Asked by: Lyn Brown (Labour - West Ham)
Question to the Department for Education:
To ask the Secretary of State for Education, with reference to the report, Higher Education awarding gaps and ethnicity in London: Going beyond BAME published by AccessHE on 16 July 2021, if he will make an assessment of the potential merits of implementing the recommendations made in that report.
Answered by Michelle Donelan - Secretary of State for Science, Innovation and Technology
It is vital that all young people entering higher education (HE) in the UK do so with the same opportunities as their peers to fully benefit from their chosen course of study.
Under the Higher Education and Research Act 2017, the Office for Students (OfS) has a statutory duty to promote equality of opportunity for disadvantaged and traditionally under-represented groups. This includes non-continuation and attainment levels of students from those backgrounds.
The OfS has set itself and the HE sector targets to address longstanding inequalities, including to eliminate the gap in degree outcomes between white and black students. In 2019-20, there was a difference of 18.3% between the proportion of white and black students getting a 1st or 2:1. The OfS has plans to eliminate the unexplained gap in degree outcomes (1sts or 2:1s) between white students and black students by 2024-25, and to eliminate the absolute gap by 2030-31.
On 11 March 2021 the OfS published the access and participation data dashboard, which is used to identify gaps in access, continuation, attainment, and progression at English providers delivering undergraduate provision by different student characteristics. This is available here: https://www.officeforstudents.org.uk/data-and-analysis/access-and-participation-data-dashboard/.
In our latest strategic guidance to the OfS we asked them to urge providers to do more to ensure that all students, particularly those from the most disadvantaged backgrounds, are recruited on to courses that will deliver good outcomes. We have also asked that the OfS encourage universities to work with schools to meaningfully raise the attainment in schools, because we know this is one of the strongest predictors of future participation in HE.
Asked by: Lyn Brown (Labour - West Ham)
Question to the Department for Education:
To ask the Secretary of State for Education, with reference to page 25 of the report, Higher Education awarding gaps and ethnicity in London: Going beyond BAME, published by AccessHE on 16 July 2021, what steps his Department is taking to tackle differences in higher education attainment by ethnic background.
Answered by Michelle Donelan - Secretary of State for Science, Innovation and Technology
It is vital that all young people entering higher education (HE) in the UK do so with the same opportunities as their peers to fully benefit from their chosen course of study.
Under the Higher Education and Research Act 2017, the Office for Students (OfS) has a statutory duty to promote equality of opportunity for disadvantaged and traditionally under-represented groups. This includes non-continuation and attainment levels of students from those backgrounds.
The OfS has set itself and the HE sector targets to address longstanding inequalities, including to eliminate the gap in degree outcomes between white and black students.
On 11 March 2021 the OfS published the access and participation data dashboard, which is used to identify gaps in access, continuation, attainment, and progression, at English providers delivering undergraduate provision by different student characteristics. This is available here: https://www.officeforstudents.org.uk/data-and-analysis/access-and-participation-data-dashboard/.
In our latest strategic guidance to the OfS we asked them to urge providers to do more to ensure that all students, particularly those from the most disadvantaged backgrounds, are recruited onto courses that will deliver good outcomes. We have also asked that the OfS encourage universities to work with schools to meaningfully raise attainment in schools, as this is one of the strongest predictors of future participation in HE.
Asked by: Lyn Brown (Labour - West Ham)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment he has made of the (a) financial and (b) academic effect on Higher Education students of the covid-19 outbreak in the 2020-21 academic year.
Answered by Michelle Donelan - Secretary of State for Science, Innovation and Technology
The government’s expectations are, and have been, very clear: Universities should maintain the quality and quantity of tuition and seek to ensure that all students, regardless of their background, have the resources to study remotely.
The Office for Student (OfS), the higher education (HE) regulatory body, is taking the potential impacts of the COVID-19 outbreak on teaching and learning very seriously. It is actively monitoring providers to ensure that they maintain the quality of their provision, that students are supported and achieve good quality outcomes, that tuition is accessible to all and that HE providers have been clear in their communications with students about how arrangements for teaching and learning may change throughout the year.
