During the autumn term, the department provided CO2 monitors to all state-funded education providers, including early years, schools and further education colleges, backed by £25 million in government funding.

We have now delivered on our public commitment with over 353,000 monitors delivered in the autumn term. Feedback suggests that schools are finding the monitors helpful to manage ventilation and, in most schools, colleges and nurseries, existing ventilation measures are sufficient. There is no requirement from the department for providers to record readings or share these with the department.

Where an area of poor ventilation has been identified, settings should first look to implement simple measures like opening windows and doors. When CO2 monitors indicate good ventilation, there is no need to keep windows fully open at all times. Opening windows regularly for 10 minutes, or a small amount continuously, can still reduce the airborne risk from COVID-19 substantially compared to spaces with no fresh air. If the ventilation issue cannot be easily resolved, schools are advised to explore what remedial works are needed. It may be appropriate to consider the use of an air cleaning unit while the underlying issue is addressed. Air cleaning units are suggested as a possible interim measure to help minimise transmission risk but do not improve ventilation levels.

When used properly, air cleaning units can help reduce airborne contaminants in a poorly ventilated space, including viruses like COVID-19; they do not provide additional ventilation. Air cleaning units are not a substitute for ventilation and should never be used as a reason to reduce ventilation. They are not necessary in spaces that are adequately ventilated.

The department is also making up to 8,000 air cleaning units available for poorly ventilated teaching spaces in state-funded education providers, where quick fixes to improve ventilation are not possible.

Deliveries will start from this week to special educational needs and disabilities and alternative provision (AP) schools, colleges and nurseries. These were allocated in the first application round announced in November 2021.

The second round of applications was open until 9am on 17 January. All state funded schools, colleges and nurseries could apply.  Special and AP providers that were not successful or did not apply in the first round were also eligible to apply in this round. All applications will be assessed against strict criteria and allocated to providers based on need. Schools, colleges and nurseries with successful applications will be contacted individually to arrange delivery, with deliveries expected from February 2022.

For those settings that were not eligible for funded units, the online marketplace provides a route to purchasing air cleaning units directly from suppliers at a suitable specification and competitive price. Further information is available here: https://s107t01-webapp-v2-01.azurewebsites.net/list/air-cleaning.

Throughout the COVID-19 outbreak, we have emphasised the importance of ventilation and provided guidance to providers on ventilation requirements. In addition to our existing guidance on ventilation we have provided schools, colleges and nurseries with guidance on how to use the air cleaning units as well as how to order a unit via the marketplace. The application process has been communicated to providers via our Daily Bulletin and we continue to support providers with their queries via the Coronavirus Helpline.

There are currently 27 call agents dedicated to the COVID-19 helpline. The Department for Education keeps call volumes and call wait times under continuous review. This enables us to adjust various aspects of the service, including opening hours and the number of call agents needed to meet demand.

The COVID-19 helpline is run by the Department for Education. It is a service delivered through a wider Customer Experience Centre contract overseen by the Education and Skills Funding Agency. Call handling is provided by Arvato, an outsourced service provider.

The Department for Education does not run a private helpline separate to the COVID-19 helpline. The department has another helpline for non-COVID specific matters, available by dialling 0370 000 2288 Monday to Friday, 9:30am to 5pm.

The COVID-19 helpline has received 88,149 calls from the beginning of December 2020 to the end of November 2021. The attached table gives the monthly breakdown of volumes.

There are currently 27 call agents dedicated to the COVID-19 helpline. The Department for Education keeps call volumes and call wait times under continuous review. This enables us to adjust various aspects of the service, including opening hours and the number of call agents needed to meet demand.

The COVID-19 helpline is run by the Department for Education. It is a service delivered through a wider Customer Experience Centre contract overseen by the Education and Skills Funding Agency. Call handling is provided by Arvato, an outsourced service provider.

The Department for Education does not run a private helpline separate to the COVID-19 helpline. The department has another helpline for non-COVID specific matters, available by dialling 0370 000 2288 Monday to Friday, 9:30am to 5pm.

The COVID-19 helpline has received 88,149 calls from the beginning of December 2020 to the end of November 2021. The attached table gives the monthly breakdown of volumes.

There are currently 27 call agents dedicated to the COVID-19 helpline. The Department for Education keeps call volumes and call wait times under continuous review. This enables us to adjust various aspects of the service, including opening hours and the number of call agents needed to meet demand.

The COVID-19 helpline is run by the Department for Education. It is a service delivered through a wider Customer Experience Centre contract overseen by the Education and Skills Funding Agency. Call handling is provided by Arvato, an outsourced service provider.

The Department for Education does not run a private helpline separate to the COVID-19 helpline. The department has another helpline for non-COVID specific matters, available by dialling 0370 000 2288 Monday to Friday, 9:30am to 5pm.

The COVID-19 helpline has received 88,149 calls from the beginning of December 2020 to the end of November 2021. The attached table gives the monthly breakdown of volumes.

There are currently 27 call agents dedicated to the COVID-19 helpline. The Department for Education keeps call volumes and call wait times under continuous review. This enables us to adjust various aspects of the service, including opening hours and the number of call agents needed to meet demand.

The COVID-19 helpline is run by the Department for Education. It is a service delivered through a wider Customer Experience Centre contract overseen by the Education and Skills Funding Agency. Call handling is provided by Arvato, an outsourced service provider.

The Department for Education does not run a private helpline separate to the COVID-19 helpline. The department has another helpline for non-COVID specific matters, available by dialling 0370 000 2288 Monday to Friday, 9:30am to 5pm.

The COVID-19 helpline has received 88,149 calls from the beginning of December 2020 to the end of November 2021. The attached table gives the monthly breakdown of volumes.

The department regularly reviews workforce absence data and the latest data as of 6 January shows that absence levels due to COVID-19 reasons are 4.9% for teachers and leaders and 5.0% for teaching assistants and other staff in state funded schools.

Alongside this, the department reviews data, analysis, and advice from a number of different sources including the Scientific Advisory Group for Emergencies, UK Health Security Agency (UKHSA), and the Office for National Statistics. We also work closely with the Department of Health and Social Care and UKHSA as well as local authorities and Directors of Public Health to inform our planning and response.

The Omicron variant identified in South Africa has a clear growth advantage over Delta (the previous dominant variant) and is now predominant in all regions of England. Initial data suggests Omicron evades some immune protection from vaccines and prior infection and is more transmissible. This will inevitably lead to higher than usual school workforce absence and the department is monitoring the situation closely.

School leaders are best placed to determine the workforce required to meet the needs of their pupils. In the case of staff absence, in the first instance schools should follow their usual process for covering absences. We have reintroduced the COVID-19 workforce fund in response to higher than normal absence rates and feedback from the sector that funding may be a barrier to managing absence for a small number of schools and colleges.

The department has provided support to schools to help them to continue providing on-site education despite the operational difficulties presented by the current high case rates. This includes case studies on the flexible deployment of staff, the reintroduction of the COVID-19 workforce fund to provide financial support to eligible schools and colleges for absence costs incurred from 22 November until spring half-term, announcing a call for ex teachers to return to the classroom to cover absences and the sharing of case studies on flexible learning approaches.

