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It is a real pleasure to follow my hon. Friend the Member for Sheffield, Hallam (Olivia Blake) and her incisive comments. I grew up in a council house in North Kenton, in Newcastle. I went to excellent local state schools, and the NHS made me well when I was ill...
It is a real pleasure to follow my hon. Friend the Member for Sheffield, Hallam (Olivia Blake) and her incisive comments. I grew up in a council house in North Kenton, in Newcastle. I went to excellent local state schools, and the NHS made me well when I was ill...
A Westminster Hall debate on the ‘Science and Discovery Centres’ support for education in science and careers in STEM subjects’ has been scheduled for Wednesday 24 March 2021 from 2:30pm. The debate has been initiated by Dr Ben Spencer MP.
A Westminster Hall debate on the ‘Science and Discovery Centres’ support for education in science and careers in STEM subjects’ has been scheduled for Wednesday 24 March 2021 from 2:30pm. The debate has been initiated by Dr Ben Spencer MP.
To ask the Secretary of State for Education, what assessment he has made of the (a) benefits and (b) harms of children wearing face masks in school; and if he will publish the scientific evidence upon which that assessment is based.
To ask the Secretary of State for Education, what assessment he has made of the (a) benefits and (b) harms of children wearing face masks in school; and if he will publish the scientific evidence upon which that assessment is based.
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 continue to work to ensure that our policy is based on the latest scientific and medical advice, to 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.
The Department has recently published updated 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
The Department has also published its evidence summary on 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
As the guidance outlines, where pupils and students in Year 7 and above are educated, we recommend that face coverings should be worn by adults, pupils and students when moving around the premises, outside of classrooms, such as in corridors and communal areas where social distancing cannot easily be maintained.
In addition, from 8 March, the Department now also recommends that in those schools and colleges where pupils and students in Year 7 and above are educated, face coverings should be worn in classrooms unless social distancing can be maintained.
In primary schools, we recommend that face coverings should be worn by staff and adult visitors in situations where social distancing between adults is not possible (for example, when moving around in corridors and communal areas). Children in primary school do not need to wear a face covering.
The best available scientific evidence is that, when used correctly, wearing a face covering may reduce the spread of COVID-19 droplets in certain circumstances, helping to protect others.
The Department recognises that the wearing of face coverings may impact communication. However, on balance, increased use of face coverings will strengthen the current safety measures in place in schools and colleges and support the return to face-to-face education.
The Department is recommending these precautionary measures for a limited time during this period of high COVID-19 prevalence in the community. These measures will be in place until Easter, and as with all measures, we will keep this under review and update guidance at that point.
To ask the Secretary of State for Education, if he will publish the scientific evidence submitted to his Department in relation to covid-19 on the (a) transmissibility for 0-10 year old children, (b) infection rates for 0-10 children, (c) expected infection and death rates for the children that return to...
To ask the Secretary of State for Education, if he will publish the scientific evidence submitted to his Department in relation to covid-19 on the (a) transmissibility for 0-10 year old children, (b) infection rates for 0-10 children, (c) expected infection and death rates for the children that return to...
The Government has asked schools and nurseries to prepare to open to more young people from 1 June, with protective measures in place, as part of a phased wider opening of schools.
The Children’s Task and Finish Working Group, established by SAGE (Scientific Advisory Group for Emergencies), provided consolidated scientific health advice to Government. Advice from this group was used, alongside other sources of information, to inform decision making on the wider opening schools.
Papers from SAGE meetings are being published in tranches. The first batch was released on 20 March 2020 and further papers were published on 5 May and 22 May 2020, including papers on the wider opening of schools. Further batches will be released regularly.
The list of papers to be released to date is available by following the link below, including a number of schools-related papers. This list will be updated to reflect papers considered at future meetings: https://www.gov.uk/government/groups/scientific-advisory-group-for-emergencies-sage-coronavirus-covid-19-response.
