The department does not hold this information. Selection tests are administered locally, and the department does not routinely collect information on individual tests.

The department does not hold this information. Selection tests are administered locally, and the department does not routinely collect information on individual tests.

The department does not hold this information. Selection tests are administered locally, and the department does not routinely collect information on individual tests.

We know that receiving face-to-face education is best for children’s mental health and educational achievement. We have resisted restrictions on attendance at schools since the first lockdown, but in the face of the rapidly rising numbers of cases across the country and intense pressure on the NHS we needed to use every lever at our disposal to reduce all our social contacts wherever possible.

Since the start of the COVID-19 outbreak, we have expected schools to remain open for vulnerable children and the children of critical workers, whilst limiting attendance for the majority of children to help slow the spread of the virus. Schools have also been offering wraparound provision, such as breakfast and afterschool clubs, for those children eligible to attend. The system of controls set out in our guidance provides a set of principles for infection control. The guidance is available at: https://www.gov.uk/government/publications/actions-for-schools-during-the-coronavirus-outbreak. We expect schools to follow this advice and maximise the use of these control measures, so that they will effectively minimise risks of viral transmission.

Where it is needed, schools are expected to offer pupils in Key Stage 2 a minimum of 4 hours of remote education that includes either recorded or live direct teaching alongside time for pupils to work independently to complete assignments that have been set.

There is a wide range of resources available to support schools to meet the expectations we have set. The Get Help with Remote Education page on gov.uk provides a one-stop-shop for teachers, signposting the support package available: https://www.gov.uk/guidance/get-help-with-remote-education. This includes helping schools to access technology that supports remote education, as well as peer-to-peer training and guidance on how to use technology effectively. We have also updated the remote education guidance to clarify and strengthen expectations in cases where on-site attendance is restricted: https://www.gov.uk/government/publications/remote-education-good-practice/remote-education-good-practice.

To make up for lost teaching time and to stop pupils falling behind, our £1 billion catch up package remains in place, including the £650 million catch-up premium and in-school support through the National Tutoring Programme for the most disadvantaged. We are also looking ahead to the arrangements for the 2021 exam series and how, working closely Sir Kevan Collins, our new Education Recovery Commissioner, we can support catch-up and make up for lost learning over the summer: https://www.gov.uk/government/news/new-commissioner-appointed-to-oversee-education-catch-up.

The Government is investing over £400 million to support access to remote education and online social care services, including securing 1.3 million laptops and tablets for disadvantaged children and young people. As of Monday 8 March 2021, over 1.2 million laptops and tablets have been delivered to schools, academy trusts, local authorities and further education colleges. The Department has based allocations on estimates of the need of disadvantaged children in Years 3 to 13. We have partnered with the UK’s leading mobile operators to provide free data to help disadvantaged children get online as well as delivering over 70,000 4G wireless routers for pupils without connection at home.

Last year, we strongly advised admission authorities to test in October or November 2020 rather than in the first weeks of September, as is the normal practice, to give all pupils, including disadvantaged pupils, the chance to get back into the routine of education before being tested: https://www.gov.uk/government/publications/coronavirus-covid-19-assessment-processes-for-selective-school-admissions. We will consider whether guidance is needed for the 2022 testing round, which will take place in autumn 2021.

If a child is refused admission their parent has a right of appeal, even if they have failed the selection test. The Appeals Code then says that the panel can look at other evidence of a child’s ability, for example, SATS or report from the primary school, to establish whether they are of the required standard. Parents who consider their child did not perform to their utmost ability because of disruption can appeal on this basis. Please see the relevant sections of the Appeals Code: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/275897/school_admission_appeals_code_1_february_2012.pdf.

Guidance was published in July 2020 on selection testing for entry for September 2021. The Department updated it to offer amended advice on late and in-year testing on 23 February 2021. We will keep the need for further guidance for this year and for entry in September 2022 under review as we receive further scientific advice on the COVID-19 outbreak. The guidance is available here: https://www.gov.uk/government/publications/coronavirus-covid-19-assessment-processes-for-selective-school-admissions.

