​Assessment is a crucial part of a child’s schooling and fundamental in a high-performing education system. At primary school, statutory assessments are an essential part of ensuring that all pupils master the basics of reading, writing and maths to prepare them for secondary school. Assessment data also enables parents, schools and the department to understand the impact of lost time in education and recovery initiatives.

Schools should encourage pupils to work hard and achieve well, but the department does not recommend that they devote excessive preparation time to assessments, and certainly not at the expense of pupils’ mental health and wellbeing. We trust schools to administer assessments in the appropriate way.

Research conducted by UCL Institute of Education, published in 2021, found that there was ‘little evidence to changes in [pupil] wellbeing around the time of key stage 2 tests, or that children in England become happier - either in general or about school - once these tests are over’.

Nevertheless, the department knows that the COVID-19 pandemic has impacted on the mental health and wellbeing of children and young people and will have an impact in the longer-term. Mental health and wellbeing are a priority for the government, and we remain committed to promoting and supporting mental health and wellbeing support in schools and colleges. In May 2021, the department announced an investment of over £17 million of mental health funding to improve mental health and wellbeing support in schools and colleges. This includes £9.5 million dedicated to training senior mental health leads in over 8,000 schools and colleges, with an additional £3 million announced this year to extend this training to even more schools and colleges. The training will equip leads with the skills and knowledge to develop a culture and ethos that promotes positive mental health wellbeing, as well as how to make the best use of local resources to support children and young people experiencing issues such as anxiety.

The department has also recently brought together all its sources of advice for schools and colleges into a single site on GOV.UK, which includes signposting to external sources of mental health and wellbeing support for teachers, school staff and school leaders. The site is available here: https://www.gov.uk/guidance/mental-health-and-wellbeing-support-in-schools-and-colleges#mental-health-and-wellbeing-resources. ​

Understanding the impact of the COVID-19 disruption on the attainment and progress of all students is a key research priority for the government. That is why we invested in research into academic progress over the 2020/21 and 2021/22 academic years with Renaissance Learning and the Education Policy Institute. The latest findings from this research, published 28 March, include data from the first half of the 2021-22 autumn term. The findings from this research have been published on gov.uk at: https://www.gov.uk/government/publications/pupils-progress-in-the-2020-to-2022-academic-years

Our latest evidence suggests recovery is happening, with primary pupils recovering around 0.1 months in reading and 0.9 months in maths since Summer 2021, and recovering 1.5 months in reading and 1.7 months in maths since Spring 2021, with pupils now only 0.8 months and 1.9 months behind in reading and maths respectively.

This is equivalent to recovering around two thirds of progress lost due to the pandemic in primary reading and around half of progress lost in primary maths since Spring 2021.

Progress for secondary pupils in key stage 3 remains a concern, with pupils now on average around 2.4 months behind in reading, having seen losses since Summer 2021.

We are making some progress in closing gaps between disadvantaged pupils and their peers, additional gaps created by the COVID-19 pandemic appear to have reduced in primary maths and secondary reading since Summer 2021. However, the gap for primary reading appears to have grown.

In line with this evidence, we have announced £1 billion to extend the recovery premium over the next two academic years. This will enable schools to provide additional support for the most disadvantaged, and will be weighted more towards secondary pupils to reflect evidence showing greater learning loss for older pupils, who also have less time left in education. This is part of the nearly £5 billion of funding we have announced for an ambitious, multi-year education recovery plan to support young people to catch up on missed learning.

Recovery funding is already making a difference. By May 2022 1.5 million courses had been started by children across England through the National Tutoring Programme, and £950 million of direct funding through the catch up and recovery premia, was helping schools to deliver evidence-based interventions based on pupil needs. In light of the success of this year’s school-led tutoring route through the National Tutoring Programme, next year we will allocate all tutoring funding directly to schools, simplifying the system and giving schools the freedom to decide how best to provide tutoring for their pupils.

In addition to this, the Schools White Paper, 'Opportunity for all: strong schools with great teachers for your child', sets out how our education system will deliver recovery, not just through our specific recovery investments, but through a wider programme of ambitious reforms that truly level up outcomes and ensure we build back better from the pandemic.

The Parent Pledge in the Schools White Paper will also make the government’s vision clear that any child who falls behind in English or maths will receive the right evidence-based targeted support to get them back on track.

The average class size in Burton in January 2019 and January 2022 are as follows:

Data on class size is available at school level within the schools, pupils and their characteristics national statistics publication available at: https://explore-education-statistics.service.gov.uk/find-statistics/school-pupils-and-their-characteristics.

This data contains the parliamentary constituency of each school which can then be aggregated to parliamentary constituency level.

The average class size in Burton in January 2019 and January 2022 are as follows:

Data on class size is available at school level within the schools, pupils and their characteristics national statistics publication available at: https://explore-education-statistics.service.gov.uk/find-statistics/school-pupils-and-their-characteristics.

