Asked by: Olivia Blake (Labour - Sheffield, Hallam)
Question to the Department for Education:
To ask the Secretary of State for Education, when he plans to publish his Department's full plans for replacing exams with teacher-assessed grades.
Answered by Nick Gibb
In light of the ongoing COVID-19 outbreak, the Government considers that exams cannot be held in a way which is fair. The Department has announced that GCSE, AS and A level exams will not go ahead this summer as planned.
My right hon. Friend, the Secretary of State for Education, has asked the interim Chief Regulator at Ofqual to find a clear and accessible route for private candidates, and those not in school this academic year, to be assessed and receive a grade. To ensure our approach is developed with the sector, the Department and Ofqual have now concluded a two week consultation on how to fairly award all pupils a grade that supports them to progress to the next stage of their lives.
We are working at pace to provide further clarity to the sector and will publish the results of the consultation by the end of February 2021.
The Department and Ofqual have strongly encouraged all our stakeholders to respond to the consultation. We will continue to engage with a range of relevant stakeholders when developing plans for our policy on GCSE, AS and A level assessments in 2021, as will the exams regulator Ofqual.
Asked by: Olivia Blake (Labour - Sheffield, Hallam)
Question to the Department for Education:
To ask the Secretary of State for Education, what recent discussions he has had with teaching unions about using teacher assessed grades in place of exams this year.
Answered by Nick Gibb
In light of the ongoing COVID-19 outbreak, the Government considers that exams cannot be held in a way that is fair. The Department has therefore announced that GCSE, AS and A level exams will not go ahead this summer as planned. The Department and Ofqual launched a two-week consultation on how to fairly award all pupils a grade that supports them to progress to the next stage of their lives.
The Department’s ministers and officials regularly engage with the teacher and headteacher unions, including through holding reference groups and individual meetings, around the topic of alternative arrangements to exams in 2021. Meetings have been held with multiple teacher unions, including, but not limited to, NAHT, NEU, ASCL and NASUWT, during the consultation period. We will ensure that the views of the teacher and headteacher unions, along with the views gathered from teachers as part of the consultation and through reference groups, are considered when finalising plans for alternative arrangements to exams in 2021.
The Department will continue to engage with a range of relevant stakeholders following the consultation period, as will Ofqual.
Asked by: Olivia Blake (Labour - Sheffield, Hallam)
Question to the Department for Education:
To ask the Secretary of State for Education, what training will be given to teachers awarding teacher-assessed grades in the context of the covid-19 outbreak.
Answered by Nick Gibb
In light of the ongoing COVID-19 outbreak, the Government considers that exams cannot be held in a way which is fair. The Department has therefore announced that GCSE, AS and A level exams will not go ahead this summer as planned.
The Department and Ofqual launched a two week consultation on how to fairly award all pupils a grade that supports them to progress to the next stage of their lives.
The consultation can be accessed here and closed on 29 January 2021: https://www.gov.uk/government/consultations/consultation-on-how-gcse-as-and-a-level-grades-should-be-awarded-in-summer-2021. We will continue to engage with a range of relevant stakeholders when developing plans for our policy on GCSE, AS and A level assessments in 2021, as will the exams regulator Ofqual.
My right hon. Friend, the Secretary of State for Education, has confirmed he wishes teachers to assess the standard at which pupils are performing and thus the grade they should receive. The consultation proposes that teachers will be supported in doing so through training, guidance, and papers to inform assessments. Guidance materials will be made available after the consultation has closed and the detail of the approach is agreed. The consultation also proposes and seeks views on approaches to assessment which will allow teachers to assess pupils’ performance on content they have had an opportunity to study, despite the disruption, whilst continuing to ensure they have sufficient breadth of knowledge to enable them to successfully progress.
