1-20 of 275 results for primarymember:"Baroness Barran"
Librarians' tools
- Search time
- 0.28 seconds
- Solr query time
- 0.003 seconds
- Search query
- primarymember:"Baroness Barran"
- We searched for
- primaryMember_ses:447512
Type
House
Session
Year
Department
More
Member
More
Primary member
Answering member
More
Legislative stage
Legislation
More
Subject
More
Publisher
To ask His Majesty's Government what assessment they have made of the effects on SEND provision of transferring SEND responsibilities from central government to regional authorities.
To ask His Majesty's Government what assessment they have made of the effects on SEND provision of transferring SEND responsibilities from central government to regional authorities.
Some regional bodies, including Mayoral Strategic Authorities, are already working to support local authorities across their regions, as those local authorities deliver their statutory duties relating to special educational needs and disabilities (SEND).
The department will continue to work with regional authorities to consider how they could further support our reforms to the SEND system to improve outcomes for children and young people with SEND. There will be further announcements on devolution in due course.
To ask His Majesty's Government what safeguards they will retain to ensure national consistency in educational standards following the implementation of plans to reform funding for special educational needs and disabilities provision in mainstream and specialist schools.
To ask His Majesty's Government what safeguards they will retain to ensure national consistency in educational standards following the implementation of plans to reform funding for special educational needs and disabilities provision in mainstream and specialist schools.
We have appointed an independent panel of experts, led by education and health co-chairs, to advise on what approaches, strategies, and tools should be included in the National Inclusion Standards and Specialist Provision Packages.
The Standards will set out the provision that ordinarily should be in every setting across the 0 to 25 system. This is in addition to the evidence-based tools, strategies and approaches for educators to support children and young people with special educational needs and disabilities.
Specialist Provision Packages describe the support available for children and young people with the most complex needs. These measures are designed to create a consistent, high-quality offer, wherever they live, thereby ending the post code lottery of support.
We will develop a national cost framework for these packages, and we expect to engage with stakeholders and consult on any new funding arrangements in due course.
To ask His Majesty's Government what assessment they have made of restoring the 24 Gigawatts target for nuclear energy.
To ask His Majesty's Government what assessment they have made of restoring the 24 Gigawatts target for nuclear energy.
As we enter the new golden age of nuclear, this government has committed almost £17 billion across the Spending Review period to the most ambitious nuclear new build programme for a generation, including Sizewell C and the Great British Energy – Nuclear (GBE-N) small modular reactor programme.
The government is focused on enabling nuclear projects to support the UK's long-term energy needs, including through the Advanced Nuclear Framework, to support private sector-led advanced nuclear projects.
Furthermore, GBE-N has been tasked with identifying other suitable sites that could host a potential further large-scale nuclear project.
To ask His Majesty's Government what discussions they have had regarding the devolution of education and skills powers to mayoral combined authorities.
To ask His Majesty's Government what discussions they have had regarding the devolution of education and skills powers to mayoral combined authorities.
The department engages regularly with Mayoral Strategic Authorities on a wide range of issues, including the devolved skills powers and funding they hold, and their role as leaders in their local skills systems. Skills devolution is an important mechanism for enabling more responsive and locally tailored provision that meets the needs of learners, employers and regional economies.
The government recognises the value of empowering Strategic Authorities to shape skills provision in line with local priorities. Through ongoing engagement, the department will continue to explore opportunities to build on existing devolution arrangements, ensuring that skills investment supports local growth and delivers outcomes that reflect the needs of communities across England.
To ask His Majesty's Government what plans they have to reform funding for special educational needs and disabilities provision in mainstream and specialist schools.
To ask His Majesty's Government what plans they have to reform funding for special educational needs and disabilities provision in mainstream and specialist schools.
The department has published the ‘Every Child Achieving and Thriving’ Schools White Paper, alongside a special educational needs and disabilities (SEND) consultation, which set out our plans for reform, including those relating to funding. We have also published additional information on SEND Reform for those leading and working in mainstream schools, and a summary of what the SEND reforms mean for specialist provision, including special schools, which are available on GOV.UK.
