Wes Streeting

An individual’s pay during their redundancy notice period is based on their rights under their contract of employment and the statutory right to notice pay.

Employees who are dismissed due to redundancy and who satisfy certain qualifying conditions are also statutorily entitled to a lump sum from their employer, based on their age, length of service and contractual weekly earnings, subject to a statutory upper limit.

While individual’s redundancy rights will depend on their contractual terms and statutory protections, the Coronavirus Job Retention scheme does not prevent an individual who is using the scheme from being placed on redundancy notice. During this difficult period, we urge employers to exercise discretion and not use the Job Retention Scheme to make someone redundant on less favourable terms than they would otherwise have received.

The Government is clear that excessive price increases exploiting the covid-19 outbreak are unacceptable. We are speaking with retailers daily and the Competition and Markets Authority has established a taskforce to tackle the issue. It has approached traders already to stop excessive price increases. Consumers and businesses should report any issues directly to the taskforce online. The Government is monitoring this situation closely and will take further action if it is necessary.

The National Tutoring Programme (NTP) provides additional, targeted support to disadvantaged pupils and is being delivered for the Department by the Education Endowment Foundation and Teach First.

There are currently 4,227 schools enrolled with Tuition Partners. The Department does not hold the requested information at constituency or local authority level. We are working to ensure that there is a high level of awareness amongst schools of the support available, particularly in areas with high numbers of disadvantaged pupils. In academic year 2020-21, we expect that 250,000 children will be tutored by NTP Tuition Partners.

There is still availability for schools to access high-quality tuition, subsidised at 75% by the Department, through the Tuition Partners. We would encourage all schools to review the support available to them from Tuition Partners to provide additional, targeted support for disadvantaged pupils. This will help ensure that the NTP can support as many pupils as possible. Further information and sign-up details are here: https://nationaltutoring.org.uk/ntp-tuition-partners.

In February 2021, we launched a tendering process to secure a NTP delivery partner to provide a further year of NTP support. Further details will be available in due course but we expect to support approximately 750,000 pupils through the NTP in academic year 2021-22.

As of Monday 8 March 2021, over 1.2 million laptops and tablets have been delivered to schools, academy trusts, local authorities and further education colleges. More information can be found here: https://explore-education-statistics.service.gov.uk/find-statistics/laptops-and-tablets-data.

The Department publishes this data every week during term time.

Primary assessments have a crucial role in supporting pupils to grasp the basics of reading, writing and mathematics and to prepare them for secondary school. The Department is planning for a full programme of primary assessments to take place in the 2021-22 academic year. We will confirm full details for 2021-22 primary assessments in due course.

The Government remains clear that exams are the fairest method to assess pupils. We know that pupils and teachers will be working hard in preparation for GCSE and A level exams in 2022, as well as for their vocational and technical qualification exams and assessments, including BTEC examinations. We will make sure that the interests of pupils are at the centre of our considerations.

It is important that pupils in this cohort are able to get a grade safely and fairly and we will continue to monitor the impact of the COVID-19 outbreak on all pupils to ensure that those due to take exams and assessments in 2022 are supported to move to the next stage of their lives fairly. We will make further announcements in due course.

The spring 2021 census date was 21 January and the window for schools to return census data closed on Wednesday 17 February. The data collection is due to close fully following data cleaning and validation in mid-March.

Spring census data is then released annually, mainly via the four national statistics publications listed below. The weblinks refer to the publications January 2020. The release schedule for January 2021 is expected to follow similar timescales.

• Pupil absence in schools in England: https://www.gov.uk/government/collections/statistics-pupil-absence last published in May 2020 relating to the Autumn 2019 term.
• Schools, Pupils and their Characteristics: https://www.gov.uk/government/collections/statistics-school-and-pupil-numbers last published in June 2020.
• Special Educational Needs in England: https://www.gov.uk/government/collections/statistics-special-educational-needs-sen last published in July 2020.
• Expulsions and suspensions in England: https://www.gov.uk/government/collections/statistics-exclusions last published in July 2020 and note that this data is collected in arrears such that the upcoming publication will relate to the 2019/20 academic year.

A provisional publication schedule giving anticipated month of publication can be found in the gov.uk research and statistics publication calendar at: https://www.gov.uk/search/research-and-statistics?content_store_document_type=upcoming_statistics&order=release-date-oldest.

In order to provide rapid support to schools and families during the COVID-19 outbreak, the Government has funded the Oak National Academy to provide free video lessons and online resources in a broad range of subjects for Reception up to Year 11. Specialist content for pupils with special educational needs and disabilities is also available. Oak National Academy has delivered more than 100 million lessons since April 2020.

The Government also recently announced an immediate support package to help children and young people recover from the effects of the COVID-19 outbreak. This includes funding for secondary schools to deliver face to face, two week summer schools for pupils most in need of support. A range of high quality online resources available for all teachers and pupils, starting from the summer term and throughout summer holidays, will also be provided by Oak National Academy, to help give pupils the confidence they are ready for the next academic year. More information can be found here: https://www.gov.uk/government/news/new-education-recovery-package-for-children-and-young-people.

The Department has recently published a prior information notice regarding a potential open procurement to create and host a range of free in-class and catch up curriculum resources to support teachers with their lesson delivery and education recovery. Further information will be available in due course.

As part of the Government’s commitment to develop a longer-term education recovery plan, the Education Recovery Commissioner, Sir Kevan Collins, is engaging extensively with teachers, school and college leaders, educational charities and families to consider the effect the COVID-19 outbreak has had on education and wellbeing, and what further action is needed to address this.

As announced by my right hon. Friend, the Prime Minister, the £300 million funding for tutoring represents additional funding from Her Majesty’s Treasury, including a contribution to support the academic elements of secondary level summer schools.

Elsewhere, the package makes available a further £400 million across the 2021-22 academic year. While over half of this is new funding, the Department has contributed towards the cost of this package through reprioritising funding from within the Department’s existing budgets. This includes funding from unallocated headroom where adjustments to forecasts have enabled us to release additional resources. Where we have identified additional resources, it is right that we have prioritised them to the front line.

The information requested is not held centrally. The Department does not hold information on the previous employment of its staff.

Information on fines issued for non-attendance at school relating to the 2020/21 academic year will not be available until March 2022.

Where pupils are absent, the Department asks schools and local authorities to work with families to discuss the reasons behind the child’s absence and together agree an action plan so that the right support can be put in place to help them return to full-time attendance.

Attendance fines for parents are available to be used by schools and local authorities to improve attendance, but only as a last resort, and where there is no valid reason for the child’s absence.

£200 million will be specifically available to secondary schools to deliver a face to face summer programme. Evidence from the Education Endowment Foundation shows that summer schools can help pupils make up 2 months’ additional progress. We are investing in summer schools as part of the targeted offer to young people who will most benefit.

Schools will be able to target provision based on pupils’ needs although we suggest they may want initially to target incoming Year 7 pupils. This is alongside wider support funded through our Holiday Activities and Food Programme across the country.

The Department will ensure that funding is available for all secondary schools that wish to run a summer school provision, including middle schools and we will apply extra weighting to fund special and alternative provision schools.

The Department will provide details of how the funds will be allocated in due course, ensuring that schools have adequate time to plan ahead for the summer provision.

The National Tutoring Programme (NTP) provides additional, targeted support to disadvantaged pupils by providing schools with access to high quality, subsidised tuition from a selection of approved Tuition Partners.

In the academic year 2020/21, we expect that 250,000 pupils will be provided with tuition from NTP Tuition Partners. We are working to ensure that there is a high level of awareness amongst schools of the support available, particularly in areas with high numbers of disadvantaged pupils. The NTP is led by demand from schools; we do not estimate the number of pupils that will be taught under NTP at constituency and local authority level.

In February 2021, we launched a tendering process to secure a NTP delivery partner to provide a further year of NTP support, which we expect to support approximately 750,000 pupils through the NTP in academic year 2021/22.

The Department has published funding allocations for the catch-up premium which include a breakdown by local authority. We will provide details of funding arrangements for the recovery premium announced on 24 February in due course.

Schools’ allocations from the Recovery Premium are calculated based on the numbers of their pupils who are eligible for the pupil premium. This will provide each mainstream school with a total of £145 for each eligible pupil and special, alternative provision, hospital schools and special units within mainstream schools, with £290 for each eligible pupil, across the 2021/22 academic year. We have applied additional weighting to specialist settings, recognising the significantly higher per pupil costs they face.

