Asked by: Lisa Cameron (Conservative - East Kilbride, Strathaven and Lesmahagow)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment his Department has made of the potential merits of providing financial education at a primary school level.
Answered by Nick Gibb
Education on financial matters helps to ensure that young people are prepared to manage their money well, make sound financial decisions, and know where to seek further information when needed. In 2014, for the first time, financial literacy was made statutory within the National Curriculum as part of the citizenship curriculum for 11 to 16 year olds. This can be viewed at: https://www.gov.uk/government/publications/national-curriculum-in-england-citizenship-programmes-of-study.
The Department has also introduced a rigorous mathematics curriculum, which provides young people with the knowledge and financial skills to make important financial decisions. The Government has published statutory programmes of study for mathematics and citizenship that outline what pupils should learn about financial education from Key Stages 1 to 4: https://www.gov.uk/government/publications/national-curriculum-in-england-mathematics-programmes-of-study.
In the primary Mathematics curriculum, there is a strong emphasis on essential arithmetic that pupils should have. This knowledge is vital, as a strong understanding of numeracy and numbers will underpin the pupils’ ability to manage budgets and money, including, for example, percentages. There is also some specific content about financial education such as calculations with money.
The Department trusts schools to use their professional judgement and understanding of their pupils to develop the right teaching approach for their particular school, drawing on the expertise of subject associations and organisations such as Young Money.
Schools should have resumed teaching an ambitious and broad curriculum in all subjects from the start of the autumn term. This means that all pupils will be taught a wide range of subjects so they can maintain their choices for further study and employment. Our latest guidance on teaching to support children is set out here: https://www.gov.uk/government/publications/actions-for-schools-during-the-coronavirus-outbreak/guidance-for-full-opening-schools.
For the longer term, the Department will continue to work closely with The Money and Pension Service and HM Treasury, to consider how to provide further support for the teaching of financial education in schools.
Asked by: Lisa Cameron (Conservative - East Kilbride, Strathaven and Lesmahagow)
Question to the Department for Education:
To ask the Secretary of State for Education, what plans he has to promote conversations about financial education in primary schools to build financial capability in future generations.
Answered by Nick Gibb
Education on financial matters helps to ensure that young people are prepared to manage their money well, make sound financial decisions, and know where to seek further information when needed. In 2014, for the first time, financial literacy was made statutory within the National Curriculum as part of the citizenship curriculum for 11 to 16 year olds. This can be viewed at: https://www.gov.uk/government/publications/national-curriculum-in-england-citizenship-programmes-of-study.
The Department has also introduced a rigorous mathematics curriculum, which provides young people with the knowledge and financial skills to make important financial decisions. The Government has published statutory programmes of study for mathematics and citizenship that outline what pupils should learn about financial education from Key Stages 1 to 4: https://www.gov.uk/government/publications/national-curriculum-in-england-mathematics-programmes-of-study.
In the primary Mathematics curriculum, there is a strong emphasis on essential arithmetic that pupils should have. This knowledge is vital, as a strong understanding of numeracy and numbers will underpin the pupils’ ability to manage budgets and money, including, for example, percentages. There is also some specific content about financial education such as calculations with money.
The Department trusts schools to use their professional judgement and understanding of their pupils to develop the right teaching approach for their particular school, drawing on the expertise of subject associations and organisations such as Young Money.
Schools should have resumed teaching an ambitious and broad curriculum in all subjects from the start of the autumn term. This means that all pupils will be taught a wide range of subjects so they can maintain their choices for further study and employment. Our latest guidance on teaching to support children is set out here: https://www.gov.uk/government/publications/actions-for-schools-during-the-coronavirus-outbreak/guidance-for-full-opening-schools.
For the longer term, the Department will continue to work closely with The Money and Pension Service and HM Treasury, to consider how to provide further support for the teaching of financial education in schools.
Asked by: Lisa Cameron (Conservative - East Kilbride, Strathaven and Lesmahagow)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps he is taking to ensure that education of children who have been told to shield for medical reasons is protected during the covid-19 outbreak.
Answered by Nick Gibb
The Department published expectations of the quality of remote education for schools on 2 July as part of the schools guidance for full opening and for further education (FE) providers in August as part of the autumn term guidance, available here: https://www.gov.uk/government/publications/actions-for-schools-during-the-coronavirus-outbreak/guidance-for-full-opening-schools and https://www.gov.uk/government/publications/coronavirus-covid-19-maintaining-further-education-provision/what-fe-colleges-and-providers-will-need-to-do-from-the-start-of-the-2020-autumn-term.
