Communities Secretary Sajid Javid has today (17 February 2017) confirmed that 76 projects across the country will receive a share of £20 million to support victims of domestic abuse, creating more than 2,200 new bed spaces in refuges and other specialist accommodation.

This will support more than 19,000 victims with somewhere safe to live and rebuild their lives, and provide further access to education, employment and life skills training.

Communities Secretary Sajid Javid said:

Domestic abuse is a devastating crime that all too often remains hidden. That’s why we’re determined that no victim will be turned away from the help they need, at the time they need it.

This significant investment shows our clear commitment to supporting and strengthening a resilient network of refuge services across the country, with further specialist support to help victims go on to rebuild their lives.

Last November, the government published its “Priorities for Domestic Abuse Services” setting out what local areas need to put in place to make sure their approach to domestic abuse is collaborative, robust and effective.

This latest funding has been awarded to local areas that will deliver on these priorities – for example by working collaboratively across local authority boundaries and with other partners, including specialist domestic violence service providers to strengthen support.

The funding will support a wide range of services and safe accommodation, including refuges, outreach services, Sanctuary Schemes, which help those at risk of violence to stay safe in their own homes through improved security measures and mainstream local authority accommodation.

Given that victims of domestic abuse will have different needs, many of the projects being supported are tailored towards support for specific groups including women with mental health issues, substance abuse problems, or the particular needs of different ethnic minority communities.

Communities Minister Lord Bourne said:

Domestic abuse ruins lives with many victims forced to leave their homes for their own safety and to access the services they urgently need.

Real change will only happen at the local level and it’s these authorities that are best placed to identify the best solutions. We’re clear that the victim must always come first and must always be able to access the specialist accommodation help and support they need.

Case studies

Newcastle City Council

This project will look to improve and strengthen the availability of and access to refuges alongside other specialist accommodation including self-contained flats. This will be matched with improved support visits together with dedicated care for victims with complex needs, such as problematic drug use.

While the project is led by Newcastle City Council, it will be supported by 6 neighbouring councils, 9 specialist domestic abuse service and refuge providers, local health partnerships, drug misuse charities, housing providers as well as the local police service and the local Police and Crime Commissioner.

By working across councils and the relevant agencies the project aims to identify victims’ needs at a much earlier stage, improve their non-crisis work and offer better resettlement accommodation.

Suffolk Satellite Accommodation and Support

This project is a partnership between Suffolk County Council, Ipswich Borough Council and 7 district councils, with support from the Suffolk Police and Crime Commissioner, Phoebe, Anglia Care Trust, and local refuges.

The aim of the project is to provide more accommodation for victims of domestic abuse who do not meet the criteria to be supported in refuge accommodation. This extra housing will be sourced through the local authority, registered social landlords and the private rented sector.

Working closely with existing refuges, the aim is to create a flexible alternative that also offers specialist support to meet the particular needs of victims with complex needs such as mental health issues or those from a BME background. The 3 refuges in Suffolk will also be able to use these extra spaces as ‘move on’ accommodation when the risk to the victim has reduced or when the victim is ready for greater independence.

Further information

These latest allocations follow the announcement of the £20 million fund to support victims of domestic abuse made on 3 November 2016.

See the full list of allocations (PDF, 392KB, 13 pages)

The government has already taken steps to end domestic abuse, support victims and make sure offenders are prosecuted. This includes:

• new powers and laws – a new domestic abuse offence to capture coercive and controlling behaviour, the criminalisation of forced marriage, and the introduction of new stalking laws
• the national roll-out of domestic violence protection orders and the domestic violence disclosure scheme
• £15 million support for a 3-year Violence Against Women and Girls (VAWG) Service Transformation Fund
• £3.5 million provided in 2015 that funded 46 successful bids from around the country, providing 710 extra bed spaces
• £10 million provided in 2014 to 2016, which benefitted 148 areas to support refuges across the country and boost provision for vulnerable victims of domestic violence

On 16 February 2017, Jaskaran Bhandal, Director of Oakham Environmental Waste & Recycling Ltd, Oak Farm, Kingswinford, West Midlands pleaded guilty at Wolverhampton Magistrates’ Court to 1 count of failing to remove waste from the site, and 1 count of operating a waste site without an authorised environmental permit.

Mr Bhandal was fined £1,332, ordered to pay £3,265 in costs, along with a £120 victim surcharge and disqualified from being a company director for 5 years.

The charges were brought by the Environment Agency under Section 59(5) and 157 of the Environmental Protection Act 1990 and contrary to Regulations 12(1)(a) and 38(1)(a) and 41 (1)(b) of the Environmental Permitting (England and Wales) Regulations 2010.

Environment Agency Officers had been working with Oakham Environmental Waste & Recycling Ltd to bring the site into compliance under their environmental permit until it was revoked. This decision was upheld at an appeal made to the Planning Inspectorate, and the company was ordered to remove all the waste from the site by 2 July 2014.

Officers visited the site in November 2015 and saw that significant amounts of new waste had been deposited at the site. Officers made a number of enquires and determined that the waste had been deposited by Oakham Environmental Waste & Recycling Ltd, after their permit had been revoked.

Officers served a Notice to Oakham Environmental Waste & Recycling Ltd in May 2016 to remove all the illegally deposited waste by 19 November 2016. Officers visited the site on 22 November 2016 and noted some attempts had been made to remove the waste but the vast majority remained in situ.

Mr Bhandal was interviewed and admitted to knowing the site did not hold the relevant permits to carry out the work undertaken, he also accepted he was unable to comply with the Notice served but this was due to financial reasons.

Speaking after the case, the Environment Agency officer in charge of the investigation said:

The successful prosecution of this case should send out a clear message that the Environment Agency is adopting a robust approach to ensuring those who flout the law are brought to justice. Despite extensive previous efforts to work with the company and seek compliance, it became apparent that prosecution remained the only option to deal with this matter appropriately.

In mitigation, the court heard that the defendant had pleaded guilty at the first available opportunity, had co-operated with the Environment Agency during the interview and that he was sorry for the offences committed.

With the 2017 elver season under way, the Environment Agency is reminding Somerset’s elver fishermen to stay the right side of the law.

Eels are an endangered species and recognised by the Convention on International Trade in Endangered Species (CITES) as in need of protection. Fishing for elvers is allowed in England and Wales, but under strict conditions to ensure stocks are not over-exploited.

The elver season runs from 15 February – 25 May inclusive and is largely limited to the Rivers Parrett and Tone. There are approximately 200 licenced elver fishermen in Somerset who must register with the Environment Agency at the start of the season.

Sustainable fishing includes the capture of elvers for re-stocking in countries across Northern Europe where eel stocks have declined and cannot be replenished naturally.

All elver fishing in Somerset is done with hand held nets known as ‘dip nets’. They are restricted in size to 1m long, 0.8m wide and 0.45m deep. Handle lengths should be no longer than 4m. Fishing from boats is prohibited and no other large nets or traps are allowed. As a further precaution, all nets must be tagged and fishermen have photographic ID.