In addition, the department has published an explanatory note to accompany SAGE’s findings from the Interdisciplinary Task and Finish Group. This looked specifically at the role of children in transmission and can be found by following the link below:
ONS published analysis of coronavirus (COVID-19) related deaths by ethnic group, England and Wales: 2 March 2020 to 10 April 2020. This provisional analysis has shown that the risk of death involving coronavirus (COVID-19) among some ethnic groups is significantly higher than that of those of white ethnicity. A review, carried out by PHE, will look to understand how different factors -including ethnicity, gender and obesity -can impact on people’s health outcomes from COVID-19. More information can be found by following the link below: https://www.gov.uk/government/news/review-into-factors-impacting-health-outcomes-from-covid-19.
To ask Her Majesty's Government what plans they have to publish scientific evidence that schools are safe to re-open before pupils are allowed to return in June.
To ask Her Majesty's Government what plans they have to publish scientific evidence that schools are safe to re-open before pupils are allowed to return in June.
The government is committed to publishing the scientific evidence that has informed SAGE’s advice, including evidence related to schools.
These papers are being published in batches. The full list of papers released to date is available by following the link below. This list will be updated to reflect papers considered at recent and future meetings, available at:
That this House notes in the Year of Engineering the published findings from a report by the Institution of Mechanical Engineers on how engineering is framed in secondary schools which shows that despite perceiving engineering as important, teachers, parents and pupils do not know what engineering entails; expresses concern that this subject, intrinsic to the UK's future economic success through the fourth industrial revolution, is rarely encountered in mainstream education; further notes how girls feel particularly poorly informed and do not see engineering as relevant to their own lives; calls for urgent action to be taken by the Department for Education and devolved education departments to set up a short-term working group of leading educationalists, employers and other stakeholders to review and report on innovative ways to better integrate engineering into young people's education; and calls on education departments to advocate school science, mathematics, design and technology curricula that better reflect the importance of the made world to modern society.
That this House notes in the Year of Engineering the published findings from a report by the Institution of Mechanical Engineers on how engineering is framed in secondary schools which shows that despite perceiving engineering as important, teachers, parents and pupils do not know what engineering entails; expresses concern that...
That this House congratulates the efforts of the FemEng in Rwanda project which recently returned to Glasgow after a trip to Rwanda during which it promoted science and engineering to over 1,000 secondary school pupils there; notes that FemEng in Rwanda is led by eight female engineering students from the University of Glasgow and aims to encourage the participation of young women in the science and engineering fields; is impressed that they have left 180 packs of AFRIpads for their Rwandan team to distribute as they continue giving workshops in more rural areas of the country; further notes that the trip included a celebratory reception at the University of Rwanda, hosted by Vice-Chancellor Phil Cotton, on 21 July 2017 which was attended by representatives form Zipline and Bridges to Prosperity as well as staff from the College of Science and Technology; is further impressed to hear that there will be a club named FutureYou established to continue their work in Rwanda with a focus on careers guidance in STEM and Architecture subjects; and is pleased that FemEng in Rwanda plans to expand further following its previous growth; and looks forward to hearing of its future successes.
That this House congratulates the efforts of the FemEng in Rwanda project which recently returned to Glasgow after a trip to Rwanda during which it promoted science and engineering to over 1,000 secondary school pupils there; notes that FemEng in Rwanda is led by eight female engineering students from the...
To ask Her Majesty’s Government when they intend to bring forward proposals to establish a curriculum fund for Britain’s leading cultural and scientific institutions, as outlined in their 2017 manifesto.
To ask Her Majesty’s Government when they intend to bring forward proposals to establish a curriculum fund for Britain’s leading cultural and scientific institutions, as outlined in their 2017 manifesto.
My Lords, we want all children, whatever their background or needs, to benefit from a high-quality education that equips them with the knowledge they need to succeed in modern Britain. We want to ensure that all teachers have appropriate support to help them deliver this knowledge-rich curriculum. We will provide further detail in due course.
