Asked by: Virendra Sharma (Labour - Ealing, Southall)
Question to the Department for Education:
To ask the Secretary of State for Education, if he will make an assessment of the potential merits of increasing teacher pay in the next financial year by more than the rate of inflation.
Answered by Robin Walker
The announcement at the Spending Review 2021 confirms that public sector workers will see pay rises as the recovery in the economy and labour market allows a return to a normal pay-setting process. This marks an end to the temporary pay pause in the 2021/22 financial year.
This year's remit to the School Teachers’ Review Body (STRB) reiterates the government's commitment to raising starting salaries to £30,000 and seeks recommendations for pay awards in the 2022/23 and 2023/24 academic years.
The department’s written evidence to the STRB will outline its proposals for pay awards for the next two years, taking account of this commitment and the wider economic context. This is due to be published later this month.
The STRB will provide their report in the summer and then the government will publish its response to the report.
Asked by: Virendra Sharma (Labour - Ealing, Southall)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps his Department is taking to improve ventilation in the classroom to help ensure the safety of pupils during the covid-19 outbreak.
Answered by Nick Gibb
As the Department’s guidance outlines, when a school is in operation, it is important to ensure that it is well ventilated and that a comfortable teaching environment is maintained. This can be achieved through a variety of measures, including using mechanical ventilation systems and/or natural ventilation, such as opening windows. In all cases, actions should be taken to encourage fresh air into the building, whilst striking a balance with thermal comfort.
The Department continues to review ventilation guidance, including considering whether monitoring carbon dioxide (CO2) levels would be appropriate. The Department is working with Public Health England (PHE) and ventilation experts on a pilot project to measure CO2 levels in typical classrooms and exploring options to help improve ventilation where needed. As new evidence or data emerges, the Government updates its advice accordingly to ensure that all schools, colleges and nurseries have the right safety measures in place.
The Department has worked closely with the Department of Health and Social Care and PHE to revise our guidance for schools, colleges and nurseries from Step 4 of the roadmap. The Department’s aim is to balance the risks associated with COVID-19 whilst moving to a ‘steady state’ that minimises both the burden of implementing protective measures on staff and parents and the effect those measures have on young peoples’ educational experiences.
The Department will continue keep these measures under review, in partnership with health experts and informed by the latest scientific evidence and advice.
The guidance can be found here: https://www.gov.uk/government/publications/actions-for-schools-during-the-coronavirus-outbreak.
Asked by: Virendra Sharma (Labour - Ealing, Southall)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment he has made of the effectiveness of special provisions in the Behaviour Hubs programme for pupils with ADHD and other neurodiverse conditions.
Answered by Nick Gibb
The behaviour hubs programme is designed to support the development and implementation of positive whole-school behaviour cultures which benefit all children, including those with attention deficit hyperactivity disorder (ADHD) and other neurodiverse conditions.
The behaviour hubs programme pairs lead schools and multi academy trusts (MATs) that have exemplary behaviour practices with partner schools or MATs who want and need to improve pupil behaviour.
Lead schools and MATs have been selected from across the school sector, and include primary, secondary, alternative provision, special schools and MATs. This provides partner schools and MATs with access to good practice across different types of provision, including specialist provision. Experienced senior leaders and executive teams that have implemented strong, positive behaviour cultures within their schools will be able to support the specific challenges that a partner school is facing, including those relating to pupils with special educational needs and disabilities (SEND).
All schools on the programme have access to training on specific issues, common problems, and effective approaches led by expert advisers that can be implemented in their school context. Training modules have been developed and reviewed by experts from across the school sector. The training includes a mandatory module on SEND, which covers how to ensure behaviour policies and practices are inclusive and take reasonable adjustments into account, including any adjustments required for those who are neurodiverse.
The programme is designed and delivered by the Department’s taskforce of behaviour advisers. The behaviour advisers bring experience from across the school sector, including alternative provision and special schools, providing broad representation of all schools and their specific needs, including SEND.
The Department has procured an independent evaluator to assess the effectiveness of the programme. Where possible, analysis from all components of the evaluation will seek to provide insights by school type (such as secondary, alternative provision and special schools) and characteristics of the schools and the pupils at those schools (for example the proportion of pupils with SEND or eligible for free school meals).