Elvers are attracted to fresh water so to protect stocks, no fishing is permitted within 10m of any river obstruction, dam, inlet, outlet or fish pass that hinders the passage of elvers. A full list of rules can be found in the elver fishing bylaws.

Richard Dearnley for the Environment Agency said:

We recognise the majority of elver fishermen operate responsibly and respect the law. We work closely with the police in detecting illegal fishing and, where we have evidence, won’t hesitate to prosecute offenders.

Any illegal or suspicious activity can be reported to the Environment Agency or Crimestoppers. If you would like to report information on environmental crime anonymously, call 0800 555111.

On 15th and 16th of February 2017, the Advocate General for Scotland, Lord Keen of Elie QC represented the interests of the Secretary of State for the Home Department in the UK Supreme Court cases of R (on the application of Byndloss) (Appellant) v Secretary of State for the Home Department (Respondent) and R (on the application of Kiarie) (Appellant) v Secretary of State for the Home Department (Respondent). Both cases dealt with the issue of whether s.94B of the Nationality, Immigration and Asylum Act 2002 complies with the procedural and substantive protections under art.8 ECHR.
You can find a link to the UK Supreme Court website for further details, and to watch a recording of the hearings by clicking here

The next business rates revaluation takes effect from 1 April 2017

The government is regularly required to update the ‘rateable values’ of business properties in England to make sure that they are paying the right amount of rates.

Alongside this we’re introducing the biggest ever cut in business rates - a £6.7 billion package over the next 5 years.

This is about making business rates fairer

The revaluation will make the system more accurate by ensuring business rates bills reflect the property market.

Nearly three-quarters of businesses will see no change or a fall in their bills from 1 April 2017 thanks to the business rates revaluation, with 600,000 businesses set to pay no business rates at all.

The government will not benefit financially from the revaluation – it is a revenue neutral process.

In addition, from April 2020 business rates will switch from being linked to the Retail Price Index (RPI) to the Consumer Price Index (CPI), saving businesses around £370 million in total from 2020-21.

The government is providing £3.6 billion directly to businesses to help with the revaluation

The transitional relief scheme will support ratepayers by capping and phasing in any rise in bills.

600,000 small business will pay no business rates at all

As part of the £6.7 billion package of business rates cuts over the next 5 years, the government has permanently doubled Small Business Rate Relief.

Eligible properties with a rateable value of £12,000 and below will receive 100% relief.

Eligible properties with a rateable value between £12,000 and £15,000 will also benefit from business rates relief, offering significant reductions on their business rates bills.

Thousands of businesses across the country are set to benefit from falls in their business rates bills, figures released today (17 February 2017) show.

Communities Secretary Sajid Javid said this will give regional economies ‘the edge’ to drive growth for the country as a whole.

The revaluation of business rates, which will come into effect in April this year, will mean businesses across the country will get lower bills that accurately reflect changes in their local property market.

Figures show that nearly three-quarters of businesses across the country will see no change to their bills, or a reduction. For the small minority who will see an increase, there will be a system of transitional relief, to bring it in gradually over 5 years. This transitional relief is worth £3.6 billion, and will mean increases in business rate bills will be phased in over the 5-year period. This relief is on top of increases in small business rate relief.

Latest figures released by the Department for Communities and Local Government show that this will benefit regions across the country, including the Northern Powerhouse and Midlands Engine. Bills across the northern regions are due to fall by 10% before inflation and transitional relief – a fall of £600 million a year – while businesses in the Midlands Engine will see their bills fall by an average 5% – a fall of £230 million a year.

This is on top of measures which mean that from this April, businesses will benefit from the biggest ever cut in business rates in England – worth £6.7 billion over the next 5 years. As a result, 600,000 businesses across the country will pay no business rates at all.

Communities Secretary Sajid Javid said:

Our regions have huge economic potential, and can be a catalyst to driving economic growth across the country.

The revaluation of business rates will help make sure bills are accurate, with nearly three-quarters of businesses seeing a fall, or no change. In fact, the generous reliefs we are introducing mean that 600,000 small businesses are paying no rates at all – something we’re making permanent so they never pay these bills again.

And across the country, there’s also a £3.6 billion scheme to support companies affected by the business rates revaluation.

Supporting businesses

These measures are on top of wider reforms to business rates, which will mean by 2020, councils will be able to keep 100% of all locally-raised taxes to help fund local services, which will mean a stronger incentive for councils to support and help local firms grow and prosper. While bills will be issued by councils, valuations will be conducted by the independent Valuation Office Agency, to avoid any conflict of interest.

In the last Parliament, the government intentionally changed the timetable of the revaluation from 2015 to 2017 to provide stability for businesses after the financial crash. Government-led efforts to boost the country’s economy and encourage growth have now led to 900,000 more businesses operating now than in 2010, and the government believes it is now the right time to go ahead with updating the figures on which bills are based.

The revaluation will benefit large parts of the country, with three-quarters of businesses seeing no change, or a fall, in their business rate bills. They include:

• businesses in the South West seeing an average 6% fall in bills before inflation and transitional relief – a cut of £150 million a year
• businesses across the South East benefiting from an average 1% fall in business rates bills equivalent to £50 million a year
• businesses in the East of England benefiting from an average 7% per cent fall in business rates – equivalent to £180 million a year
• West Midlands businesses benefiting from an average 7% fall in business rates before inflation and transitional relief – equivalent to a fall of almost £170 million a year
• businesses in the East Midlands seeing an average 3% drop in business rates bills – equivalent to £60 million a year

The changes are fiscally-neutral, meaning no real increase in the amount of tax raised. Key cities seeing reductions in their business rate bills include:

Northern Powerhouse:

• Durham – an average 10% cut in bills
• Newcastle – an average 11% cut in bills
• Manchester – an average 3% cut in bills
• Liverpool – an average 7% cut in bills
• York – an average 6% cut in bills
• Leeds – an average 11% cut in bills
• Hull – an average 13% cut in bills
• Sheffield – an average 9% cut in bills

Midlands Engine:

• Birmingham – an average 6% cut in bills
• Coventry – an average 7% cut in bills
• Derby – an average 4% cut in bills

It is a pleasure to be at Buckingham University again, an institution with established values, an emphasis on traditional methods and a determination to influence other institutions.

It is important that the country’s most prestigious academic intuitions are engaged in advancing our understanding of education and ensuring the next generation of teachers are endowed with high levels of subject knowledge and evidence of best teaching practice.

I recently spoke at the Education World Forum in London, which is a gathering of education ministers from around the world. I spoke about the importance of evidence in education and how experts needed to embrace that evidence rather than the comfort of prevailing orthodoxies. Just as with decisions made by teachers in their classrooms, advice given by education experts should be evidence-informed.

Teaching is a deceptively complex art. Every adult in the country has been to school and consequently, everyone has a view of what good teaching looks like. Everyone has a favourite teacher from school. No doubt, some are here today because of an inspirational teacher.

