Asked by: Steve McCabe (Labour - Birmingham, Selly Oak)
Question to the Department for Education:
To ask the Secretary of State for Education, with reference to the UCL Institute of Education report, entitled School break and lunch times and young people's social lives: A follow-up national study, published May 2019, what assessment he has made of the possible adverse impact on children’s mental wellbeing of the declining opportunity for play whilst attending school.
Answered by Will Quince
The department has not made a specific assessment related to play in schools, but the government is clear about the importance of play to children and young people.
The department recognises the important role lunchtime play and activities have in providing enriching activities which support children’s physical and mental health, as well as the development of skills and attitudes which promote their wellbeing. It can provide children with an opportunity to connect with peers, develop friendships, and be physically active, all of which may contribute to a range of outcomes including enjoyment of school, social development and learning.
The department considers supporting access to play as part of what nurseries, schools and colleges can do to support the mental wellbeing and physical, social and emotional development of children and young people. We work closely with the Department for Culture, Media and Sport and the Department of Health and Social Care counterparts on how that links into wider provision, opportunities and support for children and families.
We think it is right that decisions on how to structure a school day, including ensuring opportunities for children to engage in play, should be made by schools. However, as set out in the department’s recently published Schools White Paper, we have set a minimum expectation on the length of the school week of 32.5 hours for all mainstream state-funded schools. This will provide pupils with increased opportunities for learning, socialisation with peers and enrichment activities including chance to play.
Under Ofsted’s inspection framework, which took effect in September 2019, inspectors will look at how the curriculum is implemented through teaching and the wider experience of pupils in school. In the early years of education, Ofsted would expect play to be part of this. Inspectors would want to look at how the wide spectrum of play develops children’s communication skills, and demonstrates how behaviour is taught and managed, and how staff identity what a child needs to learn and how to learn it, either through explicit teaching or through play. When staff are clear on what children already know and can do, and what their next steps are, they can decide effectively on the teaching activities, including play, that will help children progress. Play should not, however, be evaluated separately, but as part of the curriculum, underling its role in supporting and embedding learning.
Asked by: Steve McCabe (Labour - Birmingham, Selly Oak)
Question to the Department for Education:
To ask the Secretary of State for Education, with reference to his Department's research paper entitled Infographics for GCSEs, 2021, published on 12 August 2021, what assessment he has made of the implications for his policies of the data showing that 63.8 per cent of pupils in the West Midlands achieved grades 4 or C and above in 2019 while 70.6 per cent of pupils in London achieved those grades that year.
Answered by Robin Walker
Between 2011 and 2019, the attainment gap between disadvantaged children and their more advantaged peers narrowed 13% at key stage 2 and 9% at key stage 4. However, the department is aware that even before the pandemic there was still further to go. The department recognises the attainment gap that persists between vulnerable and disadvantaged pupils compared to their peers. The Schools White Paper sets out the department’s long-term vision for a school system that helps every child to fulfil their potential by ensuring that they receive the right support, in the right place, at the right time – founded on achieving world-class literacy and numeracy.
The Schools White Paper sets out two ambitions for 2030:
The department aims to build capacity where it is needed most, and the government’s Levelling Up White Paper identified 55 Education Investment Areas (EIAs), where efforts will focus on driving school improvement. This includes building trust capacity, using part of the £86 million the department has committed to investing in trust capacity over the next three years. Additionally, schools in EIAs that have been judged less than Good in two or more successive Ofsted inspections could be moved into strong trusts to help drive up standards. The department is currently consulting on plans to support schools not making necessary improvements. Additionally, the Levelling Up premium, worth up to £3,000 tax-free for eligible teachers working in disadvantaged schools, including in EIAs, will be used to tackle staffing issues. EIAs include one-third of local authorities in England where educational attainment is currently weakest, and there are five EIAs in the West Midlands.
More recently, in the Schools White Paper, the department announced a subset of 24 Priority EIAs, where more intensive investment and support will be provided to address entrenched underperformance. This includes Sandwell, Stoke-on-Trent, and Walsall which were selected due to particularly low attainment and high rates of disadvantage. Priority EIAs will have access to a share of approximately £40 million to address specific local needs with bespoke interventions, a multi academy trust CEO development programme and comprehensive support for digital connectivity through Connect the Classroom. They will also have priority access to other Department for Education programmes, such as bids for new free schools.
