Schools should always create a healthy indoor environment for occupants. This includes keeping spaces ventilated to reduce the concentration of pathogens in the air, such as COVID-19, and to manage indoor temperatures.

In 2017, the department published ‘Building Bulletin 101’, guidance for school design on ventilation, thermal comfort, and indoor air quality. This includes the World Health Organisation’s air quality guidelines and Air Quality Standards Regulations 2010 for indoor air quality. The full publication can be found here: https://www.gov.uk/government/consultations/ventilation-thermal-comfort-and-indoor-air-quality-in-schools.

When carrying out works to make building improvements, schools should use the environmental standards set out in the department's ‘Employer’s requirements Part A: General conditions’ guidance. The current version was updated recently and published in November 2021. This can be accessed here: https://www.gov.uk/government/publications/output-specification-generic-design-brief-and-technical-annexes.

The department has produced the ‘Good estate management for schools’ guidance, located on GOV.UK. The guidance provides education providers with resources and guidance on managing the estate, including reducing water and energy usage. More information can be found at: https://www.gov.uk/guidance/good-estate-management-for-schools/health-and-safety

In the 2021/22 academic year, the department provided over 386,000 CO2 monitors to state-funded education providers, including early years, schools, and further education providers, backed by £25 million in government funding. The monitors enable staff to identify areas where ventilation needs to be improved and provide reassurance that existing ventilation measures are working, helping balance the need for good ventilation with keeping classrooms warm.

In January 2022, the government committed to fulfil all eligible applications for air cleaning units to state-funded education providers for poorly ventilated teaching spaces where quick fixes to improve ventilation are not possible. The latest delivery figures can be found at: https://explore-education-statistics.service.gov.uk/find-statistics/delivery-of-air-cleaning-units.

Maintaining adequate ventilation remains the responsibility of individual schools. The law says employers, including education and childcare providers, must make sure there is an adequate supply of fresh air in enclosed areas of the workplace. This has not changed during the COVID-19 pandemic. The Health and Safety Executive provides more information on this here: https://www.hse.gov.uk/ventilation/index.htm.

Relationships Education is a statutory subject in primary and secondary schools. Through this subject, pupils are taught about what healthy, respectful relationships are, and about the impact of their behaviour on others.

Through Relationships and Sex Education (RSE), pupils in secondary school are taught factual knowledge around sex, sexual health, and sexuality, set firmly within the context of relationships. Pupils should learn about contraception, sexually transmitted infections, developing intimate relationships, and resisting pressure to have sex.

The ‘Intimate and sexual relationships, including sexual health’ topic specifies that by the end of secondary school, pupils should know how the different sexually transmitted infections, including HIV/AIDS, are transmitted. Pupils should also understand how risk can be reduced through safer sex and the importance of testing. Additionally, pupils are taught about HIV/AIDS at key stages 3 and 4 of the science curriculum.

To support teachers to deliver these topics safely and with confidence, the department has produced RSE and Health Education teacher training modules. At the beginning of each module, the school is encouraged to name the appropriate lead for the topic in school, any relevant policies, specialist support available locally, and additional information. The topic of ‘Intimate and sexual relationships, including sexual health’ includes content on sexually transmitted infections and sexual health advice which emphasises that everyone, regardless of age, has the right to free and confidential sexual health advice and services.

In 2014, the government introduced a new duty on schools to support all pupils with medical conditions. The government also published statutory guidance for schools. The guidance does not specify which medical conditions should be supported in schools. Instead, it focuses on how to meet the needs of each individual child and how their medical condition impacts their school life. The guidance is available at: https://www.gov.uk/government/publications/supporting-pupils-at-school-with-medical-conditions--3.

Under the Equality Act 2010, schools are required to make reasonable adjustments and to not discriminate against disabled children, including those with long-term health conditions, in relation to their education. This is to ensure that schools are not putting those with long-term health problems at a substantial disadvantage.