Recognising the uneven distribution of pupil premium eligible pupils, we have also ensured that no primary school will receive less than £2,000 and no secondary school will receive less than £6,000. The average primary school will receive almost £6,000 and the average secondary school just over £22,000

For England, we have published this information here: https://explore-education-statistics.service.gov.uk/find-statistics/covid-mass-testing-data-in-education.

Please note, secondary school and college schools in scope here include all schools where the highest age in the school/college is at least 12 years old. The primary schools and local authority nurseries in scope include all primary schools/local authority nurseries which were is scope of receiving test kits deliveries[1].

[1] The number of nurseries, schools and colleges in scope are defined by those which were in scope to be registered for ATS testing for secondary schools and colleges and for primary this is schools that were in scope to receive deliveries.

At every stage since the start of the COVID-19 outbreak, decisions have been informed by the scientific and medical evidence, both on the risks of COVID-19 infection, transmission, and illness, and on the known risks to children and young people not attending school and college balancing public health and education considerations.

On 22 February 2021 the Department published 'Evidence summary: COVID-19 children, young people and education settings', which can be found here: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/963639/DfE_Evidence_summary_COVID-19_-_children__young_people_and_education_settings.pdf.

The Scientific Advisory Group for Emergencies (SAGE) also publish papers and minutes regularly following each SAGE meeting. The list of papers published are available by here: https://www.gov.uk/government/collections/scientific-evidence-supporting-the-government-response-to-coronavirus-covid-19.

The Department continues to work closely with other government departments throughout its response to the COVID-19 outbreak, including Public Health England (PHE) and the Department of Health and Social Care, as well as stakeholders across the sector, to ensure that our policy is based on the latest scientific and medical advice, to continue to develop comprehensive guidance based on the PHE-endorsed ‘system of controls’ and to understand the impact and effectiveness of these measures on staff, pupils and parents.

As new evidence or data emerges, the Government updates its advice accordingly to ensure that all schools and colleges have the correct safety measures in place.

On 22 February 2021, the Department published 'Evidence summary: COVID-19 - children, young people and education settings' which includes a section on face coverings. It can be found at: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/963639/DfE_Evidence_summary_COVID-19_-_children__young_people_and_education_settings.pdf.

We know that the predominant new variant of COVID-19 is more transmissible but the way to control this virus is the same, even with the current new variants. We are recommending additional precautionary measures during this period of high COVID-19 prevalence in the community.

The Department has published updated guidance for schools and colleges which includes a section on face coverings and takes effect from 8 March 2021. It can be found at: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/964351/Schools_coronavirus_operational_guidance.pdf.

As our updated guidance outlines, where pupils in Year 7 and above are educated, we recommend that face coverings should be worn by adults and pupils when moving around the premises outside of classrooms, such as in corridors and communal areas where social distancing cannot easily be maintained.

In addition, we now also recommend that face coverings should be worn in classrooms unless social distancing can be maintained.

In primary schools, face coverings should be worn by staff and adult visitors in situations where social distancing between adults is not possible, for example, when moving around in corridors and communal areas. Children in primary school do not need to wear a face covering.

Some individuals are exempt from wearing face coverings. This applies to those who cannot put on, wear or remove a face covering because of a physical or mental illness or impairment, or disability, or if you are speaking to or providing assistance to someone who relies on lip reading, clear sound or facial expression to communicate. The same exemptions should be applied in schools, and we would expect teachers and other staff to be sensitive to those needs.

These measures will be in place until Easter. We will keep this under review and update guidance at that point.

At each stage of the Department's response to the COVID-19 outbreak, the Department has listened to the latest medical and scientific advice. The Department has worked closely with other Government departments, including Public Health England (PHE) and the Department of Health and Social Care, as well as stakeholders across the sector, to ensure that policy is based on the latest scientific and medical advice, and to continue to develop comprehensive guidance based on the PHE endorsed ‘system of controls’ and to understand the effectiveness of these measures on staff, pupils and parents.

It is important to ensure that schools are well ventilated and that a comfortable teaching environment is maintained.

Current evidence recommends that the way to control COVID-19 is the same, even with the current new variants. The PHE endorsed ‘system of controls’ which have been in use throughout the COVID-19 outbreak set out in the Department’s published guidance, which includes ventilation, continue to be the right measures to take. These measures create an inherently safer environment for children, young people and staff, where the risk of transmission of infection is substantially reduced. PHE keeps all these controls under review, based on the latest evidence. Schools therefore need to continue to implement these controls to the fullest extent. The guidance can be found here: https://www.gov.uk/government/publications/actions-for-schools-during-the-coronavirus-outbreak.

Guidance signposts to further advice from the Health and Safety Executive on air conditioning and ventilation during the COVID-19 outbreak. The guidance can be found here: https://www.hse.gov.uk/coronavirus/equipment-and-machinery/air-conditioning-and-ventilation.htm.

The Government has been committed to getting all pupils back into schools full time, as soon as the public health picture allows. In doing so, the Department is guided by the scientific and medical experts. Data and evidence are considered regularly including by the Scientific Advisory Group for Emergencies, the Joint Biosecurity Centre, Public Health England, and the Chief Medical Officers.

On 22 February 2021, my right hon. Friend, the Prime Minister, confirmed that, based on the Government’s assessment of the current data against its four tests for relaxing restrictions, it will be possible for children to return to schools from 8 March 2021. The latest data suggest that infection rates have fallen across all ages, including in children and young people.

Attendance will be mandatory for primary and secondary school pupils from that date. All secondary pupils will be offered testing from 8 March 2021 and those who consent to testing should return to face to face education following their first negative test result. Testing is voluntary but strongly encouraged. Pupils not undergoing testing should attend school in line with the phased return arrangements in their school. Head teachers in secondary schools can phase the return of their pupils during the first week as they carry out onsite asymptomatic testing.

Missing face to face education does have severe impacts for children and young people, with clear evidence that further time out of education is detrimental for cognitive and academic development, health and wellbeing. The Chief Medical Officer for England has stated that: "The chances of many children being damaged by not going to school are incredibly clear and therefore the balance of risk is very strongly in favour of children going to school - because many more are likely to be harmed by not going than harmed by going, even during this pandemic." That is why the Government avoided restricting attendance for as long as possible and committed to fully opening schools as the national priority.

Schools should not plan for rotas as there is no need to reduce occupancy in schools. Instead, everyone should follow the system of controls set out in our published guidance, which have been strengthened and are the correct techniques for minimising the risk of transmission within schools: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/963541/Schools_coronavirus_operational_guidance.pdf.

The Department recognises that school closures have had a significant impact on the education of young people across the country, and that disruption will have been felt differently by individual students, depending on their circumstances. We will work in collaboration with the wider education sector to develop a long-term plan to make sure children and young people have the chance to make up their education over the course of this Parliament. Sir Kevan Collins, in his role as Education Recovery Commissioner, will work with Government and the Department’s stakeholders on assessing and addressing the impact of differential learning loss for students.

To support students to catch up with their education, the Government has announced a catch-up package worth £1 billion to support children and young people. This includes a ‘Catch up Premium’ worth £650 million and a £350 million National Tutoring Programme for disadvantaged pupils. The Department has also announced that we will provide a further programme of catch up. This will involve a further £300 million for early years, schools and colleges for tutoring and we will work in collaboration with the education sector to develop specific initiatives for summer schools and a COVID Premium to support catch up.

At each stage of its response to COVID-19, the Government has listened to and acted on the latest medical and scientific advice. The Government has always been clear that it will not hesitate to take swift and decisive action to control the virus and save lives.

The Department has worked closely with Public Health England to publish comprehensive guidance based on a ‘system of controls’ which, when implemented in line with a revised risk assessment, create an inherently safer environment for staff and pupils, where the risk of transmission of the infection is substantially reduced. This provides a framework for schools to put in place proportionate protective measures to manage risk effectively. The full guidance is available here: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/952443/210114_School_national_restrictions_guidance_FINAL_14012021.pdf.

Schools will already be familiar with much of this guidance, which they have been implementing since the start of the autumn term. If schools continue to assess risk and implement the measures set out in the guidance, they will effectively reduce risks in their school and create an inherently safer environment.

The Department will continue to keep our guidance and advice to schools under review to help ensure they remain as safe as possible.

The January 2021 census will be used to determine pupil premium eligibility for alternative provision and pupil referral units for the financial year 2021-22. Pupil premium eligibility for mainstream and special schools will be based on the October 2020 census.

We will confirm pupil premium allocations in June 2021, once pupil number data from the January 2021 census has been validated.

The department publishes information on pupil premium allocations and the number of pupils eligible annually. The most recent publicly available figures can be found via this link: https://www.gov.uk/government/publications/pupil-premium-allocations-and-conditions-of-grant-2020-to-2021.

