My Lords, the Government are, along with noble Lords, extremely proud of the success of Team GB at the recent Tokyo Olympics and Paralympics. We are committed to raising school sports participation by investing through the primary PE and sport premium and funding to open school sports facilities. On Monday, I had the pleasure of visiting a new free school—Coombe Wood School, in Croydon—which puts health and fitness at the heart of its educational approach.

My Lords, we found out in 2012 that it is incredibly difficult to translate the excitement of the Games into greater participation. We also know from experience that, when people leave education—at 16, 18 or 21—if that is where their sporting activity is, they tend to stop. What positive steps are the Government taking to make sure that, before they leave school, people are playing sport in amateur structures outside, which will lead to a continuation of activity?

I, too, add my congratulations to Team GB and their great achievements at the Olympic and Paralympic Games. Given our shared ambition to leave a legacy post Games, does my noble friend the Minister agree that it is now time to make sports, and physical activity, a higher priority in schools, given that it fosters long-term physical, emotional, social and positive well-being, and to consider making PE a core subject?

My Lords, I count it a privilege to be able to associate myself with the expressions of congratulations to both the Olympic and Paralympic teams. I hope that I can easily persuade the Minister and the House to reflect on the fact that, for most of the members of these teams who are not medallists, the fact of selection and participation in the Olympic Games will be the high point of their sporting careers. The British Olympic Association has a saying: “Once an Olympian, always an Olympian.” Would that not be a very effective saying to use in the encouragement of sports in schools?

Speedy access to a defibrillator saves lives. A decade ago, the budding sportsman Oliver King, aged 12, suffered a cardiac arrest during a swimming lesson and, sadly, passed away. It happened at my old school, King David High School in Liverpool, in the pool where I learned to swim. Oliver’s dad, Mark King, has campaigned for 10 years, via the Oliver King Foundation, for defibrillators to be in all schools. I attended a meeting a few days ago with the Secretary of State, along with Mark and the charitable and legendary former Liverpool player Jamie Carragher. Surely legislation is not needed. Can my noble friend the Minister assure me that defibrillators will be placed in all schools urgently?

My Lords, given the noble Baroness’s obvious commitment to school sports, can she tell me why, since 2010, 215 school playing fields were sold off? Will she put a stop to the practice?

My Lords, I refer to my interests in the register. In my part of the country, the West Riding of Yorkshire, and across the whole of the north of England, rugby league plays a huge role in communities. But for most young people, especially those from less well-off backgrounds, entry into the sport is predominantly through schools. Can my noble friend therefore assure me that support for rugby league in schools remains a priority for the Government?

Tabled by

Lord Bassam of Brighton

To ask Her Majesty’s Government, further to Team GB’s success at the Tokyo 2020 Olympic Games, what steps they plan to take (1) to raise sports participation levels in schools, and (2) to provide additional funding to support this.

My Lords, I pay tribute to all our Olympians and Paralympians in Tokyo; not all returned with a medal—though of course many did—but all returned, I think I can safely say, with the enduring respect and admiration of those of us watching at home, in recognition of the clearly tremendous efforts they put into training over years. This is surely a carpe diem moment for the Government to ensure that participation levels in sports increase in all schools, but particularly primary schools. Habits gained at an early age are more likely to be carried into adult life. In June, the Secretary of State announced, in respect of the PE and sport premium for primary schools, to which the Minister has just referred, that underspends for the two pandemic years could be carried forward into this academic year but must be spent by the end of it. Why should such a limit be imposed when primary schools need additional resources to increase and maximise sports participation levels?

My Lords, I totally echo the words of congratulations to Team GB and ParalympicsGB. Critical to the future improvement of sports participation in schools is teacher training. Some student teachers get as little as six hours of training on PE, and there are many examples about resulting problems with teacher confidence and competence when it comes to delivering a minimum 60 minutes of sport and physical activity a day. How do the Government propose to tackle that?

My Lords, I add my congratulations to those already expressed by noble Lords. There are sports facilities that stand unused when schools are not in session. Can the Minister look to putting in place arrangements by which all schools in the maintained sector—including of course academies and free schools—are required, and where necessary funded, to make sure that those sports facilities are available to their communities?

My Lords, I add my congratulations to the athletes of Team GB and ParalympicsGB. Beyond sports participation, does my noble friend the Minister agree that the stories of Olympic and Paralympic athletes, and their ability to act as role models, should, alongside the Olympic and Paralympic values, run through our education system like a golden thread of possibility? Would she also agree to further consider how we can make even more use of our Olympic and Paralympic athletes and their stories, to drive potential right through our education system?