In the attached spreadsheet the department has provided:

• a local authority breakdown of floor funding through the National Funding Formula (NFF).
• a local authority breakdown of the number of schools attracting floor funding.

It is important to note the differences in floor funding allocated to local authorities and minimum funding guarantee (MFG) funding allocated to schools through local funding formulae.

The NFF does not currently determine individual schools’ funding directly. NFF funding calculated through the floor is given to local authorities as part of their overall Dedicated Schools Grant (DSG) allocations. Individual schools’ budgets are determined by local funding formulae, which must include an MFG. The MFG acts, within local formulae, in a similar manner to the funding floor in the NFF. Because schools’ individual budgets are set by reference to the local formula, not the NFF, the number of schools attracting floor funding provided is not the same as the number of schools receiving MFG funding.

The total floor funding allocation figures provided here are the allocations calculated in July 2020. These allocations were used in the calculation of primary units of funding and secondary units of funding for each local authority, which are then multiplied by pupil numbers from the October 2020 census to give local authorities their final, overall DSG allocations published in December 2020.

Published notional school budgets in the NFF for local authority maintained schools are based on the 2020/21 academic year Authority Proforma Tool (APT) data. Published notional NFF school budgets for academies and free schools are based on the 2020/21 academic year General Annual Grant (GAG) data. Published local authority budgets are based on the 2020/21 financial year APT data for all schools, including academies and free schools. The figures used in this response are based on APT data for all schools, and will therefore differ from APT and GAG data which is used in the total spend figures in the 2021/22 financial year NFF policy document published here: https://www.gov.uk/government/publications/national-funding-formula-for-schools-and-high-needs.

Chapter 6 of the 2018/19 academic year schools block national funding formula, available here: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/647789/Schools_block_national_funding_formula_technical_note.pdf, explains the reason for this use of data.

In the attached spreadsheet the department has provided:

• a local authority breakdown of floor funding through the National Funding Formula (NFF).
• a local authority breakdown of the number of schools attracting floor funding.

It is important to note the differences in floor funding allocated to local authorities and minimum funding guarantee (MFG) funding allocated to schools through local funding formulae.

The NFF does not currently determine individual schools’ funding directly. NFF funding calculated through the floor is given to local authorities as part of their overall Dedicated Schools Grant (DSG) allocations. Individual schools’ budgets are determined by local funding formulae, which must include an MFG. The MFG acts, within local formulae, in a similar manner to the funding floor in the NFF. Because schools’ individual budgets are set by reference to the local formula, not the NFF, the number of schools attracting floor funding provided is not the same as the number of schools receiving MFG funding.

The total floor funding allocation figures provided here are the allocations calculated in July 2020. These allocations were used in the calculation of primary units of funding and secondary units of funding for each local authority, which are then multiplied by pupil numbers from the October 2020 census to give local authorities their final, overall DSG allocations published in December 2020.

Published notional school budgets in the NFF for local authority maintained schools are based on the 2020/21 academic year Authority Proforma Tool (APT) data. Published notional NFF school budgets for academies and free schools are based on the 2020/21 academic year General Annual Grant (GAG) data. Published local authority budgets are based on the 2020/21 financial year APT data for all schools, including academies and free schools. The figures used in this response are based on APT data for all schools, and will therefore differ from APT and GAG data which is used in the total spend figures in the 2021/22 financial year NFF policy document published here: https://www.gov.uk/government/publications/national-funding-formula-for-schools-and-high-needs.

Chapter 6 of the 2018/19 academic year schools block national funding formula, available here: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/647789/Schools_block_national_funding_formula_technical_note.pdf, explains the reason for this use of data.

A copy of the commemorative book, ‘Queen Elizabeth: A Platinum Jubilee Celebration’, will be placed in the libraries of both Houses. I can also confirm that the publisher, DK Books, will deposit a copy with each of the legal deposit libraries in the UK.