The Department completed an equalities impact assessment before deciding the initial teacher training bursaries and other financial incentives for academic year 2021/22.

As an Initial Teacher Training (ITT) provider, the institute will be subject to the same requirements that apply to all other ITT providers. The institute will need to secure accreditation to deliver ITT, or partner with an accredited provider, prior to delivery.

The Department expects that the institute will register as a higher education provider with the Office for Students in order to acquire degree awarding powers. This will give the institute the ability to independently award its own Postgraduate Certificates in Education.

As an Initial Teacher Training (ITT) provider, the institute will be subject to the same requirements that apply to all other ITT providers. The institute will need to secure accreditation to deliver ITT, or partner with an accredited provider, prior to delivery.

The Department expects that the institute will register as a higher education provider with the Office for Students in order to acquire degree awarding powers. This will give the institute the ability to independently award its own Postgraduate Certificates in Education.

The Institute of Teaching is part of a live commercial exercise meaning we cannot provide precise detail on funding at this stage. The Department can confirm that the £22 million included in the Department settlement in the Spending Review will be used to fund a range of priorities to support more teachers to access high quality training and professional development.

The Institute of Teaching is separate from the initial teacher training market review, although both share the aim of ensuring the best possible training for teachers.

Learning from the best teacher development organisations in the world, the Institute of Teaching will become England’s flagship provider, showcasing exemplary delivery of the new Early Career Framework (ECF) and our ambitious reforms to initial teacher training (ITT) and National Professional Qualifications (NPQs).

Unlike many existing ITT providers, the Institute will be explicitly tasked with exemplifying how to deliver ITT, the ECF and the suite of NPQs by building, sequencing and delivering a coherent teacher development pathway from trainee through to executive headship. It will use expert understanding of evidence to inform and implement effective delivery approaches, create a world-leading faculty of subject specialists and expert teacher educators, and develop models of school partnership and placement that maximise the impact of school-based training experiences.

The Institute will also play a key role in developing the evidence base on delivery of teacher development. As part of its role in supporting other organisations to understand best practice in teacher development delivery, the Institute will contribute to the development of the teacher development evidence base by conducting primary research. It will also build upon, synthesise and translate existing evidence, and expertly communicate the practical implications to the sector.

The spring 2021 census date is 21 January, and the window for schools to return census data closes on Wednesday 17 February. Information from this current census is therefore not yet available.

The department publishes information annually from the January school census on the number of children eligible for free school meals and the number of children who claim a meal on school census day. The figures form part of the ‘Schools, Pupils and their Characteristics’ release and are usually published in June.

The publication series, including the most recent publicly available figures for January 2020, can be found via this link: https://www.gov.uk/government/collections/statistics-school-and-pupil-numbers.

The spring 2021 census date is 21 January, and the window for schools to return census data closes on Wednesday 17 February. Information from this current census is therefore not yet available.

The department publishes information annually from the January school census on the number of children eligible for free school meals and the number of children who claim a meal on school census day. The figures form part of the ‘Schools, Pupils and their Characteristics’ release and are usually published in June.

The publication series, including the most recent publicly available figures for January 2020, can be found via this link: https://www.gov.uk/government/collections/statistics-school-and-pupil-numbers.

To date, the Department has received reports of the presence of a software virus on 33 laptops out of 800,000 devices provided to schools. The virus was detected as part of the setup of the device by the schools before they were passed to pupils.

The first notification of an issue was on 7 January 2021, with further notifications in the 3 weeks after, up to the 22 January. The windows laptops affected were ones where the school had chosen to set up the device themselves, rather than accept a Department for Education build.

In all known cases, the virus was automatically detected and removed immediately by the included antivirus software during the installation process.

The Department have been in constant contact with suppliers and relevant parties to understand and resolve this issue, and firmly believe this is a contained incident which we are dealing with at pace.

All devices without a Department for Education build are provided by the supplier from the point of manufacture directly to the school. The Department are reliant upon schools accepting the responsibility to install and configure any new devices in line with advice and guidance provided by both the Department and the National Cyber Security Centre.

In no circumstances should there be an occurrence of any child receiving a device that has not been securely and properly set up. Once the device is issued to a pupil, the ongoing risks associated with privacy, safeguarding and security of those devices and its users is entirely based upon how the schools and Local Authorities manage them.

The Department takes online safety and security extremely seriously. Any schools that have concerns about devices should contact the support desk at: https://get-help-with-tech.education.gov.uk.

To date, the Department has received reports of the presence of a software virus on 33 laptops out of 800,000 devices provided to schools. The virus was detected as part of the setup of the device by the schools before they were passed to pupils.

The first notification of an issue was on 7 January 2021, with further notifications in the 3 weeks after, up to the 22 January. The windows laptops affected were ones where the school had chosen to set up the device themselves, rather than accept a Department for Education build.

In all known cases, the virus was automatically detected and removed immediately by the included antivirus software during the installation process.

The Department have been in constant contact with suppliers and relevant parties to understand and resolve this issue, and firmly believe this is a contained incident which we are dealing with at pace.

All devices without a Department for Education build are provided by the supplier from the point of manufacture directly to the school. The Department are reliant upon schools accepting the responsibility to install and configure any new devices in line with advice and guidance provided by both the Department and the National Cyber Security Centre.

In no circumstances should there be an occurrence of any child receiving a device that has not been securely and properly set up. Once the device is issued to a pupil, the ongoing risks associated with privacy, safeguarding and security of those devices and its users is entirely based upon how the schools and Local Authorities manage them.

The Department takes online safety and security extremely seriously. Any schools that have concerns about devices should contact the support desk at: https://get-help-with-tech.education.gov.uk.

To date, the Department has received reports of the presence of a software virus on 33 laptops out of 800,000 devices provided to schools. The virus was detected as part of the setup of the device by the schools before they were passed to pupils.

The first notification of an issue was on 7 January 2021, with further notifications in the 3 weeks after, up to the 22 January. The windows laptops affected were ones where the school had chosen to set up the device themselves, rather than accept a Department for Education build.

In all known cases, the virus was automatically detected and removed immediately by the included antivirus software during the installation process.

The Department have been in constant contact with suppliers and relevant parties to understand and resolve this issue, and firmly believe this is a contained incident which we are dealing with at pace.

All devices without a Department for Education build are provided by the supplier from the point of manufacture directly to the school. The Department are reliant upon schools accepting the responsibility to install and configure any new devices in line with advice and guidance provided by both the Department and the National Cyber Security Centre.

In no circumstances should there be an occurrence of any child receiving a device that has not been securely and properly set up. Once the device is issued to a pupil, the ongoing risks associated with privacy, safeguarding and security of those devices and its users is entirely based upon how the schools and Local Authorities manage them.

The Department takes online safety and security extremely seriously. Any schools that have concerns about devices should contact the support desk at: https://get-help-with-tech.education.gov.uk.

To date, the Department has received reports of the presence of a software virus on 33 laptops out of 800,000 devices provided to schools. The virus was detected as part of the setup of the device by the schools before they were passed to pupils.

The first notification of an issue was on 7 January 2021, with further notifications in the 3 weeks after, up to the 22 January. The windows laptops affected were ones where the school had chosen to set up the device themselves, rather than accept a Department for Education build.

In all known cases, the virus was automatically detected and removed immediately by the included antivirus software during the installation process.

The Department have been in constant contact with suppliers and relevant parties to understand and resolve this issue, and firmly believe this is a contained incident which we are dealing with at pace.

All devices without a Department for Education build are provided by the supplier from the point of manufacture directly to the school. The Department are reliant upon schools accepting the responsibility to install and configure any new devices in line with advice and guidance provided by both the Department and the National Cyber Security Centre.

In no circumstances should there be an occurrence of any child receiving a device that has not been securely and properly set up. Once the device is issued to a pupil, the ongoing risks associated with privacy, safeguarding and security of those devices and its users is entirely based upon how the schools and Local Authorities manage them.

The Department takes online safety and security extremely seriously. Any schools that have concerns about devices should contact the support desk at: https://get-help-with-tech.education.gov.uk.

To date, the Department has received reports of the presence of a software virus on 33 laptops out of 800,000 devices provided to schools. The virus was detected as part of the setup of the device by the schools before they were passed to pupils.

The first notification of an issue was on 7 January 2021, with further notifications in the 3 weeks after, up to the 22 January. The windows laptops affected were ones where the school had chosen to set up the device themselves, rather than accept a Department for Education build.

In all known cases, the virus was automatically detected and removed immediately by the included antivirus software during the installation process.

The Department have been in constant contact with suppliers and relevant parties to understand and resolve this issue, and firmly believe this is a contained incident which we are dealing with at pace.