The department will continue to analyse its response to COVID-19, developing activities that put the department in a strong position to support pupils and students to thrive as well as preparing to respond to future challenges that the department may face.

Vaccines remain an effective measure against COVID-19. As of 11 January, 90.4% of all adults and children over 12 years old in England have received at least one dose of a vaccine, and 83% have received a second dose. 62.3% have received a booster (or third dose). Vaccines have saved thousands of lives and the department encourages all eligible staff to take up the offer of a vaccine and booster where possible.

Data on new entrants starting initial teacher training (ITT) is published annually in the ITT Census and the latest publication is available here: https://explore-education-statistics.service.gov.uk/find-statistics/initial-teacher-training-census.

Data on the outcomes of final year trainees is published annually in the ITT Performance Profiles publication. The latest publication is available here: https://www.gov.uk/government/statistics/initial-teacher-training-performance-profiles-2019-to-2020.

These datasets are not directly comparable where they cover different cohorts of trainees.

The department has committed to buying up to 1,000 air filtration devices for special educational needs and disabilities schools. The devices being provided to these providers are a mix of Camfil and Dyson products.

The National Tutoring Programme (NTP) is on track to reach hundreds of thousands more pupils this year, as part of a significant expansion to give schools more flexibility to deliver tutoring that works for them and ensure no child is left behind.

The department has set high standards for the programme and feedback from schools shows the positive impact it is having in helping pupils to catch up. Building on the success of last year, we are confident of reaching our ambitious target to provide tutoring to up to 6 million pupils over the next three years.

Randstad Education was awarded the contract to run the tutoring partner and academic mentors element of the NTP for the 2021/22 academic year following a fair, open competition in accordance with government procurement regulations. As part of this process, the department undertook open market engagement to get feedback from a range of stakeholders, including tuition providers.

The department is working closely with Randstad to build on the successes of year one. The delivery and performance of the NTP is monitored closely through a comprehensive governance process. As part of this process, the department regularly meets with senior Randstad colleagues, including the Randstad UK CEO, to highlight and address issues.

To ensure continuous improvement, Randstad is working with schools and tuition partners on improvements to the digital platform. This includes changes to allow tuition partners to undertake the admin work on behalf of the school when placing orders and making the overall ordering process simpler for schools.

NTP participation data has not yet been published. The department continues to collect data from schools for all three strands of the programme (school-led tutoring, tuition partners and academic mentors) and data on progress will be published shortly.

An independent evaluation of the programme for the current academic year is being undertaken by the National Foundation for Educational Research.

The National Tutoring Programme (NTP) is on track to reach hundreds of thousands more pupils this year, as part of a significant expansion to give schools more flexibility to deliver tutoring that works for them and ensure no child is left behind.

The department has set high standards for the programme and feedback from schools shows the positive impact it is having in helping pupils to catch up. Building on the success of last year, we are confident of reaching our ambitious target to provide tutoring to up to 6 million pupils over the next three years.

Randstad Education was awarded the contract to run the tutoring partner and academic mentors element of the NTP for the 2021/22 academic year following a fair, open competition in accordance with government procurement regulations. As part of this process, the department undertook open market engagement to get feedback from a range of stakeholders, including tuition providers.

The department is working closely with Randstad to build on the successes of year one. The delivery and performance of the NTP is monitored closely through a comprehensive governance process. As part of this process, the department regularly meets with senior Randstad colleagues, including the Randstad UK CEO, to highlight and address issues.

To ensure continuous improvement, Randstad is working with schools and tuition partners on improvements to the digital platform. This includes changes to allow tuition partners to undertake the admin work on behalf of the school when placing orders and making the overall ordering process simpler for schools.

NTP participation data has not yet been published. The department continues to collect data from schools for all three strands of the programme (school-led tutoring, tuition partners and academic mentors) and data on progress will be published shortly.

An independent evaluation of the programme for the current academic year is being undertaken by the National Foundation for Educational Research.

The National Tutoring Programme (NTP) is on track to reach hundreds of thousands more pupils this year, as part of a significant expansion to give schools more flexibility to deliver tutoring that works for them and ensure no child is left behind.

The department has set high standards for the programme and feedback from schools shows the positive impact it is having in helping pupils to catch up. Building on the success of last year, we are confident of reaching our ambitious target to provide tutoring to up to 6 million pupils over the next three years.

Randstad Education was awarded the contract to run the tutoring partner and academic mentors element of the NTP for the 2021/22 academic year following a fair, open competition in accordance with government procurement regulations. As part of this process, the department undertook open market engagement to get feedback from a range of stakeholders, including tuition providers.

The department is working closely with Randstad to build on the successes of year one. The delivery and performance of the NTP is monitored closely through a comprehensive governance process. As part of this process, the department regularly meets with senior Randstad colleagues, including the Randstad UK CEO, to highlight and address issues.

To ensure continuous improvement, Randstad is working with schools and tuition partners on improvements to the digital platform. This includes changes to allow tuition partners to undertake the admin work on behalf of the school when placing orders and making the overall ordering process simpler for schools.

NTP participation data has not yet been published. The department continues to collect data from schools for all three strands of the programme (school-led tutoring, tuition partners and academic mentors) and data on progress will be published shortly.

An independent evaluation of the programme for the current academic year is being undertaken by the National Foundation for Educational Research.

The National Tutoring Programme (NTP) is on track to reach hundreds of thousands more pupils this year, as part of a significant expansion to give schools more flexibility to deliver tutoring that works for them and ensure no child is left behind.

The department has set high standards for the programme and feedback from schools shows the positive impact it is having in helping pupils to catch up. Building on the success of last year, we are confident of reaching our ambitious target to provide tutoring to up to 6 million pupils over the next three years.

Randstad Education was awarded the contract to run the tutoring partner and academic mentors element of the NTP for the 2021/22 academic year following a fair, open competition in accordance with government procurement regulations. As part of this process, the department undertook open market engagement to get feedback from a range of stakeholders, including tuition providers.

The department is working closely with Randstad to build on the successes of year one. The delivery and performance of the NTP is monitored closely through a comprehensive governance process. As part of this process, the department regularly meets with senior Randstad colleagues, including the Randstad UK CEO, to highlight and address issues.

To ensure continuous improvement, Randstad is working with schools and tuition partners on improvements to the digital platform. This includes changes to allow tuition partners to undertake the admin work on behalf of the school when placing orders and making the overall ordering process simpler for schools.

NTP participation data has not yet been published. The department continues to collect data from schools for all three strands of the programme (school-led tutoring, tuition partners and academic mentors) and data on progress will be published shortly.

An independent evaluation of the programme for the current academic year is being undertaken by the National Foundation for Educational Research.

The National Tutoring Programme (NTP) is on track to reach hundreds of thousands more pupils this year, as part of a significant expansion to give schools more flexibility to deliver tutoring that works for them and ensure no child is left behind.

