Show Search Form

Search Results

registered interest	true false
date	exactly: or between: and
answering body
answering dept id
answering dept short name
answering dept sort name
hansard heading
house id
legislature	pref label
question text
tabling member constituency
tabling member printed
uin
answer	is ministerial correction true false date of answer exactly: or between: and answer text answering member constituency answering member printed grouped question UIN question first answered answering member label attachment file name title
tabling member	label

Search

1126462

	registered interest
	date	14/05/2019
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Pupil Referral Units: Standards
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, what steps he is taking to improve the quality of education in pupil referral units.
	tabling member constituency	Slough
	tabling member printed	Mr Tanmanjeet Singh Dhesi
	uin	254263
	answer	answer is ministerial correction date of answer 20/05/2019 answer text <p>The Government is taking forward a programme of reform to alternative provision (AP), including pupil referral units, and set out its vision for reform in the March 2018 document: 'Creating opportunity for all: our vision for alternative provision'. Since then the Government has made significant progress by launching a £4 million AP Innovation Fund, which is developing best practice and delivering projects to improve outcomes for pupils in AP, by publishing two research reports into AP with examples of good practice for providers and commissioners, and by opening 6 AP free schools and approving two more.</p><p> </p><p>In response to the Timpson Review of school exclusion, the Government committed to setting out plans to go further to improve outcomes for children in AP, including how to support alternative providers to attract and develop high-quality staff through a new AP workforce programme, and how it will help commissioners and providers to identify and recognise good practice.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 20/05/2019 14:11:55 answering member 111 label Biography information for Nick Gibb
	tabling member	4638 label Biography information for Mr Tanmanjeet Singh Dhesi

1126463

	registered interest
	date	14/05/2019
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Children: Mental Health
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, what steps his Department is taking to provide additional funding for early support for children with mental health problems.
	tabling member constituency	Swansea West
	tabling member printed	Geraint Davies
	uin	254084
	answer	answer is ministerial correction date of answer 20/05/2019 answer text <p>​The Department for Education is working closely with NHS England and the Department of Health and Social Care to support schools and colleges to provide support for children and young people with emerging mental health issues and secure specialist treatment where it is needed.</p><p> </p><p>The NHS Long Term Plan published in January 2019 announced that by 2023/24 an extra 345,000 children and young people in England aged 0-25 will receive mental health support via NHS funded mental health services and new Mental Health Support Teams. Mental health services will continue to receive a growing share of the NHS budget, with funding to grow by at least £2.3 billion a year by 2023/24. Spending on children and young people’s mental health services will grow faster than adult services, and faster than other NHS spending. As set out in the 'Transforming Children and Young People’s Mental Health Provision' green paper, the new support teams will work with groups of schools and colleges to provide swift access to support for children and young people with emerging and mild and moderate needs and support referrals to more specialist treatment.</p><p>The Department for Education is providing up to £95 million between 2019/20 and 2023/24 to support the delivery of the green paper proposals, including the costs of a significant training programme for senior mental health leads, to help schools and colleges to put in place whole school approaches to supporting pupil mental health.​</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 20/05/2019 14:07:13 answering member 111 label Biography information for Nick Gibb
	tabling member	155 label Biography information for Geraint Davies

1126076

	registered interest
	date	13/05/2019
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Pupils: English Language
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, how many pupils do not have English as their first spoken language in each primary school in the Leeds City Council area.
	tabling member constituency	Leeds North West
	tabling member printed	Alex Sobel
	uin	253713
	answer	answer is ministerial correction date of answer 21/05/2019 answer text <p>The number of pupils by English as a first language in England is published in the annual ‘Schools, pupils and their characteristics’ statistical release, available at: <a href="https://www.gov.uk/government/statistics/schools-pupils-and-their-characteristics-january-2018." target="_blank">https://www.gov.uk/government/statistics/schools-pupils-and-their-characteristics-january-2018</a>.</p><p> </p><p>Data for each school is available in the underlying data of this release, contained in file ‘Schools_Pupils_and_their_Characteristics _2018_Schools_Pupils_UD’. The figures can be filtered by local authority name e.g. Leeds (column H), school phase e.g. state-funded primary schools (column N). The number of pupils whose first language is known or believed to be other than English is in column GA.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 21/05/2019 16:22:15 answering member 111 label Biography information for Nick Gibb
	tabling member	4658 label Biography information for Alex Sobel