All devices without a Department for Education build are provided by the supplier from the point of manufacture directly to the school. The Department are reliant upon schools accepting the responsibility to install and configure any new devices in line with advice and guidance provided by both the Department and the National Cyber Security Centre.

In no circumstances should there be an occurrence of any child receiving a device that has not been securely and properly set up. Once the device is issued to a pupil, the ongoing risks associated with privacy, safeguarding and security of those devices and its users is entirely based upon how the schools and Local Authorities manage them.

The Department takes online safety and security extremely seriously. Any schools that have concerns about devices should contact the support desk at: https://get-help-with-tech.education.gov.uk.

The Department receives COVID-19 infection data directly from the National COVID-19 Response Centre within the Department for Health and Social Care on a daily basis. In addition to this, the Department continually monitors a number of public sources of COVID-19 analysis, including, but not limited to, the Office for National Statistics COVID-19 Infection Survey, the Office for National Statistics Schools Infection Survey, the Real-time Assessment of Community Transmission study at Imperial College London, and the weekly national Influenza and COVID-19 Surveillance Reports published by Public Health England.

The Department also maintains a strong working relationship with SAGE, SPI-M, SPI-B and the Children’s Task and Finish Group on children, schools and transmission, which assist in informing the Department’s understanding of the spread of COVID-19 within the community and within key groups of interest.

Ofsted collects and publishesinformation from early years providers on confirmed cases of COVID-19 known to them among staff and children. The latest data was published on Monday 11 January and provides the number of notifications for weeks commencing 14 and 21 December.

The Office for Students collects, on behalf of the Department, information from higher education providers on confirmed cases of COVID-19 known to them among staff and students, as well as headcounts for each. From this information we estimate infection rates in the Higher Education sector.

The Department also asks the majority of schools and colleges to complete the daily education settings online form, wherein they are asked to provide the number of teachers including head teachers, teaching assistants and other staff attending the school onsite as well as the number of those absent due to COVID-19 reasons from onsite and remote teaching/working: https://www.gov.uk/guidance/how-to-complete-the-educational-setting-status-form.

Please note, the online form is not the primary source of data on infection, incidence and COVID-19 cases overall. Rather, this data is used so we can understand capacity issues at both regional and national level.

Further data on overall infection rates, incidence rates and number of COVID-19 cases is owned elsewhere in Government such as by Public Health England, and can be found within the following links:

https://coronavirus.data.gov.uk/?_ga=2.91108568.335840232.1603021384-1347302696.1578321854.

https://www.gov.uk/government/statistics/national-flu-and-covid-19-surveillance-reports.

https://www.ons.gov.uk/peoplepopulationandcommunity/healthandsocialcare/conditionsanddiseases/bulletins/coronaviruscovid19infectionsurveypilot/16october2020.

We know that receiving face to face education is best for children’s and young people’s mental health and for their educational achievement. Our hope is that with the efforts we are all making to contain COVID-19, children and young people across England will be back in the classroom, spending time with their friends and teachers, and getting back into the rhythms of the school year again soon.

We are keeping plans for the return to school and college under continuous review and will ensure that children and young people return to face-to-face education as soon as it is possible.

The Department intends to publish school workforce attendance data on 19 January. This data will be included as part of the publication ‘Attendance in education and early years settings during the coronavirus (Covid 19) outbreak’ and will be available here: https://explore-education-statistics.service.gov.uk/find-statistics/attendance-in-education-and-early-years-settings-during-the-coronavirus-covid-19-outbreak.

As set out in the Children’s Task and Finish Group report, the Office for National Statistics COVID-19 Infection Survey data from 2 September to 16 October show no evidence of difference in the rates of teachers/education workers testing positive for COVID-19 compared to key workers and other professions. This is seen even when combining different categories of school staff in the analysis. The report is available here: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/948617/s0998-tfc-update-to-4-november-2020-paper-on-children-schools-transmission.pdf.

The Schools Infection Survey (SIS) confirms that, even with testing, there are low levels of infection in schools. As staff included in the SIS study are in school, these figures will reflect the levels of infection without clear symptoms in teachers only, as symptomatic individuals should not be attending. Whilst the SIS data may suggest a higher rate of infection among secondary school staff included in the survey than in primary schools, the estimates have wide and overlapping confidence intervals, and the difference is not statistically significant. More broadly, caution should be taken when interpreting the SIS findings: the SIS data is unweighted, and so cannot be generalised to the school population as a whole.

Analysis of the Department’s attendance data includes reports of those absent with confirmed COVID-19. The Department’s attendance data indicates that, whilst the percentage of students with confirmed infection is greater in secondary school than primary school students, the percentage of teachers with confirmed infection appears to be similar across primary and secondary schools.

The Government is investing over £400 million to support access to remote education and online social care services, including securing 1.3 million laptops and tablets for disadvantaged children and young people.

This includes over 700,000 laptops and tablets that were delivered to schools, trusts and local authorities by 11 January.

The Department has published the latest data on the number of laptops have been delivered as of 11 January by local authority area and academy trusts here: https://www.gov.uk/government/publications/laptops-tablets-and-4g-wireless-routers-progress-data.

Data on the number of laptops delivered by parliamentary constituency is not available. This is because most laptops have been delivered to academy trusts and local authorities, which are responsible for distributing them to schools, usually in multiple constituencies.

We have delivered over 54,000 4G wireless routers, to schools, academy trusts and local authorities. Data on the local authority and parliamentary constituency to which routers have been delivered is not available.

We have also partnered with the UK’s leading mobile operators to provide free data to help disadvantaged children get online as well as delivering 4G wireless routers for pupils without connection at home. For this we are grateful to EE, O2, Sky Mobile, Smarty, Tesco Mobile, Three, Virgin Mobile, and Vodafone. We continue to invite a range of mobile network providers to support the offer.

The Government is investing over £400 million to support access to remote education and online social care services, including securing 1.3 million laptops and tablets for disadvantaged children and young people.

This includes over 700,000 laptops and tablets that were delivered to schools, trusts and local authorities by 11 January.

The Department has published the latest data on the number of laptops have been delivered as of 11 January by local authority area and academy trusts here: https://www.gov.uk/government/publications/laptops-tablets-and-4g-wireless-routers-progress-data.

Data on the number of laptops delivered by parliamentary constituency is not available. This is because most laptops have been delivered to academy trusts and local authorities, which are responsible for distributing them to schools, usually in multiple constituencies.

We have delivered over 54,000 4G wireless routers, to schools, academy trusts and local authorities. Data on the local authority and parliamentary constituency to which routers have been delivered is not available.

We have also partnered with the UK’s leading mobile operators to provide free data to help disadvantaged children get online as well as delivering 4G wireless routers for pupils without connection at home. For this we are grateful to EE, O2, Sky Mobile, Smarty, Tesco Mobile, Three, Virgin Mobile, and Vodafone. We continue to invite a range of mobile network providers to support the offer.

Guidance is available here: https://www.gov.uk/government/publications/coronavirus-covid-19-maintaining-educational-provision/guidance-for-schools-colleges-and-local-authorities-on-maintaining-educational-provision. The overall definition of vulnerable children has been in place since March 2020. It includes children who are assessed as being in need under section 17 of the Children Act 1989, children who have an education, health and care plan, and children who have been identified by the education provider or local authority as otherwise vulnerable for any other reason. Since the outset, guidance has been clear that education providers and local authorities have had full flexibility to allow children to attend school based on their assessment of the child’s needs.

A number of examples of the factors that providers may wish to consider under this third category of vulnerability have been provided throughout the COVID-19 outbreak. This is not an exhaustive or definitive list and the guidance states that these categories are given as examples that providers might wish to factor in when identifying otherwise vulnerable children. Education providers should interpret this in light of the wide range of information they have available to them, such as the needs of the child and their family.

One specific example within this list includes the term “those who may have difficulty engaging with remote education at home (for example due to a lack of devices or quiet space to study)” which was first used in published guidance on 28 August 2020 to include reference to the fact that children having difficult engaging in remote education might be a factor that education providers may wish to consider when identifying children who may be vulnerable.

Redbridge was inadvertently omitted from the list supplied to the Department for Education by the Department of Health and Social Care, but was added as soon as the mistake was identified.

In light of the ongoing COVID-19 outbreak, the Government considers that exams cannot be held in a way which is fair. We have therefore announced that GCSE, AS and A level exams will not go ahead this summer as planned.