The report from the Initial Teacher Training (ITT) Market Review was published on 5 July, around two weeks before the end of the school term, and the department launched a public consultation at the same time. The department recognises some of the consultation period fell during the school summer holidays, but this reflects the ambitious timetable that has been set for the review. We want to deliver any improvements decided upon as soon as is feasible as trainees, schools and pupils ultimately stand to benefit. The ITT Market Review is central to the department’s wider COVID-19 recovery plans and our approach to further narrowing attainment gaps to improve outcomes for all children and young people. During the spring, the department engaged with a broad range of sector representatives to help shape the report and will continue these discussions as we work towards publishing our response to the recommendations and ensuring all trainees have access to the highest quality ITT.

I refer the noble Lord to the answer I gave on 20 July 2021 to Question HL1599.

We remain committed to English language, as demonstrated by the manifesto commitment to boost English language teaching. However, our response to the COVID-19 outbreak is our priority at present. We will provide an update on English for Speakers of Other Languages (ESOL) in due course.

The Ministry of Housing, Communities and Local Government continues to work closely with the Department for Education and other government departments on the provision of ESOL.

Local authorities are responsible for ensuring there are sufficient places to meet the needs of looked after children in their area, including commissioning places from private or voluntary sector providers as required. They are responsible for agreeing prices with providers accordingly.

The Competition and Markets Authority (CMA) has launched a market study that will examine the lack of availability and increasing costs in children’s social care provision. The CMA is examining concerns around high prices paid by local authorities, specifically prices charged by providers and variation between prices paid for similar types of placements.

The government has also committed to undertaking a widescale review of children’s social care, taking a fundamental look at the needs, experiences and outcomes of the children it supports, and what is needed to make a real difference. The review will be bold, broad, and independently led, taking a fundamental look across children’s social care, with the aim of better supporting, protecting, and improving the outcomes of vulnerable children and young people. The review will be evidenced based and bring together a broad range of expertise.

The government will study the findings and recommendations of both reviews carefully when they report next year.

Technology in education has been essential for continuing to teach remotely during the COVID-19 outbreak and subsequent school and college closures. Technology also has the potential to support teacher workload reductions, flexible working, cost savings, effective teaching and improved pupil outcomes. We are building on the department’s significant investment in devices, platforms, training and digital services to develop a sustainable strategy for digital technology in education.

The department launched the first phase of the EdTech Demonstrator programme in April 2020. The Demonstrators are a network of schools and colleges which were initially funded in the 2020/21 financial year to provide peer-to-peer support on making the best use of technology to support remote teaching during the COVID-19 outbreak.

During phase one of the programme, the Demonstrator network provided bespoke support, meeting the individual training needs of over 4,000 schools and colleges, with over 11,000 more accessing live weekly webinars and tutorials.

The programme will continue into the 2021/22 financial year and will include support to schools and colleges to develop a sustainable digital strategy that supports wider school and college improvement drives. Schools and colleges can request support from the demonstrators via the programme website: https://edtechdemo.ucst.uk/.

From September 2021, we continue to expect schools to provide remote education for pupils whose attendance would be contrary to government guidance or legislation around COVID-19. Schools should, therefore, maintain their capabilities to deliver high quality remote education for next academic year.

A comprehensive package of support continues to be available to schools and further education institutions to help them meet our expectations for remote education, accessible at: https://www.gov.uk/guidance/get-help-with-remote-education.

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 both for the summer term of the academic year 2019/20, and then for the 2020/21 academic year, to provide video lessons in a broad range of subjects for Reception up to year 11. Specialist content for pupils with special educational needs and disabilities is also available. Since the start of the spring term 2021, over 98 million Oak National Academy lessons have been viewed.

The department has now committed a further £2.1 million to Oak National Academy, enabling it to operate from the start of the next academic year through to Easter 2022.

My right hon. Friend, the Minister of State for School Standards, has agreed to meet overseas education ministers attending the Global Education Partnership Summit to share policy experience and best practice in raising standards, and discuss approaches for education recovery. These meetings will provide an opportunity to highlight the department’s work such as Oak National Academy, and we expect overseas ministers, particularly from developing countries, to be interested in learning more about our approach.

Education is a devolved matter, and the response will outline the education reforms for England.

The government remains committed to raising educational standards for all pupils, to ensure they have the knowledge, qualifications and skills they need to succeed in life. The proportion of schools now rated by Ofsted as Good or Outstanding has risen from 68% in 2010 to 86% in 2020. For all phases of education, there is funding in place that specifically targets disadvantaged children and young people, in order to tackle the attainment gap.