Local authorities set a minimum funding guarantee (MFG) that protects schools from excessive year-on-year losses in per-pupil funding. The floor in the national funding formula (NFF) mirrors the operation of the MFG in the local formulae and is important for ensuring the affordability of the MFG in the local formulae.

Schools do not receive any funding from the NFF floor. Instead, the NFF funding calculated through the floor is given to local authorities as part of their overall Dedicated Schools Grant (DSG) allocations. The amounts individual schools receive will instead depend on the local formula MFG.

5,949 schools and academies are in receipt of MFG payments, across 151 local authorities. These figures are available through the published school allocations for the 2020-21 financial year, available here: https://explore-education-statistics.service.gov.uk/find-statistics/school-funding-statistics/2021-22.

The attached table lists the volumes and amount of funding per local authority.

Local authorities set a minimum funding guarantee (MFG) that protects schools from excessive year-on-year losses in per-pupil funding. The floor in the national funding formula (NFF) mirrors the operation of the MFG in the local formulae and is important for ensuring the affordability of the MFG in the local formulae.

Schools do not receive any funding from the NFF floor. Instead, the NFF funding calculated through the floor is given to local authorities as part of their overall Dedicated Schools Grant (DSG) allocations. The amounts individual schools receive will instead depend on the local formula MFG.

5,949 schools and academies are in receipt of MFG payments, across 151 local authorities. These figures are available through the published school allocations for the 2020-21 financial year, available here: https://explore-education-statistics.service.gov.uk/find-statistics/school-funding-statistics/2021-22.

The attached table lists the volumes and amount of funding per local authority.

It has not proved possible to respond to the hon. Member in the time available before Prorogation.

It has not proved possible to respond to the hon. Member in the time available before Prorogation.

It has not proved possible to respond to the hon. Member in the time available before Prorogation.

The department’s Parent Pledge announced in the Schools White Paper aims to ensure that all children receive the right support in the right place, at the right time, based on their need.

Parents can be confident that every child who is behind in English and maths will receive the evidence-based, targeted support they need to help them get back on track. This can take the form of additional one-to-one maths tuition, or more time with their teacher practising their reading. This still means access to high-quality teaching and a strong curriculum for all children.

The very best schools and trusts in the system already do this as a matter of course. However, for many schools, this will be an important and significant shift. The department’s intention is to lock in this best practice in all schools so that all pupils benefit. Ofsted’s recently strengthened inspection framework, with its emphasis on how schools help all pupils to succeed, will ensure that there is strong accountability for delivering this in all schools.

By Autumn 2021, primary pupils were on average around 0.8 months behind where the department would expect them to be in reading and around 1.9 months behind in maths. There is some recovery since the Summer term, where pupils were 0.9 months behind in reading and 2.8 months behind in maths. Secondary pupils in KS3 were on average 2.4 months behind in reading, with some further losses since the Summer where pupils were on average 1.8 months behind.

Since Spring 2021, evidence suggests primary pupils have recovered around two thirds of progress lost due to the COVID-19 pandemic in reading and around half of progress lost in maths.

The department will support schools to deliver against the pledge. As part of our response to the COVID-19 pandemic, the department has already invested nearly £5 billion, including £3 billion in targeted support to help those children worst affected by COVID-19, with a commitment to deliver up to 100 million tutoring hours for 5 to 19-year-olds.

New guidance developed by the Standards and Testing Agency, working with Ofsted and the sector, will support schools to determine who is behind, and decide how curriculum, teaching, and targeted support can best be used to respond to this. Additionally, new guidance on reporting progress to parents will support schools in keeping parents informed and engaged, bringing reporting practice up to the standard of the best schools and trusts.

The 22 lead schools and 2 lead multi-academy trusts (MATs) taking part in the behaviour hubs programme are published on the behaviour hubs website at: https://behaviourhubs.co.uk/current-lead-schools-mats/.

Recruitment for a further 28 lead schools and 8 MATs has now concluded, and an announcement regarding successful applicants will be made before the end of April 2022.