1125926

	registered interest
	date	10/05/2019
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Railways: Concessions
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, what estimate his Department has made of the expenditure by local authorities on the provision of free rail passes for pupils (a) up to the age of 16 to travel to their nearest school and (b) from families on maximum working tax credit or entitlement to free school meals; and how many school pupils benefit from such rail passes.
	tabling member constituency	Middlesbrough
	tabling member printed	Andy McDonald
	uin	252867
	answer	answer is ministerial correction date of answer 15/05/2019 answer text <p>​Local authorities have a statutory duty under section 508B of the Education Act 1996 to make travel arrangements to enable all eligible children of compulsory school age to attend their nearest suitable school. For low income families, there are additional rights to free home to school transport where children are entitled to Free School Meals or whose parents are in receipt of the maximum Working Tax Credit. It is for local authorities to decide how to fulfil that duty. They may, if they wish, provide pupils with rail passes. The information requested is not held centrally, regarding pupil numbers or detailed local authority expenditure.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 15/05/2019 12:11:32 answering member 111 label Biography information for Nick Gibb
	tabling member	4269 label Biography information for Andy McDonald

1125933

	registered interest
	date	10/05/2019
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Pupil Exclusions: Ethnic Groups
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, what recent assessment his Department has made of trends in the level of school exclusions for each ethnic group.
	tabling member constituency	Coventry South
	tabling member printed	Mr Jim Cunningham
	uin	252824
	answer	answer is ministerial correction date of answer 15/05/2019 answer text <p>The rate of exclusion varies by pupil ethnicity, with pupils of some ethnic groups more likely to be excluded and others less.[1]</p><p> </p><p>Last March, the Government commissioned Edward Timpson to explore how head teachers use exclusion and why some groups of pupils are more likely to be excluded than others.</p><p> </p><p>New analysis undertaken for the Timpson Review shows that some ethnic groups are more likely to be excluded after controlling for other observable characteristics. For example, after accounting for other factors, Black Caribbean children are around 1.7 times more likely to be permanently excluded compared to White British children, while Mixed White and Black Caribbean children are around 1.6 times more likely, and Indian and Bangladeshi pupils are around half as likely.</p><p> </p><p>Equally, children in some ethnic groups do not appear to be permanently excluded at a different rate from White British pupils, such as Black African children.</p><p> </p><p>The Timpson review, the analysis technical note, and the Government’s response can be found here: <a href="https://www.gov.uk/government/consultations/school-exclusions-review-call-for-evidence" target="_blank">https://www.gov.uk/government/consultations/school-exclusions-review-call-for-evidence</a>.</p><p> </p><p>[1] <a href="https://www.gov.uk/government/statistics/permanent-and-fixed-period-exclusions-in-england-2016-to-2017" target="_blank">https://www.gov.uk/government/statistics/permanent-and-fixed-period-exclusions-in-england-2016-to-2017</a>. National tables, table 8.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 15/05/2019 12:13:50 answering member 111 label Biography information for Nick Gibb
	tabling member	308 label Biography information for Mr Jim Cunningham

1125595

	registered interest
	date	09/05/2019
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Schools: Health Education
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, what steps he has taken to ensure the new Abortion and Abortion Care Fact Sheet for schools is balanced and objective in its use of language.
	tabling member constituency	Congleton
	tabling member printed	Fiona Bruce
	uin	252525
	answer	answer is ministerial correction date of answer 14/05/2019 answer text <p>The Abortion and Abortion Care Factsheet was produced by the Royal College of Obstetricians and Gynaecologists and the Faculty of Sexual and Reproductive Healthcare.</p><p>Schools are free to determine which resources they use, including materials to develop professional knowledge. Head teachers and subject specialists are best placed to make those decisions. The Department does not prescribe what must and must not be used.</p><p>Many schools work with specialist subject associations who help schools to access high quality materials, including resources that they have quality assured.</p><p>The Department is clear that in teaching about sensitive issues such as abortion, any teaching must be age-appropriate.</p><p> </p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 14/05/2019 15:21:45 answering member 111 label Biography information for Nick Gibb
	tabling member	3958 label Biography information for Fiona Bruce