The department has set high standards for the programme and feedback from schools shows the positive impact it is having in helping pupils to catch up. Building on the success of last year, we are confident of reaching our ambitious target to provide tutoring to up to 6 million pupils over the next three years.

Randstad Education was awarded the contract to run the tutoring partner and academic mentors element of the NTP for the 2021/22 academic year following a fair, open competition in accordance with government procurement regulations. As part of this process, the department undertook open market engagement to get feedback from a range of stakeholders, including tuition providers.

The department is working closely with Randstad to build on the successes of year one. The delivery and performance of the NTP is monitored closely through a comprehensive governance process. As part of this process, the department regularly meets with senior Randstad colleagues, including the Randstad UK CEO, to highlight and address issues.

To ensure continuous improvement, Randstad is working with schools and tuition partners on improvements to the digital platform. This includes changes to allow tuition partners to undertake the admin work on behalf of the school when placing orders and making the overall ordering process simpler for schools.

NTP participation data has not yet been published. The department continues to collect data from schools for all three strands of the programme (school-led tutoring, tuition partners and academic mentors) and data on progress will be published shortly.

An independent evaluation of the programme for the current academic year is being undertaken by the National Foundation for Educational Research.

The National Tutoring Programme (NTP) is on track to reach hundreds of thousands more pupils this year, as part of a significant expansion to give schools more flexibility to deliver tutoring that works for them and ensure no child is left behind.

The department has set high standards for the programme and feedback from schools shows the positive impact it is having in helping pupils to catch up. Building on the success of last year, we are confident of reaching our ambitious target to provide tutoring to up to 6 million pupils over the next three years.

Randstad Education was awarded the contract to run the tutoring partner and academic mentors element of the NTP for the 2021/22 academic year following a fair, open competition in accordance with government procurement regulations. As part of this process, the department undertook open market engagement to get feedback from a range of stakeholders, including tuition providers.

The department is working closely with Randstad to build on the successes of year one. The delivery and performance of the NTP is monitored closely through a comprehensive governance process. As part of this process, the department regularly meets with senior Randstad colleagues, including the Randstad UK CEO, to highlight and address issues.

To ensure continuous improvement, Randstad is working with schools and tuition partners on improvements to the digital platform. This includes changes to allow tuition partners to undertake the admin work on behalf of the school when placing orders and making the overall ordering process simpler for schools.

NTP participation data has not yet been published. The department continues to collect data from schools for all three strands of the programme (school-led tutoring, tuition partners and academic mentors) and data on progress will be published shortly.

An independent evaluation of the programme for the current academic year is being undertaken by the National Foundation for Educational Research.

The National Tutoring Programme (NTP) is on track to reach hundreds of thousands more pupils this year, as part of a significant expansion to give schools more flexibility to deliver tutoring that works for them and ensure no child is left behind.

The department has set high standards for the programme and feedback from schools shows the positive impact it is having in helping pupils to catch up. Building on the success of last year, we are confident of reaching our ambitious target to provide tutoring to up to 6 million pupils over the next three years.

Randstad Education was awarded the contract to run the tutoring partner and academic mentors element of the NTP for the 2021/22 academic year following a fair, open competition in accordance with government procurement regulations. As part of this process, the department undertook open market engagement to get feedback from a range of stakeholders, including tuition providers.

The department is working closely with Randstad to build on the successes of year one. The delivery and performance of the NTP is monitored closely through a comprehensive governance process. As part of this process, the department regularly meets with senior Randstad colleagues, including the Randstad UK CEO, to highlight and address issues.

To ensure continuous improvement, Randstad is working with schools and tuition partners on improvements to the digital platform. This includes changes to allow tuition partners to undertake the admin work on behalf of the school when placing orders and making the overall ordering process simpler for schools.

NTP participation data has not yet been published. The department continues to collect data from schools for all three strands of the programme (school-led tutoring, tuition partners and academic mentors) and data on progress will be published shortly.

An independent evaluation of the programme for the current academic year is being undertaken by the National Foundation for Educational Research.

During the autumn term, the department provided over 353,000 CO2 monitors to all state-funded education providers, including early years, schools and further education colleges, backed by £25 million in government funding. Feedback suggests that schools are finding the monitors helpful to manage ventilation and, in the majority of schools, colleges and nurseries, existing ventilation measures are sufficient.

All department-funded CO2 monitors are supplied with a 1 metre USB cable that can be plugged into a standard USB power source, such as mains adaptors or laptop. Schools, colleges and nurseries can use any standard USB plug adaptor for the CO2 monitors, such as ones used to charge mobile phones or other electrical devices. This is the primary means of powering the devices, batteries are a back-up. The life of the back-up battery is variable based on the refresh rate of the device and if providers wish to use the CO2 monitor battery powered. In most cases, they can extend battery life by changing the refresh rate on their CO2 monitors. We have provided schools, colleges and nurseries with guidance on how to use their monitors effectively. Education providers can also contact the supplier of their device if they have any technical queries.

If any school feels they have received an insufficient number of CO₂ monitors to cover approximately one monitor for every two teaching rooms, they should request additional monitors via the department’s Coronavirus Helpline. Similarly, where the lack of plugs is causing challenge, education providers should contact the department via the department’s helpline for additional support.

CO2 monitors are an additional measure that we are rolling out to education providers to be used as a guide for where ventilation can be improved. It is up to school leaders to decide how to best use them in their specific environment. There is no requirement from the department for providers to record readings or share these with the department. Feedback suggests that the monitors are acting as a helpful tool to manage ventilation, sitting alongside the other protective measures in place to manage transmission, such as regular testing, vaccinations and increased hygiene.

The department recognises that schools may be facing pressures this winter, particularly where energy prices have increased. As well as helping to identify areas that are poorly ventilated, CO2 monitors can be useful to help providers balance good ventilation with keeping classrooms warm. When CO2 monitors indicate good ventilation, there is no need to keep windows fully open at all times at the expense of keeping classrooms warm. Opening windows regularly for 10 minutes, or a small amount continuously, can still reduce the airborne risk from COVID-19 substantially compared to spaces with no fresh air. In addition to the department-funded CO2 monitors and air cleaning units, and accompanying guidance on ventilation, all schools can access a range of school resource management tools to help them get the best value from their resources, including two Schools Commercial Team recommended deals for energy costs and ancillary services relating to energy, which can be accessed via the “Find a DfE-approved framework for your school” service on GOV.UK.

For education providers with particularly poor ventilation, we are supplying up to 7,000 units in response to feedback from providers, where quick fixes to improve ventilation is not possible. This is in addition to the 1,000 department-funded air cleaning units that we announced on 18 November for special educational needs and disabilities and alternative provision providers.

When used properly, air cleaning units can help reduce airborne contaminants in a poorly ventilated space, such as SARS-CoV-2 particles, dust, pollen amongst other pollutants. Air cleaning units are not a substitute for ventilation and should never be used as a reason to reduce ventilation. They are not necessary in spaces that are adequately ventilated.

During the autumn term, the department provided over 353,000 CO2 monitors to all state-funded education providers, including early years, schools and further education colleges, backed by £25 million in government funding. Feedback suggests that schools are finding the monitors helpful to manage ventilation and, in the majority of schools, colleges and nurseries, existing ventilation measures are sufficient.