In taking forward these plans, our aim is both to establish a fair mainstream school funding system that directs funding to where it is needed, enabling improved support for children with SEND, and to create a fair, transparent system that gives specialist schools stable, predictable funding to deliver high-quality education and integrated support for children with the most complex needs. We will consult on proposals for specific funding changes as these plans are further developed.
To ask His Majesty's Government what assessment they have made of the financial sustainability of the private school sector.
To ask His Majesty's Government what assessment they have made of the financial sustainability of the private school sector.
The government has not made any assessment of the financial sustainability of the private school sector. It is for private schools, as private businesses, to ensure their businesses remain viable.
To ask His Majesty's Government how many (1) primary schools, and (2) secondary schools, in England provide a one-to-one screen-based device to every pupil.
To ask His Majesty's Government how many (1) primary schools, and (2) secondary schools, in England provide a one-to-one screen-based device to every pupil.
To ask His Majesty's Government whether educational technology products adopted by schools are required to undergo a data protection impact assessment before deployment.
To ask His Majesty's Government whether educational technology products adopted by schools are required to undergo a data protection impact assessment before deployment.
To ask His Majesty's Government what process they use to verify the safety, privacy, and educational value of educational technology products being used in schools in England.
To ask His Majesty's Government what process they use to verify the safety, privacy, and educational value of educational technology products being used in schools in England.
To ask His Majesty's Government what is the cost of (1) one-to-one screen-based devices, and (2) educational technology software and licences, provided for use in schools in England in each of the last three academic years.
To ask His Majesty's Government what is the cost of (1) one-to-one screen-based devices, and (2) educational technology software and licences, provided for use in schools in England in each of the last three academic years.
To ask His Majesty's Government, further to the report by the Information Commissioner's Office Edtech examined, published on 24 June, which highlighted a number of compliance gaps across the EdTech sector, what assessment they have made of the collection of children's personal data by educational technology applications used in schools.
To ask His Majesty's Government, further to the report by the Information Commissioner's Office Edtech examined, published on 24 June, which highlighted a number of compliance gaps across the EdTech sector, what assessment they have made of the collection of children's personal data by educational technology applications used in schools.
My Lords, I too welcome my noble friend to her place on the Front Bench. Does the Minister agree that we should congratulate and celebrate the 500 schools in this country that have added most value to the pupils attending them, rather than trying to pick holes in their performance?
My Lords, I too welcome my noble friend to her place on the Front Bench. Does the Minister agree that we should congratulate and celebrate the 500 schools in this country that have added most value to the pupils attending them, rather than trying to pick holes in their performance?
I am not quite sure what the noble Baroness is referring to. I am always more than happy to celebrate the work of teachers and others in schools across this country that achieve enormously important progress for children every day. What is more, as a Government we have a responsibility to ensure that is available in as widespread a way as possible.
Like the noble Baroness, Lady Garden, I am here to reset the balance on exceptional ballet talent. I did one term of ballet, aged four, at the end of which I got a report that said, “Diana has no natural talent”. That report, unlike many others, has stayed with me to this day. I want to press the Minister, if I may. She has spoken about the department’s long-term commitment to the music and dance scheme, but can she say a little more about the adequacy of funding levels for the scheme, to ensure access for children from lower socioeconomic backgrounds?
Like the noble Baroness, Lady Garden, I am here to reset the balance on exceptional ballet talent. I did one term of ballet, aged four, at the end of which I got a report that said, “Diana has no natural talent”. That report, unlike many others, has stayed with me to this day. I want to press the Minister, if I may. She has spoken about the department’s long-term commitment to the music and dance scheme, but can she say a little more about the adequacy of funding levels for the scheme, to ensure access for children from lower socioeconomic backgrounds?
It is definitely not right that the noble Baroness has no talents. Anybody who saw me on “Strictly” will know the extent of my dance talents. Anyway, I reiterate that the
Government have given support to the music and dance scheme. It will provide generous support to help students access specialist music and dance education and training, with £36 million committed for this year. As the noble Baronesses have said, the aim of the scheme is to identify and assist children with exceptional potential, regardless of their personal and financial circumstances, to benefit from world-class specialist training. That is very much in line with the Government’s ambition to support dance and the performing arts, both in education and more widely, and we will endeavour to give certainty about next year’s funding for that as soon as possible.
