Asked by: Stephen Morgan (Labour - Portsmouth South)
Question to the Department for Education:
To ask the Secretary of State for Education, what recent assessment she has made of trends in the level of persistent school absence rates in the last 12 months.
Answered by Damian Hinds - Minister of State (Education)
Persistent absence is a post-pandemic challenge which is affecting schools around the world. With the standards of schools continuing to rise, the benefits of this success can only be felt when all children are in school.
The department knows that persistent absence is often a symptom of other problems. Progress has already been made with 380,000 fewer children persistently absent or not attending in the 2022/23 academic year than in 2021/22. The department’s comprehensive strategy to improve attendance continues to tackle this attendance challenge.
The department has published new, stronger guidance setting out the expectations for schools, academy trusts and local authorities to work together to improve attendance. To make it easier for schools and local authorities to identify pupils at risk of becoming persistently absence, a new attendance data tool to has also been piloted with 88% of state-funded schools currently involved.
This year, the department will introduce 18 new attendance hubs, bringing the total to 32 and 2,000 schools supported to tackle persistent absence. Attendance hubs involve several leading schools sharing practical solutions with others to break down barriers to attendance. From direct pupil engagement initiatives, like breakfast clubs and extracurricular activities, to improving other schools’ processes and analysis, these hubs are already making a real difference, with more than one million pupils being supported into regular education.
The department is also expanding the three-year mentoring programme to tackle absenteeism. Backed by an additional investment of £15 million, this programme provides direct intensive one-to-one support to 10,000 persistent and severely absent pupils and their families. From September 2024, attendance mentors will work in a further ten areas. These areas are in addition to the existing pilot programme with Barnardo’s, which is already operating in Middlesbrough, Doncaster, Knowsley, Salford, and Stoke on Trent.
Ten newly appointed expert attendance advisers have also played an important role in supporting local authorities and a number of multi-academy trusts with higher levels of persistent absence to review their current practice and develops plans to improve.
Alongside these measures, the department is investing:
Asked by: Stephen Morgan (Labour - Portsmouth South)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps she is taking to help tackle persistent school absences.
Answered by Damian Hinds - Minister of State (Education)
Persistent absence is a post-pandemic challenge which is affecting schools around the world. With the standards of schools continuing to rise, the benefits of this success can only be felt when all children are in school.
The department knows that persistent absence is often a symptom of other problems. Progress has already been made with 380,000 fewer children persistently absent or not attending in the 2022/23 academic year than in 2021/22. The department’s comprehensive strategy to improve attendance continues to tackle this attendance challenge.
The department has published new, stronger guidance setting out the expectations for schools, academy trusts and local authorities to work together to improve attendance. To make it easier for schools and local authorities to identify pupils at risk of becoming persistently absence, a new attendance data tool to has also been piloted with 88% of state-funded schools currently involved.
This year, the department will introduce 18 new attendance hubs, bringing the total to 32 and 2,000 schools supported to tackle persistent absence. Attendance hubs involve several leading schools sharing practical solutions with others to break down barriers to attendance. From direct pupil engagement initiatives, like breakfast clubs and extracurricular activities, to improving other schools’ processes and analysis, these hubs are already making a real difference, with more than one million pupils being supported into regular education.
The department is also expanding the three-year mentoring programme to tackle absenteeism. Backed by an additional investment of £15 million, this programme provides direct intensive one-to-one support to 10,000 persistent and severely absent pupils and their families. From September 2024, attendance mentors will work in a further ten areas. These areas are in addition to the existing pilot programme with Barnardo’s, which is already operating in Middlesbrough, Doncaster, Knowsley, Salford, and Stoke on Trent.
Ten newly appointed expert attendance advisers have also played an important role in supporting local authorities and a number of multi-academy trusts with higher levels of persistent absence to review their current practice and develops plans to improve.
Alongside these measures, the department is investing:
Asked by: Brendan Clarke-Smith (Conservative - Bassetlaw)
Question to the Department for Environment, Food and Rural Affairs:
To ask the Secretary of State for Environment, Food and Rural Affairs, if he will take steps to support the Environment Agency to produce a flood prevention business plan for Bassetlaw constituency.
Answered by Robbie Moore - Parliamentary Under-Secretary (Department for Environment, Food and Rural Affairs)
Under the Flood and Water Management Act (2010) Nottinghamshire County Council (as the designated Lead Local Flood Authority (LLFA) for Bassetlaw District Council are required to produce a Local Flood Risk Management Strategy (LFRMS).