The OfS is also following up directly with providers where they receive notifications from students, parents or others that raise concerns about the quality of teaching on offer and requiring providers to report to them when they are not able to deliver a course or award a qualification. If the OfS has any concerns, it will investigate further.
This government recognises that this academic year has been incredibly difficult for students. As a result of these exceptional circumstances, some students are facing financial hardship, with some incurring additional costs at their alternative address. Officials are working hard with the sector to continue to monitor the situation and explore potential approaches to supporting students, particularly from disadvantaged groups.
We have made an additional £85 million of student hardship funding available to HE providers in the 2020/21 academic year. Providers have flexibility in how they distribute the funding to their students, in a way that best prioritises those in greatest need. Support can include help for students, including international students and postgraduates, facing additional costs arising from having to maintain accommodation in more than one location or assistance to help students access teaching remotely.
This is in addition to the £256 million of government-funded student premium funding already available to HE providers to draw on for this academic year, 2020/21. We know that not all students will face financial hardship. The current measures aim to target support for students in greatest need. The government continues to monitor the situation to look at what impact this funding is having.
The OfS required HE providers to return information on disbursement of hardship funding as part of the monitoring of its use. I have been liaising with the OfS on the analysis of those returns.
Asked by: Lyn Brown (Labour - West Ham)
Question to the Department for Education:
To ask the Secretary of State for Education, when he plans to announce the PE and sport premium funding for 2021-22.
Answered by Nick Gibb
The Department is aware of the importance of giving schools as much notice as possible of future funding. We will confirm arrangements for the Primary physical education and sport premium for the 2021/22 academic year as soon as possible.
Asked by: Lyn Brown (Labour - West Ham)
Question to the Department for Education:
To ask the Secretary of State for Education, if he will make an assessment of the potential effect of making an announcement on PE and sport premium funding with a short period remaining before the start of the 2021-22 school year on (a) the efficacy of programmes for pupil health and wellbeing, (b) additional costs for participant schools and (c) staff job security.
Answered by Nick Gibb
The Department is aware of the importance of giving schools as much notice as possible of future funding. We will confirm arrangements for the Primary physical education and sport premium for the 2021/22 academic year as soon as possible.
Asked by: Lyn Brown (Labour - West Ham)
Question to the Department for Education:
To ask the Secretary of State for Education, if he plans to provide funding through the 2021-22 PE and sport premium for additional work with schools in 2021-22 to improve levels of pupil physical activity following the covid-19 outbreak.
Answered by Nick Gibb
The physical education (PE) and sport premium can be used by primary schools to develop or add to their PE, sport, and physical activity provision, and to build capacity and capability within the school. This includes providing additional opportunities for pupils to be physically active to help with recovery from the COVID-19 outbreak. The Department has ensured that schools have flexibility to use PE and sport premium from last year where their ability to make provision was limited by the COVID-19 outbreak. The Department is currently considering arrangements for the Primary PE and sport premium for the 2021/22 academic year and will confirm the position as soon as possible.
Asked by: Lyn Brown (Labour - West Ham)
Question to the Department for Education:
To ask the Secretary of State for Education, if he will make an assessment of the potential that the statement on the effectiveness and safety of transparent face coverings in the guidance for schools on mask wearing during the covid-19 outbreak may discourage some teaching staff from using such masks.
Answered by Nick Gibb
The Department continues to work closely with other Government Departments throughout its response to the COVID-19 outbreak, including Public Health England (PHE) and the Department of Health and Social Care, as well as stakeholders across the sector. The Department is continuing to work to ensure that our policy is based on the latest scientific and medical advice, in order to develop comprehensive guidance based on the PHE-endorsed ‘system of controls’ and to understand the effect of these measures on staff, pupils and parents.
The Department recently published updated guidance for schools to support the return to full attendance from 8 March, which includes updated advice on face coverings. This guidance explains the actions school leaders should take to minimise the risk of transmission of COVID-19 in their school. The guidance can be found here: https://www.gov.uk/government/publications/actions-for-schools-during-the-coronavirus-outbreak.