The Department has confirmed our proposal that, in summer 2021, students taking GCSE, AS and A levels regulated by Ofqual should be awarded grades based on an assessment by their teachers. To provide further clarity to the sector as soon as possible, Ofqual and the Department have launched a two-week consultation on how to fairly ensure all young people are supported to progress to the next stage of their lives.

In December 2020, the Department confirmed the launch of an expert advisory group to consider the differential impacts of the COVID-19 outbreak on pupils and recommend mitigations for these impacts. In light of the decision to cancel exams, the Department is refocusing this group and is working to finalise the terms of reference and membership. We will ensure that membership is representative of the sector and is geographically diverse. Further details on membership and priorities of the group will be provided in due course.

The Department has provided schools and colleges with access to guidance and support for setting up the mass testing of staff, students and pupils. They can access the published guidance through the shared digital platform and request further advice using the DfE helpline. More information on the helpline is available at: https://www.gov.uk/contact-dfe.

The Joint Committee on Vaccination and Immunisation (JCVI) are the independent experts who advise the Government on which vaccine/s the UK should use and provide advice on who should be offered them.

JCVI advises that the first priorities for the COVID-19 vaccination programme should be the prevention of mortality and the maintenance of the health and social care systems. As the risk of mortality from COVID-19 increases with age, prioritisation is primarily based on age.

Regarding the next phase of vaccine rollout, JCVI have asked that the Department of Health and Social Care consider occupational vaccination in collaboration with other Government departments. The Department for Education will input into this cross governmental exercise.

The Department has provided schools and colleges with access to guidance and support for setting up the mass testing of staff, students and pupils. They can access the published guidance through the shared digital platform and request further advice using the DfE helpline. More information on the helpline is available at: https://www.gov.uk/contact-dfe.

The Department has provided schools and colleges with access to guidance and support for setting up the mass testing of staff, students and pupils. They can access the published guidance through the shared digital platform and request further advice using the DfE helpline. More information on the helpline is available at: https://www.gov.uk/contact-dfe.

The Department continues to review data, analysis, and advice from a number of different sources including the Scientific Advisory Group for Emergencies (SAGE), Public Health England, the Office for National Statistics (ONS), and the Joint Biosecurity Centre to ensure our policies are guided by the most up to date scientific evidence.

The ONS COVID-19 Infection Survey published results between 2 September (the start of the academic year) to 16 October 2020 that showed no evidence of differences in the positivity rate between primary and secondary school teachers, other key workers and other professions.

This evidence was endorsed at SAGE 65. More information is available at: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/935102/sage-65-meeting-covid-19-s0863.pdf and https://www.ons.gov.uk/peoplepopulationandcommunity/healthandsocialcare/conditionsanddiseases/bulletins/coronaviruscovid19infectionsurveypilot/6november2020#age-analysis-of-the-number-of-people-in-england-who-had-covid-19.

The SAGE 65 meeting also commissioned the National Statistician to lead a working group to assess data on transmission in children and schools. Work involving the Children’s Task and Finish Group is ongoing to address these issues.

On 26 November the ONS published additional analysis on the number of school workers, key workers and other professions in England who had COVID-19. This also shows no clear evidence from the survey as to whether there is a difference in the level of individuals who would test positive for COVID-19 between teachers and other key workers. More information is available at: https://www.ons.gov.uk/news/statementsandletters/onsstatementaddressingquestionsaroundtheanalysisofthenumberofschoolworkerskeyworkersandotherprofessionsinenglandwhohadcovid19.

The ONS has also commissioned the COVID-19 Schools Infection Survey (SIS), which aims to assess the role of schools in COVID-19 transmission and how transmission within and from school settings can be minimised. More information is available here: https://www.ons.gov.uk/surveys/informationforhouseholdsandindividuals/householdandindividualsurveys/covid19schoolsinfectionsurveysis#about-the-study

Results from the COVID-19 SIS Round 1 were published on 17 December and are available here: https://www.ons.gov.uk/releases/covid19schoolsinfectionsurveyround1englandnovember2020.

The Department recognises the challenges faced by schools, teachers and students, and knows that disruption has been felt differently across the country as well as between schools and colleges in the same area and between students within individual institutions.

In addition to a package of measures announced to ensure that exams are delivered fairly next summer, the Department confirmed the launch of an expert group to consider the differential impacts of the COVID-19 outbreak on students and to recommend mitigations for these impacts. We are working to finalise the terms of reference and membership of the group and additional details will be provided shortly: https://www.gov.uk/government/publications/guidance-to-support-the-summer-2021-exams.

The Department recognises the challenges faced by schools, teachers, and students, and knows that disruption has been felt differently across the country, between schools and colleges in the same area, and between students within individual institutions. In addition to the package of measures announced to ensure exams are delivered fairly next summer, the Department has also confirmed the launch of an expert group to monitor and advise on lost and differential learning due to the COVID-19 outbreak. The Department is working to finalise the membership of this group and will ensure that membership is representative of the sector, and geographically diverse. The group is expected to make initial recommendations in the early spring and remain in place to monitor the ongoing situation due to the COVID-19 outbreak for the rest of the academic year, reporting regularly.

The package of measures to ensure the fair delivery of exams can be accessed here: https://www.gov.uk/government/publications/guidance-to-support-the-summer-2021-exams.

The Department recognises the challenges faced by schools, teachers, and students, and knows that disruption has been felt differently across the country, between schools and colleges in the same area, and between students within individual institutions. In addition to the package of measures announced to ensure exams are delivered fairly next summer, the Department has also confirmed the launch of an expert group to monitor and advise on lost and differential learning due to the COVID-19 outbreak. The Department is working to finalise the membership of this group and will ensure that membership is representative of the sector, and geographically diverse. The group is expected to make initial recommendations in the early spring and remain in place to monitor the ongoing situation due to the COVID-19 outbreak for the rest of the academic year, reporting regularly.

The package of measures to ensure the fair delivery of exams can be accessed here: https://www.gov.uk/government/publications/guidance-to-support-the-summer-2021-exams.

The Department recognises the challenges faced by schools, teachers, and students, and knows that disruption has been felt differently across the country, between schools and colleges in the same area, and between students within individual institutions. In addition to the package of measures announced to ensure exams are delivered fairly next summer, the Department has also confirmed the launch of an expert group to monitor and advise on lost and differential learning due to the COVID-19 outbreak. The Department is working to finalise the membership of this group and will ensure that membership is representative of the sector, and geographically diverse. The group is expected to make initial recommendations in the early spring and remain in place to monitor the ongoing situation due to the COVID-19 outbreak for the rest of the academic year, reporting regularly.

The package of measures to ensure the fair delivery of exams can be accessed here: https://www.gov.uk/government/publications/guidance-to-support-the-summer-2021-exams.

The Department recognises the challenges faced by schools, teachers, and students, and knows that disruption has been felt differently across the country, between schools and colleges in the same area, and between students within individual institutions. In addition to the package of measures announced to ensure exams are delivered fairly next summer, the Department has also confirmed the launch of an expert group to monitor and advise on lost and differential learning due to the COVID-19 outbreak. The Department is working to finalise the membership of this group and will ensure that membership is representative of the sector, and geographically diverse. The group is expected to make initial recommendations in the early spring and remain in place to monitor the ongoing situation due to the COVID-19 outbreak for the rest of the academic year, reporting regularly.

The package of measures to ensure the fair delivery of exams can be accessed here: https://www.gov.uk/government/publications/guidance-to-support-the-summer-2021-exams.

The Department recognises the challenges faced by schools, teachers, and students, and knows that disruption has been felt differently across the country, between schools and colleges in the same area, and between students within individual institutions. In addition to the package of measures announced to ensure exams are delivered fairly next summer, the Department has also confirmed the launch of an expert group to monitor and advise on lost and differential learning due to the COVID-19 outbreak. The Department is working to finalise the membership of this group and will ensure that membership is representative of the sector, and geographically diverse. The group is expected to make initial recommendations in the early spring and remain in place to monitor the ongoing situation due to the COVID-19 outbreak for the rest of the academic year, reporting regularly.

The package of measures to ensure the fair delivery of exams can be accessed here: https://www.gov.uk/government/publications/guidance-to-support-the-summer-2021-exams.

For state-funded schools, the Department’s intention is that routine, graded Ofsted inspections will not be reintroduced until the 2021 summer term. During the spring term, inspectors will conduct monitoring inspections in schools most in need of support, such as inadequate schools and schools that require improvement. These supportive visits will focus on matters that are particularly relevant at this time, such as curriculum and teaching (including remote education), and attendance, particularly of vulnerable pupils.

The major telecoms companies have zero-rated the Hungry Little Minds website. This means that users will not incur data charges when accessing this website, except where the content is hosted on a third party site (e.g. an embedded Youtube video). Zero-rating has been put in place on an operator-by-operator basis. Zero rating is a helpful way to provide families with support to access critical resources where the majority of content is held on one website.