This includes a comprehensive Action Plan detailing the activities that will be undertaken to manage flood risk in the county. Following events such as Storm Babet and Henk, the LLFA is required to undertake investigations (referred to as Flood and Water Management Act (2010) Section 19 Investigations) into the causes and consequences of flooding and these should then be used to update the Nottinghamshire LFRMS with agreed actions which need to be undertaken to effectively manage the flood risk.
The Environment Agency is working closely with the County Council and other Risk Management Authority’s to ensure that the evidence of flooding which we have recently experienced is fully reflected in the Plan and the action Plan is revised accordingly. This, coupled with the National 6-Year Capital Programme of works approved by the Regional Flood and Coastal Committee and the Flood Response Planning of the Local Resilience Forum is the framework we use to deliver more resilient communities, as is required by the National Flood Risk Management Strategy.
Asked by: Siobhan Baillie (Conservative - Stroud)
Question to the Department for Environment, Food and Rural Affairs:
To ask the Secretary of State for Environment, Food and Rural Affairs, if his Department will support wetlands-focused research on barriers relating to (a) private finance for, (b) land use change affecting and (c) long-term management of wetland sites.
Answered by Rebecca Pow - Parliamentary Under-Secretary (Department for Environment, Food and Rural Affairs)
Government has a goal of stimulating at least £500m per year of private investment into nature recovery in England by 2027, rising to at least £1bn per year by 2030. Defra is putting in place interventions to set the conditions for this to happen, including publishing a nature markets framework, partnering with the British Standards Institute on nature investment standards, stimulating a pipeline of investable nature projects (including multiple projects in wetland areas), and enabling public funding for nature to crowd-in private investment.
The Government is also supporting eight blue finance projects with around £750,000 of grants through the Natural Environment Investment Readiness Fund. This funding is being used to develop a pipeline of projects that can demonstrate viable private-sector investment models, ultimately working to restore important coastal and marine habitats such as saltmarsh. Four of the five Protected Site Strategy Research and Development Pilots involve pressures affecting wetlands, including long-term management and financing, while Natural England is additionally progressing two projects on peatland National Nature Reserves on selling carbon using the Peatland Code.
Defra already supports a range of research projects relating to wetlands, including a recent collaboration with the British Trust for Ornithology modelling the impacts of different land use change scenarios on a range of wetland species. We also fund the Wetlands Bird Survey through grant in aid via JNCC. Through the UK Blue Carbon Evidence Partnership, UK Administrations are working with DESNZ and Defra to address key research questions relating to blue carbon habitats.
Internationally, we provide regular financial and in-kind support to the Ramsar Wetlands Convention to promote the protection and wise use of wetlands.
Asked by: Rachael Maskell (Labour (Co-op) - York Central)
Question to the Department for Environment, Food and Rural Affairs:
To ask the Secretary of State for Environment, Food and Rural Affairs, what steps his Department is taking to assess future flood risks.
Answered by Robbie Moore - Parliamentary Under-Secretary (Department for Environment, Food and Rural Affairs)
Creating climate resilient places lies at the heart of the Environment Agency’s (EA) National Flood and Coastal Erosion Risk Management Strategy for England and Roadmap to 2026.
The EA is currently developing a new National Flood Risk Assessment that will provide a single picture of current and future flood risk from rivers, the sea and surface water, using both existing detailed local information and improved national data. The new risk assessment will provide a better understanding of both current and future flood risk accounting for a range of climate change scenarios.
The EA is also updating the full National Coastal Erosion Risk Mapping (NCERM) dataset. The update will include coastal erosion predictions for England through this century and provide an updated assessment of residential and non-residential properties at risk. The updated NCERM will be published in 2024 and will provide the best available information on coastal erosion risk.
Asked by: Christine Jardine (Liberal Democrat - Edinburgh West)
Question to the Cabinet Office:
To ask the Minister for the Cabinet Office, if he will make an estimate of the total number staff days lost to long term sick absences in each Department in each year since 2021.
Answered by John Glen - Paymaster General and Minister for the Cabinet Office
Cabinet Office publishes sickness absence data for the Civil Service on an annual basis on gov.uk. Our preferred measure is Average Working Days Lost (AWDL) per staff year which accounts for workforce size and composition. The table below provides the data requested, days lost per department, along with AWDL for context. Data for 2023 are in production for planned publication by end March 2024.