The Department recognises the challenges faced by schools, teachers, and pupils, and knows that disruption has been felt differently across the country and between schools and colleges in the same area, and between pupils within individual institutions. In order to support schools to make up for lost learning, the Government has provided a £1 billion catch-up programme. This includes a £650 million catch-up premium for all schools in recognition of the fact that all pupils will have been impacted by disruption to their education. Additionally, the £350 million National Tutoring Programme is an ambitious scheme that will provide additional, targeted tuition support for disadvantaged pupils who need the most help to catch up.
Asked by: Olivia Blake (Labour - Sheffield, Hallam)
Question to the Department for Education:
To ask the Secretary of State for Education, what software he is providing to help children and families access remote learning.
Answered by Nick Gibb
We are funding schools to get set up on Google or Microsoft digital education platforms. These platforms bring together the school community, pool resources and give pupils the opportunity to work with their peers remotely. As of 5 January 2021, 6900 schools have applied for a digital platform as part of the Get Help With Technology programme.
This is part of over £300 million being invested to support access to remote education and online social care services, which also includes securing over one million laptops and tablets for disadvantaged children and young people.
Over 560,000 laptops and tablets have already been delivered to schools, trusts and local authorities in 2020. The devices come with standard software packages included, and this allows schools to make their own choice on how best to provide remote education according to their own local needs. This may include acquiring software of their choice.
Asked by: Olivia Blake (Labour - Sheffield, Hallam)
Question to the Department for Education:
To ask the Secretary of State for Education, with reference to the more transmissible strain of covid-19, if he will review the mandatory requirement for parents and guardians to send children to school in the case that someone in the household is extremely clinically vulnerable.
Answered by Nick Gibb
From Wednesday 6 January a new national lockdown came into effect. Schools should only allow vulnerable children and the children of critical workers to attend face to face education. All other pupils will learn remotely.
Parents will not be penalised for not sending their children to school during this period.
Asked by: Olivia Blake (Labour - Sheffield, Hallam)
Question to the Department for Education:
To ask the Secretary of State for Education, if he will make an assessment of the implications for his policies of the finding by the National Autistic Society’s report of 7 September 2020, Left stranded, that seven in 10 children were unable to complete school work during the covid-19 lockdown; and if he will make a statement.
Answered by Vicky Ford
The government recognises the significant challenges that the COVID-19 outbreak has presented for children and young people and their families. Supporting children with special educational needs and disabilities (SEND), including those with autism, continues to be a priority for this government, and their wellbeing has been central to our response throughout the outbreak.
As my right hon. Friend, the Prime Minister, made clear in his statement of 31 October 2020, our priority remains keeping all early years settings, schools and colleges open to all children and young people during the lockdown period commencing from 5 November. Schools and colleges should continue to ensure that children and young people with autism receive the education, therapeutic or specialist support and reasonable adjustments required to enable them to successfully engage with school or college.
To support those children who cannot attend school for any reason, we have invested over £195 million to support remote education and access to online social care, delivering over 220,000 laptops and tablets during the summer term for disadvantaged children who would not otherwise have access to a digital device. We are also providing support by making over 340,000 additional laptops and tablets available in the autumn term to support disadvantaged children that might face disruption to their education. Since September, over 100,000 of these have been delivered to schools.
To support the hard work of schools in delivering remote education, Oak National Academy was very quickly brought together by over 40 teachers, their schools and other education organisations. The department has made £4.84 million available for Oak National Academy to provide video lessons in a broad range of subjects for reception up to year 11. The department also funds the Autism Education Trust (AET) to deliver training to education professionals and embed good autism practice in schools and colleges across England. AET has developed a hub of guidance and resources for families, teachers and other professionals aimed at supporting children and young people during the COVID-19 outbreak, which is available here: https://www.autismeducationtrust.org.uk/?s=covid.
Asked by: Olivia Blake (Labour - Sheffield, Hallam)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps he plans to take to ensure that autistic children and young people receive the educational support they need in the event of future school closures during the covid-19 outbreak.