My Lords, I am not sure whether I have to declare my interest, but I try to swim every day. Sadly, I am not quite as fast as my noble friend, but I keep trying.
Could the Minister update the House? The Prime Minister made an announcement in June 2025 about school sports partnerships. What steps are the Government taking to ensure that partnerships are happening with national governing bodies and local clubs in relation to swimming, including for top-up classes?
My Lords, I am not sure whether I have to declare my interest, but I try to swim every day. Sadly, I am not quite as fast as my noble friend, but I keep trying.
Could the Minister update the House? The Prime Minister made an announcement in June 2025 about school sports partnerships. What steps are the Government taking to ensure that partnerships are happening with national governing bodies and local clubs in relation to swimming, including for top-up classes?
Well done to the noble Baroness: I am rather more a floater than a swimmer, it would be fair to say. She is right that last June the Prime Minister announced a new national approach to PE and school sport in the PE and School Sport Network, which will bring together the department and schools, along with national governing bodies and local clubs. We are in the process of procuring a national delivery partner for that, and we expect that partner to be in place from autumn 2026.
My Lords, the Minister acknowledged the impact of harmful social media on our children’s attitudes and behaviour, so I am puzzled why the Government will not commit in primary legislation to restricting access to social media for under-16s. The noble Baroness, Lady Lloyd, the Secretary of State for DSIT, and the Prime Minister have all said that they intend to, but the government amendment does not include that commitment. Can the Minister explain why?
My Lords, the Minister acknowledged the impact of harmful social media on our children’s attitudes and behaviour, so I am puzzled why the Government will not commit in primary legislation to restricting access to social media for under-16s. The noble Baroness, Lady Lloyd, the Secretary of State for DSIT, and the Prime Minister have all said that they intend to, but the government amendment does not include that commitment. Can the Minister explain why?
Can I say how much I am enjoying getting back to this in the next stage of the Children’s Wellbeing and Schools Bill on Monday? We will have the opportunity, once again, to discuss the action that this Government have already taken to understand the concerns that there are about social media and to recognise the different views on how, in detail, we should respond. That is why, on 2 March, this Government launched the consultation on how, not whether, we should take action, with further measures to ensure that children have healthy relationships with technology, mobile phones and social media. It is why we tabled new powers that mean that we can act fast on the consultation’s findings—in months, rather than waiting years for new primary legislation every time technology evolves. I do not think it is unreasonable for a Government to act on the basis of consultation and detailed consideration.
My Lords, the Government have told us that they will measure the impact of this mission by attainment at the end of secondary school. Obviously, for millions of children, parents and, indeed, voters, this is many years away. What leading indicators are the Government going to track to give them insight into whether or not they are going to achieve their mission?
My Lords, the Government have told us that they will measure the impact of this mission by attainment at the end of secondary school. Obviously, for millions of children, parents and, indeed, voters, this is many years away. What leading indicators are the Government going to track to give them insight into whether or not they are going to achieve their mission?
It is important to recognise the work that we are doing in tackling disadvantage. One of the key indicators is around preparedness for school. We know that too many young children are arriving at school unable to take part in the work that needs to be done. Obviously, indicators are just a form of progression. While we are doing a lot of work with early years, it is important that we focus on the children and young people who are in the system already and that we look at their trajectory against the exams. Through the curriculum review, we will be looking, for example, at attainment data and at all the different measures by which schools and individual young people are measured.
Apart from welcoming the noble Lord, Lord Sikka, to the Benches on the other side of the House, I wanted to offer the Minister one simple thing that the Government could do while they work through, as she rightly says, many of the very complicated issues in this area. Many students who have been to university are asking whether they will ever be able to repay their loan and whether it was worth it. If the Government released the longitudinal educational outcome—LEO—data in full, they would be able to see which university and which course would allow them to do that. Could the Minister say when that will happen? If she cannot say today, perhaps she could write to me.