Asked by: Virendra Sharma (Labour - Ealing, Southall)
Question to the Department for Education:
To ask the Secretary of State for Education, if he will make a statement on the ways in which early years provision will feature as part of the covid-19 catch-up recovery strategy; and how opportunities for play will be (a) encouraged, (b) supported and (c) facilitated.
Answered by Vicky Ford
On 2 June 2021, as part of the government’s announcement on providing an additional £1.4 billon for education recovery, we announced a £153 million investment for high-quality professional development for early years practitioners. This includes new programmes focusing on key areas such as speech and language development, and physical and emotional development for the youngest children, of which play is an important part. This is in addition to the £18 million announced in February 2021 and the £9 million announced in June 2020 to support early language development for children in light of the COVID-19 outbreak.
The package will build on our early years foundation stage reforms, which support more effective early years curriculum and assessment, and reducing unnecessary assessment paperwork, so that practitioners and teachers can spend more time engaging children in rich activities, including through play, to support their learning.
Asked by: Virendra Sharma (Labour - Ealing, Southall)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps his Department is taking to increase teacher recruitment.
Answered by Nick Gibb
The number of teachers remains high, with more than 453,000 working in schools across the country – over 12,000 more than in 2010.
The Department recognises, however, that more needs to be done to ensure that this level of recruitment is maintained. One of the Department’s top priorities is to ensure that we continue to attract and retain high-quality teachers, for example through transforming the support and professional development teachers receive, as well as helping create the right climate for head teachers to establish supportive school cultures.
The teacher pay increases in recent years are making a substantial difference to the competitiveness of the early career pay offer (for example, this academic year, teacher starting salaries have increased by 5.5%).
In terms of attracting new trainees into teaching, there has been an increase in the number of new trainees this year – in the academic year 2020/21, 41,472 new trainees were recruited overall – over 7,000 (23%) more than in 2019 – which shows that teaching continues to be an attractive career option.
Additionally, in the academic year 2020/21, 14,994 postgraduate trainees were recruited to EBacc subjects – 1,987 more trainee teachers than the previous year.
The quality of this year’s trainee teachers remains high, with 23% of postgraduate entrants holding a first-class degree in the academic year 2020/21, which is 3 percentage points higher than the previous year.
The Department is committed to ensuring that these recruits receive the best training possible. From this September, new trainee teachers will be entitled to at least three years of evidence-based professional development and support, starting with the new Initial Teacher Training (ITT) Core Content Framework, followed by a two-year induction based on the Early Career Framework (ECF).
The ECF is the biggest teaching reform in a generation and will give early-career teachers access to high-quality training and mentoring. In addition to this, the Department is launching new National Professional Qualifications for teachers and school leaders at all levels, from those who want to develop expertise in high-quality teaching practice to those leading multiple schools across trusts.
The Department recognises that there is further to go in some subjects. That is why a range of measures have been put in place, including bursaries worth up to £24,000 and scholarships worth up to £26,000, to encourage talented trainees to key subjects such as chemistry, computing, mathematics, and physics. There are also training bursaries available as part of the Subject Knowledge Enhancement programme, which helps trainees in seven EBacc subjects to gain the depth of subject knowledge needed to train to teach their chosen subject.
The Department is taking action to ensure recent success in increasing ITT recruitment is maintained. For example, the Department is launching a new one-stop ITT application system. The ‘Apply’ service will be fully rolled out by October 2021.
Additionally, the Department is taking steps to make it easier for schools to recruit teachers. ‘Teaching Vacancies’ is a free, national job listing service that is saving schools money and attracting high-quality candidates: https://teaching-vacancies.service.gov.uk/?_ga=2.204282384.1894025638.1594023142-892610644.1591690663. This service can help schools to quickly list vacancies for both permanent and fixed-term teaching staff.
Asked by: Virendra Sharma (Labour - Ealing, Southall)
Question to the Department for Education:
To ask the Secretary of State for Education, whether the School Rebuilding Programme will prioritise the replacement of CLASP schools to ensure teachers and schoolchildren are safe from the health effects of asbestos.
Answered by Nick Gibb
The Department for Education takes the issue of asbestos in schools very seriously and is committed to supporting schools, local authorities and academy trusts to fulfil their duty to manage asbestos safely. Expert advice from the Health and Safety Executive is that if asbestos is unlikely to be damaged or disturbed then it is best managed in situ. We are clear that if asbestos does pose a safety risk and cannot be effectively managed in situ, then it should be removed from schools.