Asked by: Steve McCabe (Labour - Birmingham, Selly Oak)
Question to the Department for Education:
To ask the Secretary of State for Education, what support his Department plans to provide to schools in the West Midlands to help close the GCSE attainment gap with London as part of the Government white paper, Opportunity for all: strong schools with great teachers for your child.
Answered by Robin Walker
Between 2011 and 2019, the attainment gap between disadvantaged children and their more advantaged peers narrowed 13% at key stage 2 and 9% at key stage 4. However, the department is aware that even before the pandemic there was still further to go. The department recognises the attainment gap that persists between vulnerable and disadvantaged pupils compared to their peers. The Schools White Paper sets out the department’s long-term vision for a school system that helps every child to fulfil their potential by ensuring that they receive the right support, in the right place, at the right time – founded on achieving world-class literacy and numeracy.
The Schools White Paper sets out two ambitions for 2030:
The department aims to build capacity where it is needed most, and the government’s Levelling Up White Paper identified 55 Education Investment Areas (EIAs), where efforts will focus on driving school improvement. This includes building trust capacity, using part of the £86 million the department has committed to investing in trust capacity over the next three years. Additionally, schools in EIAs that have been judged less than Good in two or more successive Ofsted inspections could be moved into strong trusts to help drive up standards. The department is currently consulting on plans to support schools not making necessary improvements. Additionally, the Levelling Up premium, worth up to £3,000 tax-free for eligible teachers working in disadvantaged schools, including in EIAs, will be used to tackle staffing issues. EIAs include one-third of local authorities in England where educational attainment is currently weakest, and there are five EIAs in the West Midlands.
More recently, in the Schools White Paper, the department announced a subset of 24 Priority EIAs, where more intensive investment and support will be provided to address entrenched underperformance. This includes Sandwell, Stoke-on-Trent, and Walsall which were selected due to particularly low attainment and high rates of disadvantage. Priority EIAs will have access to a share of approximately £40 million to address specific local needs with bespoke interventions, a multi academy trust CEO development programme and comprehensive support for digital connectivity through Connect the Classroom. They will also have priority access to other Department for Education programmes, such as bids for new free schools.
Asked by: Steve McCabe (Labour - Birmingham, Selly Oak)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment he has made of the potential merits of mandating that schools increase ringfenced time for pupils to play at school to support their cognitive, physical and emotional development.
Answered by Will Quince
The department has not made a specific assessment related to play in schools, but the government is clear about the importance of play to children and young people.
The department recognises the important role lunchtime play and activities have in providing enriching activities which support children’s physical and mental health, as well as the development of skills and attitudes which promote their wellbeing. It can provide children with an opportunity to connect with peers, develop friendships, and be physically active, all of which may contribute to a range of outcomes including enjoyment of school, social development and learning.
The department considers supporting access to play as part of what nurseries, schools and colleges can do to support the mental wellbeing and physical, social and emotional development of children and young people. We work closely with the Department for Culture, Media and Sport and the Department of Health and Social Care counterparts on how that links into wider provision, opportunities and support for children and families.
We think it is right that decisions on how to structure a school day, including ensuring opportunities for children to engage in play, should be made by schools. However, as set out in the department’s recently published Schools White Paper, we have set a minimum expectation on the length of the school week of 32.5 hours for all mainstream state-funded schools. This will provide pupils with increased opportunities for learning, socialisation with peers and enrichment activities including chance to play.
Under Ofsted’s inspection framework, which took effect in September 2019, inspectors will look at how the curriculum is implemented through teaching and the wider experience of pupils in school. In the early years of education, Ofsted would expect play to be part of this. Inspectors would want to look at how the wide spectrum of play develops children’s communication skills, and demonstrates how behaviour is taught and managed, and how staff identity what a child needs to learn and how to learn it, either through explicit teaching or through play. When staff are clear on what children already know and can do, and what their next steps are, they can decide effectively on the teaching activities, including play, that will help children progress. Play should not, however, be evaluated separately, but as part of the curriculum, underling its role in supporting and embedding learning.
Asked by: Steve McCabe (Labour - Birmingham, Selly Oak)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment he has made of the (a) extent to and (b) method by which the impact of the covid-19 outbreak has been factored in by OFSTED when conducting schools inspections.
