Asked by: Lord Browne of Belmont (Democratic Unionist Party - Life peer)
Question to the Department for Education:
To ask His Majesty's Government what steps they are taking to ensure that children from disadvantaged backgrounds have equal access to digital learning resources and technology.
Answered by Baroness Barran - Parliamentary Under-Secretary (Department for Education)
Education is a devolved matter, and the response outlines the information for England only.
Schools are responsible for making decisions about what technology to buy to meet their pupils’ needs, and how best to use it support their teaching.
The government delivered over 1.95 million laptops and tablets to schools, trusts, local authorities and further education (FE) providers for disadvantaged children and young people as part of a £520 million government investment to support access to remote education and online social care services. These laptops and tablets are now owned by schools, trusts, local authorities or FE providers, who can lend them to children and young people who need them the most. These laptops and tablets were an injection of support on top of the estimated 2.9 million that were already owned by schools before the start of the COVID-19 pandemic.
Building on its success in the pandemic, Oak National Academy was established as an arm’s length body on 1 September 2022, working independently of the government and collaboratively with the education sector. Oak aims to support teachers to improve curriculum delivery, reduce workload and support improved pupil outcomes, and continues to provide a remote education contingency. Oak will work with teachers across the country, giving them and their pupils access to free, optional, and adaptable high-quality digital curriculum resources.
The government has provided over £2.6 billion of pupil premium funding in the 2022/23 financial year to support pupils from lower income families. Rates will increase by 5% for 2023/24, taking total pupil premium funding to £2.9 billion. As set out in the menu of approaches, schools can use both pupil premium and recovery premium on technology and other resources that support high quality teaching.
Social tariffs offer low-cost landline and broadband services for those on certain means tested benefits. The government is encouraging those providers who do not currently offer social tariff packages, to do so. A range of affordable tariffs, designed specifically to support low-income families, are now available to 99% of UK households. BT, Virgin Media O2, Sky, Vodafone, and other providers offer broadband and mobile social tariffs for as little as £10 per month, representing a significant saving for households in receipt of Universal Credit and other means tested benefits.
In addition, the government secured a range of commitments from the UK’s major broadband and mobile providers to support families through the global rise in the cost of living. These commitments include more manageable payment plans, switching to a cheaper package free of charge, or taking a more affordable social tariff if the customer is eligible. The government encourages people to contact their provider to see what support is available. Awareness and take up of social tariffs need to improve. The Department for Culture, Media and Sport is working with the sector to urge those providers who have yet to offer a social tariff to do so, and for the industry to ensure that offers are publicised.
Asked by: Henry Smith (Conservative - Crawley)
Question to the Department for Education:
To ask the Secretary of State for Education, whether her Department plans to take steps to implement large-scale evaluation of the interventions aimed at increasing boys' learning in educational settings.
Answered by Nick Gibb
The Government is committed to improving outcomes for all pupils no matter their gender, and raising attainment for pupils is at the heart of this Government’s agenda.
The Department funds and supports large scale evaluation and research into improving education and attainment through the Educational Endowment Foundation (EEF), which aims to build a high quality evidence base on what is proven to be successful in education practice, and to support schools, colleges and early years providers to access and effectively mobilise this evidence to raise attainment of disadvantaged 2 to 19 year olds. The Department recently re-endowed the EEF with £137 million in 2022 to continue to build the evidence base until at least 2032. This funding will cement the EEF’s role as a central, long-term feature of the education landscape for at least the next decade.
Evidence from formal assessments, and recent reports from the Education Policy Institute and Rising Stars showed that attainment for all pupils, including boys, fell during the COVID-19 pandemic.
Between its introduction in 2012 and the last assessments before the pandemic in 2019, attainment in the phonics screening check has increased significantly for boys and girls. In 2019, 78% of boys and 85% of girls met the expected standard by Year 1, compared to 54% of boys and 62% of girls in 2012. In 2022, following the pandemic, attainment in the phonics screening check was down by 6% for both boys and girls. 72% of boys met the expected standard compared to 79% of girls.