Selection tests are part of the admission arrangements of individual grammar schools. They are administered locally, and the Department does not routinely collect information on individual test results or those entering tests. We do not intend to undertake such a data collection exercise at this time. Data is available, within the National Pupil Database, on the number of disadvantaged children on roll within grammar schools.

Guidance was published in July 2020 on selection testing for entry for September 2021. The Department updated it to offer amended advice on late and in-year testing on 23 February 2021. We will keep the need for further guidance for this year and for entry in September 2022 under review as we receive further scientific advice on the COVID-19 outbreak. The guidance is available here: https://www.gov.uk/government/publications/coronavirus-covid-19-assessment-processes-for-selective-school-admissions.

Selection tests are part of the admission arrangements of individual grammar schools. They are administered locally, and the Department does not routinely collect information on individual test results or those entering tests. We do not intend to undertake such a data collection exercise at this time. Data is available, within the National Pupil Database, on the number of disadvantaged children on roll within grammar schools.

Guidance was published in July 2020 on selection testing for entry for September 2021. The Department updated it to offer amended advice on late and in-year testing on 23 February 2021. We will keep the need for further guidance for this year and for entry in September 2022 under review as we receive further scientific advice on the COVID-19 outbreak. The guidance is available here: https://www.gov.uk/government/publications/coronavirus-covid-19-assessment-processes-for-selective-school-admissions.

Selection tests are part of the admission arrangements of individual grammar schools. They are administered locally, and the Department does not routinely collect information on individual test results or those entering tests. We do not intend to undertake such a data collection exercise at this time. Data is available, within the National Pupil Database, on the number of disadvantaged children on roll within grammar schools.

Selection tests are part of the admission arrangements of individual grammar and partially selective schools, and it is for the admission authorities of those schools to decide the content of the test, in line with the School Admissions Code. Different tests are therefore used by different schools or within different local authority areas. Selection tests are administered locally, and the Department does not routinely collect information on individual test results. The Department does not intend to undertake such a data collection exercise at this time.

There are protections within the system to ensure admission arrangements are fair, including consultation duties and rights of objection to the independent school’s adjudicator.

We have published non-statutory guidance on assessment processes for selective school admissions for the 2021-22 academic year. The guidance can be found here: https://www.gov.uk/government/publications/coronavirus-covid-19-assessment-processes-for-selective-school-admissions.

Arrangements for selecting pupils by ability are for the admission authorities of selective schools to decide. We are working with the sector and intend to publish advice on the impact of COVID-19 on testing arrangements for admissions to selective schools shortly.

Arrangements for selecting pupils by ability are for the admission authorities for selective schools to decide. It will be important for admission authorities to consider what changes they may need to make to their arrangements for this year.

We are in discussion with representatives of the sector and will provide advice in due course.

The department can confirm that none of the 16 successful applications to the Selective Schools Expansion Fund (SSEF), announced 3 December 2018, applied for a satellite expansion. As we have done for the bids that were successful in round one, we will publish the Fair Access and Partnership Plans for schools that were successful in round two. The department does not intend to publish full SSEF bids as they contain commercially sensitive information.

Admission authorities for grammar schools are responsible for setting their selection tests, including determining the pass threshold. The department wants more pupils to be able to attend Good and Outstanding schools, and 98% of grammar schools are Good or Outstanding schools. Where the pass mark is determined by the admission authority to be a disproportionate barrier for entry for disadvantaged pupils in comparison to their non-disadvantaged peers, it could be considered appropriate to set a lower test pass mark for children eligible for pupil premium funding. Equally, grammar school admission authorities may raise their pass mark if they consider this appropriate. The admission authority would have to consider the impact of the changes on the allocation of places and their stated pupil admissions number.

The School Admissions Code requires all admission arrangements to be fair. A selection test is part of a school’s admission arrangements. The majority of schools who select on academic ability or aptitude age weight the results of their selection test. Where a selective school who admits on academic ability or aptitude does not age weight test results and a parent considers this unfair, they may raise an objection to the schools adjudicator, who has previously issued determinations on this particular issue.