I will always remember Miss Weston from Hornchurch Infant School, my first ever teacher. She impressed upon us all, at the tender age of 5, the importance of standing up for what is right. I guess that’s why I went into politics and why I’m standing here today.

And the very best teachers make their craft look easy. To the untrained eye, the underlying complexity and difficulty of teaching is easily missed. To the uninitiated, the wealth of experience and expertise that goes into constructing examples; the moment by moment decision making necessary for successfully managing a classroom; and the intellectual intensity of teaching, is difficult to appreciate.

But for all of this additional difficulty what makes teaching most challenging is its central component; namely, changing what is happening in your pupils’ minds and ensuring knowledge and important concepts are retained in their long-term memory. Whether teaching pupils their times tables, explaining the process of longshore drift or teaching pupils to distinguish a between a crotchet and a quaver, teachers are presenting pupils with information that they hope will be transferred to their long-term memory.

Professor Dan Willingham - a cognitive scientist who has greatly influenced my thinking - said that “memory is the residue of thought” and that it is this accumulation of factual knowledge in long-term memory that enables people to be creative and critical thinkers.

Growing evidence is being gathered by cognitive scientists, and, increasingly, we understand how to maximise what pupils learn and how teachers improve retention of knowledge. We understand that certain classroom activities contain so much distracting information that pupils experience cognitive overload and therefore information is less likely to be retained. In the words of Professor Willingham:

People are naturally curious, but we are not naturally good thinkers; unless the cognitive conditions are right, we will avoid thinking.

In his excellent ‘Why don’t students like school’ he cites a lesson he observed where a teacher focused so much on making the subject matter relevant to her pupils, that none of them learnt the required knowledge. In a lesson on the Underground Railroad - the secret network of routes and safe houses used by African American slaves to escape to Free States - the teacher had pupils bake biscuits similar to those used for sustenance by escaping slaves. Whilst pupils were clearly engaged in the lesson and were enjoying making biscuits, they were not thinking about the Underground Railroad and therefore were not going to remember the key facts about the event.

Professor Willingham concluded from his observation that pupils had spent 40 seconds considering the relationship between the biscuits and slaves and 40 minutes thinking about making biscuits. It is not hard to imagine what pupils took from this lesson.

There are components of great teaching that cannot be gleaned from reading the evidence. Some of our most memorable teachers had a natural charisma that made their lessons particularly enjoyable. But, as Professor Willingham concludes:

The jokes, the stories and the warm manner all generate goodwill and get students to pay attention. But how do we make sure they think about meaning? That is where the second property of being a good teacher comes in - organising the ideas in a lesson plan in a coherent way so that students will understand and remember.

For a synopsis of the emerging evidence in cognitive science, I recommend Deans for Impact’s ‘The science of learning’. This short document summarises some key findings from the field. It highlights some practical implications for the classroom and provides links to further reading. The importance of interleaved practice for long-term memory retention is covered, as is the importance of domain-specific knowledge for pupil success when problem solving. The document also debunks some of the common neuro-myths, clarifying that pupils do not have so-called ‘learning styles’, humans do not only use 10% of their brains and cognitive development does not progress in age-related stages as Piaget asserted.

Debunking the neuro-myths that surround teaching is an important endeavour as unchecked they can pervade classrooms throughout the country, damaging educational achievement. A decade ago, the neuro-myth of Brain Gym was prevalent in England’s schools. In schools afflicted by Brain Gym, pupils were instructed to activate their brains by rubbing so-called ‘brain buttons’, located in different areas of the body. By having pupils rub their clavicle, various regions of the brain would light up - so went the theory. In the oddest cases, pupils were instructed to slowly sip water in the hope that water would be absorbed into the brain via the roof of the mouth, thus hydrating the brain!

However biologically illiterate this practice may seem to us now, it demonstrates the importance of having a knowledgeable and research-informed profession inoculated from falling victim to this nonsense.

We live in an era of unrivalled technical and scientific enlightenment. But in England, in the 21st century, we have seen teachers taking into account the imagined learning styles of their pupils - such as visual, auditory and kinaesthetic - which is both a waste of effort and can have a negative effect on pupils, according to the Education Endowment Foundation. The EEF, which evaluates teaching interventions using randomised control trials, concluded the following about learning styles:

Studies where teaching activities are targeted towards particular pupils based on an identified learning ‘style’ have not convincingly shown any major benefit, particularly for low attaining pupils. Impacts recorded are generally low or negative.

It can be particularly damaging for pupils to believe they have a particular learning style, as this can act to prevent pupils learning material that does not fit their supposed learning style. The EEF concluded that “it is particularly important not to label primary age pupils or for them to believe that their lack of success is due to their learning style.”

And yet, there are teacher training institutions where learning styles remain on the initial teacher training curriculum.

Barak Rosenshine’s ‘Principles of instruction’ debunks another pervasive teaching myth; the myth of too much teacher-talk. I trust no one here has been told to be a “guide on the side, not a sage on the stage” by this university - an unevidenced trope designed to prevent teachers from spending time talking to their class.

Still today, I occasionally hear of schools and teacher training institutions where teachers are prohibited from addressing the class for more than 20% of the lesson, as if listening to a knowledgeable adult would harm the education of pupils.

The most effective teachers, according to Rosenshine’s evaluation of the evidence, do not overwhelm their pupils by presenting too much new material at once. Instead, they intersperse explanations with directed questioning and multiple examples. Consequently, these teachers spend far more time at the front of the classroom, as Rosenshine explains:

Teaching in small steps requires time and the more-effective teachers spent more time presenting new material and guiding student practice than did the less-effective teachers. In a study of mathematics instruction, the most-effective mathematics teachers spent about 23 minutes of a 40-minute period in lecture, demonstration, questioning and working examples. In contrast, the least-effective teachers only spent 11 minutes presenting new material.

Similarly, many teachers believe that pupils best retain knowledge if lessons are structured in such a way that they discover information for themselves. For many, it is a truism that the best means of teaching pupils is to allow them to discover.

Often, science classrooms are set up for pupils to behave like scientists. Pupils of history are expected to act like historians. It is commonly believed, contrary to what we increasingly understand about the differences between the brains of novices and experts, that by being given the opportunities to behave like historians or scientists, pupils will inevitably become better at science and history. It is not immediately obvious that this is not the case.

However, Richard Mayer’s 2004 paper ‘Should there be a three-strikes rule against pure discovery learning?’ provides an excellent summary of the arguments against this point of view. Mayer’s thesis is that “there is sufficient research evidence to make any reasonable person sceptical about the benefits of discovery learning.”

Concluding his article, he emphasises the importance of applying what we know about how the human brain works to teaching practice:

Thus, the contribution of psychology is to help move educational reform efforts from the fuzzy and unproductive world of educational ideology - which sometimes hides under the banner of various versions of constructivism - to the sharp and productive world of theory-based research on how people learn.

Teaching practice that encourages novice pupils to behave as if they are expert scientists or historians is an example of just this, education theory moving away from research on how people learn. It is hoped that by behaving like experts, pupils will develop the skills and strategies of experts.