At Key Stage 2, the proportion of pupils meeting the expected standard in reading, writing and mathematics increased between 2016 and the last assessments before the pandemic in 2019. 65% of pupils met the expected standard in all three subjects in 2019 (60% of boys, 70% of girls), compared to 53% in 2016 (50% of boys, 56% of girls). In 2022, following the pandemic, attainment fell among both girls and boys in all subjects except reading. However, the fall was slightly larger for girls. Girls continue to outperform boys in all subjects except mathematics.
At Key Stage 4 more girls enter the full English Baccalaureate than boys, and girls continue to do better than boys across all headline attainment measures. The gap for the percentage achieving grades 5 and above in English and mathematics has narrowed from 6.6% in 2018/19 and 7.6% in 2020/21, to 5.7% in 2021/22. The widening between 2019 and 2021 was driven by girls seeing a larger increase (9.2% vs 8.2%), but the narrowing to 2022 was caused by girls having a larger decrease than boys (3.1% vs 1.2%).
In response to this, the Department is continuing to take action to support schools, including increasing core schools funding at the Autumn Statement 2022. The additional funding announced in the Autumn Statement will mean that the core schools budget is a net £2 billion higher than published at Spending Review 2021 in each of 2023/24 and 2024/25.
The Department continues to deliver the proposals set out in the Schools White Paper, which aim to improve outcomes for all pupils, including boys. This includes providing an excellent teacher for every child, securing high standards in curriculum, behaviour and attendance, and providing targeted support for every pupil who needs it.
For teachers, the Department remains committed to delivering £30,000 starting salaries to attract and retain the very best teachers. In addition, the Department will deliver 500,000 teacher training and development opportunities by the end of 2024 and have recently announced a £181 million incentive package for initial teacher training. This package of support will secure more high quality teaching, which is the single most important in school factor on attainment.
The Department continues to promote the use of phonics (supported by the English Hubs Programme) and support schools to offer a high quality, knowledge rich curriculum, both of which are critical to ensuring boys are able to achieve well in later life. The Government has also transformed the way mathematics is taught in schools based on the best available international evidence, including approaches from the highest performing countries in the world. Reform of the mathematics curriculum was accompanied by the introduction of a National Centre for Excellence in the Teaching of Mathematics, which is now working with a network of 40 mathematics hubs to help local schools improve the quality of their teaching through the £100 million Teaching for Mastery programme. In addition, the Government has established the Oak National Academy, setting aside up to £43 million over the next three years to support it to provide high quality resources to schools.
The Department continues to support schools through the Pupil Premium, National Tutoring Programme and Recovery Premium. More than £1 billion is available to support tutoring up to 2023/24, with a further £1 billion of Recovery Premium funding in the 2022/23 and 2023/24 academic years.
The Department continues to assess the impact of these specific programmes where possible and to consider their combined impact on attainment outcomes for pupils overall, alongside the large scale research and evaluation of the EEF.
Asked by: Paula Barker (Labour - Liverpool, Wavertree)
Question to the Department for Digital, Culture, Media & Sport:
To ask the Secretary of State for Culture, Media and Sport, what plans her Department has in place to support the entertainment industry in a (a) national emergency and (b) pandemic.
Answered by John Whittingdale
Responses to national emergencies and pandemics are led by the Cabinet Office, and the UK has well-developed contingency plans to respond to a wide range of scenarios.
The Department for Culture, Media and Sport (DCMS) co-ordinated unprecedented levels of support for the cultural and creative sectors during the COVID-19 pandemic, including but not limited to the Live Events Reinsurance Scheme, the Film and TV Production Restart Scheme, and the Culture Recovery Fund. Evaluations and lessons learned from these schemes will allow the UK to respond effectively to any future scenario where similar initiatives may be required.
Following our experience of the COVID-19 pandemic, DCMS has established a small, permanent incident response team which will coordinate across the Department and with the central response team in the event of a national emergency.
