Asked by: Bridget Phillipson (Labour - Houghton and Sunderland South)
Question to the Department for Education:
To ask the Secretary of State for Education, whether he has made an assessment of the impact of covid-19 lockdowns on the ability of schools to safeguard vulnerable children in (a) England, (b) regions of England and (c) local authority areas.
Answered by Will Quince
The government recognises that attending school is a vital protective factor when it comes to safeguarding and supporting vulnerable children.
That is why we kept schools, colleges and nurseries open throughout the COVID-19 outbreak and prioritised the attendance of vulnerable children.
Additionally, we took steps to ensure that vulnerable children had access to wider support by ensuring that children's social care services and early help services continued to operate. We worked with local authorities, the police and charities to tackle hidden harms, and we established a Vulnerable Children and Young People survey of local authorities, to make sure that we had an accurate picture of contact between these pupils and social workers.
The Public Accounts Committee report into the Department for Education’s response to the COVID-19 outbreak can be found here: https://publications.parliament.uk/pa/cm5802/cmselect/cmpubacc/240/24006.htm#_idTextAnchor006.
Asked by: Nadia Whittome (Labour - Nottingham East)
Question to the Department for Education:
To ask the Secretary of State for Education, what impact assessments he has undertaken on the potential effect of reintroducing high stakes testing at primary level on (a) student and (b) staff wellbeing.
Answered by Robin Walker
Pupil mental health and wellbeing are a priority for the government. We prioritised reopening schools above all else because it is so vital for children and young people’s wellbeing, as well as their education. The support schools are providing to their pupils following the return to face-to-face education should include time devoted to supporting wellbeing, which will play a fundamental part in supporting children and young people’s mental health and wellbeing recovery. The expectations for schools in this regard are set out in the main departmental guidance to schools. This guidance also signposts further support and is available to view here: https://www.gov.uk/government/publications/actions-for-schools-during-the-coronavirus-outbreak.
Although schools should encourage pupils to work hard and achieve well, the department does not recommend that they devote excessive preparation time to assessment, and certainly not at the expense of pupils’ mental health and wellbeing. We trust schools to administer assessments in the appropriate way.
Supporting the wellbeing and mental health of staff is a crucial element of our commitment to help create a supportive culture in schools and colleges. This is why the department have worked in partnership with the education sector and mental health experts to inform and deliver commitments to protect and promote staff mental health and wellbeing.
All employers have a duty of care to their employees, and this extends to their mental health. The department published the education staff wellbeing charter, which we are encouraging schools and colleges to sign up to. The charter is a set of commitments from the government, Ofsted, and schools and colleges to protect and promote the wellbeing of staff. It can be used to inform a whole school or college approach to wellbeing or develop a staff wellbeing strategy. Further information on the charter can be found here: https://www.gov.uk/guidance/education-staff-wellbeing-charter.
As primary assessments will be returning for the first time since 2019, without any adaptations, the results will not be published in key stage 2 (KS2) performance tables in the academic year 2021 to 2022. The department will still produce the normal suite of KS2 accountability measures at school level. These will be shared securely with primary schools, academy trusts, local authorities to inform school improvement discussions. The department will also share the data with Ofsted to inform, but not determine, inspection outcomes.
It is important to recognise that a school’s performance in the 2021/22 academic year may be affected by the uneven impact of COVID-19 on pupils and schools. That is why the department will ensure that clear messages are placed alongside any data shared, to advise caution in its interpretation, and will work with Ofsted to highlight these messages in inspector training.
Asked by: Stephen Morgan (Labour - Portsmouth South)
Question to the Department for Education:
To ask the Secretary of State for Education, until what date funding through the Coronavirus Workforce Fund will be available to schools and colleges; and if he will make a statement.
Answered by Robin Walker
The COVID-19 workforce fund will provide financial support to eligible schools and colleges for costs incurred due to staff absences from 22 November 2021 until 8 April 2022.
Following an extension from February half term until Easter, the fund is planned to end on 8 April. The claims portal will open in the spring for absence costs incurred across the current duration of the fund.