Table: Long Term Sickness Absence by Department 2021 and 2022
Organisation | 2021 | 2022 | ||
|---|---|---|---|---|
Days | AWDL | Days | AWDL | |
Attorney General's Departments | 5,250 | 2.2 | 7,190 | 2.9 |
Crown Prosecution Service | 18,530 | 3.1 | 23,570 | 3.7 |
Serious Fraud Office | 830 | 1.8 | 940 | 2.0 |
Business, Energy and Industrial Strategy | 34,010 | 2.1 | 47,160 | 2.5 |
Cabinet Office | 13,090 | 1.4 | 20,750 | 1.9 |
National Savings and Investments | 370 | 1.9 | 170 | 0.9 |
Charity Commission | 1,300 | 2.7 | s | s |
Department for Levelling Up, Housing and Communities | 6,850 | 2.0 | 7,670 | 2.0 |
Competition and Markets Authority | 1,100 | 1.4 | 870 | 1.0 |
Department for Digital, Culture Media and Sport | 2,670 | 1.3 | 4,110 | 1.4 |
Ministry of Defence | 219,380 | 4.1 | 149,690 | 2.8 |
Department for International Trade | 3,960 | 0.8 | 6,820 | 1.3 |
Department for Education | 9,580 | 1.3 | 20,410 | 2.6 |
Department for Environment Food and Rural Affairs | 19,210 | 1.9 | 27,070 | 2.4 |
ESTYN | 410 | 3.9 | 320 | 3.1 |
Foreign, Commonwealth and Development Office | 16,750 | 1.9 | 18,830 | 2.3 |
Food Standards Agency | 3,850 | 2.9 | 4,500 | 3.4 |
The Health and Safety Executive | 7,440 | 3.2 | 10,520 | 4.2 |
Department of Health and Social Care | 20,880 | 2.2 | 27,770 | 2.6 |
HM Revenue and Customs | 189,360 | 3.2 | 243,040 | 3.9 |
HM Treasury | 2,770 | 1.1 | 3,990 | 1.5 |
Home Office | 109,360 | 3.4 | 148,080 | 4.5 |
Ministry of Justice | 435,690 | 6.0 | 596,420 | 7.4 |
National Crime Agency | 10,640 | 2.1 | 15,180 | 3.3 |
Northern Ireland Office | 140 | 0.9 | 420 | 2.4 |
Office for Standards in Education, Children's Services & Skills | 6,530 | 3.6 | 9,270 | 5.3 |
Office of Gas and Electricity Markets | 2,260 | 2.1 | 2,650 | 2.1 |
Office of Rail and Road | 590 | 1.9 | 290 | 0.9 |
Scotland Office (incl. Office Advocate General for Scotland) | 320 | 2.8 | 490 | 4.2 |
Scottish Government | 111,300 | 5.4 | 134,510 | 5.9 |
Department for Transport | 51,950 | 3.6 | 71,260 | 4.9 |
United Kingdom Statistics Authority | 9,250 | 2.4 | 10,070 | 2.2 |
UK Export Finance | 250 | 0.7 | 340 | 0.8 |
UK Supreme Court | * | * | 280 | 5.2 |
Wales Office | 230 | 4.4 | 190 | 4.1 |
Water Services Regulation Authority | 570 | 2.4 | 250 | 1.0 |
Welsh Government | 14,590 | 2.8 | 20,110 | 3.7 |
Department for Work and Pensions | 243,230 | 3.3 | 383,320 | 4.5 |
Notes:
Annual Data for year ending 31 March 2021 and 31 March 2022
Source – Management Information
Days rounded to nearest 10 days, AWDL rounded to 1 decimal place
s = suppressed due to data review, * = suppressed due to low counts
For sickness absence publications see https://www.gov.uk/government/collections/sickness-absence
Asked by: Rachael Maskell (Labour (Co-op) - York Central)
Question to the Department for Education:
To ask the Secretary of State for Education, if her Department will provide guidance to schools on (a) ensuring that their pupils have opportunities to raise challenges relating to (i) social isolation and (ii) loneliness and (b) strategies for supporting young people that may experience those challenges.