Asked by: Ben Bradley (Conservative - Mansfield)
Question to the Department for Education:
To ask the Secretary of State for Education, what recent steps her Department has taken to improve learning outcomes for boys.
Answered by Nick Gibb
The Government is committed to improving outcomes for all pupils no matter their gender, and raising attainment is a priority. The Government has successfully driven up standards over the past decade. In 2010, only 68% of schools were rated good or outstanding compared to 87% today.
Following the COVID-19 pandemic, evidence from the Education Endowment Foundation, Star Assessments and Renaissance Learning shows attainment for all pupils, including boys, has fallen compared to pre-pandemic levels. In response to this, the Department is taking action to support schools, increasing core schools funding in the Autumn Statement 2022. The additional funding will mean that the core schools’ budget is a net £2 billion higher than published at the Autumn Budget and Spending Review 2021 in each of 2023/24 and 2024/25.
The Department continues to deliver the proposals set out in the Schools White Paper, which aim to improve outcomes for all pupils, including boys. This includes providing an excellent teacher for every pupil, securing high standards in curriculum, behaviour and attendance, and providing targeted support for every pupil who needs it.
For teachers, the Department remains committed to delivering £30,000 starting salaries to attract and retain the very best teachers. In addition, the Department will deliver 500,000 teacher training and development opportunities by the end of 2024 and has recently announced a £181 million incentive package for Initial Teacher Training. This package of support will secure more high quality teaching, which is the single most important in school factor on attainment.
The Department continues to promote the use of phonics and supports schools to offer a high quality, knowledge rich curriculum, both of which are critical to ensuring boys are able to achieve well in later life. In addition, the Government has established the Oak National Academy, setting aside up to £43 million over the next three years to support it to provide high quality resources to schools.
The Department continues to support schools through the Pupil Premium, National Tutoring Programme and Recovery Premium. More than £1 billion is available to support tutoring up to 2023/24, with a further £1 billion of Recovery Premium funding in the 2022/23 and 2023/24 academic years.
The Government remains committed to raising overall attainment, and reducing the number of pupils in underperforming schools, by creating a stronger and fairer school system. The Department will continue to support schools, trusts and authorities to deliver excellent outcomes for every pupil.
Asked by: Ben Bradley (Conservative - Mansfield)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps her Department plans to take to improve learning outcomes for boys.
Answered by Nick Gibb
The Government is committed to improving outcomes for all pupils no matter their gender, and raising attainment is a priority. The Government has successfully driven up standards over the past decade. In 2010, only 68% of schools were rated good or outstanding compared to 87% today.
Following the COVID-19 pandemic, evidence from the Education Endowment Foundation, Star Assessments and Renaissance Learning shows attainment for all pupils, including boys, has fallen compared to pre-pandemic levels. In response to this, the Department is taking action to support schools, increasing core schools funding in the Autumn Statement 2022. The additional funding will mean that the core schools’ budget is a net £2 billion higher than published at the Autumn Budget and Spending Review 2021 in each of 2023/24 and 2024/25.
The Department continues to deliver the proposals set out in the Schools White Paper, which aim to improve outcomes for all pupils, including boys. This includes providing an excellent teacher for every pupil, securing high standards in curriculum, behaviour and attendance, and providing targeted support for every pupil who needs it.
For teachers, the Department remains committed to delivering £30,000 starting salaries to attract and retain the very best teachers. In addition, the Department will deliver 500,000 teacher training and development opportunities by the end of 2024 and has recently announced a £181 million incentive package for Initial Teacher Training. This package of support will secure more high quality teaching, which is the single most important in school factor on attainment.
The Department continues to promote the use of phonics and supports schools to offer a high quality, knowledge rich curriculum, both of which are critical to ensuring boys are able to achieve well in later life. In addition, the Government has established the Oak National Academy, setting aside up to £43 million over the next three years to support it to provide high quality resources to schools.