Asked by: Andrew Rosindell (Conservative - Romford)
Question to the Department for Education:
To ask the Secretary of State for Education, whether he has plans to prevent headteachers from requiring children to wear masks in schools following the end of compulsory indoor mask mandates.
Answered by Robin Walker
On 21 February, my right hon. Friend the Prime Minister set out the next phase of the government’s COVID-19 response. COVID-19 continues to be a virus that we learn to live with and the imperative to reduce the disruption to children and young people’s education remains.
Our priority continues to be to deliver face-to-face, high-quality education to all pupils. The evidence is clear that being out of education causes significant harm to educational attainment, life chances and mental and physical health. We have worked closely with the Department of Health and Social Care and the United Kingdom Health Security Agency produce guidance.
While face coverings are no longer advised for pupils, staff and visitors in classrooms or communal areas, schools should consider seeking additional public health advice if they are concerned about managing risks to face-to-face education and are considering additional measures, either by phoning the DfE helpline (0800 046 8687, option 1) or in line with other local arrangements.
Individual schools continue to have responsibility for putting in place proportionate control measures in compliance with health and safety law, to ensure they meet their health and safety duties.
Decision-makers should endeavour to keep any measures in education and childcare to the minimum number of providers or groups possible, and for the shortest amount of time possible.
Providers must regularly review and update their risk assessments - treating them as ‘living documents’, as the circumstances in their school, college or nursery and the public health advice changes. This includes having active arrangements in place to monitor whether the controls are effective and working as planned.
Face coverings in communal areas may temporarily, and exceptionally, be advised by Directors of Public Health (DsPH):
● for an individual provider, as part of their responsibilities in outbreak management
● for providers across areas where the department and public health experts judge the measure to be proportionate, based on the evidence public health experts share with the department and specific local public health concerns. For example, where the area has been designated as an enhanced response area, and where transmission patterns may put exceptional local pressure on the healthcare system. This is a temporary measure.
Face coverings in classrooms and teaching spaces may temporarily, and exceptionally, be advised by DsPH for an individual provider, as part of their responsibilities in outbreak management.
In all cases any educational and wellbeing drawbacks in the recommended use of face coverings should be balanced with the benefits in managing transmission. Where recommended, the use of face coverings should be kept under regular review and lifted as soon as the evidence supports doing so. Further information can be found in the Contingency Framework: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1053310/Contingency_framework.pdf.
Asked by: Helen Hayes (Labour - Dulwich and West Norwood)
Question to the Department for Education:
To ask the Secretary of State for Education, pursuant to the Answer of 9 February 2022 to Question 114851 on Special Educational Needs: Coronavirus, if he will publish a breakdown of estimated funding provided through the Nuffield Early Language Intervention in each (a) local authority and (b) parliamentary constituency.
Answered by Will Quince
The early years education recovery programme focuses on improving training for early years practitioners. This is one of the key levers for driving up quality in early education environments. Whilst elements of the programme will be initially targeted, the programme will ultimately have national coverage.
Up to £30 million will be invested in phases one and two of the Early Years Professional Development Programme (EYPDP). Combined, the phases will reach early years providers in 101 local authority areas. A further phase of the programme, backed by up to £37.5 million, will ensure national reach.
To ensure assessment of the impact of EYPDP, the department has commissioned independent evaluation of the first phase of the programme.
The department has no plans to publish a breakdown of funding by local authority or parliamentary constituency area. However, we are committed to ensuring EYPDP reaches the areas and children who need it most.
For the Nuffield Early Language Intervention (NELI), trained staff complete language assessments with their reception pupils, evaluating whether they would benefit from the 20-week programme. After completion of the programme, schools reassess the pupils’ language skills to monitor progress and help plan what provisions may be needed as the children move into year 1. The Education Endowment Foundation is delivering a long-term evaluation of the NELI programme and will publish reports on the results.
Two thirds of primary schools have signed up to deliver NELI, reaching an estimated 90,000 children. A list of schools signed up to deliver NELI in the 2020/21 academic year can be found here: https://www.gov.uk/government/publications/neli-nuffield-early-language-intervention-programme. The department will shortly be publishing the list of schools signed up to deliver NELI in the 2021/22 academic year. It does not have plans to publish a breakdown of funding in local authorities or parliamentary constituencies.