Since 2015, the Department has allocated over £9.5 billion, including an additional £560 million in 2020-21, to those responsible for school buildings for essential maintenance and improvements, including removing or encapsulation when it is the safest course of action to do so.
In February, we announced the first 50 schools to benefit from the new School Rebuilding Programme as part of a commitment to 500 projects over the next decade. School Rebuilding Programme investment is targeted based on a buildings condition. A full explanation of the methodology used to prioritise the first 50 schools has been published at https://www.gov.uk/government/publications/school-rebuilding-programme.
We intend to consult later this year on the approach to prioritising schools for the longer-term programme.
Asked by: Virendra Sharma (Labour - Ealing, Southall)
Question to the Department for Education:
To ask the Secretary of State for Education, what advice has been made available to schools in areas with a high covid-19 infection rate on reopening.
Answered by Nick Gibb
On 22 February 2021, my right hon. Friend, the Prime Minister, confirmed that, based on the Government’s assessment of the current data against its 4 tests for relaxing restrictions, it will be possible for children to return to schools from 8 March 2021. The latest data suggests that COVID-19 infection rates have fallen across all ages, including in children and young people.
Schools should continue to implement the system of controls. These are the measures that schools have been using since the start of the autumn term. We have strengthened the system of controls in secondary schools by recommending that staff and pupils wear face coverings anywhere in the school where social distancing is not possible. More information is available here: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/964351/Schools_coronavirus_operational_guidance.pdf.
Our programme of rapid COVID-19 testing is going to continue to be an important part of how we keep COVID-19 infection rates down within schools and across the wider community. Since January 2021, we have been delivering rapid testing kits to secondary schools and colleges to help identify pupils or staff who are infected with COVID-19 but may not yet show any symptoms. Pupils returning to secondary schools from 8 March will be strongly encouraged to take a rapid test for COVID-19 before their face-to-face teaching re-starts. Staff in both primary and secondary schools are now also going to be able to be tested twice a week, whether they are showing COVID-19 symptoms or not. This means that we can ask those with positive results to self-isolate and further reduce the spread of the virus.
In the event that COVID-19 restrictions in schools are needed to help contain the spread of the virus, the Government may ask schools to change how they are delivering education for a short period of time. To assist with this, on 22 February, we published a revised contingency framework, which outlines how schools should operate in the event of any restrictions. The contingency framework is available here: https://www.gov.uk/government/publications/coronavirus-covid-19-contingency-framework-for-education-and-childcare-settings/contingency-framework-education-and-childcare-settings-excluding-universities#contingency-framework-principles.
The contingency framework is different from the processes for managing COVID-19 cases or outbreaks in individual schools and the process for alleviating operational challenges including staff shortages. Existing processes and roles for school leaders and Directors of Public Health in addressing those issues are unchanged.
Any decision that attendance at education or childcare settings should be restricted will not be taken lightly. The Department will work with other Government Departments, the Chief Medical Officer, the Joint Biosecurity Centre, Public Health England, the Department of Health and Social Care, NHS Test and Trace and relevant local authorities to ensure the decision is informed by the available evidence and recent data. These will be ministerial decisions made on an area-by-area basis in the light of all available evidence, public health advice and local and national circumstances.
Asked by: Virendra Sharma (Labour - Ealing, Southall)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment he has made of the potential merits of (a) delaying schools reopening and (b) blended learning in areas with the highest rates of covid-19.
Answered by Nick Gibb
The Government has been committed to getting all pupils back into schools full-time, as soon as the public health picture allows. In doing so, the Department is guided by the scientific and medical experts. Data and evidence are considered regularly, including by the Scientific Advisory Group for Emergencies (SAGE), the Joint Biosecurity Centre, Public Health England and the Chief Medical Officers.
On 22 February 2021, my right hon. Friend, the Prime Minister, confirmed that, based on the Government’s assessment of the current data against its 4 tests for relaxing restrictions, it will be possible for children to return to schools from 8 March 2021. The latest data suggests that COVID-19 infection rates have fallen across all ages, including in children and young people.
Missing face-to-face education has severe impacts for children and young people, with clear evidence that further time out of education is detrimental for cognitive and academic development, health and wellbeing.
There should be no need to reduce occupancy in schools by implementing rotas or providing blended learning. Instead, everyone should follow the system of controls set out in our published guidance, which have been strengthened and are the correct measures for minimising the risk of transmission within schools: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/963541/Schools_coronavirus_operational_guidance.pdf.