The progress 8 scores for all individual secondary schools, including non-selective schools, are available online at the department’s Find and Compare schools website. The department also publishes data on pupil progress 8 scores in non-selective schools in all highly selective areas in “Key stage 4 and multi-academy trust performance 2018 (revised)”[1]: Selective and non-selective school performance data (of which one component is Progress 8 scores) is analysed by the department as part of ongoing consideration of school performance across the country.

[1] https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/806276/2018_Revised_National_tables.xlsx.

The department can confirm that none of the 16 successful applications to the Selective Schools Expansion Fund (SSEF), announced 3 December 2018, applied for a satellite expansion. As we have done for the bids that were successful in round one, we will publish the Fair Access and Partnership Plans for schools that were successful in round two. The department does not intend to publish full SSEF bids as they contain commercially sensitive information.

Admission authorities for grammar schools are responsible for setting their selection tests, including determining the pass threshold. The department wants more pupils to be able to attend Good and Outstanding schools, and 98% of grammar schools are Good or Outstanding schools. Where the pass mark is determined by the admission authority to be a disproportionate barrier for entry for disadvantaged pupils in comparison to their non-disadvantaged peers, it could be considered appropriate to set a lower test pass mark for children eligible for pupil premium funding. Equally, grammar school admission authorities may raise their pass mark if they consider this appropriate. The admission authority would have to consider the impact of the changes on the allocation of places and their stated pupil admissions number.

The School Admissions Code requires all admission arrangements to be fair. A selection test is part of a school’s admission arrangements. The majority of schools who select on academic ability or aptitude age weight the results of their selection test. Where a selective school who admits on academic ability or aptitude does not age weight test results and a parent considers this unfair, they may raise an objection to the schools adjudicator, who has previously issued determinations on this particular issue.

The progress 8 scores for all individual secondary schools, including non-selective schools, are available online at the department’s Find and Compare schools website. The department also publishes data on pupil progress 8 scores in non-selective schools in all highly selective areas in “Key stage 4 and multi-academy trust performance 2018 (revised)”[1]: Selective and non-selective school performance data (of which one component is Progress 8 scores) is analysed by the department as part of ongoing consideration of school performance across the country.

[1] https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/806276/2018_Revised_National_tables.xlsx.

I think it is right that parents are consulted on these important matters, but I also think it is important that our selective schools and grammar schools, which are very popular with parents, should also be extending their reach and making sure they are accessible to a wider group of pupils.

Some 3,000 parents have signed a petition against King Edward VI School’s policy now of attracting students by catchment area, rather than by the 11-plus. What is my right hon. Friend’s view of the petition?

The Schools that Work for Everyone consultation outlined proposals for increasing the number of good school places available, including proposals to allow existing selective schools to expand and new selective schools to open. We proposed in the consultation that new and expanding schools should ensure that there are opportunities to join selective schools at different ages, such as 14 and 16, as well as 11. The consultation closed on 12 December. The government is considering the submissions received and will publish its response in due course.

Good mental health and wellbeing are a priority for the Department. We have high aspirations for all children and want them to be able to fulfil their potential, both academically and in terms of their mental health. There is a lot that schools can do to prepare pupils well to take tests and exams, and to help parents support their children. Good teaching is one of the most important factors in making sure that pupils feel ready. Good leaders know that positive mental wellbeing supports attainment, and make that part of the overall school ethos.

We want to look across the whole school system to identify where mental health provisions need to be improved, whether that is in schools or how we better connect schools into services that may be more specialised. We have supported schools by:

• Funding the PSHE Association to publish guidance and a set of age –appropriate lesson plans on teaching about mental health issues;

• Publishing of a blueprint for school counselling services which provides schools with practical, evidence-based advice on how to deliver high quality school-based counselling to all pupils;

• Issuing advice on behaviour and mental health which provides teachers with information and tools that will help them to identify pupils who need help, provide effective early support and understand when a referral to a specialist mental health service may be necessary; and

• Funding the development of MindEd, a free online resource which allows all those working with children and young people to access information on a range of mental health issues.