All department-funded CO2 monitors are supplied with a 1 metre USB cable that can be plugged into a standard USB power source, such as mains adaptors or laptop. Schools, colleges and nurseries can use any standard USB plug adaptor for the CO2 monitors, such as ones used to charge mobile phones or other electrical devices. This is the primary means of powering the devices, batteries are a back-up. The life of the back-up battery is variable based on the refresh rate of the device and if providers wish to use the CO2 monitor battery powered. In most cases, they can extend battery life by changing the refresh rate on their CO2 monitors. We have provided schools, colleges and nurseries with guidance on how to use their monitors effectively. Education providers can also contact the supplier of their device if they have any technical queries.

If any school feels they have received an insufficient number of CO₂ monitors to cover approximately one monitor for every two teaching rooms, they should request additional monitors via the department’s Coronavirus Helpline. Similarly, where the lack of plugs is causing challenge, education providers should contact the department via the department’s helpline for additional support.

CO2 monitors are an additional measure that we are rolling out to education providers to be used as a guide for where ventilation can be improved. It is up to school leaders to decide how to best use them in their specific environment. There is no requirement from the department for providers to record readings or share these with the department. Feedback suggests that the monitors are acting as a helpful tool to manage ventilation, sitting alongside the other protective measures in place to manage transmission, such as regular testing, vaccinations and increased hygiene.

The department recognises that schools may be facing pressures this winter, particularly where energy prices have increased. As well as helping to identify areas that are poorly ventilated, CO2 monitors can be useful to help providers balance good ventilation with keeping classrooms warm. When CO2 monitors indicate good ventilation, there is no need to keep windows fully open at all times at the expense of keeping classrooms warm. Opening windows regularly for 10 minutes, or a small amount continuously, can still reduce the airborne risk from COVID-19 substantially compared to spaces with no fresh air. In addition to the department-funded CO2 monitors and air cleaning units, and accompanying guidance on ventilation, all schools can access a range of school resource management tools to help them get the best value from their resources, including two Schools Commercial Team recommended deals for energy costs and ancillary services relating to energy, which can be accessed via the “Find a DfE-approved framework for your school” service on GOV.UK.

For education providers with particularly poor ventilation, we are supplying up to 7,000 units in response to feedback from providers, where quick fixes to improve ventilation is not possible. This is in addition to the 1,000 department-funded air cleaning units that we announced on 18 November for special educational needs and disabilities and alternative provision providers.

When used properly, air cleaning units can help reduce airborne contaminants in a poorly ventilated space, such as SARS-CoV-2 particles, dust, pollen amongst other pollutants. Air cleaning units are not a substitute for ventilation and should never be used as a reason to reduce ventilation. They are not necessary in spaces that are adequately ventilated.

During the autumn term, the department provided over 353,000 CO2 monitors to all state-funded education providers, including early years, schools and further education colleges, backed by £25 million in government funding. Feedback suggests that schools are finding the monitors helpful to manage ventilation and, in the majority of schools, colleges and nurseries, existing ventilation measures are sufficient.

All department-funded CO2 monitors are supplied with a 1 metre USB cable that can be plugged into a standard USB power source, such as mains adaptors or laptop. Schools, colleges and nurseries can use any standard USB plug adaptor for the CO2 monitors, such as ones used to charge mobile phones or other electrical devices. This is the primary means of powering the devices, batteries are a back-up. The life of the back-up battery is variable based on the refresh rate of the device and if providers wish to use the CO2 monitor battery powered. In most cases, they can extend battery life by changing the refresh rate on their CO2 monitors. We have provided schools, colleges and nurseries with guidance on how to use their monitors effectively. Education providers can also contact the supplier of their device if they have any technical queries.

If any school feels they have received an insufficient number of CO₂ monitors to cover approximately one monitor for every two teaching rooms, they should request additional monitors via the department’s Coronavirus Helpline. Similarly, where the lack of plugs is causing challenge, education providers should contact the department via the department’s helpline for additional support.

CO2 monitors are an additional measure that we are rolling out to education providers to be used as a guide for where ventilation can be improved. It is up to school leaders to decide how to best use them in their specific environment. There is no requirement from the department for providers to record readings or share these with the department. Feedback suggests that the monitors are acting as a helpful tool to manage ventilation, sitting alongside the other protective measures in place to manage transmission, such as regular testing, vaccinations and increased hygiene.

The department recognises that schools may be facing pressures this winter, particularly where energy prices have increased. As well as helping to identify areas that are poorly ventilated, CO2 monitors can be useful to help providers balance good ventilation with keeping classrooms warm. When CO2 monitors indicate good ventilation, there is no need to keep windows fully open at all times at the expense of keeping classrooms warm. Opening windows regularly for 10 minutes, or a small amount continuously, can still reduce the airborne risk from COVID-19 substantially compared to spaces with no fresh air. In addition to the department-funded CO2 monitors and air cleaning units, and accompanying guidance on ventilation, all schools can access a range of school resource management tools to help them get the best value from their resources, including two Schools Commercial Team recommended deals for energy costs and ancillary services relating to energy, which can be accessed via the “Find a DfE-approved framework for your school” service on GOV.UK.

For education providers with particularly poor ventilation, we are supplying up to 7,000 units in response to feedback from providers, where quick fixes to improve ventilation is not possible. This is in addition to the 1,000 department-funded air cleaning units that we announced on 18 November for special educational needs and disabilities and alternative provision providers.

When used properly, air cleaning units can help reduce airborne contaminants in a poorly ventilated space, such as SARS-CoV-2 particles, dust, pollen amongst other pollutants. Air cleaning units are not a substitute for ventilation and should never be used as a reason to reduce ventilation. They are not necessary in spaces that are adequately ventilated.

During the autumn term, the department provided over 353,000 CO2 monitors to all state-funded education providers, including early years, schools and further education colleges, backed by £25 million in government funding. Feedback suggests that schools are finding the monitors helpful to manage ventilation and, in the majority of schools, colleges and nurseries, existing ventilation measures are sufficient.

All department-funded CO2 monitors are supplied with a 1 metre USB cable that can be plugged into a standard USB power source, such as mains adaptors or laptop. Schools, colleges and nurseries can use any standard USB plug adaptor for the CO2 monitors, such as ones used to charge mobile phones or other electrical devices. This is the primary means of powering the devices, batteries are a back-up. The life of the back-up battery is variable based on the refresh rate of the device and if providers wish to use the CO2 monitor battery powered. In most cases, they can extend battery life by changing the refresh rate on their CO2 monitors. We have provided schools, colleges and nurseries with guidance on how to use their monitors effectively. Education providers can also contact the supplier of their device if they have any technical queries.

If any school feels they have received an insufficient number of CO₂ monitors to cover approximately one monitor for every two teaching rooms, they should request additional monitors via the department’s Coronavirus Helpline. Similarly, where the lack of plugs is causing challenge, education providers should contact the department via the department’s helpline for additional support.