Drawing on the work of Michael Polanyi, Daisy Christodoulou, head of Assessment at Ark, explains that experts spend “hours focussing their attention on tiny details, and learning to recognise differences that completely elude the casual observer. This is not achieved through discovery, but through direction. It is not achieved quickly, but through thousands of hours of deliberate practice.”

And as Bransford, Brown and Cocking make clear in ‘How people learn: brain, mind, experience and school’, novices cannot behave like experts because their brains tackle problems in different ways:

Experts have acquired extensive knowledge that affects what they notice and how they organise, represent, and interpret information in their environment.

Hence, it is not by having pupils behave as if they are experts that will have the best chance of them developing into experts, but rather giving pupils a strong grounding in the knowledge they will need. This knowledge provides a mental framework that pupils can then use and apply to new and novel problems - eventually, after many years of study, allowing them to become scientists and historians in their own right.

Ensuring teachers of the future are equipped with an up-to-date understanding of the latest research and a desire to use evidence to inform their teaching practice is key to improving schools. We must give trainee-teachers a firm foundation of knowledge and a healthy dose of scepticism with which to deal with the next Brain Gym.

In conclusion: Teaching is difficult. It is hard work. It is both challenging and rewarding intellectually and emotionally. And for all of these reasons, it remains one of the most honourable and important professions you can choose. To all of you, thank you for choosing to be a teacher.

We are advertising for up to 3 tax professionals with current or recent experience in the private sector or within government, to work with us full or part-time for the next 9 to 12 months or possibly longer, on a variety of areas of OTS work.

The closing date for applications is 2 March 2017.

Launching an ambitious framework for the UK’s defence engagement overseas, Sir Michael Fallon and Boris Johnson committed to increasing cooperation with partners across the globe to keep Britain safe.

For the first time, defence engagement was made a core defence task in the Strategic Defence and Security Review 2015. As a result, Britain is now stepping up its global commitments and leadership in international organisations, including NATO and the UN, as well as with bilateral partners.

Britain’s defence policy is becoming more ‘International by Design’, ensuring that we make our alliances and partnerships central to all that we do.

Defence engagement helps build the robust relationships on which our influence, prosperity and security depend. It enables us to respond to threats and crises when they emerge and strengthens our position as the world’s leading soft power.

Our commitment to international Defence Engagement includes:

• Establishing three new regional British Defence Staffs for defence engagement in Gulf, Asia Pacific and West Africa.
• New Defence Sections in Albania and Finland and new Attaché posts in Latvia, Lithuania, Georgia (for the South Caucasus),Qatar, Japan, Pakistan and Afghanistan.
• New Defence Section for the Sahel, covering Senegal, The Gambia, Mali and Niger.
• Increased military exercises with NATO partners and allies including in Ukraine, Poland and Estonia.
• Leading development of the Joint Expeditionary Force (JEF) with Denmark, Estonia, Latvia, Lithuania, the Netherlands and Norway.
• Exercising and training with partners in the Five Power Defence Arrangements such as Exercise Eastern Venture.

Defence Secretary Sir Michael Fallon said:

Our increased ambition for Defence Engagement abroad demonstrates the UK’s global role.

Whether it’s by increasing our military expertise in the Middle East, training Nigerian forces in maritime security, or RAF Typhoons exercising over South Korea, Britain is committed to working internationally to protect our people and interests.

Foreign Secretary Boris Johnson said:

The International Defence Engagement Strategy ensures we get the best value from our brilliant and brave Armed Forces and world-class Diplomatic Service, enabling them to deliver security and prosperity for the British people. This is about sending a clear signal of the UK’s intent as a dynamic, agile, cutting-edge global power.

Ahead of the annual Munich Security Conference, which started today, the Foreign and Defence Secretaries reaffirmed the UK’s commitment to European security. The Minister for Europe, Sir Alan Duncan, is also attending the conference. As Britain leaves the European Union, the UK is stepping up its global role and leadership in European security.

This year Britain is:

• Leading NATO’s Very High Readiness Joint Task Force (VJTF), a Brigade size force ready to respond to any threat.
• Leading NATO’s Enhanced Forward Presence (EFP) in Estonia, where 1000 British troops will deploy alongside other NATO Allies to deter threats.
• Deploying a company size force to Poland, as part of the US’ EFP battle group.
• Sending Typhoons to police NATO skies over Bulgaria and Romania.

Mr Iain Walker has been appointed Her Majesty’s British High Commissioner to the Republic of Ghana in succession to Mr Jon Benjamin, who will be transferring to another Diplomatic Service appointment. Mr Walker will take up his appointment in August 2017.

Curriculum Vitae

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The Troika (Norway, the United Kingdom and the United States) expresses its continued support for the African Union High-Level Implementation Panel (AUHIP) peace process, led by former South African President Thabo Mbeki. In support of the AUHIP-brokered Roadmap Agreement signed by both the Government of Sudan and the opposition, the Troika urges the signatories to honor the Agreement by concluding comprehensive cessations of hostilities and engaging in an inclusive political dialogue. The Government of Sudan must now create an environment that is conducive to freedom of expression and political participation by both armed and unarmed opposition in Sudan.

The Troika is also encouraged by the Government of Sudan’s decision to accept the United States’ proposal to support humanitarian assistance to South Kordofan and Blue Nile states (the “Two Areas”). The U.S. proposal is intended to facilitate humanitarian assistance to affected populations in the Two Areas, in line with AUHIP efforts for broader negotiated humanitarian access. The Troika urges the Sudan People’s Liberation Movement-North to swiftly accept this proposal and facilitate the delivery of life-saving assistance to those in need in the Two Areas. The ongoing unilateral ceasefires are a significant step toward peace throughout Sudan. However, in order to realize sustainable peace, all parties must engage in a political process. The Troika also encourages continued engagement by the armed movements from Darfur with the AUHIP peace process. We call on the Sudan Liberation Movement - Abdul Wahid Al Nur to cease hostilities and immediately engage with the AUHIP peace process. The Troika also encourages the Government of Sudan to make progress on addressing the root causes of the conflict.

Further information

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On 17 February, Sir Mark Lyall Grant, National Security Adviser, hosted Wang Yongqing, Secretary-General of the Central Commission for Politics and Law, for the second UK-China High Level Security Dialogue.

The dialogue covered a wide range of security issues including cyber; counter-terrorism; and organised crime. The two delegations also held a detailed exchange of views on pressing global security challenges, including the situation in Syria and the importance of implementing UN Security Council Resolutions on the Democratic People’s Republic of Korea (DPRK).

During the dialogue, the National Security Adviser and Secretary-General Wang agreed various measures aimed at strengthening UK and China security cooperation.

These included an agreement to combat modern slavery and sharing experiences on how best to support victims; detailed exchanges on dealing with Foreign Terrorist Fighters; agreement to more frequent bilateral exchanges on Aviation Security; and our expanded mechanisms on Cyber Security agreed at the first Security Dialogue.

China also agreed to consider joining the We Protect Global Alliance.