I beg leave to ask the Question standing in my name on the Order Paper, and in doing so refer to my interests in the register, including membership of the board of the Royal Shakespeare Company.
I beg leave to ask the Question standing in my name on the Order Paper, and in doing so refer to my interests in the register, including membership of the board of the Royal Shakespeare Company.
My Lords, we want all children, whatever their background or needs, to benefit from a high-quality education that equips them with the knowledge they need to succeed in modern Britain. We want to ensure that all teachers have appropriate support to help them deliver this knowledge-rich curriculum. We will provide further detail in due course.
My Lords, we want all children, whatever their background or needs, to benefit from a high-quality education that equips them with the knowledge they need to succeed in modern Britain. We want to ensure that all teachers have appropriate support to help them deliver this knowledge-rich curriculum. We will provide further detail in due course.
To ask Her Majesty’s Government when they intend to bring forward proposals to establish a curriculum fund for Britain’s leading cultural and scientific institutions, as outlined in their 2017 manifesto.
My Lords, I thank the Minister for that Answer, but it suggests to me that the proposal in the manifesto is as yet a little underresearched. The Minister will be aware that many cultural institutions already provide a vast amount of teaching and learning material, and work very hard to make it available. Would he accept that what is really necessary is for schools to have the funds to access this material and to feel supported in using those funds to get material which enriches the curriculum, rather than feeling undermined, particularly in respect of arts-based subjects, by a persistent mixed message from the Government about the value of creative education, which is mostly evidenced in the continuing refusal to add arts subjects to the EBacc?
My Lords, I thank the Minister for that Answer, but it suggests to me that the proposal in the manifesto is as yet a little underresearched. The Minister will be aware that many cultural institutions already provide a vast amount of teaching and learning material, and work very hard to make it available. Would he accept that what is really necessary is for schools to have the funds to access this material and to feel supported in using those funds to get material which enriches the curriculum, rather than feeling undermined, particularly in respect of arts-based subjects, by a persistent mixed message from the Government about the value of creative education, which is mostly evidenced in the continuing refusal to add arts subjects to the EBacc?
We will have to see what comes out of this initiative from the Queen’s Speech, but the noble Baroness is right that a lot of
organisations help schools in terms of the information they have—the British Museum is a very good example. This initiative came out of last year’s Educational Excellence Everywhere White Paper, in which we said that the Government would increase support for teachers to deliver a more ambitious curriculum successfully, including better access to high-quality, evidence-based teaching materials. There is work to be done, but this is the beginning.
We will have to see what comes out of this initiative from the Queen’s Speech, but the noble Baroness is right that a lot of
organisations help schools in terms of the information they have—the British Museum is a very good example. This initiative came out of last year’s Educational Excellence Everywhere White Paper, in which we said that the Government would increase support for teachers to deliver a more ambitious curriculum successfully, including better access to high-quality, evidence-based teaching materials. There is work to be done, but this is the beginning.
We will have to see what comes out of this initiative from the Queen’s Speech, but the noble Baroness is right that a lot of
organisations help schools in terms of the information they have—the British Museum is a very good example. This initiative came out of last year’s Educational Excellence Everywhere White Paper, in which we said that the Government would increase support for teachers to deliver a more ambitious curriculum successfully, including better access to high-quality, evidence-based teaching materials. There is work to be done, but this is the beginning.
My Lords, I thank the Minister for that Answer, but it suggests to me that the proposal in the manifesto is as yet a little underresearched. The Minister will be aware that many cultural institutions already provide a vast amount of teaching and learning material, and work very hard to make it available. Would he accept that what is really necessary is for schools to have the funds to access this material and to feel supported in using those funds to get material which enriches the curriculum, rather than feeling undermined, particularly in respect of arts-based subjects, by a persistent mixed message from the Government about the value of creative education, which is mostly evidenced in the continuing refusal to add arts subjects to the EBacc?