CO2 monitors are an additional measure that we are rolling out to education providers to be used as a guide for where ventilation can be improved. It is up to school leaders to decide how to best use them in their specific environment. There is no requirement from the department for providers to record readings or share these with the department. Feedback suggests that the monitors are acting as a helpful tool to manage ventilation, sitting alongside the other protective measures in place to manage transmission, such as regular testing, vaccinations and increased hygiene.

The department recognises that schools may be facing pressures this winter, particularly where energy prices have increased. As well as helping to identify areas that are poorly ventilated, CO2 monitors can be useful to help providers balance good ventilation with keeping classrooms warm. When CO2 monitors indicate good ventilation, there is no need to keep windows fully open at all times at the expense of keeping classrooms warm. Opening windows regularly for 10 minutes, or a small amount continuously, can still reduce the airborne risk from COVID-19 substantially compared to spaces with no fresh air. In addition to the department-funded CO2 monitors and air cleaning units, and accompanying guidance on ventilation, all schools can access a range of school resource management tools to help them get the best value from their resources, including two Schools Commercial Team recommended deals for energy costs and ancillary services relating to energy, which can be accessed via the “Find a DfE-approved framework for your school” service on GOV.UK.

For education providers with particularly poor ventilation, we are supplying up to 7,000 units in response to feedback from providers, where quick fixes to improve ventilation is not possible. This is in addition to the 1,000 department-funded air cleaning units that we announced on 18 November for special educational needs and disabilities and alternative provision providers.

When used properly, air cleaning units can help reduce airborne contaminants in a poorly ventilated space, such as SARS-CoV-2 particles, dust, pollen amongst other pollutants. Air cleaning units are not a substitute for ventilation and should never be used as a reason to reduce ventilation. They are not necessary in spaces that are adequately ventilated.

During the autumn term, the department provided over 353,000 CO2 monitors to all state-funded education providers, including early years, schools and further education colleges, backed by £25 million in government funding. Feedback suggests that schools are finding the monitors helpful to manage ventilation and, in the majority of schools, colleges and nurseries, existing ventilation measures are sufficient.

All department-funded CO2 monitors are supplied with a 1 metre USB cable that can be plugged into a standard USB power source, such as mains adaptors or laptop. Schools, colleges and nurseries can use any standard USB plug adaptor for the CO2 monitors, such as ones used to charge mobile phones or other electrical devices. This is the primary means of powering the devices, batteries are a back-up. The life of the back-up battery is variable based on the refresh rate of the device and if providers wish to use the CO2 monitor battery powered. In most cases, they can extend battery life by changing the refresh rate on their CO2 monitors. We have provided schools, colleges and nurseries with guidance on how to use their monitors effectively. Education providers can also contact the supplier of their device if they have any technical queries.

If any school feels they have received an insufficient number of CO₂ monitors to cover approximately one monitor for every two teaching rooms, they should request additional monitors via the department’s Coronavirus Helpline. Similarly, where the lack of plugs is causing challenge, education providers should contact the department via the department’s helpline for additional support.

CO2 monitors are an additional measure that we are rolling out to education providers to be used as a guide for where ventilation can be improved. It is up to school leaders to decide how to best use them in their specific environment. There is no requirement from the department for providers to record readings or share these with the department. Feedback suggests that the monitors are acting as a helpful tool to manage ventilation, sitting alongside the other protective measures in place to manage transmission, such as regular testing, vaccinations and increased hygiene.

The department recognises that schools may be facing pressures this winter, particularly where energy prices have increased. As well as helping to identify areas that are poorly ventilated, CO2 monitors can be useful to help providers balance good ventilation with keeping classrooms warm. When CO2 monitors indicate good ventilation, there is no need to keep windows fully open at all times at the expense of keeping classrooms warm. Opening windows regularly for 10 minutes, or a small amount continuously, can still reduce the airborne risk from COVID-19 substantially compared to spaces with no fresh air. In addition to the department-funded CO2 monitors and air cleaning units, and accompanying guidance on ventilation, all schools can access a range of school resource management tools to help them get the best value from their resources, including two Schools Commercial Team recommended deals for energy costs and ancillary services relating to energy, which can be accessed via the “Find a DfE-approved framework for your school” service on GOV.UK.

For education providers with particularly poor ventilation, we are supplying up to 7,000 units in response to feedback from providers, where quick fixes to improve ventilation is not possible. This is in addition to the 1,000 department-funded air cleaning units that we announced on 18 November for special educational needs and disabilities and alternative provision providers.

When used properly, air cleaning units can help reduce airborne contaminants in a poorly ventilated space, such as SARS-CoV-2 particles, dust, pollen amongst other pollutants. Air cleaning units are not a substitute for ventilation and should never be used as a reason to reduce ventilation. They are not necessary in spaces that are adequately ventilated.

During the autumn term, the department provided over 353,000 CO2 monitors to all state-funded education providers, including early years, schools and further education colleges, backed by £25 million in government funding. Feedback suggests that schools are finding the monitors helpful to manage ventilation and, in the majority of schools, colleges and nurseries, existing ventilation measures are sufficient.

All department-funded CO2 monitors are supplied with a 1 metre USB cable that can be plugged into a standard USB power source, such as mains adaptors or laptop. Schools, colleges and nurseries can use any standard USB plug adaptor for the CO2 monitors, such as ones used to charge mobile phones or other electrical devices. This is the primary means of powering the devices, batteries are a back-up. The life of the back-up battery is variable based on the refresh rate of the device and if providers wish to use the CO2 monitor battery powered. In most cases, they can extend battery life by changing the refresh rate on their CO2 monitors. We have provided schools, colleges and nurseries with guidance on how to use their monitors effectively. Education providers can also contact the supplier of their device if they have any technical queries.

If any school feels they have received an insufficient number of CO₂ monitors to cover approximately one monitor for every two teaching rooms, they should request additional monitors via the department’s Coronavirus Helpline. Similarly, where the lack of plugs is causing challenge, education providers should contact the department via the department’s helpline for additional support.

CO2 monitors are an additional measure that we are rolling out to education providers to be used as a guide for where ventilation can be improved. It is up to school leaders to decide how to best use them in their specific environment. There is no requirement from the department for providers to record readings or share these with the department. Feedback suggests that the monitors are acting as a helpful tool to manage ventilation, sitting alongside the other protective measures in place to manage transmission, such as regular testing, vaccinations and increased hygiene.

The department recognises that schools may be facing pressures this winter, particularly where energy prices have increased. As well as helping to identify areas that are poorly ventilated, CO2 monitors can be useful to help providers balance good ventilation with keeping classrooms warm. When CO2 monitors indicate good ventilation, there is no need to keep windows fully open at all times at the expense of keeping classrooms warm. Opening windows regularly for 10 minutes, or a small amount continuously, can still reduce the airborne risk from COVID-19 substantially compared to spaces with no fresh air. In addition to the department-funded CO2 monitors and air cleaning units, and accompanying guidance on ventilation, all schools can access a range of school resource management tools to help them get the best value from their resources, including two Schools Commercial Team recommended deals for energy costs and ancillary services relating to energy, which can be accessed via the “Find a DfE-approved framework for your school” service on GOV.UK.