The National Security Adviser and Secretary-General Wang agreed that a next round of high-level talks should take place in Beijing in approximately twelve months time.

Speaking after the dialogue, Sir Mark Lyall Grant said:

Security cooperation with China is an important part of our global partnership and is in both countries national interest.

Secretary-General Wang and I agreed to strengthen UK-China cooperation in a number of priority areas, including on aviation security and on combating modern slavery. We also agreed that the UK and China should work together more closely to identify and tackle terrorist threats to our nationals in third countries.

We discussed a number of important global and regional issues. We agreed that the UK and China would continue to strengthen our joint efforts in support of peace in stability in Afghanistan.

We also agreed to regular coordination on cyber security-related issues in order to prevent cyber commercial espionage and related transnational criminal activity. I welcomed China’s openness to signing-up to the WeProtect global alliance on preventing child sexual exploitation online.

A first-of-its-kind employer toolkit designed to help businesses recruit and retain more single parents and care leavers has been launched today.

People from disadvantaged groups face challenges that many others do not – such as having to work around childcare requirements, lack of formal qualifications or gaps in their employment history. Ministers want to help more people from these groups to get into lasting employment and reap the benefits that come from work.

Employers are encouraged to use the free ‘See Potential’ toolkit, which includes guidance on recruitment practices, tips to support people to stay in work and a directory of organisations that are able to assist in making workplaces more inclusive. Nine out of ten companies who hire from disadvantaged groups say that doing so has brought them benefits such as improved brand reputation and production growth.

Minister for Employment, Damian Hinds said:

Too often care leavers and other disadvantaged groups are overlooked when applying for jobs, which is completely unacceptable and must change.

More and more employers are recognising the benefits that come with hiring people from disadvantaged backgrounds, and we want to help them make a positive impact on people’s lives and to boost their own productivity.

The free and expert advice contained in the new See Potential toolkit gives businesses the framework needed to make their workplace a more inclusive environment, and is available to download now.

Sir Richard Branson, Virgin Group Founder, said:

I believe in giving everyone a chance in life. Hiring people should be about talent – not background. I would encourage all companies to recruit more people from disadvantaged groups.

Dragons’ Den investor and business entrepreneur, Deborah Meaden said:

When it comes to business flair and enthusiasm, I can vouch that people from disadvantaged groups are a prudent investment.

The government’s See Potential campaign aims to help businesses fill skills gaps and diversify workplaces by encouraging them to hire people from disadvantaged groups.

The toolkit is the result of a wide range of evidence, which includes findings such as:

• over two thirds of employers struggling to fill vacancies due to skills shortages report experiencing a direct financial impact
• nearly two thirds of small business owners think military veterans bring valuable skills and knowledge to business
• more than 3 in 4 companies have actively become more inclusive workplaces in the last 5 years.

More information

Visit the See Potential campaign site

Read the See Potential: case studies, employer information pack and step-by-step employer guide

Contact Press Office

Media enquiries for this press release – 0203 267 5118

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Interserve Construction Limited (ICL) has been fined £54,000 with £5,955 costs after admitting a single incident of discharging silt-laden water into a tributary of the River Rother in Burwash, East Sussex on 1 October 2014.

ICL was contracted to South East Water over an 18-month period at the Crowhurst Bridge Water Treatment Works to improve South East Water’s ability to manage water treatment. The Environment Agency discovered a brown discharge downstream of the Works after a member of the public reported the discoloured water to them.

Further investigations showed that the river was visibly but locally impacted on a temporary basis.

In mitigation it was stated that this was an isolated incident of 25 minutes duration, during an 18-month contract and that the company was of previous good character. There was no evidence that local wildlife was adversely affected.

David Willis, Environment Manager at the Environment Agency, said:

We take these incidents very seriously and do everything within our powers to safeguard the environment and people that may be affected.

Contact

• All media enquiries: 0800 141 2743 (please ask for the duty press officer)
• Email: southeastpressoffice1@environment-agency.gov.uk
• Twitter: @EnvAgencySE

Secretary of State for Northern Ireland, Rt Hon James Brokenshire MP said:

This was a brutal and shocking attack on a child by abusive criminals.

I will continue to offer all possible support to the PSNI and Department of Justice to ensure that the thugs responsible are held to account. Collectively we will continue to work to build a society where violence of this sort has no place.

Quarterly Performance Pack

PDF, 679KB, 7 pages

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If you use assistive technology (such as a screen reader) and need a version of this document in a more accessible format, please email info@paroleboard.gsi.gov.uk. Please tell us what format you need. It will help us if you say what assistive technology you use.

The Parole Board is committed to keeping stakeholders informed of our work and progress towards achieving our objectives. As part of this openness we will publish our quarterly performance report which is produced for the Board’s Management Committee. This report represents a summary of Parole Board operational performance in all its key areas of external delivery and internal management. It provides a snapshot of that period which is used to advise and guide on performance and executive decision making.

The data in this pack shows the large volume of business being processed by the Board, and how that business feeds into hearing demand and outcomes. The number of cases outstanding is now falling on a consistent trajectory and it is hoped the Board will make further significant progress during the rest of the year as we aim to increase the number of hearings held to 750-800 a month.

Based on the year so far, the Board can be confident that by the end of this year we will yet again have completed more oral hearings than ever before and, as the backlog clears, will safely release more people. The deferral rate of hearings remains a concern despite falling over the last few years, as it remains at a high level. We are considering what further steps can be taken to tackle these problems by sharing the reasons for deferrals with the Public Protection Casework team within NOMS (National Offender Management Service) and the National Probation Service.

The below information is intended to aid understanding of the attached performance report, which covers quarter two of 2016/2017 (July - September):

1. Paper Hearings - MCA assessments This graph shows the outcomes from all paper based hearings on a 12 month rolling basis. All cases, irrespective of sentence type or review category are assessed on the papers in the first instance through the Member Case Assessment (MCA) process.
   There are a number of outcomes possible at the MCA stage, depending on the sentence type: no release, direct to oral hearing, release, defer.

2. Listing Queue for oral hearings This graph shows the queue of cases deemed ready to be considered at oral hearing and currently waiting to be allocated a confirmed date. The graph additionally records those cases that have been waiting more than 90 days for a confirmed oral hearing date, including a figure specifically for IPP cases. This highlights the capacity constraints across the system to list all those cases that are ready to be heard.

3. Oral Hearings Outcomes and Release Rate This graph shows the outcomes from all oral hearings on a 12 month rolling basis. In addition it shows the conduction rate (cases that do actually progress to on the day against the original number of cases listed) and completion rate, i.e. those cases that are concluded on the day. The release rate is also captured in the smaller chart.

4. Deferrals These graphs show the number of cases which are deferred on the day for each month in a 12 month rolling period and also by quarter since 2013. Identifying and mitigating against deferrals is a key aim to contribute to reducing the backlog.