This data contains the parliamentary constituency of each school which can then be aggregated to parliamentary constituency level.

Improving the condition of schools is a priority for the Department, which is why we have allocated more than £13 billion for that purpose since 2015, including £1.8 billion committed this year. Dorset local authority was allocated £2.3 million to invest in maintained schools this year and there were five successful condition improvement fund projects approved.

This year core school funding increased by £4 billion, which is a 7% per pupil boost in cash terms. I recognise the pressure that rising inflation has created. We are constantly considering what further support we can provide schools to reduce their costs, and any additional support will sit alongside our range of school resource management tools, to help schools save on regular purchases and reduce non-teaching costs.

This year core school funding increased by £4 billion, which is a 7% per pupil boost in cash terms. I recognise the pressure that rising inflation has created. We are constantly considering what further support we can provide schools to reduce their costs, and any additional support will sit alongside our range of school resource management tools, to help schools save on regular purchases and reduce non-teaching costs.

This year core school funding increased by £4 billion, which is a 7% per pupil boost in cash terms. I recognise the pressure that rising inflation has created. We are constantly considering what further support we can provide schools to reduce their costs, and any additional support will sit alongside our range of school resource management tools, to help schools save on regular purchases and reduce non-teaching costs.

What steps he is taking to improve the quality of classrooms in schools in Dorset.

I hope I am not giving my hon. Friend the Minister a headache by keeping on reminding him about The Gryphon School in Sherborne, but it desperately needs its temporary classrooms to be replaced. I shall be grateful to hear from him on that. Furthermore, will he help me with Dorchester Middle School? The school, which is nearly 100 years old, has lodged a bid to replace boilers that do not work, and its bid for capital improvement funds has been rejected. Will he help me with expediting these issues?

I know that schools in Dorset applied to the schools rebuilding programme. I know, too, that the Minister appreciates the importance of informing schools of their place on

the programme as soon as possible. However, Under-Secretary of State for Education Baroness Barran told me that schools will be informed later this year. Can the Minister say when schools in Dorset and Lydiate Primary School in my constituency will be told whether they will receive the money that they desperately need?

What assessment his Department has made of the impact of inflation on school budgets.

I recently visited Hall Road Primary School, which was built in the 1920s. It is in a disadvantaged part of Hull, but it provides an excellent education to local pupils. The headteacher told me that rising costs in energy were really hitting his limited budget for the school. Is the Minister willing to meet me to discuss what emergency funding could be given to the school to help it, and also so that I can lobby for a new school building?

I have spoken to local headteachers who report that due to inflation, staffing costs have increased by 12%, with gas costs increasing by 20%, and electricity by 30%. One headteacher said,

“please ask the Secretary of State what am I supposed to cut in order to meet inflation costs: the mental health first aider we’ve had to recruit because of the backlog at CAMHS, or the resources we’ve had to put into a community kitchen because so many children were going without meals? Should I turn off the heating in the winter, or simply cut teaching staff?”

What would the Minister like me to say to that headteacher?

Schools are telling us that standstill funding, inflation and rising energy costs mean that they are having to limit the numbers of healthy options in schools meals. The Government agree with Labour that good healthy school meals are essential for children to thrive, especially as for more and more children the school dinner is their only hot meal. The Minister for Children and Families said about school meals that it was up to schools to “manage their own” individual budgets. Is that the best the Government can serve up?

The TS6 postcode area in my constituency is one of the most disadvantaged in Teesside, and there are not enough secondary school places for TS6 children this year, next year or the year

after that, with kids having to travel miles to the nearest school with capacity. While understanding the inflationary pressures on schools, will the Minister work with me to ensure that there are enough school places for young people in the TS6 area in the years ahead?

Inflation is hitting all schools and colleges hard across my constituency, but unlike academies, councils, schools and other education providers, colleges cannot claim back VAT on supplies and services. Will the Minister speak with officials in other Departments to consider that issue, and to ensure that colleges such as Derwentside College in my constituency are able to do the best they can with the price pressures they are facing at the moment?

Skyrocketing energy bills are squeezing school budgets. The latest data suggests that prices have almost doubled in the first quarter of the year alone. With cost pressures putting children’s learning at risk, will the Minister publish the results of his Department’s survey on the experience of schools? When does he plan to bring forward the additional support that schools need to keep the lights on?

Will the Secretary of State join me in congratulating the team at Penketh High School on its ever improving standards? Ofsted recently improved its rating of the school, there was the sports gold award last week, and year 9 student Leon Stretton has signed for Warrington Wolves—a huge success in the town. However, the school’s problem is the poor state of its estate. Will my right hon. Friend look carefully at its recent application to improve the standard of the SEND building?

I am sure that I am not alone in hearing worrying reports of faith-based bullying and sexual harassment in schools. If this week has taught us anything, it is that we need to lead by example. Will the Secretary of State tell us when the Department for Education’s own bullying and harassment policies were last reviewed and updated?