For education providers with particularly poor ventilation, we are supplying up to 7,000 units in response to feedback from providers, where quick fixes to improve ventilation is not possible. This is in addition to the 1,000 department-funded air cleaning units that we announced on 18 November for special educational needs and disabilities and alternative provision providers.

When used properly, air cleaning units can help reduce airborne contaminants in a poorly ventilated space, such as SARS-CoV-2 particles, dust, pollen amongst other pollutants. Air cleaning units are not a substitute for ventilation and should never be used as a reason to reduce ventilation. They are not necessary in spaces that are adequately ventilated.

The Department for Education does not hold information centrally on the nationality of teachers in the English school workforce. However, the department does hold information on the nationality of entrants to postgraduate teacher training since 2019/20.

In the 2021/22 training year, there were 30,323 postgraduate new entrants to Initial Teacher Training (ITT) whose nationality was known (97% of all postgraduate new entrants). Of these, 93% (28,296) were UK nationals, 4% (1,271) were European Economic Area (EEA) nationals, and the remaining 2% (756) were nationals of other countries. These proportions are broadly in line with data in the 2020/21 and 2019/20 training years, with a slight decrease in the proportion of EEA nationals, down from 5% in 2019/20 and 2020/21, to 4% in 2021/22. These statistics are available here: https://explore-education-statistics.service.gov.uk/find-statistics/initial-teacher-training-census/2021-22.

When the behaviour hubs programme began in early 2021, 112 applications were received to be behaviour hub lead schools, of which 22 schools and 2 multi academy trusts were chosen. The department has recently invited applications for the second cohort of lead schools and received 130 applications, which we are currently assessing.

Since the beginning of the programme, a total of 195 schools and multi academy trusts have applied to be partner schools and receive support from the behaviour hubs lead schools. 34 schools and two multi academy trusts were selected for the first cohort and have been receiving support since April 2021. A second cohort of 41 partner schools and two multi academy trusts have since been recruited and their induction took place in September 2021.

The government’s careers statutory guidance sets out that all schools and colleges should use the internationally recognised Gatsby Benchmarks of good career guidance, to develop and improve their careers provision. The benchmarks define eight elements of an excellent careers programme, including experiences of workplaces and personal guidance.

Careers leaders in England can measure how well their school or college is doing against the benchmarks by using Compass, a digital tool provided by the Careers and Enterprise Company. This data is published annually by the Careers and Enterprise Company, most recently in the Trends in Careers Education report, published in December 2021.

Gatsby Benchmark 6, experiences of workplaces, states that every pupil should have first-hand experiences of the workplace through work visits, work shadowing and/or work experience to help their exploration of career opportunities and expand their networks. The criteria for achieving the benchmark are that every pupil should have an experience of the workplace by the age of 16, with a further such experience by age 18. Compass data shows the proportion of schools (including special schools and alternative provision) that had either achieved or partially achieved benchmark 6 in each of the last five years:

• End of 2020/21 academic year - 92.76%
• End of 2019/20 academic year - 96.16%
• End of 2018/19 academic year - 95.51%
• End of 2017/18 academic year - 64.11%
• End of 2016/17 academic year - 67.8%

Gatsby Benchmark 8, personal guidance, states that every pupil should have opportunities for guidance interviews with a careers adviser, who could be internal (a member of school staff) or external, provided they are trained to an appropriate level (guidance which can be found on page 38 of: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1002972/Careers_statutory_guidance.pdf). The criteria for achieving the benchmark are that every pupil should have at least one such interview by the age of 16, and the opportunity for a further interview by the age of 18. Compass data shows the proportion of schools (including special schools and alternative provision) that had either achieved or partially achieved benchmark 8 in each of the last five years:

• End of 2020/21 academic year – 92.98%
• End of 2019/20 academic year – 91.38%
• End of 2018/19 academic year - 91.08%
• End of 2017/18 academic year - 69.94%
• End of 2016/17 academic year - 65%

Recent data is affected by the COVID-19 outbreak, which made it more challenging for schools to deliver their careers programmes. The Careers and Enterprise Company supported the delivery of virtual activities.

The level of school access to a professional careers adviser is good. According to Trends in Careers Education 2021, Gatsby Benchmark 8, personal guidance, continues to be the strongest performing benchmark among schools and colleges. 80% of secondary schools reported providing most of their students with an interview with a qualified careers adviser by the end of year 11.

A database of publications by category can be found here: https://www.gov.uk/search/all?level_one_taxon=c58fdadd-7743-46d6-9629-90bb3ccc4ef0&order=most-viewed.

This database can be interrogated to identify specific guidance aimed at specific audiences, including education and training providers.

The database contains guidance that may have been updated on multiple occasions, for instance the guidance document ‘Actions for Schools during the coronavirus outbreak’ has been updated 42 times since it was first published in July 2020: https://www.gov.uk/government/publications/actions-for-schools-during-the-coronavirus-outbreak.

The government’s careers statutory guidance sets out that all schools and colleges should use the internationally recognised Gatsby Benchmarks of good career guidance, to develop and improve their careers provision. The benchmarks define eight elements of an excellent careers programme, including experiences of workplaces and personal guidance.

Careers leaders in England can measure how well their school or college is doing against the benchmarks by using Compass, a digital tool provided by the Careers and Enterprise Company. This data is published annually by the Careers and Enterprise Company, most recently in the Trends in Careers Education report, published in December 2021.

Gatsby Benchmark 6, experiences of workplaces, states that every pupil should have first-hand experiences of the workplace through work visits, work shadowing and/or work experience to help their exploration of career opportunities and expand their networks. The criteria for achieving the benchmark are that every pupil should have an experience of the workplace by the age of 16, with a further such experience by age 18. Compass data shows the proportion of schools (including special schools and alternative provision) that had either achieved or partially achieved benchmark 6 in each of the last five years:

• End of 2020/21 academic year - 92.76%
• End of 2019/20 academic year - 96.16%
• End of 2018/19 academic year - 95.51%
• End of 2017/18 academic year - 64.11%
• End of 2016/17 academic year - 67.8%

Gatsby Benchmark 8, personal guidance, states that every pupil should have opportunities for guidance interviews with a careers adviser, who could be internal (a member of school staff) or external, provided they are trained to an appropriate level (guidance which can be found on page 38 of: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1002972/Careers_statutory_guidance.pdf). The criteria for achieving the benchmark are that every pupil should have at least one such interview by the age of 16, and the opportunity for a further interview by the age of 18. Compass data shows the proportion of schools (including special schools and alternative provision) that had either achieved or partially achieved benchmark 8 in each of the last five years:

• End of 2020/21 academic year – 92.98%
• End of 2019/20 academic year – 91.38%
• End of 2018/19 academic year - 91.08%
• End of 2017/18 academic year - 69.94%
• End of 2016/17 academic year - 65%

Recent data is affected by the COVID-19 outbreak, which made it more challenging for schools to deliver their careers programmes. The Careers and Enterprise Company supported the delivery of virtual activities.