Answered by Robin Walker
These are matters for Her Majesty’s Chief Inspector, Amanda Spielman. I have asked her to write to you directly and a copy of her reply will be placed in the Libraries of both Houses.
Asked by: Steve McCabe (Labour - Birmingham, Selly Oak)
Question to the Department for Education:
To ask the Secretary of State for Education, how many schools in Birmingham inspected between March 2020 and March 2022 were rated as inadequate by OFSTED.
Answered by Robin Walker
These are matters for Her Majesty’s Chief Inspector, Amanda Spielman. I have asked her to write to you directly and a copy of her reply will be placed in the Libraries of both Houses.
Asked by: Steve McCabe (Labour - Birmingham, Selly Oak)
Question to the Department for Education:
To ask the Secretary of State for Education, how many schools inspected between March 2020 and March 2022 were rated as inadequate by OFTSED.
Answered by Robin Walker
These are matters for Her Majesty’s Chief Inspector, Amanda Spielman. I have asked her to write to you directly and a copy of her reply will be placed in the Libraries of both Houses.
Asked by: Steve McCabe (Labour - Birmingham, Selly Oak)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment he has made of the implications of projected increases in student loan interest rates exceeding that paid by homeowners on mortgages.
Answered by Michelle Donelan - Secretary of State for Science, Innovation and Technology
The mechanism for setting student loan interest rates is set out in legislation. The interest rate for Plan 2 and Plan 3 loans are set annually with reference to the Retail Price Index (RPI) from the previous March. The rates take effect from 1 September.
The March RPI figure this year is a demonstration of the unusual events currently affecting all aspects of the economy and our society. The government has not yet made a decision on what interest rates will be applied to student loans from September. We will be considering all options over the coming months and will confirm in due course the rates to apply from 1 September.
Student loans remove financial barriers to higher education (HE). Unlike commercial alternatives, student loans are available to all eligible students, regardless of background or financial history. Student loans offer unique protections to borrowers. Monthly repayments are calculated as a fixed percentage of earnings above the relevant repayment threshold and do not change based on interest rates or the amount borrowed. If income is below the relevant repayment threshold, or a borrower is not earning, then they do not have to make repayments at all. Any outstanding debt, including interest accrued, is written off after the loan term ends (or in case of death or disability) at no detriment to the borrower. There are no commercial loans that offer this level of protection.
Interest rates affect lifetime repayments only for those who will repay their loans in full within the loan term (or who come very close to doing so), principally high earners and/or those with small loan balances. Currently, only 23% of borrowers who enter full-time higher education next year are forecast to repay their loans in full.
To further protect borrowers the government, by law, must cap maximum student loan rates to ensure the interest rate charged on the loan is in line with market rates for comparable unsecured personal loans. The government monitors student loan rates against the Bank of England’s data series for the effective interest rates on new and existing unsecured personal loans. It is misleading to compare student loan interest rates to rates for mortgages or other loans secured against assets.
We are determined that the cost of living should not deter those from less advantaged backgrounds from applying to and thriving at university a record number of students from disadvantaged backgrounds were accepted onto HE courses in 2021. Students can also benefit from many of the measures this government has taken to help with the cost of living, including raising the National Minimum Wage, reducing VAT, freezing alcohol and fuel duty, the Energy Rebate Scheme and capping the cost of energy.
We announced in February that we will be reducing interest rates for new borrowers and so from the 2023/24 academic year, new graduates will not, in real terms, repay more than they borrow. Alongside our wider reforms, this will help to make sure that students from all walks of life can continue to receive the highest-quality education from our world-leading HE sector.
Asked by: Steve McCabe (Labour - Birmingham, Selly Oak)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment he has made of the potential effect of levels of interest on student loans on levels of enrolment at universities.
Answered by Michelle Donelan - Secretary of State for Science, Innovation and Technology
The mechanism for setting student loan interest rates is set out in legislation. The interest rate for Plan 2 and Plan 3 loans are set annually with reference to the Retail Price Index (RPI) from the previous March. The rates take effect from 1 September.
The March RPI figure this year is a demonstration of the unusual events currently affecting all aspects of the economy and our society. The government has not yet made a decision on what interest rates will be applied to student loans from September. We will be considering all options over the coming months and will confirm in due course the rates to apply from 1 September.