To further support disadvantaged households who rely on a mobile internet connection, the Department is working with mobile network operators to help ensure that disadvantaged and vulnerable families have the data they need to access online educational resources while COVID-19 requires children to learn from home.

In partnership with mobile network operators, the Department is providing a service for schools if they experience disruption to face-to-face education and have identified disadvantaged families who would benefit from free mobile data uplifts to engage in remote education. More providers will be supporting the service before the end of the year and we continue to invite a range of mobile network providers to support the offer.

The Department intends to publish regional and local authority level data covering the period from September 2020 on 15 December. This data will be included as part of the publication ‘Attendance in education and early years settings during the coronavirus (Covid 19) outbreak’.

The frequency of the publication ‘Attendance in education and early years settings during the coronavirus (Covid 19) outbreak’ will be reviewed in the new year.

The Department is constantly reviewing the content of its publications. Announcements about future content will be made through the official statistics release page: https://www.gov.uk/government/organisations/department-for-education/about/statistics.

All pupils, in all year groups, should be in school full time this year. If schools have concerns about accommodating pupils due to staff absence related to COVID-19, they should discuss this with their local regional schools commissioner team.

Whilst pupils will be recorded as absent in circumstances where there are staff shortages, they should not be recorded as absent for COVID-19 related reasons in the ‘Attendance in education and early years settings during the coronavirus (COVID-19) outbreak’ statistical releases.

The Department believes that examinations and assessments are the best and fairest way of judging students’ performance. My right hon. Friend, the Secretary of State for Education has confirmed that next year’s GCSE, AS and A level examination series will go ahead.

It is a priority for the Department that there is a consistent approach to what is taught and will be assessed across schools. We know schools will be making every effort, including in areas where there is a high prevalence of COVID-19, to deliver high quality teaching, including through remote education. All schools are expected to plan to ensure any pupils educated at home for some of the time are given the support they need to master the curriculum and make good progress.

Changes to assessments in certain subjects, announced by Ofqual over the summer, alongside the later starting date for exams in summer 2021, will give schools and colleges extra time to plan teaching and pupils extra time to study. The Government has committed to a £1 billion catch-up package, including a ‘Catch-Up Premium’ worth a total of £650 million. These changes will give students the best chance of being ready for their exams without undermining the value of the qualifications they receive.

The Department is working with Ofqual and engaging widely with the education sector to identify any risks to examinations at a national, local, and individual student level, and to consider measures needed to address any potential disruption. This could be a student unable to sit examinations due to illness or self-isolation, or schools affected by a local outbreak during the examination season resulting in examination centres not being able to open. More details will be published later in the autumn.

The Department believes that examinations and assessments are the best and fairest way of judging students’ performance. My right hon. Friend, the Secretary of State for Education has confirmed that next year’s GCSE, AS and A level examination series will go ahead.

It is a priority for the Department that there is a consistent approach to what is taught and will be assessed across schools. We know schools will be making every effort, including in areas where there is a high prevalence of COVID-19, to deliver high quality teaching, including through remote education. All schools are expected to plan to ensure any pupils educated at home for some of the time are given the support they need to master the curriculum and make good progress.

Changes to assessments in certain subjects, announced by Ofqual over the summer, alongside the later starting date for exams in summer 2021, will give schools and colleges extra time to plan teaching and pupils extra time to study. The Government has committed to a £1 billion catch-up package, including a ‘Catch-Up Premium’ worth a total of £650 million. These changes will give students the best chance of being ready for their exams without undermining the value of the qualifications they receive.

The Department is working with Ofqual and engaging widely with the education sector to identify any risks to examinations at a national, local, and individual student level, and to consider measures needed to address any potential disruption. This could be a student unable to sit examinations due to illness or self-isolation, or schools affected by a local outbreak during the examination season resulting in examination centres not being able to open. More details will be published later in the autumn.

The Department believes that examinations and assessments are the best and fairest way of judging students’ performance. My right hon. Friend, the Secretary of State for Education has confirmed that next year’s GCSE, AS and A level examination series will go ahead.

It is a priority for the Department that there is a consistent approach to what is taught and will be assessed across schools. We know schools will be making every effort, including in areas where there is a high prevalence of COVID-19, to deliver high quality teaching, including through remote education. All schools are expected to plan to ensure any pupils educated at home for some of the time are given the support they need to master the curriculum and make good progress.

Changes to assessments in certain subjects, announced by Ofqual over the summer, alongside the later starting date for exams in summer 2021, will give schools and colleges extra time to plan teaching and pupils extra time to study. The Government has committed to a £1 billion catch-up package, including a ‘Catch-Up Premium’ worth a total of £650 million. These changes will give students the best chance of being ready for their exams without undermining the value of the qualifications they receive.

The Department is working with Ofqual and engaging widely with the education sector to identify any risks to examinations at a national, local, and individual student level, and to consider measures needed to address any potential disruption. This could be a student unable to sit examinations due to illness or self-isolation, or schools affected by a local outbreak during the examination season resulting in examination centres not being able to open. More details will be published later in the autumn.

The Department reviews the bursaries that we offer for initial teacher training (ITT) before the start of the annual recruitment cycle. In doing this, we take account of a number of factors including historic recruitment, forecast economic conditions, and teacher supply need in each subject. Being able to change bursary amounts gives us the flexibility to respond to the need to attract new teachers and means the Department is spending money where it is needed most.

Final recruitment figures for the 2020/21 academic year are not yet available. Between February and September this year there has been a 32% increase in applications for those looking to enter the classroom compared to the equivalent period last year. Information about this is available here: https://www.ucas.com/data-and-analysis/ucas-teacher-training-statistical-releases.

Teaching remains an attractive proposition for graduates. The focus of the bursaries the Department is offering for the 2021/22 academic year will be on subjects where we expect it will be hardest to attract sufficient applicants. All trainee teachers on tuition fee funded ITT routes can apply for a tuition fee loan so they do not have to pay the fee upfront, and they can also apply for a maintenance loan to support their living costs. Additional funding is also available depending on individual circumstances, such as the Childcare Grant.

The statistical release ‘A level and other 16 to 18 results: 2019 to 2020 (revised)’ has been cancelled rather than postponed.

In a normal publication cycle, a provisional statistical release is updated in January with revised data. The revision incorporates the results of a process whereby schools and colleges check their data.

In a statement made on 26 March 2020, the Department clarified what the impact would be on school and college accountability in 2019 to 2020 of the earlier announcement that exams in schools and colleges in England in summer 2020 were cancelled and that it will not publish any school or college level educational performance data based on tests, assessments or exam for 2020: https://www.gov.uk/government/publications/coronavirus-covid-19-school-and-college-performance-measures/coronavirus-covid-19-school-and-college-accountability.

The cancellation of the revised statistical release is a consequence of the cancellation of the 16 to 18 school and college checking exercise.

Given the cancellation of the revised statistical release, the content of the provisional statistical release published on 26 November 2020 was broader than usual, including breakdowns of data by student characteristics normally published in January, and regional and local authority geographies. It is available here: https://www.gov.uk/government/statistics/a-level-and-other-16-to-18-results-2019-to-2020-provisional.

It is important for school inspections to start again in the new year but at the right time and in the right way. The Department is carefully considering with Ofsted and the sector how this can be achieved safely and sensitively, with a clear focus on provision for pupils whether in the classroom or remotely. Details of the plans will be made available soon.

The Department has invested over £195 million to support remote education and access to online social care, this includes delivering over 220,000 laptops and tablets during the summer term for disadvantaged children who would not have otherwise had access to a digital device. The Department is adding to this support by making over 340,000 additional laptops and tablets available this term to support disadvantaged children that might experience disruption to their education. Since September, over 100,000 of these have been delivered to schools. This represents an injection of over half a million laptops and tablets by the end of the year.

Laptops and tablets are owned by the local authority, academy trust or school who can lend unused laptops and tablets to children and young people who need them most. The Department has allocated a number of devices to each school. To arrive at this allocation, we used data on the number of pupils eligible for free school meals in each school. The Department expects that pupils’ device needs will be met to some extent by existing school laptops and tablets. Schools, local authorities and academy trusts can request additional devices if their original allocation from the Department does not meet their needs.

The Department estimated the number of disadvantaged pupils without access to an internet connection using data on pupils eligible for free school meals in each school, taking into consideration estimations by Ofcom and reflecting that some pupils would already have access to a private internet connection. We have invested over £175 million to provide laptops, tablets and 4G wireless routers that come with free data for the academic year.