Asked by: Helen Hayes (Labour - Dulwich and West Norwood)
Question to the Department for Education:
To ask the Secretary of State for Education, pursuant to the Answer of 9 February 2022 to Question 114851 on Special Educational Needs: Coronavirus, if he publish a breakdown of funding distributed via the Early Years Professional Development Programme in each (a) local authority and (b) parliamentary constituency.
Answered by Will Quince
The early years education recovery programme focuses on improving training for early years practitioners. This is one of the key levers for driving up quality in early education environments. Whilst elements of the programme will be initially targeted, the programme will ultimately have national coverage.
Up to £30 million will be invested in phases one and two of the Early Years Professional Development Programme (EYPDP). Combined, the phases will reach early years providers in 101 local authority areas. A further phase of the programme, backed by up to £37.5 million, will ensure national reach.
To ensure assessment of the impact of EYPDP, the department has commissioned independent evaluation of the first phase of the programme.
The department has no plans to publish a breakdown of funding by local authority or parliamentary constituency area. However, we are committed to ensuring EYPDP reaches the areas and children who need it most.
For the Nuffield Early Language Intervention (NELI), trained staff complete language assessments with their reception pupils, evaluating whether they would benefit from the 20-week programme. After completion of the programme, schools reassess the pupils’ language skills to monitor progress and help plan what provisions may be needed as the children move into year 1. The Education Endowment Foundation is delivering a long-term evaluation of the NELI programme and will publish reports on the results.
Two thirds of primary schools have signed up to deliver NELI, reaching an estimated 90,000 children. A list of schools signed up to deliver NELI in the 2020/21 academic year can be found here: https://www.gov.uk/government/publications/neli-nuffield-early-language-intervention-programme. The department will shortly be publishing the list of schools signed up to deliver NELI in the 2021/22 academic year. It does not have plans to publish a breakdown of funding in local authorities or parliamentary constituencies.
Asked by: Helen Hayes (Labour - Dulwich and West Norwood)
Question to the Department for Education:
To ask the Secretary of State for Education, pursuant to the Answer of 9 February 2022 to Question 114851 on Special Educational Needs: Coronavirus, what proportion of children his Department estimates those interventions will reach.
Answered by Will Quince
The early years education recovery programme focuses on improving training for early years practitioners. This is one of the key levers for driving up quality in early education environments. Whilst elements of the programme will be initially targeted, the programme will ultimately have national coverage.
Up to £30 million will be invested in phases one and two of the Early Years Professional Development Programme (EYPDP). Combined, the phases will reach early years providers in 101 local authority areas. A further phase of the programme, backed by up to £37.5 million, will ensure national reach.
To ensure assessment of the impact of EYPDP, the department has commissioned independent evaluation of the first phase of the programme.
The department has no plans to publish a breakdown of funding by local authority or parliamentary constituency area. However, we are committed to ensuring EYPDP reaches the areas and children who need it most.
For the Nuffield Early Language Intervention (NELI), trained staff complete language assessments with their reception pupils, evaluating whether they would benefit from the 20-week programme. After completion of the programme, schools reassess the pupils’ language skills to monitor progress and help plan what provisions may be needed as the children move into year 1. The Education Endowment Foundation is delivering a long-term evaluation of the NELI programme and will publish reports on the results.
Two thirds of primary schools have signed up to deliver NELI, reaching an estimated 90,000 children. A list of schools signed up to deliver NELI in the 2020/21 academic year can be found here: https://www.gov.uk/government/publications/neli-nuffield-early-language-intervention-programme. The department will shortly be publishing the list of schools signed up to deliver NELI in the 2021/22 academic year. It does not have plans to publish a breakdown of funding in local authorities or parliamentary constituencies.
Asked by: Helen Hayes (Labour - Dulwich and West Norwood)
Question to the Department for Education:
To ask the Secretary of State for Education, pursuant to the Answer of 9 February 2022 to Question 114851 on Special Educational Needs: Coronavirus, what criteria his Department will use to monitor the outcomes of the (a) Early Years Professional Development Programme and (b) Nuffield Early Language Intervention for children with speech and language difficulties.