Answered by David Johnston - Parliamentary Under-Secretary (Department for Education)
The department works closely with the Department for Culture, Media and Sport on the government’s strategy for tackling loneliness, which aims to reduce loneliness across all age groups through building the evidence base, reducing the stigma associated with loneliness and driving a lasting shift.
The department does not hold information on the steps schools and colleges are taking to assess the potential risks of loneliness and social isolation among their students. It does monitor children and young people’s feeling of loneliness and sense of belonging at school through regular parent, pupil and learner panel surveys. The department uses this data, alongside other sources, in its annual State of the Nation reports, which presents trends in children and young people’s wellbeing and related experiences, including loneliness, sense of belonging and relationships.
As part of the department’s approach to loneliness, it wants all schools to provide supportive, inclusive environments where all pupils feel they belong and can form positive relationships with peers and adults. The department’s Relationships, Sex and Health Education (RSHE) curriculum supports this, by teaching pupils about the features and importance of healthy, respectful relationships and the wellbeing benefits of time spent with family and friends.
The department has also produced a range of guidance for schools relevant to supporting pupils experiencing loneliness. The department’s statutory RSHE guidance states that a firm foundation in the benefits and characteristics of good health and wellbeing will enable teachers to talk about isolation, loneliness, unhappiness, bullying and the negative impact of poor wellbeing. It makes clear that isolation and loneliness can affect children and it is very important for children to discuss their feelings with an adult and seek support.
Extra-curricular activities also provide valuable opportunities for social connection, both in and outside of schools; the government is taking action to widen access to these opportunities. This includes investing £200 million a year in its holiday activities and food programme and supporting up to 200 secondary schools to improve their extra-curricular offer through the new Enrichment Partnerships Pilot. Through the National Youth Guarantee, the department is committed to every young person aged 11 to18 having access to regular clubs and activities, adventures away from home and opportunities to volunteer by 2025, supporting them to make new lasting social connections.
Finally, the guidance on a whole school or college approach to mental health and wellbeing can help settings ensure pupils have opportunities to raise issues affecting them, which may include social isolation and loneliness, and to support them with these challenges. The guidance is available at: https://www.gov.uk/government/publications/promoting-children-and-young-peoples-emotional-health-and-wellbeing.
Asked by: Rachael Maskell (Labour (Co-op) - York Central)
Question to the Department for Education:
To ask the Secretary of State for Education, whether her Department holds information on the steps (a) schools and (b) colleges are taking to assess the potential risks of (i) loneliness and (ii) social isolation among their students.
Answered by David Johnston - Parliamentary Under-Secretary (Department for Education)
The department works closely with the Department for Culture, Media and Sport on the government’s strategy for tackling loneliness, which aims to reduce loneliness across all age groups through building the evidence base, reducing the stigma associated with loneliness and driving a lasting shift.
The department does not hold information on the steps schools and colleges are taking to assess the potential risks of loneliness and social isolation among their students. It does monitor children and young people’s feeling of loneliness and sense of belonging at school through regular parent, pupil and learner panel surveys. The department uses this data, alongside other sources, in its annual State of the Nation reports, which presents trends in children and young people’s wellbeing and related experiences, including loneliness, sense of belonging and relationships.
As part of the department’s approach to loneliness, it wants all schools to provide supportive, inclusive environments where all pupils feel they belong and can form positive relationships with peers and adults. The department’s Relationships, Sex and Health Education (RSHE) curriculum supports this, by teaching pupils about the features and importance of healthy, respectful relationships and the wellbeing benefits of time spent with family and friends.
The department has also produced a range of guidance for schools relevant to supporting pupils experiencing loneliness. The department’s statutory RSHE guidance states that a firm foundation in the benefits and characteristics of good health and wellbeing will enable teachers to talk about isolation, loneliness, unhappiness, bullying and the negative impact of poor wellbeing. It makes clear that isolation and loneliness can affect children and it is very important for children to discuss their feelings with an adult and seek support.
Extra-curricular activities also provide valuable opportunities for social connection, both in and outside of schools; the government is taking action to widen access to these opportunities. This includes investing £200 million a year in its holiday activities and food programme and supporting up to 200 secondary schools to improve their extra-curricular offer through the new Enrichment Partnerships Pilot. Through the National Youth Guarantee, the department is committed to every young person aged 11 to18 having access to regular clubs and activities, adventures away from home and opportunities to volunteer by 2025, supporting them to make new lasting social connections.