5. Generic Parole Process - Cases Outstanding This graph shows the volume of Generic Parole Process cases that are outstanding in a 12 month rolling period (it does not include recall cases) Case outstanding is defined as all cases referred to the Parole Board for a GPP review, where the original target date to conclude the review has now passed but the review is still ongoing, and as such overdue. A case may be outstanding for a variety of reasons including complexity of the case, case readiness, justified and reasonable deferral or because of an inability of the Board to list the case.
   This is a key metric for the Parole Board and reducing this number down to pre-Osborn figures of around 1200 by the end of 2017 is a core focus of our strategy.

If you have any questions relating to this report please contact our Performance Team on info@paroleboard.gsi.gov.uk

Opening a lifetime ISA

You can open a lifetime ISA if you are aged 18 or over but under 40. You must be either:

• resident in the UK
• a Crown Servant (for example a diplomat or civil servant)
• the spouse or civil partner of a Crown Servant

As with other ISAs, you won’t pay tax on any interest, income or capital gains from cash or investments held within your lifetime ISA.

Saving in a lifetime ISA

You can save up to £4,000 each year in a lifetime ISA. There is no maximum monthly savings contribution, and you can continue to save in it until you reach 50. The account can stay open after then but you can’t make any more payments into it.

The £4,000 limit, if used, will form part of your overall annual ISA limit. From the tax year 2017 to 2018, the overall annual tax limit will be £20,000.

Your lifetime ISA won’t close when the tax year finishes. You’ll keep your savings on a tax-free basis for as long as you keep the money in your lifetime ISA.

Lifetime ISAs can hold cash, stocks and shares qualifying investments, or a combination of both.

Government bonus

When you save into your lifetime ISA, you will receive a government bonus of 25% of the money you put in, up to a maximum of £1,000 a year.

Withdrawals

You can withdraw the funds held in your lifetime ISA before you’re 60, but you’ll have to pay a withdrawal charge of 25% of the amount you withdraw.

A withdrawal charge will not apply if you are:

• using it towards a first home
• aged 60
• terminally ill with less than 12 months to live

If you die, your lifetime ISA will end on the date of your death and there won’t be a withdrawal charge for withdrawing funds or assets from your account.

Transferring a lifetime ISA

You can transfer your lifetime ISA to another lifetime ISA with a different provider without incurring a withdrawal charge.

If you transfer it to a different type of ISA, you will have to pay a withdrawal charge.

Saving for your first home

Your lifetime ISA savings and the bonus can be used towards buying your first home, worth up to £450,000, without incurring a withdrawal charge. You must be buying your home with a mortgage.

You must use a conveyancer or solicitor to act for you in the purchase, and the funds must be paid direct to them by your lifetime ISA provider.

If you are buying with another first time buyer, and you each have a lifetime ISA, you can both use your government bonus. You can also buy a house with someone who isn’t a first time buyer but they will not be able to use their lifetime ISA without incurring a withdrawal charge.

Your lifetime ISA must have been opened for at least 12 months before you can withdraw funds from it to buy your first home.

If you have a Help to Buy ISA, you can transfer those savings into your lifetime ISA or you can continue to save into both – but you will only be able to use the government bonus from one to buy your first home.

Contact your provider directly for more information about the lifetime ISA.

Thank you, Alison [Peacock, CEO of the Chartered College of Teaching].

It’s such a pleasure to be here at the inaugural national conference of the Chartered College of Teaching. I think today marks an historic step change for the teaching profession.

And I wanted to talk to you - not just about what I think about teaching - but also how I feel about the teaching profession. I belong to a profession too - I’m an accountant. That’s what I trained in and the job I did before I got into politics.

One of the things I learnt early on in my career was the importance of being part of a profession - a community of experts with a shared commitment to best practice and driving up standards.

When people ask me now what my profession is, I still say that I am an accountant - because when you are a member of a profession, it is something you are for life.

I know teachers feel the same way about their own profession, and that is why today - and this inaugural conference - is so important.

Teachers are the experts who inspire the professionals of the future.

And we shouldn’t underestimate just how powerful that is - from architects to academics, geologists to graphic designers, technicians to translators - it is teachers who lay the foundations for the successful careers the young people who are growing up in our country today want and need.

When I visit schools I talk to children and I wonder who they’re going to be. What they can be. It is teachers who, on a day-to-day basis, understand and develop that potential to enable and shape those young people to - as it were - become themselves.

Teaching deserves all the hallmarks of the other great professions - with a high bar to entry, high-quality initial training and a culture of ongoing self-improvement.

So it’s crucial that, like other experts, you now have a professional body with a shared commitment to ever-improving standards, disseminating evidence on what works, and driving progress for the profession as a whole.

I’ve been really clear that my defining goal as Education Secretary is improving social mobility across our country. So that it does not matter where you start, or where you grow up, you have the same opportunities to reach your potential.

And I know that I can’t do that without you - a strong profession able to make it a reality.

That is why, in my speech last month setting out my vision, I placed building the right, long-term capacity in the system as 1 of the 3 core pillars of my approach for driving social mobility through education.

This, above everything else, means investing in the people who work in our schools - and that is what I want to talk about today.

Teachers are the great drivers of social mobility in our country. We know that the single biggest in-school influence on a child’s life chances is the quality of teaching they receive - in fact, over a single school year, a strong teacher can help disadvantaged young people to gain as much as a whole extra year’s worth of learning, compared to those taught by a weaker one.

So great teachers are the key to making sure that people can achieve their potential irrespective of where they start in life. I know that from my own personal experience. Teachers are experts in levelling up opportunity for all our young people.

So that is why we’ve particularly got to do more to attract the best teachers to our more challenging schools, and to reward and invest in those currently working there.

To me, education is about a child being ready and wanting to learn and a great teacher being able to engage and inspire them. Everything else is just an enabler.

When I was at school in Rotherham in the 1980s, my teachers helped me to make the most of my own talents. Without them I could never have got into the career that I wanted.

We never forget great teachers. I clearly remember one of my best teachers - my French teacher Mr Tranter. He made sure that all his pupils, including those who weren’t particularly keen on learning French, were going to do it brilliantly.

Mr Tranter had his own techniques - as all teachers do. His was to plant his feet at one end of the board, start writing, steadily going further, and further across the board. We would all watch him to see, firstly whether he was going to be able to write straight - which he did of course - and secondly whether he would remain upright by the time he reached the other side.

He was a fantastic teacher. The proof of this was when, years later, I found myself as a newly qualified accountant in Switzerland. I was able to remember my French as if I had walked out of the classroom the day before, thanks to the amazing teaching by Mr Tranter.

I remember from when I started as Education Secretary, the many emails and letters from teachers around the country, sharing your thoughts and perspectives on what the priorities should be for education.

And I also received a letter from Mr Tranter, which actually started with the line “you probably won’t remember me”. Of course I did, because everybody remembers their amazing teachers.

People never forget great teachers because the impact they have on our lives goes beyond that of other people that we will go on to meet. That is why this profession is so important - it is transformational.

Across the country, teachers are doing an amazing job every single day of the week.