Answered by Vicky Ford
The government recognises the significant challenges that the COVID-19 outbreak has presented for autistic children and young people and their families. Supporting children with special educational needs and disabilities (SEND), including those with autism, continues to be a priority for this government, and their wellbeing has been central to our response throughout the COVID-19 outbreak.
The department has been closely monitoring the return to school for children with SEND during the COVID-19 outbreak, through monitoring attendance data and engaging with local authorities where there appear to be issues.
During the COVID-19 outbreak, the department is collecting daily attendance data. This is broken down by whether a child or young person has an Education Health and Care (EHC) plan, rather than by individual type of need (including Autism Spectrum Disorder), so that we do not lace additional burdens on schools by asking them to provide information on multiple breakdowns of attendance data. Daily attendance of pupils with an EHC plan attending state-funded schools, in the first 2 weeks of the autumn term, is available here: https://explore-education-statistics.service.gov.uk/data-tables/permalink/8d8096c1-c771-47fa-a19e-e25f18fc2e76.
As my right hon. Friend, the Prime Minister, made clear in his statement of 31 October 2020, our priority remains keeping all early years settings, schools and colleges open to all children and young people during the lockdown period commencing from 5 November. Schools and colleges should continue to ensure that autistic children and young people receive the education, therapeutic or specialist support and reasonable adjustments required to enable them to successfully engage with school or college. Published guidance on the full opening of schools is available here: https://www.gov.uk/government/publications/actions-for-schools-during-the-coronavirus-outbreak/guidance-for-full-opening-schools.
Also, published guidance for full opening of special schools and other specialist settings provides a framework, approved by Public Health England, that sets out the high-level actions to be taken by schools and colleges. This guidance is available here: https://www.gov.uk/government/publications/guidance-for-full-opening-special-schools-and-other-specialist-settings/guidance-for-full-opening-special-schools-and-other-specialist-settings.
The department funds the Autism Education Trust (AET) to deliver training to education professionals and embed good autism practice in schools and colleges across England. The AET has developed a hub of guidance and resources for families, teachers and other professionals that is aimed at supporting children and young people during the COVID-19 outbreak. This includes guidance for schools on making appropriate reasonable adjustments and practical strategies for managing increased anxiety, changes in routine and environment and transitions to new settings. This guidance is available at: https://www.autismeducationtrust.org.uk/?s=covid.
In addition, the whole school SEND consortium, funded by the department, have run training sessions and developed resources for teachers supporting pupils with SEND. Further information about this is available here: https://www.sendgateway.org.uk/whole-school-send/.
Asked by: Olivia Blake (Labour - Sheffield, Hallam)
Question to the Department for Education:
To ask the Secretary of State for Education, what proportion of autistic children (a) with an Education Health and Care Plan and (b) in receipt of SEN support returned to full-time education during the covid-19 outbreak at the start of autumn term 2020.
Answered by Vicky Ford
The government recognises the significant challenges that the COVID-19 outbreak has presented for autistic children and young people and their families. Supporting children with special educational needs and disabilities (SEND), including those with autism, continues to be a priority for this government, and their wellbeing has been central to our response throughout the COVID-19 outbreak.
The department has been closely monitoring the return to school for children with SEND during the COVID-19 outbreak, through monitoring attendance data and engaging with local authorities where there appear to be issues.
During the COVID-19 outbreak, the department is collecting daily attendance data. This is broken down by whether a child or young person has an Education Health and Care (EHC) plan, rather than by individual type of need (including Autism Spectrum Disorder), so that we do not lace additional burdens on schools by asking them to provide information on multiple breakdowns of attendance data. Daily attendance of pupils with an EHC plan attending state-funded schools, in the first 2 weeks of the autumn term, is available here: https://explore-education-statistics.service.gov.uk/data-tables/permalink/8d8096c1-c771-47fa-a19e-e25f18fc2e76.