Where a pupil is unable to attend school because they are complying with clinical or public health advice, we expect schools to be able to immediately offer them access to remote education in line with previous guidance and the Temporary Continuity Direction which has been in effect since 22 October 2020.
On the 1 October, the Department announced a further remote education support package, to help schools and FE colleges meet the remote education expectations set out in guidance and Direction. Many elements of the support package are already in place and more will be available over the coming months to schools and FE providers, these can be accessed through the remote education service on GOV.UK, available here: https://www.gov.uk/guidance/remote-education-during-coronavirus-covid-19.
The support package includes access to the right technology to deliver remote education, peer to peer training on how to use this effectively, and practical tools, good practice guidance and school-led webinars. This adds to existing support including the resources available from Oak National Academy, which provides video lessons across a broad range of subjects for every year group from Reception to Year 11. Oak National Academy will remain a free optional resource for 2020-21. This is available here: https://www.thenational.academy/.
As part of over £195 million invested to support remote education and access to online social care, the Department is making over 340,000 laptops and tablets available this term to support disadvantaged children whose face-to-face education may be disrupted.
Schools can order devices for clinically extremely vulnerable children who have been advised to shield by contacting covid.technology@education.gov.uk.
Asked by: Lisa Cameron (Conservative - East Kilbride, Strathaven and Lesmahagow)
Question to the Department for Education:
To ask the Secretary of State for Education, when he plans to publish the refreshed National Plan for Music Education.
Answered by Nick Gibb
A call for evidence on music education was launched on 9 February 2020 and closed on 13 March 2020, the findings from which will inform the refreshed National Plan for Music Education. Due to the COVID-19 outbreak, the refresh of the plan is currently on hold but will be published in due course.
Asked by: Lisa Cameron (Conservative - East Kilbride, Strathaven and Lesmahagow)
Question to the Department for Education:
To ask the Secretary of State for Education, what (a) guidance, (b) support and (c) resources his Department is providing to schools with students returning to school who have (i) tracheostomies and (ii) other aerosol-generating procedures.
Answered by Vicky Ford
As I set out in my letter of 2 September to children and young people with special educational needs and disabilities, their families and carers and those who work to support them, we know that it is critical that all pupils and students can once again benefit from a full-time on-site education 5 days a week. There are a small number of children with complex needs that require aerosol generating procedures (AGPs) to be undertaken where risks need to be carefully managed in the context of the COVID-19 outbreak.
Schools, health, and local authority partners need to work together on how the current guidance applies in their setting and to the specific children they are working with to enable them to return to school safely. We have heard examples of good practice locally and are working with Public Health England (PHE) and NHS England to establish whether any changes to the guidance or further information about practice principles are needed.
It is important that schools communicate clearly with parents on progress towards supporting children who need AGPs to return to school safely, and provide remote education and support if they are unable to do so.
As part of their risk assessment, schools will need to consider measures so that specialists, therapists, clinicians, and other support staff for their pupils can continue to provide support that is needed. Schools should refer to the guidance for special schools, specialist colleges, local authorities and any other settings in managing the needs of children and young people with complex needs, such as AGPs. The guidance is available here: https://www.gov.uk/government/publications/guidance-for-full-opening-special-schools-and-other-specialist-settings.
The government’s guidance on safe working in education, childcare and children's social care settings, including the use of personal protective equipment, provides further support on preventing and controlling infection and contains a section on caring for children who need AGPs at Annex A. This guidance reflects advice from PHE and is updated as necessary to reflect current advice. The guidance is available here: https://www.gov.uk/government/publications/safe-working-in-education-childcare-and-childrens-social-care/safe-working-in-education-childcare-and-childrens-social-care-settings-including-the-use-of-personal-protective-equipment-ppe.
Asked by: Lisa Cameron (Conservative - East Kilbride, Strathaven and Lesmahagow)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment the Government has made of the potential merits of additional ring-fenced funding for children with SEND in the Comprehensive Spending Review to allow them to catch up on (a) learning, (b) therapy and (c) social care support lost as a result of the covid-19 outbreak.