The Prime Minister’s speech in January has further emphasised this Government’s commitment to improve mental health for all children and young people and announced that the Departments for Health and Education would publish a green paper on CYP’s mental health

The Green Paper aims to secure effective activity from prevention to provision of specialist support, at different stages and different settings across health, education and care settings, as well as access to services, and the role of social media.

The Schools that Work for Everyone consultation outlined proposals for increasing the number of good school places available, including proposals to allow existing selective schools to expand and new selective schools to open. We proposed in the consultation that new and expanding schools should ensure that there are opportunities to join selective schools at different ages, such as 14 and 16, as well as 11. The consultation closed on 12 December. The government is considering the submissions received and will publish its response in due course.

Good mental health and wellbeing are a priority for the Department. We have high aspirations for all children and want them to be able to fulfil their potential, both academically and in terms of their mental health. There is a lot that schools can do to prepare pupils well to take tests and exams, and to help parents support their children. Good teaching is one of the most important factors in making sure that pupils feel ready. Good leaders know that positive mental wellbeing supports attainment, and make that part of the overall school ethos.

We want to look across the whole school system to identify where mental health provisions need to be improved, whether that is in schools or how we better connect schools into services that may be more specialised. We have supported schools by:

• Funding the PSHE Association to publish guidance and a set of age –appropriate lesson plans on teaching about mental health issues;

• Publishing of a blueprint for school counselling services which provides schools with practical, evidence-based advice on how to deliver high quality school-based counselling to all pupils;

• Issuing advice on behaviour and mental health which provides teachers with information and tools that will help them to identify pupils who need help, provide effective early support and understand when a referral to a specialist mental health service may be necessary; and

• Funding the development of MindEd, a free online resource which allows all those working with children and young people to access information on a range of mental health issues.

The Prime Minister’s speech in January has further emphasised this Government’s commitment to improve mental health for all children and young people and announced that the Departments for Health and Education would publish a green paper on CYP’s mental health

The Green Paper aims to secure effective activity from prevention to provision of specialist support, at different stages and different settings across health, education and care settings, as well as access to services, and the role of social media.

The Schools that Work for Everyone consultation outlined proposals for increasing the number of good school places available, including proposals to allow existing selective schools to expand and new selective schools to open. We proposed in the consultation that new and expanding schools should ensure that there are opportunities to join selective schools at different ages, such as 14 and 16, as well as 11. The consultation closed on 12 December. The government is considering the submissions received and will publish its response in due course.

Good mental health and wellbeing are a priority for the Department. We have high aspirations for all children and want them to be able to fulfil their potential, both academically and in terms of their mental health. There is a lot that schools can do to prepare pupils well to take tests and exams, and to help parents support their children. Good teaching is one of the most important factors in making sure that pupils feel ready. Good leaders know that positive mental wellbeing supports attainment, and make that part of the overall school ethos.

We want to look across the whole school system to identify where mental health provisions need to be improved, whether that is in schools or how we better connect schools into services that may be more specialised. We have supported schools by:

• Funding the PSHE Association to publish guidance and a set of age –appropriate lesson plans on teaching about mental health issues;

• Publishing of a blueprint for school counselling services which provides schools with practical, evidence-based advice on how to deliver high quality school-based counselling to all pupils;

• Issuing advice on behaviour and mental health which provides teachers with information and tools that will help them to identify pupils who need help, provide effective early support and understand when a referral to a specialist mental health service may be necessary; and

• Funding the development of MindEd, a free online resource which allows all those working with children and young people to access information on a range of mental health issues.

The Prime Minister’s speech in January has further emphasised this Government’s commitment to improve mental health for all children and young people and announced that the Departments for Health and Education would publish a green paper on CYP’s mental health

The Green Paper aims to secure effective activity from prevention to provision of specialist support, at different stages and different settings across health, education and care settings, as well as access to services, and the role of social media.