The Department is also working with the major telecommunications companies to improve internet connectivity for disadvantaged and vulnerable families who rely on a mobile internet connection. We are piloting an approach where mobile network operators are providing temporary access to free additional data, offering families more flexibility to access the resources that they need the most. In the pilot, schools, trusts, and local authorities have identified children who need access to free additional data.

To further support disadvantaged households who rely on a mobile internet connection, the major telecoms companies have zero rated the Hungry Little Minds site. This means that users will not incur data charges when accessing this website, except where the content is hosted on a third party site. Zero rating is being put in place on an operator by operator basis. Zero rating is a helpful way to provide families with support to access critical resources where the majority of content is held on one website.

The Department has invested over £195 million to support remote education and access to online social care, this includes delivering over 220,000 laptops and tablets during the summer term for disadvantaged children who would not have otherwise had access to a digital device. The Department is adding to this support by making over 340,000 additional laptops and tablets available this term to support disadvantaged children that might experience disruption to their education. Since September, over 100,000 of these have been delivered to schools. This represents an injection of over half a million laptops and tablets by the end of the year.

Laptops and tablets are owned by the local authority, academy trust or school who can lend unused laptops and tablets to children and young people who need them most. The Department has allocated a number of devices to each school. To arrive at this allocation, we used data on the number of pupils eligible for free school meals in each school. The Department expects that pupils’ device needs will be met to some extent by existing school laptops and tablets. Schools, local authorities and academy trusts can request additional devices if their original allocation from the Department does not meet their needs.

The Department estimated the number of disadvantaged pupils without access to an internet connection using data on pupils eligible for free school meals in each school, taking into consideration estimations by Ofcom and reflecting that some pupils would already have access to a private internet connection. We have invested over £175 million to provide laptops, tablets and 4G wireless routers that come with free data for the academic year.

The Department is also working with the major telecommunications companies to improve internet connectivity for disadvantaged and vulnerable families who rely on a mobile internet connection. We are piloting an approach where mobile network operators are providing temporary access to free additional data, offering families more flexibility to access the resources that they need the most. In the pilot, schools, trusts, and local authorities have identified children who need access to free additional data.

To further support disadvantaged households who rely on a mobile internet connection, the major telecoms companies have zero rated the Hungry Little Minds site. This means that users will not incur data charges when accessing this website, except where the content is hosted on a third party site. Zero rating is being put in place on an operator by operator basis. Zero rating is a helpful way to provide families with support to access critical resources where the majority of content is held on one website.

The Department has invested over £195 million to support remote education and access to online social care, this includes delivering over 220,000 laptops and tablets during the summer term for disadvantaged children who would not have otherwise had access to a digital device. The Department is adding to this support by making over 340,000 additional laptops and tablets available this term to support disadvantaged children that might experience disruption to their education. Since September, over 100,000 of these have been delivered to schools. This represents an injection of over half a million laptops and tablets by the end of the year.

Laptops and tablets are owned by the local authority, academy trust or school who can lend unused laptops and tablets to children and young people who need them most. The Department has allocated a number of devices to each school. To arrive at this allocation, we used data on the number of pupils eligible for free school meals in each school. The Department expects that pupils’ device needs will be met to some extent by existing school laptops and tablets. Schools, local authorities and academy trusts can request additional devices if their original allocation from the Department does not meet their needs.

The Department estimated the number of disadvantaged pupils without access to an internet connection using data on pupils eligible for free school meals in each school, taking into consideration estimations by Ofcom and reflecting that some pupils would already have access to a private internet connection. We have invested over £175 million to provide laptops, tablets and 4G wireless routers that come with free data for the academic year.

The Department is also working with the major telecommunications companies to improve internet connectivity for disadvantaged and vulnerable families who rely on a mobile internet connection. We are piloting an approach where mobile network operators are providing temporary access to free additional data, offering families more flexibility to access the resources that they need the most. In the pilot, schools, trusts, and local authorities have identified children who need access to free additional data.

To further support disadvantaged households who rely on a mobile internet connection, the major telecoms companies have zero rated the Hungry Little Minds site. This means that users will not incur data charges when accessing this website, except where the content is hosted on a third party site. Zero rating is being put in place on an operator by operator basis. Zero rating is a helpful way to provide families with support to access critical resources where the majority of content is held on one website.

The Department has invested over £195 million to support remote education and access to online social care, this includes delivering over 220,000 laptops and tablets during the summer term for disadvantaged children who would not have otherwise had access to a digital device. The Department is adding to this support by making over 340,000 additional laptops and tablets available this term to support disadvantaged children that might experience disruption to their education. Since September, over 100,000 of these have been delivered to schools. This represents an injection of over half a million laptops and tablets by the end of the year.

Laptops and tablets are owned by the local authority, academy trust or school who can lend unused laptops and tablets to children and young people who need them most. The Department has allocated a number of devices to each school. To arrive at this allocation, we used data on the number of pupils eligible for free school meals in each school. The Department expects that pupils’ device needs will be met to some extent by existing school laptops and tablets. Schools, local authorities and academy trusts can request additional devices if their original allocation from the Department does not meet their needs.

The Department estimated the number of disadvantaged pupils without access to an internet connection using data on pupils eligible for free school meals in each school, taking into consideration estimations by Ofcom and reflecting that some pupils would already have access to a private internet connection. We have invested over £175 million to provide laptops, tablets and 4G wireless routers that come with free data for the academic year.

The Department is also working with the major telecommunications companies to improve internet connectivity for disadvantaged and vulnerable families who rely on a mobile internet connection. We are piloting an approach where mobile network operators are providing temporary access to free additional data, offering families more flexibility to access the resources that they need the most. In the pilot, schools, trusts, and local authorities have identified children who need access to free additional data.

To further support disadvantaged households who rely on a mobile internet connection, the major telecoms companies have zero rated the Hungry Little Minds site. This means that users will not incur data charges when accessing this website, except where the content is hosted on a third party site. Zero rating is being put in place on an operator by operator basis. Zero rating is a helpful way to provide families with support to access critical resources where the majority of content is held on one website.

The Department has invested over £195 million to support remote education and access to online social care, this includes delivering over 220,000 laptops and tablets during the summer term for disadvantaged children who would not have otherwise had access to a digital device. The Department is adding to this support by making over 340,000 additional laptops and tablets available this term to support disadvantaged children that might experience disruption to their education. Since September, over 100,000 of these have been delivered to schools. This represents an injection of over half a million laptops and tablets by the end of the year.

Laptops and tablets are owned by the local authority, academy trust or school who can lend unused laptops and tablets to children and young people who need them most. The Department has allocated a number of devices to each school. To arrive at this allocation, we used data on the number of pupils eligible for free school meals in each school. The Department expects that pupils’ device needs will be met to some extent by existing school laptops and tablets. Schools, local authorities and academy trusts can request additional devices if their original allocation from the Department does not meet their needs.

The Department estimated the number of disadvantaged pupils without access to an internet connection using data on pupils eligible for free school meals in each school, taking into consideration estimations by Ofcom and reflecting that some pupils would already have access to a private internet connection. We have invested over £175 million to provide laptops, tablets and 4G wireless routers that come with free data for the academic year.

The Department is also working with the major telecommunications companies to improve internet connectivity for disadvantaged and vulnerable families who rely on a mobile internet connection. We are piloting an approach where mobile network operators are providing temporary access to free additional data, offering families more flexibility to access the resources that they need the most. In the pilot, schools, trusts, and local authorities have identified children who need access to free additional data.

To further support disadvantaged households who rely on a mobile internet connection, the major telecoms companies have zero rated the Hungry Little Minds site. This means that users will not incur data charges when accessing this website, except where the content is hosted on a third party site. Zero rating is being put in place on an operator by operator basis. Zero rating is a helpful way to provide families with support to access critical resources where the majority of content is held on one website.

The Department intends to publish regional and local authority level data on 15 December. This data will be included as part of the publication ‘Attendance in education and early years settings during the coronavirus (Covid 19) outbreak’.

The frequency of the publication ‘Attendance in education and early years settings during the coronavirus (Covid 19) outbreak’ will be reviewed in the new year.

The Department is constantly reviewing the content of its publications. Announcements about future content will be made through the official statistics release page: https://www.gov.uk/government/organisations/department-for-education/about/statistics.

The Government’s priority is to keep education and childcare settings fully open wherever possible. The Contain framework, and the educational tiers within it, is in place to help manage COVID-19 prevalence locally.

We took a national decision to prioritise education and childcare during the current period of national restrictions and schools continue to remain open for all children and young people as they have since the start of the autumn term. We will therefore not be moving up the tiers in any local area during the period of national lockdown – this means no move to rotas in secondary schools.