All partner schools self-refer to the behaviour hubs programme. To date, we have received 471 applications to be partner schools or partner MATs. There are currently no plans for the department to formally release the names of partner schools on the programme.

As the Behaviour Hubs programme has not yet been operational for a full year, the department are unable to comment on its impact. The effectiveness of the programme is being thoroughly evaluated, and an interim report will be published in 2023, followed by a final report in 2025. Early feedback from the schools being supported has been very positive, noting the quality and inclusivity of the advice they are receiving.

All partner schools self-refer to the Behaviour Hubs programme. To date, the department has received 471 applications to be partner schools or partner multi-academy trusts.

All partner schools are required to attend a mandatory module on special educational needs and disabilities in their first term. This covers statutory responsibilities, barriers facing, and support strategies for pupils with SEND and how to ensure policies and practices are fully inclusive.

All lead schools have to meet a strict eligibility criteria to apply for the programme. All schools are required to be Ofsted rated Outstanding, Good with Outstanding behaviour and attitudes, or Good with an exceptional application. Primary school applicants are also required to have above average reading, writing, and maths attainment. Secondary school applicants need to be above average for Progress and Attainment 8, with 2018/19 Ebacc entries of at least 45%. All schools submit a written application, undergo a series of due diligence checks, and an online assessment process. This includes focus groups with pupils, teachers, non-teaching staff, parents, and carers as well as an unseen activity and an interview with senior leaders. Where a school did not meet all criteria, they were still able to apply and be considered alongside an exceptional application.

As the Behaviour Hubs programme has not yet been operational for a full year, the department are unable to comment on its impact. The effectiveness of the programme is being thoroughly evaluated, and an interim report will be published in 2023, followed by a final report in 2025. Early feedback from the schools being supported has been very positive, noting the quality and inclusivity of the advice they are receiving.

All partner schools self-refer to the Behaviour Hubs programme. To date, the department has received 471 applications to be partner schools or partner multi-academy trusts.

All partner schools are required to attend a mandatory module on special educational needs and disabilities in their first term. This covers statutory responsibilities, barriers facing, and support strategies for pupils with SEND and how to ensure policies and practices are fully inclusive.

All lead schools have to meet a strict eligibility criteria to apply for the programme. All schools are required to be Ofsted rated Outstanding, Good with Outstanding behaviour and attitudes, or Good with an exceptional application. Primary school applicants are also required to have above average reading, writing, and maths attainment. Secondary school applicants need to be above average for Progress and Attainment 8, with 2018/19 Ebacc entries of at least 45%. All schools submit a written application, undergo a series of due diligence checks, and an online assessment process. This includes focus groups with pupils, teachers, non-teaching staff, parents, and carers as well as an unseen activity and an interview with senior leaders. Where a school did not meet all criteria, they were still able to apply and be considered alongside an exceptional application.

As the Behaviour Hubs programme has not yet been operational for a full year, the department are unable to comment on its impact. The effectiveness of the programme is being thoroughly evaluated, and an interim report will be published in 2023, followed by a final report in 2025. Early feedback from the schools being supported has been very positive, noting the quality and inclusivity of the advice they are receiving.

All partner schools self-refer to the Behaviour Hubs programme. To date, the department has received 471 applications to be partner schools or partner multi-academy trusts.

All partner schools are required to attend a mandatory module on special educational needs and disabilities in their first term. This covers statutory responsibilities, barriers facing, and support strategies for pupils with SEND and how to ensure policies and practices are fully inclusive.

All lead schools have to meet a strict eligibility criteria to apply for the programme. All schools are required to be Ofsted rated Outstanding, Good with Outstanding behaviour and attitudes, or Good with an exceptional application. Primary school applicants are also required to have above average reading, writing, and maths attainment. Secondary school applicants need to be above average for Progress and Attainment 8, with 2018/19 Ebacc entries of at least 45%. All schools submit a written application, undergo a series of due diligence checks, and an online assessment process. This includes focus groups with pupils, teachers, non-teaching staff, parents, and carers as well as an unseen activity and an interview with senior leaders. Where a school did not meet all criteria, they were still able to apply and be considered alongside an exceptional application.