We have flown around the world to try to ensure we have the best, most innovative teaching that is out there - I was recently in Shanghai to observe how they teach maths. And they do it brilliantly. But it has really struck me what incredible expertise and practice there is right here on our doorstep.

And part of our challenge is unlocking that best practice, understanding why it works, and disseminating it around other schools and teachers. It is important for us to be able to do that effectively, which is why I believe the Chartered College of Teaching can be so important.

It is important that all teachers are supported with the right framework that will allow them to become the best professionals they possibly can be.

A framework of support that will allow the profession - your profession - to flourish.

Strong entry into the profession

That support has to start when teachers begin their journey into the profession, with a real focus on evidence-based practice through the new ITT framework, recently developed by leading teachers and heads.

And we know that initial training is just the first step. I want there to be an expectation of ongoing learning throughout a teacher’s career - and the support necessary for that to happen.

A mature profession like teaching also needs high-status qualifications that reflect its standing.

So I want to be really clear today about my views on qualified teacher status.

Some people have suggested that QTS might be scrapped… or replaced with some vague notion of an ‘accreditation’ - let me be absolutely clear: not on my watch.

Keeping and strengthening QTS is vital. This is not about removing school freedoms. But I believe that teachers should have the highest quality qualification and what I want to see is a QTS so well regarded, so strong that school leaders will naturally want all their teaching staff to have it.

QTS should be the foundation stone for the teaching profession to build on.

And I want to strengthen it as a first step to ensuring that people entering teaching in the future join a profession that, as well as being truly valued, empowers them with access to the sustained high-quality training and development that every professional needs in the early stages of their career.

My aim is that from September 2019 we will introduce the newly strengthened QTS. And I want to work closely with the profession - including those of you here today - to shape what that will look like.

Meaningful professional development

And of course professional development as a teacher doesn’t stop once you qualify - it has to continue.

The first few years are crucial for new teachers to embed learning and also to find their place in the classroom and the wider school community.

Getting this right means making sure that a new generation of teachers have the support they need, not only within their school, but from a broader profession made up of experts, with a wealth of experience, knowledge and skills.

There is a growing culture and ethos within the teaching profession of constantly seeking to improve teaching methods, use evidence, to look at research and stay ahead of the curve - just like other professions like medicine, engineering or law.

This culture of constantly pushing to do better - a hallmark of a great profession - will continue to be strengthened and embedded by teachers, with the support of the Chartered College of Teaching, as well as organisations like the Education Endowment Foundation and ResearchED.

This continued professional development also needs to happen within clear career development pathways - whether staying in the classroom as a subject expert, working elsewhere in the education system as part of a wider ‘education career’, or progressing into school leadership roles.

Lots of schools and multi-academy trusts are already doing this brilliantly - but I want it to become the norm throughout the system, whatever type of school you teach in, wherever you are.

And I want to work with you - the profession - to make sure this happens, with a golden thread through every teacher’s career from initial training and QTS through continuing professional development, especially in those early post-QTS years, through to specialism or leadership.

We all know that for a culture of development to work, the highest quality, evidence-based CPD has to be available - particularly where it is needed, in our more challenging schools.

So today, I am opening the first round of bidding for the £75 million Teaching and Leadership Innovation Fund.

This first round of funding will support programmes which will have an impact in the 12 opportunity areas I recently announced - where we want to really galvanise social mobility to increase opportunity for young people, as well as in other areas throughout the country where it can make the biggest difference.

This fund will enable new, high-quality CPD provision to be delivered where it can make the most difference and where it’s needed most.

I believe that, as much as anything, investing in home-grown talent in these more challenging areas where we want to see educational outcomes improve, is absolutely vital. That talent will be key to supporting disadvantaged pupils and driving forward social mobility.

People are often most invested in improving the schools and pupil outcomes in their own communities.

This was something I saw within the DfE when I launched the opportunity areas. Lots of officials who had grown up in them came forward to offer help - they wanted to be involved. They know the areas like the backs of their hands, and now they are helping to champion change on the ground.

The Teaching and Leadership Innovation Fund will also help to provide new evidence of what works, to add to the growing evidence base for the teaching profession, and enable approaches that are working locally to be scaled-up, so that teachers and leaders across the country can benefit.

I want to see us increasingly move from carrying out pilots to scaling up what works. We need to get into the phase of being able to spread that knowledge right across our school system so that all teachers and leaders, in all areas, can benefit.

I also think it’s important that existing training is reviewed and reshaped - to make sure it keeps up with emerging practice and evidence.

So I can confirm that the new fully revised, gold-standard national professional qualifications - developed in partnership with the teaching profession - will be implemented from September this year.

There will be new high-quality qualifications for middle and senior leaders, headteachers, and - for the first time - executive leaders. I’d like to thank the expert working group that has put so much work into this.

The qualifications build on the strong NPQ brand, with a revised content framework, to reflect the education system of today, and with an even stronger emphasis on the use of evidence and support for the pupils that need it most.

And running through all this there is a recognition that we need to be conscious of the right approach for teachers working with children with special educational needs and disabilities. Every teacher is a teacher of children with SEN and disabilities, so it is important to ensure that this is mainstreamed within our NPQs, training and best practice. I think this needs to happen as they are being developed, rather than as an afterthought so that the professionals are properly equipped to support all pupils.

I think the national professional qualifications for school leaders should have the same kudos that MBAs do in business - recognised in and outside the profession as qualifications that empower individuals with high-quality leadership and management skills.

I want to make sure that these new qualifications are available to as many people as possible - particularly in the areas where they can make the biggest difference.

I want to support those working in challenging schools by investing in their development.

That is why I have set aside up to £10 million from the Teaching and Leadership Innovation Fund to incentivise take-up of these new gold-standard NPQs for high-potential professionals working in our most challenging schools. These people are key to raising standards and driving social mobility, and I want to support them however I can.

And alongside this, I also want to do much more to attract the very best teachers and school leaders in the system to work in and transform our most challenging schools.

I think we should be looking at how can use career progression routes to make that happen and I am directing my department to explore the available options.

Helping to meet wider challenges

I recognise that strong career pathways are not just about recruitment and making sure we get the best and brightest people coming into the profession. To me it is just as much about retention.

I know that there are challenges in teaching - yes, on recruitment and retention, but also on workload - challenges that we all need to tackle together.

Of course, there is no silver bullet to solve these, and I wouldn’t want to underestimate the challenges.

We will shortly publish the findings of the DfE’s teacher workload survey, and an action plan setting out what we will do - including a programme of targeted support for schools to tackle workload where it is most needed.

I want to work with the profession to explore new and innovative ways to address these challenges. And I want that mind-set of partnership with the teaching profession to exist throughout the Department for Education.

I believe a new focus on making sure all teachers have a clear and supported career path can help with some of these issues.

I want our teaching professionals to have clarity about how you can progress in your careers, a framework of support, and a culture that continues to embed new evidence and learning.

This has to underpin how we make teaching an even more attractive and rewarding profession to join and stay in.

And our continuing work with you, as well as the teaching unions, on reducing workload - including relentlessly challenging practices which add unnecessary burdens to your days - is part of how we make sure there is the time for you to spend on your own development and the skills you need in the classroom.