As the guidance outlines, where pupils in Year 7 and above are educated, the Department recommends that face coverings should be worn by adults and pupils when moving around outside of classrooms, such as in corridors and communal areas where social distancing cannot easily be maintained.
From 8 March, the Department recommends that in schools and colleges where pupils in Year 7 and above are educated, face coverings should be worn in classrooms unless social distancing can be maintained. The Department is recommending these additional precautionary measures for a for a time limited period until Easter.
Some individuals are exempt from wearing face coverings. This includes people who cannot put on, wear or remove a face covering because of a physical or mental illness or impairment, or disability, or if you are speaking to or providing assistance to someone who relies on lip reading, clear sound or facial expressions to communicate. The same legal exemptions that apply to the wearing of face coverings in shops and on public transport also apply in schools and colleges.
Individuals working with someone who relies on lip reading, clear sound or facial expressions to communicate are exempt from wearing a face covering in environments where they are normally required.
Transparent face coverings, which may assist communication with someone who relies on lip reading, clear sound or facial expression to communicate, can also be worn. There is currently very limited evidence regarding the effectiveness or safety of transparent face coverings, but they may be effective in reducing the spread of COVID-19.
As with all measures, they will be under review and guidance will be updated as necessary.
Asked by: Lyn Brown (Labour - West Ham)
Question to the Department for Education:
To ask the Secretary of State for Education, if he will make an assessment of the merits of including reasonable adjustments for (a) deaf pupils and (b) other pupils who rely on lipreading or facial expressions within the guidance for schools on mask wearing during the covid-19 outbreak alongside the guidance on exemptions.
Answered by Nick Gibb
The Department continues to work closely with other Government Departments throughout its response to the COVID-19 outbreak, including Public Health England (PHE) and the Department of Health and Social Care, as well as stakeholders across the sector. The Department is continuing to work to ensure that our policy is based on the latest scientific and medical advice, in order to develop comprehensive guidance based on the PHE-endorsed ‘system of controls’ and to understand the effect of these measures on staff, pupils and parents.
The Department recently published updated guidance for schools to support the return to full attendance from 8 March, which includes updated advice on face coverings. This guidance explains the actions school leaders should take to minimise the risk of transmission of COVID-19 in their school. The guidance can be found here: https://www.gov.uk/government/publications/actions-for-schools-during-the-coronavirus-outbreak.
As the guidance outlines, where pupils in Year 7 and above are educated, the Department recommends that face coverings should be worn by adults and pupils when moving around outside of classrooms, such as in corridors and communal areas where social distancing cannot easily be maintained.
From 8 March, the Department recommends that in schools and colleges where pupils in Year 7 and above are educated, face coverings should be worn in classrooms unless social distancing can be maintained. The Department is recommending these additional precautionary measures for a for a time limited period until Easter.
Some individuals are exempt from wearing face coverings. This includes people who cannot put on, wear or remove a face covering because of a physical or mental illness or impairment, or disability, or if you are speaking to or providing assistance to someone who relies on lip reading, clear sound or facial expressions to communicate. The same legal exemptions that apply to the wearing of face coverings in shops and on public transport also apply in schools and colleges.
Individuals working with someone who relies on lip reading, clear sound or facial expressions to communicate are exempt from wearing a face covering in environments where they are normally required.
Transparent face coverings, which may assist communication with someone who relies on lip reading, clear sound or facial expression to communicate, can also be worn. There is currently very limited evidence regarding the effectiveness or safety of transparent face coverings, but they may be effective in reducing the spread of COVID-19.
As with all measures, they will be under review and guidance will be updated as necessary.
Asked by: Lyn Brown (Labour - West Ham)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps the Government has taken to ensure that school staff are familiar with the guidelines concerning exemptions to mask wearing during the covid-19 outbreak for (a) deaf pupils and (b) other pupils who rely on lipreading or facial expressions for communication.
Answered by Nick Gibb
The Department continues to work closely with other Government Departments throughout its response to the COVID-19 outbreak, including Public Health England (PHE) and the Department of Health and Social Care, as well as stakeholders across the sector. The Department is continuing to work to ensure that our policy is based on the latest scientific and medical advice, in order to develop comprehensive guidance based on the PHE-endorsed ‘system of controls’ and to understand the effect of these measures on staff, pupils and parents.