Apart from welcoming the noble Lord, Lord Sikka, to the Benches on the other side of the House, I wanted to offer the Minister one simple thing that the Government could do while they work through, as she rightly says, many of the very complicated issues in this area. Many students who have been to university are asking whether they will ever be able to repay their loan and whether it was worth it. If the Government released the longitudinal educational outcome—LEO—data in full, they would be able to see which university and which course would allow them to do that. Could the Minister say when that will happen? If she cannot say today, perhaps she could write to me.
I thank the noble Baroness and of course I will write to her, but I emphasise to the House that any remaining balance after 30 years is cancelled. No debt passes to family members or any descendants: that is something perhaps we have lost a bit of sight of today. I am happy to provide the information she requests, but it is imperative that universities step up to the plate and demonstrate the quality and outcomes of the education that they provide.
The noble Baroness mentioned the importance of the maths hubs. High-quality maths teaching is of course essential for all children, but particularly for those who struggle with maths, including those with dyscalculia. However, she did not mention that the Government have cut funding for the maths hubs and scrapped funding for the computing and science hubs. Would she like to comment on that?
The noble Baroness mentioned the importance of the maths hubs. High-quality maths teaching is of course essential for all children, but particularly for those who struggle with maths, including those with dyscalculia. However, she did not mention that the Government have cut funding for the maths hubs and scrapped funding for the computing and science hubs. Would she like to comment on that?
As the noble Baroness knows extremely well, there are always competing areas for funding, but that is not to underestimate the importance of maths hubs and the work they are doing. We want to make sure they can be as efficient as possible and reach as many young people as possible, using every available avenue of communication.
My Lords, even in the last few weeks we have seen academics required to go to court to vindicate their rights. They have been forced to bring expensive proceedings and we have seen huge payouts made by institutions to academics who have been unlawfully treated. It is my understanding that there is now authoritative legal advice that has been sought by academics, lawyers and Members of this House on how the Government could introduce the complaints scheme—which is on the statute book but not yet in force—in a way which meets the Government’s concerns about the width of the scheme while ending the otherwise unstoppable rush to the courts. Can the Minister commit to asking her officials to review those proposals as a matter of urgency?
My Lords, even in the last few weeks we have seen academics required to go to court to vindicate their rights. They have been forced to bring expensive proceedings and we have seen huge payouts made by institutions to academics who have been unlawfully treated. It is my understanding that there is now authoritative legal advice that has been sought by academics, lawyers and Members of this House on how the Government could introduce the complaints scheme—which is on the statute book but not yet in force—in a way which meets the Government’s concerns about the width of the scheme while ending the otherwise unstoppable rush to the courts. Can the Minister commit to asking her officials to review those proposals as a matter of urgency?
I hope that the noble Baroness had a relaxing recess. As I said in response to her noble friend, a range of options has been proposed. I am not quite sure that the legal advice is as authoritative as she suggests, but I am in constant conversation with officials about the most appropriate route through which to commence the complaints scheme. We will make progress on this.
Perhaps I might build on the question asked by the noble Baroness, Lady Wheatcroft, about T-levels. My experience of talking to pupils who are studying T-levels is that they are almost universally incredibly enthusiastic about them, but if one goes to a school that does not deliver T-levels one finds that no one has heard of them, so the communication problem still exists for T-levels—as it will do for V-levels. I wonder whether the Minister could say what the Government are doing to address that.
Perhaps I might build on the question asked by the noble Baroness, Lady Wheatcroft, about T-levels. My experience of talking to pupils who are studying T-levels is that they are almost universally incredibly enthusiastic about them, but if one goes to a school that does not deliver T-levels one finds that no one has heard of them, so the communication problem still exists for T-levels—as it will do for V-levels. I wonder whether the Minister could say what the Government are doing to address that.
We have seen a considerable increase in the awareness of T-levels. It is also the case that we want to ensure—through reforms that we will have more to say about in the near future—that T-levels are both accessible to more students and scalable for more students to be able to take advantage of them. In doing that, we are talking not only to colleges where T-levels are going very successfully but to sixth-form colleges and school sixth forms.