A self-confident profession

When I look at the profession, I believe a lot of the key building blocks are already in place.

Through organisations like the Education Endowment Foundation, evidence-based practice is really starting to take off, and the Chartered College of Teaching can be a real driver for that - collecting research and disseminating it for the benefit of the system as a whole, and connecting the teaching profession more widely.

Its establishment shows that the profession is stepping up to address the needs of today’s young people and evolve to meet the challenges for future generations.

And I especially want to see a new generation of teachers becoming part of the Chartered College of Teaching - to help safeguard and shape the profession’s future. You have as much to invest and are as invested in its success as anyone.

With evidence at the core of the way you deliver teaching for our children and young people, I believe the teaching profession can continue to assert itself as a truly high-status profession.

Teachers are the experts on teaching, and so I want to see the teaching profession leading on raising standards in schools.

And to return to my core ambition as Education Secretary, I know it is great teachers and teaching that - more than anything else - can level up opportunity and drive social mobility in this country.

Great teaching transformed my life, and I want to make sure that happens for today’s generation of children in our schools.

I’m therefore thrilled to have been here today to mark this inaugural conference.

It really is an historic step for the teaching profession and I look forward to the difference the independent Chartered College of Teaching - and you - will continue to make for children and young people throughout the country.

Thank you.

Bryan Sanderson has today (17 February 2017) been announced as the interim Chairman of the Low Pay Commission (LPC).

Mr Sanderson, former BP Managing Director, replaces Sir David Norgrove, who served as chairman from May 2009 until the end of last year.

The independent LPC, made up of employers, trade unions and labour market experts, advises the government about National Living Wage and National Minimum Wage rates.

The advisory body submits a report to the government each October making recommendations on future minimum wage rates.

Business Minister Margot James said:

I’d like to take this opportunity to thank Sir David for the valuable advice he provided to 3 different governments over the years.

His interim successor Bryan Sanderson will use his experience in the business world and the public sector to inform his recommendations to the government in this vitally important area.

Mr Sanderson said:

The Low Pay Commission has already made an important contribution to raising living standards for the poorest in our society.

There is more to do and I look forward to being part of the process. I’m convinced that we can help to make a much needed improvement to labour productivity as well as promoting a fairer distribution of wealth.

Further information

Biography

Mr Sanderson has more than 40 years’ experience in the energy, chemicals and financial sectors. He has been awarded a CBE, is an Emeritus Governor of the London School of Economics, has Honorary Degrees from the Universities of Sunderland and York and is an Honorary Fellow of the Institute of Chemical Engineers.

Mr Sanderson joined BP in 1964 and rose to be a Managing Director from 1991 to 2000 and CEO of BP Chemicals. Mr Sanderson has held the position of Chairman at Sunderland Area Regeneration, Standard Chartered Bank, Northern Rock, the Learning and Skills Council and BUPA as well as non-executive director posts at Corus/British Steel, Six Continents and Argus Media.

Mr Sanderson is currently Chairman of the Florence Nightingale Foundation charity, a Trustee of the Economist and a Premier League representative of the financial fair play committee.

Low Pay Commission

1. The Low Pay Commission is an independent body made up of employers, trade unions and experts, whose role is to advise the government on minimum wage rates.
2. The LPC takes the interests of both workers and businesses into account when making rate recommendations to the government.
3. The LPC has been asked to make recommendations for the National Living Wage towards a target of 60% of median earnings by 2020.
4. Bryan Sanderson has been appointed on an interim basis for 1 year. This will allow sufficient time for a full competitive recruitment process to take place to appoint a permanent chairman from January 2018.

The members of the Low Pay Commission are:

• Bryan Sanderson, Chairman
• Prof. Sarah Brown, Professor of Economics at the University of Sheffield
• Kay Carberry, TUC
• Neil Carberry, Director of Employment and Skills, CBI
• Clare Chapman, Non-Executive Director and Remuneration Committee Chair at Kingfisher PLC
• Prof. Richard Dickens, Professor of Economics, Sussex University
• Peter Donaldson, Managing Director, D5 Consulting Ltd
• John Hannett, General Secretary, Usdaw
• Brian Strutton, General Secretary, BALPA

The current minimum wage rates are:

• National Living Wage (25 years and over) - £7.20 per hour
• adult rate of National Minimum Wage (21 to 24-year-olds) - £6.95 per hour
• 18 to 20-year-olds - £5.55 per hour
• 16 to 17-year-olds - £4.00 per hour
• apprentice rate - £3.40 per hour

Minimum wages rates are set to increase on 1 April to:

• National Living Wage (25 years and over) - £7.50 per hour
• adult rate of National Minimum Wage (21 to 24-year-olds) - £7.05 per hour
• 20-year-olds - £5.60 per hours
• 16 to 17-year-olds - £4.05 per hour
• apprentice rate - £3.50 per hour

The proposal, put forward by HM Treasury with the agreement of RBS, has been designed to help small and medium sized enterprises (SMEs) access and benefit from greater choice in the banking services available to them.

As part of the State aid commitments agreed with the European Commission in 2009 and updated in 2014, RBS undertook to carry out five major divestments. Four have been successfully implemented. In line with its commitments, HM Treasury and RBS have put significant effort into achieving the fifth divestment, that of Williams and Glyn, which has to-date been unsuccessful mainly due to external factors. If adopted, this new plan would replace the need for the fifth divestment and would finally remedy the distortion in the UK’s business banking market which flowed from the provision of state support, with greater speed and certainty than a divestment.

HM Treasury has been in constructive contact with the European Commission in recent months and HM Treasury will now seek formal amendment to RBS’s State aid commitments. The Commissioner responsible for EU competition policy, Margrethe Vestager, plans to propose to the College of Commissioners in the coming weeks to open proceedings in order to gather evidence on the new plan. HM Treasury will carry out a market testing exercise in parallel. The opening of proceedings does not prejudge the outcome of the investigation.

The proposed package of measures includes:

• a fund, administered by an independent body, that eligible challenger banks can access to increase their business banking capabilities
• funding for eligible challenger banks to help them incentivise SMEs to switch their accounts from RBS paid in the form of “dowries” to challenger banks to use to incentivise switching
• RBS granting business customers of eligible challenger banks access to its branch network for cash and cheque handling, to support the measures above
• an independent fund to invest in fintech to support the business banking of the future

An HMT spokesperson said:

RBS must deliver on its remaining State aid commitments and this new plan represents the most effective way of delivering the pro-competition objectives behind them.

This new plan provides a clear blueprint to increase competition in the UK’s business banking market, and would help RBS resolve one of its most significant legacy issues which has held back the sale of the taxpayers’ stake.

The estimated upfront cost of the proposed package to RBS is expected to be in the region of £750m. In keeping with the original commitments, the other large incumbent banks (HSBC, Lloyds, and Barclays) would not be eligible to benefit from the proposal. Further details, including precise eligibility criteria for challenger banks, will be announced in due course.