Answered by Vicky Ford
The department is currently working hard with HM Treasury as a part of the Spending Review to understand what resources the education and children’s social care sectors in England need over the coming years. My right hon. Friend, the Chancellor of the Exchequer, will set out the department’s settlement when the Spending Review concludes.
In advance of the Spending Review, we have introduced a COVID-19 catch-up premium worth £650 million to support mainstream and special schools to make up for lost teaching time. There is additional weighting for specialist settings, in recognition of the significantly higher per pupil costs they face. Headteachers will decide how this premium is spent, according to the needs of their pupils. Our expectation is that this funding will be spent on additional activities required to support children to catch up. We have also introduced a £350 million National Tutoring Programme for disadvantaged pupils. This will increase access to high-quality tuition for disadvantaged and vulnerable children and young people, helping to accelerate their academic progress and tackling the attainment gap between them and their peers. This includes a £96 million tuition fund for students aged between 16 and 19 years.
Asked by: Lisa Cameron (Conservative - East Kilbride, Strathaven and Lesmahagow)
Question to the Department for Education:
To ask the Secretary of State for Education, pursuant to the Answer of 21 July 2020 to Question 72965, on Schools: Mental Health, whether schools will be able to use the £650 million catch-up premium for pastoral support for young people.
Answered by Vicky Ford
The £650 million ‘catch-up premium’ is to support schools to make up for lost teaching time. Our expectation is that this funding will be spent on the additional activities required to support children and young people to catch up after a period of disruption to their education.
To support settings to make best use of this funding, the Education Endowment Foundation have published a COVID-19 Support Guide for Schools with evidence-based approaches to catch-up for all students. Schools should use this document to help them direct their additional funding in the most effective way, which is available here:
https://educationendowmentfoundation.org.uk/covid-19-resources/national-tutoring-programme/covid-19-support-guide-for-schools/#nav-covid-19-support-guide-for-schools1.
The guide is clear that evidence-based interventions, including those focused on tackling pupils’ behaviour or social and emotional needs in order to support them with re-engaging with school, will support pupils to catch up as they return to school.
The Education Endowment Foundation have also published a further School Planning Guide for the new academic year, which is available here:
https://educationendowmentfoundation.org.uk/covid-19-resources/guide-to-supporting-schools-planning/.
Asked by: Lisa Cameron (Conservative - East Kilbride, Strathaven and Lesmahagow)
Question to the Department for Education:
To ask the Secretary of State for Education, with reference to his 15 June 2020 guidance for secondary school provision, what the face to face check will consist of; how that check will be standardised and accredited; and what steps he is taking to ensure that (a) those carrying out that check are appropriately trained and registered through an independent Government-approved agency, (b) actions as a result of the check align with Government guidance and include adequate help and support to families and (c) all matters relating to that check are transparent, subject to Ofsted inspection and publicly funded.
Answered by Nick Gibb
The guidance for secondary school provision from 15 June 2020 was issued to support schools in England to welcome back pupils from eligible year groups. This can be viewed at: https://www.gov.uk/government/publications/preparing-for-the-wider-opening-of-schools-from-1-june/planning-guide-for-secondary-schools.
From 15 June, secondary schools in England have been able to invite year 10 and 12 pupils (years 10 and 11 for alternative provision schools) back into school for some face-to-face support with their teachers, to supplement their remote education. This is alongside vulnerable children and the children of critical workers who have been able to attend school throughout the COVID-19 outbreak. Whilst secondary schools have been unable to welcome back additional year groups, they have had the flexibility to invite pupils in other year groups in for a face-to-face meeting before the end of this term, where it would be beneficial. We have asked schools to ensure this happens in line with wider protective measures guidance, and guidance on the numbers of pupils permitted on-site at any one time.
Schools have the flexibility to implement this support in the way that best suits their circumstances, including considerations around staff availability, expertise and workload. It is up to schools to decide how they want to use face-to-face support in the best interests of their pupils (e.g. additional pastoral support, academic support, practical support, or a combination of these) and which staff are best placed to provide it.
Ofsted’s routine school inspections are suspended at this time to enable schools to focus entirely on the immediate challenge of supporting pupils for the remainder of this term and preparing for a full return of pupils from September. Ofsted will not therefore be assessing the face-to-face support being provided by schools during this period. As set out in the Government’s guidance on the full opening of schools, published on 2 July, Ofsted will conduct a programme of non-graded visits to a sample of schools in the autumn to discuss how they are managing the return to education of all their pupils. This guidance can be viewed at: https://www.gov.uk/government/publications/actions-for-schools-during-the-coronavirus-outbreak/guidance-for-full-opening-schools.