Student loans remove financial barriers to higher education (HE). Unlike commercial alternatives, student loans are available to all eligible students, regardless of background or financial history. Student loans offer unique protections to borrowers. Monthly repayments are calculated as a fixed percentage of earnings above the relevant repayment threshold and do not change based on interest rates or the amount borrowed. If income is below the relevant repayment threshold, or a borrower is not earning, then they do not have to make repayments at all. Any outstanding debt, including interest accrued, is written off after the loan term ends (or in case of death or disability) at no detriment to the borrower. There are no commercial loans that offer this level of protection.
Interest rates affect lifetime repayments only for those who will repay their loans in full within the loan term (or who come very close to doing so), principally high earners and/or those with small loan balances. Currently, only 23% of borrowers who enter full-time higher education next year are forecast to repay their loans in full.
To further protect borrowers the government, by law, must cap maximum student loan rates to ensure the interest rate charged on the loan is in line with market rates for comparable unsecured personal loans. The government monitors student loan rates against the Bank of England’s data series for the effective interest rates on new and existing unsecured personal loans. It is misleading to compare student loan interest rates to rates for mortgages or other loans secured against assets.
We are determined that the cost of living should not deter those from less advantaged backgrounds from applying to and thriving at university a record number of students from disadvantaged backgrounds were accepted onto HE courses in 2021. Students can also benefit from many of the measures this government has taken to help with the cost of living, including raising the National Minimum Wage, reducing VAT, freezing alcohol and fuel duty, the Energy Rebate Scheme and capping the cost of energy.
We announced in February that we will be reducing interest rates for new borrowers and so from the 2023/24 academic year, new graduates will not, in real terms, repay more than they borrow. Alongside our wider reforms, this will help to make sure that students from all walks of life can continue to receive the highest-quality education from our world-leading HE sector.
Asked by: Steve McCabe (Labour - Birmingham, Selly Oak)
Question to the Department for Education:
To ask the Secretary of State for Education, what recent assessment he has made of the adequacy of the mechanism for determining student loan interest in light of the projected volatility of inflation rates.
Answered by Michelle Donelan - Secretary of State for Science, Innovation and Technology
The mechanism for setting student loan interest rates is set out in legislation. The interest rate for Plan 2 and Plan 3 loans are set annually with reference to the Retail Price Index (RPI) from the previous March. The rates take effect from 1 September.
The March RPI figure this year is a demonstration of the unusual events currently affecting all aspects of the economy and our society. The government has not yet made a decision on what interest rates will be applied to student loans from September. We will be considering all options over the coming months and will confirm in due course the rates to apply from 1 September.
Student loans remove financial barriers to higher education (HE). Unlike commercial alternatives, student loans are available to all eligible students, regardless of background or financial history. Student loans offer unique protections to borrowers. Monthly repayments are calculated as a fixed percentage of earnings above the relevant repayment threshold and do not change based on interest rates or the amount borrowed. If income is below the relevant repayment threshold, or a borrower is not earning, then they do not have to make repayments at all. Any outstanding debt, including interest accrued, is written off after the loan term ends (or in case of death or disability) at no detriment to the borrower. There are no commercial loans that offer this level of protection.
Interest rates affect lifetime repayments only for those who will repay their loans in full within the loan term (or who come very close to doing so), principally high earners and/or those with small loan balances. Currently, only 23% of borrowers who enter full-time higher education next year are forecast to repay their loans in full.
To further protect borrowers the government, by law, must cap maximum student loan rates to ensure the interest rate charged on the loan is in line with market rates for comparable unsecured personal loans. The government monitors student loan rates against the Bank of England’s data series for the effective interest rates on new and existing unsecured personal loans. It is misleading to compare student loan interest rates to rates for mortgages or other loans secured against assets.
We are determined that the cost of living should not deter those from less advantaged backgrounds from applying to and thriving at university a record number of students from disadvantaged backgrounds were accepted onto HE courses in 2021. Students can also benefit from many of the measures this government has taken to help with the cost of living, including raising the National Minimum Wage, reducing VAT, freezing alcohol and fuel duty, the Energy Rebate Scheme and capping the cost of energy.
We announced in February that we will be reducing interest rates for new borrowers and so from the 2023/24 academic year, new graduates will not, in real terms, repay more than they borrow. Alongside our wider reforms, this will help to make sure that students from all walks of life can continue to receive the highest-quality education from our world-leading HE sector.