My Lords, given that we are seeing arts subjects being cut in schools, that there has been a 31% reduction in the funding by local authorities to museums and that 64 museums have already closed, would it not be better, rather than giving money to already wealthy establishments, to give the money to deprived areas to turn the corner so that young people have access and are able to go to visit local museums and art galleries?
My Lords, given that we are seeing arts subjects being cut in schools, that there has been a 31% reduction in the funding by local authorities to museums and that 64 museums have already closed, would it not be better, rather than giving money to already wealthy establishments, to give the money to deprived areas to turn the corner so that young people have access and are able to go to visit local museums and art galleries?
First, we are focusing on so-called opportunity areas. So we are focusing on those areas we believe are deprived, to be sure that there is better social mobility. In terms of the arts, which I think was the gist of the noble Lord’s question, we fund a number of programmes to enhance children’s arts education. As the noble Lord will know, these are extensive and include 120 music education hubs, and we have provided £300 million between 2016 and 2020. These ensure, for example, that every child between five and 18 has the opportunity to learn a musical instrument through whole-class ensemble teaching.
First, we are focusing on so-called opportunity areas. So we are focusing on those areas we believe are deprived, to be sure that there is better social mobility. In terms of the arts, which I think was the gist of the noble Lord’s question, we fund a number of programmes to enhance children’s arts education. As the noble Lord will know, these are extensive and include 120 music education hubs, and we have provided £300 million between 2016 and 2020. These ensure, for example, that every child between five and 18 has the opportunity to learn a musical instrument through whole-class ensemble teaching.
First, we are focusing on so-called opportunity areas. So we are focusing on those areas we believe are deprived, to be sure that there is better social mobility. In terms of the arts, which I think was the gist of the noble Lord’s question, we fund a number of programmes to enhance children’s arts education. As the noble Lord will know, these are extensive and include 120 music education hubs, and we have provided £300 million between 2016 and 2020. These ensure, for example, that every child between five and 18 has the opportunity to learn a musical instrument through whole-class ensemble teaching.
My Lords, given that we are seeing arts subjects being cut in schools, that there has been a 31% reduction in the funding by local authorities to museums and that 64 museums have already closed, would it not be better, rather than giving money to already wealthy establishments, to give the money to deprived areas to turn the corner so that young people have access and are able to go to visit local museums and art galleries?
My Lords, it is clearly an excellent idea to use our institutions more effectively as educational resources. However, is the Minister aware that educational visits to the national museums, for instance, have been declining? Does he agree that there is nothing quite like face-to-face interaction with those objects, which may well then feature significantly within this new input into the curriculum?
My Lords, it is clearly an excellent idea to use our institutions more effectively as educational resources. However, is the Minister aware that educational visits to the national museums, for instance, have been declining? Does he agree that there is nothing quite like face-to-face interaction with those objects, which may well then feature significantly within this new input into the curriculum?
The noble Earl is correct. We want to optimise what we have in this country. The British Museum is an obvious example, but we need to look beyond London at, for example, Portsmouth or Southampton, where there is an awful lot of history and museums. Schools would do well to be given further support from government to encourage them to provide this knowledge-rich information.
The noble Earl is correct. We want to optimise what we have in this country. The British Museum is an obvious example, but we need to look beyond London at, for example, Portsmouth or Southampton, where there is an awful lot of history and museums. Schools would do well to be given further support from government to encourage them to provide this knowledge-rich information.
The noble Earl is correct. We want to optimise what we have in this country. The British Museum is an obvious example, but we need to look beyond London at, for example, Portsmouth or Southampton, where there is an awful lot of history and museums. Schools would do well to be given further support from government to encourage them to provide this knowledge-rich information.
My Lords, it is clearly an excellent idea to use our institutions more effectively as educational resources. However, is the Minister aware that educational visits to the national museums, for instance, have been declining? Does he agree that there is nothing quite like face-to-face interaction with those objects, which may well then feature significantly within this new input into the curriculum?