In the event that restrictions in schools are needed to help contain the spread of the virus, the Government may ask schools to change how they are delivering education for a short period of time. To assist with this, on 22 February, we published a revised contingency framework, which outlines how schools should operate in the event of any restrictions. The contingency framework is available at the following link: https://www.gov.uk/government/publications/coronavirus-covid-19-contingency-framework-for-education-and-childcare-settings/contingency-framework-education-and-childcare-settings-excluding-universities#contingency-framework-principles.
The contingency framework is different from the processes for managing COVID-19 cases or outbreaks in individual schools and the process for alleviating operational challenges including staff shortages. Existing processes and roles for school leaders and Directors of Public Health in addressing those issues are unchanged.
Asked by: Virendra Sharma (Labour - Ealing, Southall)
Question to the Department for Education:
To ask the Secretary of State for Education, what advice he has received on reducing the risk of increasing covid-19 infection rates when schools reopen; and what the key recommendations of that advice were.
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. We ensure that our policy is based on the latest scientific and medical advice, and we continue to develop comprehensive guidance based on the PHE-endorsed ‘system of controls’ and to understand the impact and effectiveness of these measures on staff, pupils and parents.
As new evidence or data emerges, the Department updates its advice accordingly to ensure that all our schools have the right safety measures in place. On 22 February 2021, we updated our guidance to support the full opening to education from 8 March, which includes updated advice on face coverings. The guidance can be found here: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/964351/Schools_coronavirus_operational_guidance.pdf.
We know that the predominant new variant of COVID-19 is more transmissible. PHE advice remains that the way to control this virus is with the ‘system of controls’, even with the current new variants. The ‘system of controls’ measures outlined in our guidance create an environment for children and staff where the risk of transmission of infection is substantially reduced. Schools need to continue to implement these controls to the fullest extent possible.
While it is not possible to ensure a totally risk-free environment, there is no evidence that children transmit the disease any more than adults. The Department recently published 'Evidence summary: COVID-19 - children, young people and education settings', which can be found here: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/963639/DfE_Evidence_summary_COVID-19_-_children__young_people_and_education_settings.pdf.
Based on the recent Office for National Statistics data, the risks to education staff are similar to those for most other occupations. This data can be found at: https://www.ons.gov.uk/peoplepopulationandcommunity/healthandsocialcare/conditionsanddiseases/articles/coronaviruscovid19infectionsinthecommunityinengland/characteristicsofpeopletestingpositiveforcovid19inengland22february2021.
The Department will continue to keep our guidance and advice to schools under review to help ensure they remain as safe as possible.
Asked by: Virendra Sharma (Labour - Ealing, Southall)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps he has taken to (a) distribute clear face masks to schools and colleges, and (b) help schools make reasonable adjustments for those children who suffer from hearing loss.
Answered by Nick Gibb
The Department’s guidance on face coverings can be found here: https://www.gov.uk/government/publications/face-coverings-in-education/face-coverings-in-education.
As the guidance outlines, during national lockdown, in schools and colleges where Year 7 and above are educated, face coverings should be worn by adults (staff and visitors), pupils and students when moving around indoors, outside of classrooms and other teaching environments, such as in corridors and communal areas where social distancing is difficult to maintain.
Based on current evidence and the measures that schools and colleges are already putting in place, such as the system of controls and consistent bubbles, face coverings will not generally be necessary in the classroom.
Children in primary schools do not need to wear a face covering.
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.
Face coverings can make it more difficult to communicate with pupils and students with additional needs or those who many rely on lip reading or facial expressions for understanding. We expect staff to be sensitive to these needs when teaching and interacting with pupils and students.
Schools can get advice and support for children with hearing impairments from specialist teachers of the deaf. These teachers support children and young people with hearing impairment, and their families, from the point of diagnosis. The Department for Education also funds the whole school special educational needs and disability consortium (£1.9 million per annum), hosted by National Association for Special Educational Needs, to provide schools with access to resources and tips for the classroom, including for hearing impairment.
We continue to provide information to the sector on our guidance, and any changes to it, through regular departmental communications. We will also continue to work with Public Health England, as well as stakeholders across the sector, to monitor the latest scientific and medical advice and understand the impact of the system of controls on staff, pupils and parents.