The Department continues to support schools through the Pupil Premium, National Tutoring Programme and Recovery Premium. More than £1 billion is available to support tutoring up to 2023/24, with a further £1 billion of Recovery Premium funding in the 2022/23 and 2023/24 academic years.
The Government remains committed to raising overall attainment, and reducing the number of pupils in underperforming schools, by creating a stronger and fairer school system. The Department will continue to support schools, trusts and authorities to deliver excellent outcomes for every pupil.
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, with reference to para 122 of the report entitled Expert Panel: evaluation of Government’s commitments in the area of the health and social care workforce: Government Response, published 21 April 2023, if he will publish the methodology and analysis used for regression modelling.
Answered by Will Quince
The Government aims to publish the report, including the methodology and analysis used for regression modelling, in a peer reviewed journal. However, the process of peer reviewing often results in changes to the methodology.
The elective recovery of acute National Health Service trusts in England were examined between January 2021 and January 2022 to understand what the drivers of elective recovery are and explore how COVID-19 pressures, other emergency demands, staffing levels and other hospital and patient factors affect providers’ ability to recover back to pre-pandemic levels.
Asked by: Lord Jopling (Conservative - Life peer)
Question
To ask the Leader of the House what explanations he has had from the Department for Health and Social Care concerning their failure to answer 18 questions for written answer, dating back to 19 April, within the recommended time.
Answered by Lord True - Leader of the House of Lords and Lord Privy Seal
As Leader of the House I see it as essential that Noble Lords receive accurate and timely responses to all written questions tabled to His Majesty's Government. For that reason, I have spoken to all Front Bench Ministers regarding the importance of adhering to the 10 working day window for response to questions for written answer. I have also written to the Permanent Secretary of DHSC to reiterate the importance of his department responding to peers within this timeframe, as well as urging them to clear the backlog as soon as possible.
My office has contacted DHSC regarding their repeated failure to meet the 10 day target for response. After the significant disruption caused to the delivery of parliamentary support to the House of Lords by the COVID-19 pandemic, the DHSC parliamentary team has implemented a Written Parliamentary Question Recovery Plan to deal with the backlog of written questions. This recovery plan has led to significant improvements in their performance. However, your question clearly highlights that there is more work to do to ensure that all questions are answered within the 10 day target. Parliament rightly expects that more work will be done on this matter.
Asked by: Julian Knight (Independent - Solihull)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment her Department has made of the adequacy of funding for the summer schools programme.
Answered by Nick Gibb
The Summer Schools programme was a demand-led initiative for summer 2021, as part of the £5 billion COVID-19 pandemic recovery response. The Summer Schools programme supported almost 340,000 pupils across 2,800 schools in England to access some of the fundamental teaching and enrichment activities that are vitally important to child development.
The research findings for the summer schools programme, assessing the effectiveness of the programme, were published on 31 March 2022 and the report is available at: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1065682/Summer_schools_research_final_report_March_2022.pdf.
The research found that Department funding had been central in maximising the support that schools could offer to pupils in transitioning between primary and secondary.
Asked by: Ian Murray (Labour - Edinburgh South)
Question to the Department of Health and Social Care:
To ask the Secretary of State for Health and Social Care, what discussions he has had with the Scottish Government on a coordinated approach to pandemic preparedness.
Answered by Maria Caulfield - Parliamentary Under Secretary of State (Department for Business and Trade) (Minister for Women)
Whilst no specific discussions have taken place between the Secretary of State and Scottish Government on pandemic preparedness, there is well-established UK-wide working on health security, public health protection and pandemic preparedness across all four United Kingdom nations.
The UK’s approach to pandemic preparedness reflects the fact that health policy is devolved and that emergency response and recovery is founded on a principle of subsidiarity. However, various mechanisms are in place to ensure effective coordination across all four UK nations, including devolved Government representation on the cross-Government Pandemic Diseases Capabilities Board (PDCB). PDCB ensures that critical capabilities for pandemic preparedness and response are maintained and developed across all sectors.