The level of school access to a professional careers adviser is good. According to Trends in Careers Education 2021, Gatsby Benchmark 8, personal guidance, continues to be the strongest performing benchmark among schools and colleges. 80% of secondary schools reported providing most of their students with an interview with a qualified careers adviser by the end of year 11.

The government’s careers statutory guidance sets out that all schools and colleges should use the internationally recognised Gatsby Benchmarks of good career guidance, to develop and improve their careers provision. The benchmarks define eight elements of an excellent careers programme, including experiences of workplaces and personal guidance.

Careers leaders in England can measure how well their school or college is doing against the benchmarks by using Compass, a digital tool provided by the Careers and Enterprise Company. This data is published annually by the Careers and Enterprise Company, most recently in the Trends in Careers Education report, published in December 2021.

Gatsby Benchmark 6, experiences of workplaces, states that every pupil should have first-hand experiences of the workplace through work visits, work shadowing and/or work experience to help their exploration of career opportunities and expand their networks. The criteria for achieving the benchmark are that every pupil should have an experience of the workplace by the age of 16, with a further such experience by age 18. Compass data shows the proportion of schools (including special schools and alternative provision) that had either achieved or partially achieved benchmark 6 in each of the last five years:

• End of 2020/21 academic year - 92.76%
• End of 2019/20 academic year - 96.16%
• End of 2018/19 academic year - 95.51%
• End of 2017/18 academic year - 64.11%
• End of 2016/17 academic year - 67.8%

Gatsby Benchmark 8, personal guidance, states that every pupil should have opportunities for guidance interviews with a careers adviser, who could be internal (a member of school staff) or external, provided they are trained to an appropriate level (guidance which can be found on page 38 of: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1002972/Careers_statutory_guidance.pdf). The criteria for achieving the benchmark are that every pupil should have at least one such interview by the age of 16, and the opportunity for a further interview by the age of 18. Compass data shows the proportion of schools (including special schools and alternative provision) that had either achieved or partially achieved benchmark 8 in each of the last five years:

• End of 2020/21 academic year – 92.98%
• End of 2019/20 academic year – 91.38%
• End of 2018/19 academic year - 91.08%
• End of 2017/18 academic year - 69.94%
• End of 2016/17 academic year - 65%

Recent data is affected by the COVID-19 outbreak, which made it more challenging for schools to deliver their careers programmes. The Careers and Enterprise Company supported the delivery of virtual activities.

The level of school access to a professional careers adviser is good. According to Trends in Careers Education 2021, Gatsby Benchmark 8, personal guidance, continues to be the strongest performing benchmark among schools and colleges. 80% of secondary schools reported providing most of their students with an interview with a qualified careers adviser by the end of year 11.

Promoting and supporting mental health and wellbeing in schools and colleges is a priority for the government. The department works closely with the Department of Health and Social Care (DHSC) and NHS England/Improvement to introduce Mental Health Support Teams (MHSTs), to work closely with schools and colleges. MHSTs are intended to provide early intervention on mild to moderate mental health issues, as well as helping staff within a school or college setting to provide a ‘whole school approach’ to mental health and wellbeing.

There are now over 280 MHSTs set up or in training. 183 teams are operational and ready to support children and young people in around 3,000 schools and colleges, covering 15% of pupils in England. A further 104 teams are in development with more to be commissioned this year, which will deliver the NHS Long Term Plan commitment to reach 20-25% of pupils a year early (2022). In March 2021, DHSC announced £79 million to significantly expand children’s mental health services. Part of this will be spent on speeding up and expanding the provision of Mental Health Support Teams (MHSTs) in schools and colleges. By 2023, we plan to have a total of around 400 MHSTs, covering an estimated 3 million children and young people (around 35% of pupils in England).

A high-level MHST breakdown by year, region and area can be found here: https://www.england.nhs.uk/mental-health/cyp/trailblazers/.

In July 2021 the department set out the qualifications that we intend to fund alongside A levels and T Levels at level 3. We want T Levels to be the core of the new technical offer so that in a fast-moving and high-tech economy we close the gap between what people study and the needs of employers. We are confident T Levels will lead to better progression into work or further study. T Levels offer a broad course content, giving students a thorough understanding of the sector and an occupational specialism to develop the knowledge and skills needed to work in specific occupations. This cannot be matched by qualifications currently available.

T Levels are challenging qualifications developed with 250 leading employers. They have significantly longer teaching hours and include a meaningful nine week industry placement that sets them apart from many current vocational qualifications. We want as many students to benefit as possible.

However, we will continue to fund some BTECs and other Applied General qualifications in future, and these qualifications will continue to play an important role for 16-19 year olds and adults as they do now.

We have been clear that we expect the changes to be generally positive as students will have access to higher quality qualifications in the future, including new T Levels. This will put students in a stronger position to progress onto further study or skilled employment.

In July 2021 the department set out the qualifications that we intend to fund alongside A levels and T Levels at level 3. We want T Levels to be the core of the new technical offer so that in a fast-moving and high-tech economy we close the gap between what people study and the needs of employers. We are confident T Levels will lead to better progression into work or further study. T Levels offer a broad course content, giving students a thorough understanding of the sector and an occupational specialism to develop the knowledge and skills needed to work in specific occupations. This cannot be matched by qualifications currently available.

T Levels are challenging qualifications developed with 250 leading employers. They have significantly longer teaching hours and include a meaningful nine week industry placement that sets them apart from many current vocational qualifications. We want as many students to benefit as possible.

However, we will continue to fund some BTECs and other Applied General qualifications in future, and these qualifications will continue to play an important role for 16-19 year olds and adults as they do now.

We have been clear that we expect the changes to be generally positive as students will have access to higher quality qualifications in the future, including new T Levels. This will put students in a stronger position to progress onto further study or skilled employment.

From Step 4, it will no longer be necessary to keep children and young people in consistent groups (‘bubbles’). As well as enabling flexibility in curriculum delivery, this means that assemblies can resume, and schools no longer need to make alternative arrangements to avoid mixing at lunch.

High and rising vaccine rates and strong vaccine efficacy, alongside the restrictions in place, have reduced the scale of the COVID-19 outbreak significantly since the start of 2021. In making this decision, the Government has balanced education and health considerations, weighing the impact of these measures on teaching, wellbeing and the functioning of schools, colleges and out of school settings against the COVID-19 risks in a context that has now fundamentally changed due to the success of the vaccination rollout.

The Department has worked closely with the Department of Health and Social Care and Public Health England to revise guidance for schools, colleges and out of school settings from Step 4. Our aim is to balance the risks associated with COVID-19 whilst moving to a ‘steady state’, that minimises both the burden of implementing control measures on staff and parents and the impact those measures have on young peoples’ educational experience. The Department will continue to keep these measures under review in partnership with health experts and informed by the latest scientific evidence and advice.

The Government recognises that extended school and college restrictions have had a substantial impact on children and young people’s education. The Government is committed to helping pupils make up education lost as a result of the COVID-19 outbreak, particularly the most disadvantaged.