Any school management issues which are not about managing COVID-19 transmission should be referred to the relevant Regional Schools Commissioner (RSC)’s office. RSC offices will make every effort to support schools to continue to provide face to face education to pupils in their schools.

The Department no longer produces information for schools which are partially closed. The Education Settings Status questionnaire was reviewed on the 12 October to ensure the questions were pertinent to supporting policy whilst considering the increased burden on schools.

The Department collects data on the number of schools that have indicated that they have sent children home due to COVID-19 containment measure. Published information is available at the following link: https://explore-education-statistics.service.gov.uk/find-statistics/attendance-in-education-and-early-years-settings-during-the-coronavirus-covid-19-outbreak.

On 12 November, approximately 29% of state-funded schools reported that they had one or more pupils self-isolating who had been asked to do so due to potential contact with a case of COVID-19 inside the school. A smaller proportion (18 to 20%) had 30 or more pupils self-isolating due to potential contact with a case of coronavirus inside the school.

Schools remain open during the period of the new national restrictions. Where schools implement the system of controls outlined in the published schools guidance, in line with their own workplace risk assessment, Public Health England (PHE) and the Department of Health and Social Care (DHSC) confirm that these measures create an inherently safer environment for children and staff where the risk of transmission of infection is substantially reduced.

As a result, on current evidence, PHE and DHSC advise that schools are not currently considered high risk settings when compared to other workplace environments.

It is therefore appropriate for teachers and other school staff to attend the workplace. Accordingly, we expect that staff – apart from the clinically extremely vulnerable who should work from home during the period of national restrictions – will attend school.

The Department’s guidance for schools on full opening sets out the options available for schools seeking to manage staffing capacity as a result of the COVID-19 outbreak. In addition to using supply teachers and other temporary or peripatetic teachers, schools can also consider using existing staff more flexibly, including support staff and ITT trainees, or volunteers, as would usually be the case. This guidance is available here: https://www.gov.uk/government/publications/actions-for-schools-during-the-coronavirus-outbreak/guidance-for-full-opening-schools.

There are a number of reasons why a pupil might be absent from school and the rate of absence is likely to vary by phase of schools and throughout the year. In the 2018/19 academic year the overall absence rate was 4.7%. This includes authorised and unauthorised absences.

We are monitoring the eligibility for free school meals (FSM) and the pupil premium as part of the normal policy making process. We will collect definitive information on the number of pupils who are eligible for FSM at the October school census.

We are committed to levelling up opportunities to make sure everyone has a fair chance to realise their potential and no-one is left behind. The pupil premium furthers this objective by helping schools improve the academic attainment and wider outcomes of pupils from disadvantaged backgrounds.

Since the pupil premium was introduced in 2011, it has provided more than £18 billion of additional funding for schools and has played an important role in contributing to the narrowing of the disadvantaged attainment gaps at age 11 and 16.

Pupil premium allocations for the financial year 2020-21 were published in June, and the first quarterly instalments were paid out in June and July. Announcements on pupil premium funding for the financial year 2021-22 will follow later in the year. Announcements for future years will be made in due course.

As a result of the unprecedented public health emergency, the government has taken the difficult decision to cancel all exams due to take place in schools and colleges in England this summer. Our priority is to ensure that students can move on as planned to the next stage of their lives. The Department and the qualifications regulator Ofqual are working urgently with awarding bodies and the sector to explore options to ensure that as many students as possible who were expecting to take assessments this summer for vocational and technical qualifications, are not disadvantaged.

For apprentices, their employers, training providers and assessment organisations we are developing guidance to support all parts of the apprenticeship system which is consistent with advice issued by Public Health England. This will include increased flexibility on delivery and completion.

We will provide more information shortly.

Schools will be able to provide meals or vouchers for supermarkets or local shops which can be sent directly to families who are either self-isolating at home or whose schools are closed on government advice. The government has confirmed that the total value of vouchers offered to each eligible child per week will exceed the rate it pays to schools for free school meals.

Vulnerable children include those who have a social worker and those children and young people up to the age of 25 with education, health and care (EHC) plans.

Those who have a social worker include children who have a child protection plan and those who are looked after by the local authority. A child may also be deemed to be vulnerable if they have been assessed as being in need or otherwise meet the definition in section 17 of the Children Act 1989.

As my right hon. Friend, the Secretary of State for Education, announced to the House on 18 March, the Government has taken the difficult decision to cancel all examinations due to take place in schools and colleges in England this summer, as part of the fight to prevent the spread of coronavirus.

The Department’s priority is to ensure that students can move on as planned to the next stage of their lives, including starting university, college or sixth form courses or apprenticeships, in the autumn. For GCSE, AS and A-level students, we will ensure they are awarded a grade which reflects their work. Our intention is that a calculated grade will be awarded this summer based on the best available evidence, including any non-examination assessment that students have already completed. The qualifications regulator Ofqual is working urgently with examination boards to set out proposals for how this process will work and more information will be provided as soon as possible.

The Department recognises that some students may nevertheless feel disappointed that they have not been able to sit their examinations. If they do not believe the correct process has been followed in their case, they will be able to appeal on that basis. In addition, if they do not feel their calculated grade reflects their performance, they will have the opportunity to sit an examination, as soon as is reasonably possible after the beginning of the new academic year. Students will also have the option to sit their examinations in summer 2021.

There is a very wide range of different vocational and technical qualifications, as well as other academic qualifications, for which students were expecting to sit examinations this summer. These are offered by a large number of awarding organisations and have differing assessment approaches. In many cases, students will already have completed modules or non-examination assessment which could provide evidence to award a grade. The Department is encouraging these organisations to show the maximum possible flexibility and pragmatism to ensure students are not disadvantaged. Ofqual is working urgently with the sector to explore options and will provide more details shortly.

Universities are autonomous institutions with full control over their own assessment processes. The Department and the regulator in England, the Office for Students, are working with registered universities and other higher education institutions to help support them with their decisions, and to find the best way forward for the benefit of all students affected. Universities will contact affected students directly.

Urgent work is underway in the Department for Education and the Office for Students to ensure that we have the appropriate policy response in place to respond to the impact of Covid-19 on the higher education sector and its students, including international students.

Our priority is preventing the spread of Covid-19 while doing everything possible to mitigate the impact on learning and attainment and to protect the sustainability and capacity of the provider base and colleges for the future.

We recognise that this is an unprecedented situation and that it will require an unprecedented response. I have been working closely with representatives of the sector in developing this, including joining representatives from a sector coordination group on 16 March, convened by Universities UK, where we discussed a number of the issues raised by the hon. Member for Ilford North.

With respect to visas specifically, the Home Office published Covid-19 visa guidance for overseas nationals in February, and international students are invited to contact the Home Office’s Coronavirus Immigration Helpline if they have any specific concerns regarding their own visa status. Details are easily accessible on the Home Office’s website, available here: https://www.gov.uk/guidance/coronavirus-immigration-guidance-if-youre-unable-to-return-to-china-from-the-uk.

We have allocated over £7.4 billion in condition funding since 2015 to maintain and improve school buildings. In addition, the Priority School Building Programme is rebuilding or refurbishing school buildings in the worst condition across the country, covering over 500 schools.

Schools and those responsible for school buildings receive condition funding through different routes depending on their size and type. For the financial year 2019-20, Redbridge local authority received a school condition allocation of £5,149,009 to invest in maintaining its schools, including John Bramston Primary School, Little Heath School, Mossford Green Primary School and Illford County High school. In addition, schools receive their own devolved formula capital allocation to invest in small projects to meet their own priorities.

Since 2015, school condition allocations have been informed by consistent condition data on our school estate. A recently completed Condition Data Collection (CDC) will provide an updated high-level assessment of the condition of state funded schools in England and help inform future funding policy and programmes. The CDC programme visited nearly all state-funded schools in England and a report has been shared with each school.

I refer the hon Member to the answer I gave on 4 February, to Question UIN 10420.

https://www.parliament.uk/business/publications/written-questions-answers-statements/written-question/Commons/2020-01-30/10420/

We will shortly be issuing Statutory Taxi and Private Hire Standards to licensing authorities, on protecting passengers and updated best practice guidance for other matters that will follow later this year.

The Government’s response to the Task and Finish Group report on taxi and private hire vehicle (PHV) licensing, set out its commitment to taking action where needed, to ensure a safe and well-functioning taxi and PHV sector, meets the needs and expectations of its passengers. This is still the Government’s position. We will shortly be issuing Statutory Taxi and Private Hire Standards.