The Department recently published updated guidance for schools to support the return to full attendance from 8 March, which includes updated advice on face coverings. This guidance explains the actions school leaders should take to minimise the risk of transmission of COVID-19 in their school. The guidance can be found here: https://www.gov.uk/government/publications/actions-for-schools-during-the-coronavirus-outbreak.
As the guidance outlines, where pupils in Year 7 and above are educated, the Department recommends that face coverings should be worn by adults and pupils when moving around outside of classrooms, such as in corridors and communal areas where social distancing cannot easily be maintained.
From 8 March, the Department recommends that in schools and colleges where pupils in Year 7 and above are educated, face coverings should be worn in classrooms unless social distancing can be maintained. The Department is recommending these additional precautionary measures for a for a time limited period until Easter.
Some individuals are exempt from wearing face coverings. This includes people who cannot put on, wear or remove a face covering because of a physical or mental illness or impairment, or disability, or if you are speaking to or providing assistance to someone who relies on lip reading, clear sound or facial expressions to communicate. The same legal exemptions that apply to the wearing of face coverings in shops and on public transport also apply in schools and colleges.
Individuals working with someone who relies on lip reading, clear sound or facial expressions to communicate are exempt from wearing a face covering in environments where they are normally required.
Transparent face coverings, which may assist communication with someone who relies on lip reading, clear sound or facial expression to communicate, can also be worn. There is currently very limited evidence regarding the effectiveness or safety of transparent face coverings, but they may be effective in reducing the spread of COVID-19.
As with all measures, they will be under review and guidance will be updated as necessary.
Asked by: Lyn Brown (Labour - West Ham)
Question to the Department for Education:
To ask the Secretary of State for Education, if he will make an assessment of the effect of new guidance on mask wearing in schools during the covid-19 outbreak on (a) pupils who are deaf and (b) other pupils who rely on lipreading or facial expressions for communication.
Answered by Nick Gibb
The Department continues to work closely with other Government Departments throughout its response to the COVID-19 outbreak, including Public Health England (PHE) and the Department of Health and Social Care, as well as stakeholders across the sector. The Department is continuing to work to ensure that our policy is based on the latest scientific and medical advice, in order to develop comprehensive guidance based on the PHE-endorsed ‘system of controls’ and to understand the effect of these measures on staff, pupils and parents.
The Department recently published updated guidance for schools to support the return to full attendance from 8 March, which includes updated advice on face coverings. This guidance explains the actions school leaders should take to minimise the risk of transmission of COVID-19 in their school. The guidance can be found here: https://www.gov.uk/government/publications/actions-for-schools-during-the-coronavirus-outbreak.
As the guidance outlines, where pupils in Year 7 and above are educated, the Department recommends that face coverings should be worn by adults and pupils when moving around outside of classrooms, such as in corridors and communal areas where social distancing cannot easily be maintained.
From 8 March, the Department recommends that in schools and colleges where pupils in Year 7 and above are educated, face coverings should be worn in classrooms unless social distancing can be maintained. The Department is recommending these additional precautionary measures for a for a time limited period until Easter.
Some individuals are exempt from wearing face coverings. This includes people who cannot put on, wear or remove a face covering because of a physical or mental illness or impairment, or disability, or if you are speaking to or providing assistance to someone who relies on lip reading, clear sound or facial expressions to communicate. The same legal exemptions that apply to the wearing of face coverings in shops and on public transport also apply in schools and colleges.
Individuals working with someone who relies on lip reading, clear sound or facial expressions to communicate are exempt from wearing a face covering in environments where they are normally required.
Transparent face coverings, which may assist communication with someone who relies on lip reading, clear sound or facial expression to communicate, can also be worn. There is currently very limited evidence regarding the effectiveness or safety of transparent face coverings, but they may be effective in reducing the spread of COVID-19.
As with all measures, they will be under review and guidance will be updated as necessary.