It is intended that routine Ofsted inspections will restart from January 2021, with the exact timing being kept under review.
Asked by: Lisa Cameron (Conservative - East Kilbride, Strathaven and Lesmahagow)
Question to the Department for Education:
To ask the Secretary of State for Education, which of this Department's funding streams will be used to allocate funding to schools for mental wellbeing in September 2020.
Answered by Vicky Ford
The return to school is a vital factor in supporting the mental wellbeing of pupils, in addition to providing more opportunities for physical activity, attendance at school allows social interaction with peers, carers and teachers, which benefits wellbeing. To support this, we have encouraged schools to focus on mental wellbeing as pupils return.
The department has now published detailed plans for all children and young people to return to full-time education from September. The guidance highlights the particular need to focus on pastoral support and mental wellbeing as a central part of what schools provide, in order to re-engage them and rebuild social interaction with their friends and teachers. This will involve curriculum provision as well as extra-curricular and pastoral support. Our recently published mental wellbeing module, part of the relationships, sex and health education curriculum, will support teachers to prepare to deliver content on mental health and wellbeing. The guidance for schools is available here:
https://www.gov.uk/government/publications/actions-for-schools-during-the-coronavirus-outbreak/guidance-for-full-opening-schools.
The mental wellbeing teacher training module as part of the relationships, sex and health education curriculum is available here:
https://www.gov.uk/guidance/teaching-about-mental-wellbeing.
Schools already support the mental wellbeing of their pupils as part of their curriculum provision and pastoral support. This is paid for from schools’ core funding, which is rising by £2.6 billion in 2020-21, £4.8 billion in 2021-22 and £7.1 billion in 2022-23, compared to 2019-20 funding levels. To support the return to school, the government has also announced an additional £650 million ‘catch-up’ premium, as part of our wider £1 billion Covid catch-up package, to be shared across all state-funded schools over the 2020-21 academic year. School leaders will have the discretion on how to use this funding to best support their pupils to catch up for lost time, which in some cases, will include support to parents, carers and children to help them re-engage with learning. Pastoral support is a core job for schools, we do not place restrictions on spend because it is important that schools are free to decide how best to use the core funding they receive.
Access to mental health support is more important than ever during the COVID-19 outbreak. NHS services remain open, and leading mental health charities are being supported to deliver additional services through the £5 million Coronavirus Mental Health Response Fund. During Mental Health Awareness Week, the government also announced that a further £4.2 million will be awarded to mental health charities, including the Samaritans, Young Minds and Bipolar UK. All NHS mental health trusts have been asked to ensure that there are 24/7 open access telephone lines to support people of all ages.
Asked by: Lisa Cameron (Conservative - East Kilbride, Strathaven and Lesmahagow)
Question to the Department for Education:
To ask the Secretary of State for Education, if he will launch a national communications campaign to reassure children and parents about returning to school as the covid-19 lockdown restrictions are eased.
Answered by Nick Gibb
The Department is communicating with parents, carers and children to reassure them about the measures that are in place to reduce the risk to children, staff and their families and inform them about the benefits of eligible children being in school. In addition to direct communications with parents, the Department has been working closely with schools, local authorities and education leaders to ensure our guidance on the phased wider opening of schools in England is clear and to encourage them to support parents and children returning to school.
The Department has produced a range of communications content to help inform parents about the carefully managed plan to widen the opening of schools as well as the social, wellbeing and educational benefits to children. We are working with key partners and other Government Departments to reach a wide audience and coordinate with other communications activity such as the Department for Transport’s safer transport campaign. We are working closely with the Cabinet Office who coordinate the national COVID-19 public information campaign to ensure key messages on education are communicated through the Stay Alert campaign. Additionally, we are working with the Cabinet Office on sharing our messaging to reassure parents and children through a media partnership with around 600 national, regional and community media titles.
It should be noted that that education is a devolved matter and it is right that individual jurisdictions take decisions in line with their circumstances. It is for the Scottish Government to take the decisions that are right for them to address concerns and reassure parents and children who are learning in the Scottish education system, be this through a national communications campaign or other means.