In addition, the approach to taken to clinical countermeasures, which is a key plank of our preparedness and response capability for a future pandemic, is conducted on a UK-wide basis. Representatives from the Devolved Governments and their agencies sit on the Clinical Countermeasures Board to ensure alignment in our approach to the procurement and stockpiling of countermeasures such as vaccines, medicines, and consumables.
More generally, the Common Framework for Public Health Protection and Health Security was agreed by the Four Nations in October 2021 to strengthen strategic collaboration on health security, including communicable diseases. Delivery of the work programme under the Common Framework is overseen by the UK Health Protection Committee, which was established by legislation and is, in turn, supported by a Four Nations Health Protection Oversight Group.
The UK Chief Medical Officer (CMO) group acts as an additional senior level body to ensure alignment and coordination in our approach to health security, including pandemic preparedness, and is accountable to all four UK CMOs.
Asked by: Fleur Anderson (Labour - Putney)
Question to the Department for Education:
To ask the Secretary of State for Education, what recent assessment the Government has made of the impact of covid-19 on the (a) health and (b) education of this year's cohort of (i) GCSE and (ii) A Level students; and what steps the Government is taking to help ensure that this year's (A) GCSE and (B) A-level exams reflect that impact.
Answered by Nick Gibb
GCSE, AS and A level exams in England have largely returned to pre-pandemic arrangements this summer. These arrangements are the best and fairest way of assessing what students know and can do. There will be some support in place for pupils in recognition that they have experienced some disruption to their education as a result of the COVID-19 pandemic.
Ofqual has confirmed a return to pre-pandemic grading in 2023, but with protection in place for GCSE and A level cohorts because of the disruption caused by the COVID-19 pandemic. Where national performance is found to be lower than it was prior to the COVID-19 pandemic, senior examiners will make allowances when setting grade boundaries.
GCSE mathematics, physics and combined science students have been provided with formulae and equation sheets, to support them in these subjects. The GCSE, AS and A level exam timetable has been designed to space out exam papers in the same subject. This will give pupils more time to revise between papers than before the COVID-19 pandemic.
As part of the almost £5 billion made available to support children and young people to catch up on missed education, we are providing £1 billion through the Recovery Premium in 2022/23 and 2023/24 to allow schools to continue to focus on evidence based approaches and activities that support pupils, including those in exam cohorts. The Department has nearly doubled the premium rate for mainstream secondary schools to £276 per eligible pupil, reflecting evidence of need.
The National Tutoring Programme (NTP) is central to the Department’s £5 billion education recovery programme, which includes up to £1.5 billion on tutoring. This support is especially focused on helping the most disadvantaged, vulnerable or those with the least time left in education, wherever they live. The NTP makes available subsidised tutoring to boost progress of pupils who most need to catch up on education lost due to the COVID-19 pandemic. There is extensive evidence that tutoring is one of the most effective ways to accelerate academic progress. Since November 2020 over 3 million courses have been started through the programme.
The Department has set the subsidy rate for the NTP for the next academic year at 50%. This change is in response to schools’ concerns over previously announced funding arrangements, which included a 25% subsidy rate. The 50% subsidy rate announced on 23 May means that schools now need to contribute less of their core funding to provide tutoring.
From September 2022, full time students in 16 to 19 education will be entitled to an average of 40 additional hours of education. A proportionate increase in hours will be offered to part time students. This is to ensure those with the least time left in education catch up on the vital education they missed during the pandemic. The Department has allocated over £800 million until 2024/25 to fund this.
Regarding student health, the Department publishes annual State of the Nation reports, which draw together the best available published evidence on the wellbeing of children and young people aged 5 to 24. The findings from this series of reports inform work across government to support young people's wellbeing. The most recent report was published in February 2023 and can be accessed at: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1134596/State_of_the_nation_2022_-_children_and_young_people_s_wellbeing.pdf.