For children in their early years, the department is investing £17 million to deliver the Nuffield Early Language Intervention, improving the language skills of reception age children who need it most during the COVID-19 outbreak. We have also announced £10 million for a pre-reception early language continued professional development programme, supporting early years staff to work with those disadvantaged children who are at risk of falling behind.

Disadvantaged children at school continue to benefit from additional funding given to their schools through the pupil premium, worth over £2.5 billion in 2021/22.

For 16 to 19-year-olds, the national funding formula includes extra funding for disadvantaged students. In 2020/21 the government allocated over £530 million to enable colleges, schools, and other providers to recruit and support disadvantaged 16 to 19-year-olds and to support students with special educational needs and disabilities.

The Disadvantage Gap Index shows that, between 2011 and 2019, the attainment gap between disadvantaged and non-disadvantaged pupils narrowed by 13% at age 11 and 9% at age 16.

In the current 2021/22 financial year, the National Funding Formula (NFF) allocates 17%, equivalent to £6.4 billion, of its funding through additional needs factors, which include deprivation. A further £2.5 billion of pupil premium funding, which has a specific focus on raising the attainment of deprived pupils, is provided on top of that. The department has recently published notional NFF allocations for the 2022/23 financial year. The funding allocated through additional needs factors in the NFF will increase to £6.7 billion.

The following table shows average per pupil funding allocated through the NFF, for the most deprived 20% of schools, and the least deprived 20% of schools, in the financial years 2018/19 and 2022/23.

Pay and pensions grants have been removed from this analysis, to ensure comparability between the years. The most and least deprived schools have been identified by reference to the proportion of pupils eligible for free school meals in 2022/23, and the groups of schools will not necessarily represent those who were most or least deprived in 2018/19.

In addition to NFF allocations, schools also receive funding through the pupil premium, to help them improve the attainment of their disadvantaged pupils. In the 2021/22 financial year, each primary pupil who has been eligible for free school meals at a point over the past six years attracts £1,345 Pupil Premium funding, with each “Ever 6” free school meals secondary pupil attracting £955. The equivalent rates for 2018/19 were £1,320 for primary pupils, and £935 for secondary pupils. The department will confirm schools’ pupil premium allocations for 2022/23 in spring next year.

In setting the NFF, the department has been careful to consider funding for deprivation, considering both the deprivation funding channelled through the NFF, and the funding provided through the pupil premium. It is right that schools with more pupils with additional needs, such as those indicated by measures of deprivation, low prior attainment, or English as an additional language, should receive extra funding to help ensure that schools are supported to meet the needs of all their pupils. For example, in 2021/22 a primary school pupil who is eligible for free school meals will attract a total of £2,380 for their school, through a combination of the free school meal and FSM6 factors in the NFF and the pupil premium, and a secondary pupil attracts £2,255. This is in addition to the basic per-pupil funding that all pupils attract through the NFF.

The main reasons for the relative redistribution of funding between local authorities are the introduction of minimum per pupil funding levels in 2018/19 and the funding system reflecting changes in relative deprivation over time. Some areas that have been historically particularly deprived, such as inner London, have become less deprived relative to other areas.

[1] The area cost adjustment is a multiplier that applies to both pupil-led and school-led factors and enables the core NFF funding amounts to take account of geographical variation in labour market costs.

The noble Lord is aware that this government recognises the importance of Science, Technology, Engineering and Maths (STEM) and Technical Education. Our many existing reforms aimed at boosting technical education include the introduction of employer-led standards in apprenticeships; launching T levels; growing the higher-level technical qualifications market; establishing Institutes of Technology across the country; and focusing Skills Bootcamps and Free Courses for Jobs on sectors that are key to the economy such as engineering, construction and digital. We also support those who do not have the required level of maths qualifications through the requirement for 16-18 year olds to continue to study maths as part of their programmes, an entitlement for adults and embedding maths in apprenticeships and traineeships.

In line with the government’s legal duties and its commitment to equalities, care has been taken to ensure that our proposed legislation is informed by assessments of their impacts for those from protected characteristics. The Impact Assessment of the Skills and Post-16 Education Bill was published on 18 May 2021 and includes an assessment of the impacts of its measures on those who share protected characteristics, including in reference to race. This is available here: https://www.gov.uk/government/publications/skills-and-post-16-education-bill-impact-assessment-and-jchr-memorandum.