As my right hon. Friend, the Prime Minister, made clear in his statement of 31 October 2020, our priority remains keeping all early years settings, schools and colleges open to all children and young people during the lockdown period commencing from 5 November. Schools and colleges should continue to ensure that autistic children and young people receive the education, therapeutic or specialist support and reasonable adjustments required to enable them to successfully engage with school or college. Published guidance on the full opening of schools is available here: https://www.gov.uk/government/publications/actions-for-schools-during-the-coronavirus-outbreak/guidance-for-full-opening-schools.
Also, published guidance for full opening of special schools and other specialist settings provides a framework, approved by Public Health England, that sets out the high-level actions to be taken by schools and colleges. This guidance is available here: https://www.gov.uk/government/publications/guidance-for-full-opening-special-schools-and-other-specialist-settings/guidance-for-full-opening-special-schools-and-other-specialist-settings.
The department funds the Autism Education Trust (AET) to deliver training to education professionals and embed good autism practice in schools and colleges across England. The AET has developed a hub of guidance and resources for families, teachers and other professionals that is aimed at supporting children and young people during the COVID-19 outbreak. This includes guidance for schools on making appropriate reasonable adjustments and practical strategies for managing increased anxiety, changes in routine and environment and transitions to new settings. This guidance is available at: https://www.autismeducationtrust.org.uk/?s=covid.
In addition, the whole school SEND consortium, funded by the department, have run training sessions and developed resources for teachers supporting pupils with SEND. Further information about this is available here: https://www.sendgateway.org.uk/whole-school-send/.
Asked by: Olivia Blake (Labour - Sheffield, Hallam)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment he has made of the potential merits of extending maintenance loans to distance learners.
Answered by Michelle Donelan - Secretary of State for Science, Innovation and Technology
Loans for living costs are not available to students on distance learning courses such as those offered by the Open University, except in cases where a student is undertaking a course by distance learning because they are unable to attend the course in person for a reason relating to their disability.
Loans for living costs were introduced for students attending part-time courses at honours degree or equivalent level from the 2018/19 academic year onwards but not for part-time distance learning courses such as those offered by the Open University.
The government remains committed to tackling the decline in part-time undergraduate higher education. The independent panel’s report on the Review of Post-18 Education and Funding was published in May 2019. We are considering the recommendations of the Augar Report, including those relating to part-time and flexible learning, as part of the Review of Post-18 Education and Funding, and plan to respond at the forthcoming Spending Review.
Asked by: Olivia Blake (Labour - Sheffield, Hallam)
Question to the Department for Education:
To ask the Secretary of State for Education, for what reasons Ofsted's draft Initial Teacher Education Inspection Framework and Handbook, published as part of his Department's consultation on that document, bans the use of competing approaches in early reading teaching; and for what reasons Ofsted changed its position in the Initial Teacher Training Core Content Framework which only mandated the use of systematic synthetic phonics to teach decoding in early reading.
Answered by Nick Gibb
There is sound evidence that systematic phonics is a highly effective method for teaching early reading. The evidence indicates that the teaching of phonics is most effective when combined with a language-rich curriculum to develop children’s positive attitudes towards literacy.
The Initial Teacher Training (ITT) Core Content Framework was published by the Department in November 2019 and is mandatory from September 2020. It makes clear that, in line with the Teachers’ Standards (2011), it is essential for all teachers of early reading to have a clear understanding of systematic synthetic phonics.
Ofsted are responsible for inspecting ITT provision and between 27 January and 4 April they held a public consultation on proposals related to their new Initial Teacher Education Inspection Handbook. The new handbook sets out how ITT provision will be inspected and was published on 24 June 2020 alongside Ofsted’s consultation response. For primary and secondary phases, ITT providers must ensure that their curricula provide the minimum entitlement to training as outlined in the ITT Core Content Framework.
England achieved its highest ever score in reading in 2016, moving from joint 10th to joint 8th in the Progress in International Reading Literacy Study (PIRLS) rankings. This follows a greater focus on reading in the primary curriculum, and a particular focus on phonics. These are the first international assessment results from a cohort of pupils who have experienced changes in primary curriculum and assessment introduced since the 2010 election.