Since June 2020 the Department has announced more than £3 billion to support education recovery for children aged 2 to 19 in nurseries, schools and colleges. This will have a material impact in addressing lost teaching and closing gaps that have emerged. Recovery programmes have been designed to allow early years, school and college leaders the flexibility to support those pupils most in need.

The Government is committed to an ambitious, long-term education recovery plan, and the next stage will include a review of time spent in school and college and the impact this could have on helping children and young people to catch up. The findings of the review will be set out later in the year to inform the Spending Review. We will also be continuing to monitor how effectively children and young people are catching up.

To prepare children for life in modern Britain, pupils need to understand the world in which they are growing up. That is why the Department has made Relationships Education compulsory for all primary school pupils, Relationships and Sex Education (RSE) compulsory for all secondary school pupils, and Health Education compulsory for pupils in all state-funded schools.

The RSE and health education guidance states that all pupils should receive teaching on lesbian, gay, bisexual and transgender (LGBT) content during their school years. This guidance is available at: https://www.gov.uk/government/publications/relationships-education-relationships-and-sex-education-rse-and-health-education. Secondary schools should include LGBT content in their teaching. Primary schools are strongly encouraged and enabled, when teaching about different types of family, to include families with same-sex parents. Through these subjects, children will be taught about the importance of respectful relationships and the different types of loving and healthy relationships that exist. This can be done in a way that respects everyones views.

The key priority is for relationships, sex and health education to help schools to support a diverse range of pupils with these complex and sensitive matters and to ensure that all pupils are supported and treated with kindness and understanding. The Department has published a guidance page for teachers on GOV.UK, to support the teaching of RSHE, at this link: https://www.gov.uk/guidance/teaching-about-relationships-sex-and-health.

All children have had their education disrupted by the COVID-19 outbreak, but it is likely that disadvantaged and vulnerable groups will have been hardest hit.

Since 2011 we have spent more than £20 billion to provide Pupil Premium funding for school leaders to use, based on the needs of their disadvantaged pupils. Between 2011 and 2019, the attainment gaps between disadvantaged and non-disadvantaged pupils narrowed by 13% at age 11 and 9% at age 16.

On top of this funding, we increased core schools funding by £2.6 billion last year and are increasing core schools funding by £4.8 billion and £7.1 billion in 2021-22 and 2022-23 respectively, compared to 2019-20.

In addition, over the past year we have made three major interventions to support education recovery, totalling over £3 billion additional spend: £1 billion in June 2020, a further £700 million in February 2021 and our latest £1.4 billion package announced in June 2021.

Recovery programmes have been designed to allow early years, school and college leaders the flexibility to support those pupils most in need, including the most disadvantaged. The latest announcement expands our reforms in two areas where the evidence is clear our investment will have a significant impact for disadvantaged children, high quality tutoring and great teaching.

We are providing over £1.5 billion for tutoring programmes, including an expansion of the National Tutoring Programme (NTP), an ambitious scheme that supports schools to access targeted tutoring intervention for disadvantaged pupils who have missed out on learning due to school closures. We will also provide greater flexibility to schools to make it easier for them to take on local tutors or use existing staff to supplement those employed through the NTP. This new blended offer ensures that the NTP works for all disadvantaged children, giving schools the flexibility to choose what type of approach best suits their needs and those of individual pupils.

The £302 million Recovery Premium has been weighted so that schools with more disadvantaged pupils receive more funding and includes £22 million to scale up proven approaches to reduce the attainment gap.

We have also invested more than £400 million to provide internet access and over 1.3 million laptops and tablets for disadvantaged children and young people.

In the 2020-21 financial year, the Resource Accounting and Budget (RAB) charge for full-time Plan 2 loans was estimated to be 54% (https://www.gov.uk/government/statistics/student-loan-forecasts-england-2019-to-2020). This is calculated by forecasting how far future repayments on those loans will fall short of the amount originally lent, when put into present value terms using the HM Treasury discount rate (currently RPI + 0.7%).

The interest charged on student loans adds to the total amount of repayments received. For 2020-21 loans issued, the department estimates that repayments due to interest reduced the RAB charge by 4 percentage points.

The Resource Account and Budgeting (RAB) charge is the estimated cost to the government of providing a subsidy for the student finance system. It is the proportion of loan outlay expected to not be repaid when future repayments are valued in present terms. The RAB charge is calculated by taking repayment forecasts for income contingent repayment loans and discounting them back to the period that the loan is issued using the discount rate provided by HM Treasury.

The department publishes forecasts of loan outlay and RAB charges for each loan product. The latest forecasts, published June 2020, are available at: https://explore-education-statistics.service.gov.uk/find-statistics/student-loan-forecasts-for-england/2019-20.

The RAB charge in the 2019-20 financial year was forecast to be 53% for full-time higher education loans, and 45% for part-time higher education loans. Tuition fee loans and maintenance loans are both higher education student finance products. Borrowers who have taken out both tuition fee loans and maintenance loans repay these at the same time. Therefore, the department does not calculate separate RAB charges for tuition fee loans and maintenance loans.

In the 2019-20 financial year, the government provided £16,371 million of student loan funding to English funded full-time higher education students, of which £9,503 million was in tuition fee loans and £6,868 million in maintenance loans. The value of the loan outlay that is not expected to be repaid is known as the RAB cost and can be calculated by multiplying loan outlay by the RAB charge. Therefore, the RAB cost of full-time higher education tuition fee loans in the 2019-20 financial year was £5,036 million (£9,503 million × 53%), and the RAB cost of full-time higher education maintenance loans was £3,640 million (£6,868 million × 53%).

The Resource Account and Budgeting (RAB) charge is the estimated cost to the government of providing a subsidy for the student finance system. It is the proportion of loan outlay expected to not be repaid when future repayments are valued in present terms. The RAB charge is calculated by taking repayment forecasts for income contingent repayment loans and discounting them back to the period that the loan is issued using the discount rate provided by HM Treasury.

The department publishes forecasts of loan outlay and RAB charges for each loan product. The latest forecasts, published June 2020, are available at: https://explore-education-statistics.service.gov.uk/find-statistics/student-loan-forecasts-for-england/2019-20.

The RAB charge in the 2019-20 financial year was forecast to be 53% for full-time higher education loans, and 45% for part-time higher education loans. Tuition fee loans and maintenance loans are both higher education student finance products. Borrowers who have taken out both tuition fee loans and maintenance loans repay these at the same time. Therefore, the department does not calculate separate RAB charges for tuition fee loans and maintenance loans.

In the 2019-20 financial year, the government provided £16,371 million of student loan funding to English funded full-time higher education students, of which £9,503 million was in tuition fee loans and £6,868 million in maintenance loans. The value of the loan outlay that is not expected to be repaid is known as the RAB cost and can be calculated by multiplying loan outlay by the RAB charge. Therefore, the RAB cost of full-time higher education tuition fee loans in the 2019-20 financial year was £5,036 million (£9,503 million × 53%), and the RAB cost of full-time higher education maintenance loans was £3,640 million (£6,868 million × 53%).