As the Behaviour Hubs programme has not yet been operational for a full year, the department are unable to comment on its impact. The effectiveness of the programme is being thoroughly evaluated, and an interim report will be published in 2023, followed by a final report in 2025. Early feedback from the schools being supported has been very positive, noting the quality and inclusivity of the advice they are receiving.

All partner schools self-refer to the Behaviour Hubs programme. To date, the department has received 471 applications to be partner schools or partner multi-academy trusts.

All partner schools are required to attend a mandatory module on special educational needs and disabilities in their first term. This covers statutory responsibilities, barriers facing, and support strategies for pupils with SEND and how to ensure policies and practices are fully inclusive.

All lead schools have to meet a strict eligibility criteria to apply for the programme. All schools are required to be Ofsted rated Outstanding, Good with Outstanding behaviour and attitudes, or Good with an exceptional application. Primary school applicants are also required to have above average reading, writing, and maths attainment. Secondary school applicants need to be above average for Progress and Attainment 8, with 2018/19 Ebacc entries of at least 45%. All schools submit a written application, undergo a series of due diligence checks, and an online assessment process. This includes focus groups with pupils, teachers, non-teaching staff, parents, and carers as well as an unseen activity and an interview with senior leaders. Where a school did not meet all criteria, they were still able to apply and be considered alongside an exceptional application.

As the Behaviour Hubs programme has not yet been operational for a full year, the department are unable to comment on its impact. The effectiveness of the programme is being thoroughly evaluated, and an interim report will be published in 2023, followed by a final report in 2025. Early feedback from the schools being supported has been very positive, noting the quality and inclusivity of the advice they are receiving.

All partner schools self-refer to the Behaviour Hubs programme. To date, the department has received 471 applications to be partner schools or partner multi-academy trusts.

All partner schools are required to attend a mandatory module on special educational needs and disabilities in their first term. This covers statutory responsibilities, barriers facing, and support strategies for pupils with SEND and how to ensure policies and practices are fully inclusive.

All lead schools have to meet a strict eligibility criteria to apply for the programme. All schools are required to be Ofsted rated Outstanding, Good with Outstanding behaviour and attitudes, or Good with an exceptional application. Primary school applicants are also required to have above average reading, writing, and maths attainment. Secondary school applicants need to be above average for Progress and Attainment 8, with 2018/19 Ebacc entries of at least 45%. All schools submit a written application, undergo a series of due diligence checks, and an online assessment process. This includes focus groups with pupils, teachers, non-teaching staff, parents, and carers as well as an unseen activity and an interview with senior leaders. Where a school did not meet all criteria, they were still able to apply and be considered alongside an exceptional application.

The COVID-19 workforce fund will provide financial support to eligible schools and colleges for costs incurred due to staff absences from 22 November 2021 until 8 April 2022.

Following an extension from February half term until Easter, the fund is planned to end on 8 April. The claims portal will open in the spring for absence costs incurred across the current duration of the fund.

The schools white paper will set out the department’s long-term vision for schools with a focus on achieving world-class numeracy and literacy, of which oral language development is integral. Too many children and young people still move to the next phase of education or employment without the fundamental standards in literacy and numeracy they need to reach their full potential. Too many of these are from the most vulnerable and disadvantaged groups.

We will achieve this by ensuring we have excellent teachers, trained in the very best literacy and numeracy approaches, in all areas of the country. We will support our teachers to deliver high standards for all pupils in every classroom, including supporting behaviour and attendance. This will work alongside targeted support for those furthest behind due to the COVID-19 outbreak, the most vulnerable and disadvantaged. Underpinning this, we will ensure a stronger school system, with every school able to access the support they need to improve. The schools white paper will consider the links between early years and primary education as critical stages to children’s development in oracy and spoken language.

We expect to publish the schools white paper in early 2022.