Finally, the guidance on a whole school or college approach to mental health and wellbeing can help settings ensure pupils have opportunities to raise issues affecting them, which may include social isolation and loneliness, and to support them with these challenges. The guidance is available at: https://www.gov.uk/government/publications/promoting-children-and-young-peoples-emotional-health-and-wellbeing.
Asked by: Rachael Maskell (Labour (Co-op) - York Central)
Question to the Department for Education:
To ask the Secretary of State for Education, whether her Department is taking steps to support children experiencing (a) loneliness and (b) social isolation (i) within and (ii) outside school.
Answered by David Johnston - Parliamentary Under-Secretary (Department for Education)
The department works closely with the Department for Culture, Media and Sport on the government’s strategy for tackling loneliness, which aims to reduce loneliness across all age groups through building the evidence base, reducing the stigma associated with loneliness and driving a lasting shift.
The department does not hold information on the steps schools and colleges are taking to assess the potential risks of loneliness and social isolation among their students. It does monitor children and young people’s feeling of loneliness and sense of belonging at school through regular parent, pupil and learner panel surveys. The department uses this data, alongside other sources, in its annual State of the Nation reports, which presents trends in children and young people’s wellbeing and related experiences, including loneliness, sense of belonging and relationships.
As part of the department’s approach to loneliness, it wants all schools to provide supportive, inclusive environments where all pupils feel they belong and can form positive relationships with peers and adults. The department’s Relationships, Sex and Health Education (RSHE) curriculum supports this, by teaching pupils about the features and importance of healthy, respectful relationships and the wellbeing benefits of time spent with family and friends.
The department has also produced a range of guidance for schools relevant to supporting pupils experiencing loneliness. The department’s statutory RSHE guidance states that a firm foundation in the benefits and characteristics of good health and wellbeing will enable teachers to talk about isolation, loneliness, unhappiness, bullying and the negative impact of poor wellbeing. It makes clear that isolation and loneliness can affect children and it is very important for children to discuss their feelings with an adult and seek support.
Extra-curricular activities also provide valuable opportunities for social connection, both in and outside of schools; the government is taking action to widen access to these opportunities. This includes investing £200 million a year in its holiday activities and food programme and supporting up to 200 secondary schools to improve their extra-curricular offer through the new Enrichment Partnerships Pilot. Through the National Youth Guarantee, the department is committed to every young person aged 11 to18 having access to regular clubs and activities, adventures away from home and opportunities to volunteer by 2025, supporting them to make new lasting social connections.
Finally, the guidance on a whole school or college approach to mental health and wellbeing can help settings ensure pupils have opportunities to raise issues affecting them, which may include social isolation and loneliness, and to support them with these challenges. The guidance is available at: https://www.gov.uk/government/publications/promoting-children-and-young-peoples-emotional-health-and-wellbeing.
Asked by: Helen Morgan (Liberal Democrat - North Shropshire)
Question to the Home Office:
To ask the Secretary of State for the Home Department, what assessment he has made of the adequacy of the availability of police vehicles in rural police forces.
Answered by Chris Philp - Minister of State (Home Office)
The Government recognises there can be particular challenges in responding to rural crime. The Government welcomed the rural and wildlife crime strategy published by the National Police Chiefs’ Council (NPCC) in September 2022.
In June 2023 the Secretary of State for Environment, Food and Rural Affairs launched the Unleashing Rural Opportunity, setting out four broad priorities that are key to rural communities being able to thrive. As part of this, the Home Office has provided £200,000 to help establish the National Rural Crime Unit. The NRCU supports forces nationally in their responses to rural crime, such as the theft of farming or construction machinery, livestock theft, rural fly tipping, rural fuel theft and equine crime. In collaboration with the NRCU, the Combined Industry Thefts Solution has provided training to nearly 600 police officers, covering skills in how to identify and examine stolen agricultural and construction machinery, and knowledge about the methods of theft.
The Government supported the Equipment Theft (Prevention) Act 2023, which gained Royal Assent on 20 July. The Act will require immobilisers and forensic marking to be fitted as standard to new agricultural equipment such as All-Terrain Vehicles and quad bikes, to help prevent theft of this equipment and identify the owners of stolen equipment when it is recovered.
Operational decisions such as allocation of vehicles are matter for individual police chiefs and their force.