Answered by Will Quince
The early years education recovery programme focuses on improving training for early years practitioners. This is one of the key levers for driving up quality in early education environments. Whilst elements of the programme will be initially targeted, the programme will ultimately have national coverage.
Up to £30 million will be invested in phases one and two of the Early Years Professional Development Programme (EYPDP). Combined, the phases will reach early years providers in 101 local authority areas. A further phase of the programme, backed by up to £37.5 million, will ensure national reach.
To ensure assessment of the impact of EYPDP, the department has commissioned independent evaluation of the first phase of the programme.
The department has no plans to publish a breakdown of funding by local authority or parliamentary constituency area. However, we are committed to ensuring EYPDP reaches the areas and children who need it most.
For the Nuffield Early Language Intervention (NELI), trained staff complete language assessments with their reception pupils, evaluating whether they would benefit from the 20-week programme. After completion of the programme, schools reassess the pupils’ language skills to monitor progress and help plan what provisions may be needed as the children move into year 1. The Education Endowment Foundation is delivering a long-term evaluation of the NELI programme and will publish reports on the results.
Two thirds of primary schools have signed up to deliver NELI, reaching an estimated 90,000 children. A list of schools signed up to deliver NELI in the 2020/21 academic year can be found here: https://www.gov.uk/government/publications/neli-nuffield-early-language-intervention-programme. The department will shortly be publishing the list of schools signed up to deliver NELI in the 2021/22 academic year. It does not have plans to publish a breakdown of funding in local authorities or parliamentary constituencies.
Asked by: Bridget Phillipson (Labour - Houghton and Sunderland South)
Question to the Department for Education:
To ask the Secretary of State for Education, what guidance was issued to schools on the discharge of child safeguarding responsibilities at a time of remote learning in (a) 2020 and (b) 2021.
Answered by Will Quince
During the early stages of the COVID-19 outbreak, the department produced revised safeguarding guidance in a very short timescale, as a proportionate response intended to help schools and colleges with the discharge of their safeguarding responsibilities. The guidance included, amongst other things, matters such as the importance of schools and colleges reviewing and revising their child protection policies and the role and responsibilities of the designated safeguarding lead (and deputies).
We have always been clear throughout the COVID-19 outbreak that schools and colleges must continue to have regard to the statutory safeguarding guidance, Keeping Children Safe in Education (KCSIE), when carrying out their duties to safeguard and promote the welfare of children and young people, both online and offline. The revised KCSIE, which came into force on 1 September 2021 has been strengthened to give online safety greater prominence and provide extra support for schools and colleges to keep their students safe. It is available here: https://www.gov.uk/government/publications/keeping-children-safe-in-education--2.
It includes a dedicated collection of resources to support safe remote education, virtual lessons and live streaming, as well as signposting parents and carers to help on keeping their children and young people safe.
To support schools and colleges in meeting remote education expectations, our Get Help With Remote Education page provides a one-stop-shop for teachers and leaders, signposting the support package available. This is available here: https://www.gov.uk/guidance/get-help-with-remote-education. This includes information on issues such as safeguarding, statutory duties and expectations. In particular the Safeguarding and remote education during COVID-19 guidance provides guidance on how to follow safeguarding procedures when planning remote education strategies and teaching remotely during the COVID-19 outbreak. It is available here: https://www.gov.uk/guidance/safeguarding-and-remote-education-during-coronavirus-covid-19.
Asked by: Rachael Maskell (Labour (Co-op) - York Central)
Question to the Department of Health and Social Care:
To ask the Secretary of State for Health and Social Care, what his policy is on provision of free covid-19 testing for teachers and support staff working with children with underlying health conditions after 1 April 2022.
Answered by Maggie Throup
The Government is removing the guidance for staff and students in most education and childcare settings to undertake twice weekly asymptomatic testing. Staff and secondary age students and above in special schools, alternative provision, Special Educational Needs/Alternative Provision units within schools and colleges and open and secure children’s homes, are advised to continue regular twice weekly testing until the end of March 2022. From 1 April 2022, there will be limited symptomatic testing available for a small number of at-risk groups. We will set out further details on eligible groups in due course.