1125639

	registered interest
	date	09/05/2019
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Literacy: Essex
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, what steps his Department is taking to raise levels of literacy in Essex.
	tabling member constituency	Witham
	tabling member printed	Priti Patel
	uin	252537
	answer	answer is ministerial correction date of answer 16/05/2019 answer text <p>The Government is committed to continuing to raise literacy standards, ensuring all children can read fluently and with understanding. Building on the success of our phonics partnerships and phonics roadshows programmes, in 2018 the Department launched a £26.3 million English Hubs Programme. The Department has appointed 34 primary schools across England as English Hubs. Hub schools are taking a leading role in improving the teaching of early reading through systematic synthetic phonics, early language development, and reading for pleasure.</p><p>There is a substantial body of evidence that shows that systematic phonics is the most effective method for teaching early reading. Reflecting this, the Department introduced the light touch phonics screening check for year 1 pupils in 2012. Phonics performance is improving: in 2018, there were 163,000 more six-year-olds on track to become fluent readers compared to 2012. This represented 82% of pupils meeting the expected standard in the phonics screening check, compared to just 58% when the check was introduced in 2012.</p><p>The Department have appointed Myland Community Primary school as an English Hub in Colchester, and Elmhurst Primary School in Newham. Both of these hubs will work with schools in Essex to improve the teaching of early reading.</p><p> </p><p>In 2016, new tests and frameworks for teacher assessment were brought in at Key Stage 1 and Key Stage 2, following the introduction of a new, more challenging National Curriculum that set higher expected standards for reading, writing and mathematics. These changes mean that the expected standard from 2016 is higher and not comparable with the expected levels used in previous years' statistics. It is not possible to make direct comparisons between the results before and after the changes in 2016.</p><p> </p><p>The number and percentage of state-funded pupils, at the end of Key Stage 1, 2 and 4, who did not achieve the expected level of literacy[1] in Witham, Essex and England are in the attached tables. Figures relate to academic years 2013/14 to 2017/18. The Department does not produce statistics for Wales, Scotland or Northern Ireland, or the UK as a whole, and therefore these figures relate to England only.</p><p> </p><p>[1] There is not a definitive definition of ‘expected level of literacy’ for each key stage. Figures have been provided for achievement in English, or English subjects, in the headline or additional measures that were used for that key stage, in each academic year.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb grouped question UIN 252538 question first answered 16/05/2019 14:43:04 answering member 111 label Biography information for Nick Gibb attachment 1 file name 252537_252538_Literacy_Attainment_KS1_KS2_KS4.xls title 252537_252538_Tables
	tabling member	4066 label Biography information for Priti Patel

1125640

	registered interest
	date	09/05/2019
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Pupils: Literacy
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, how many pupils at the end of (a) Key Stage 1, (b) Key Stage 2 and (c) Key Stage 4 did not meet the expected level of literacy in (i) Witham constituency, (ii) Essex, and (iii) the UK in the last five years for which data is available.
	tabling member constituency	Witham
	tabling member printed	Priti Patel
	uin	252538
	answer	answer is ministerial correction date of answer 16/05/2019 answer text <p>The Government is committed to continuing to raise literacy standards, ensuring all children can read fluently and with understanding. Building on the success of our phonics partnerships and phonics roadshows programmes, in 2018 the Department launched a £26.3 million English Hubs Programme. The Department has appointed 34 primary schools across England as English Hubs. Hub schools are taking a leading role in improving the teaching of early reading through systematic synthetic phonics, early language development, and reading for pleasure.</p><p>There is a substantial body of evidence that shows that systematic phonics is the most effective method for teaching early reading. Reflecting this, the Department introduced the light touch phonics screening check for year 1 pupils in 2012. Phonics performance is improving: in 2018, there were 163,000 more six-year-olds on track to become fluent readers compared to 2012. This represented 82% of pupils meeting the expected standard in the phonics screening check, compared to just 58% when the check was introduced in 2012.</p><p>The Department have appointed Myland Community Primary school as an English Hub in Colchester, and Elmhurst Primary School in Newham. Both of these hubs will work with schools in Essex to improve the teaching of early reading.</p><p> </p><p>In 2016, new tests and frameworks for teacher assessment were brought in at Key Stage 1 and Key Stage 2, following the introduction of a new, more challenging National Curriculum that set higher expected standards for reading, writing and mathematics. These changes mean that the expected standard from 2016 is higher and not comparable with the expected levels used in previous years' statistics. It is not possible to make direct comparisons between the results before and after the changes in 2016.</p><p> </p><p>The number and percentage of state-funded pupils, at the end of Key Stage 1, 2 and 4, who did not achieve the expected level of literacy[1] in Witham, Essex and England are in the attached tables. Figures relate to academic years 2013/14 to 2017/18. The Department does not produce statistics for Wales, Scotland or Northern Ireland, or the UK as a whole, and therefore these figures relate to England only.</p><p> </p><p>[1] There is not a definitive definition of ‘expected level of literacy’ for each key stage. Figures have been provided for achievement in English, or English subjects, in the headline or additional measures that were used for that key stage, in each academic year.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb grouped question UIN 252537 question first answered 16/05/2019 14:43:04 answering member 111 label Biography information for Nick Gibb attachment 1 file name 252537_252538_Literacy_Attainment_KS1_KS2_KS4.xls title 252537_252538_Tables
	tabling member	4066 label Biography information for Priti Patel

1125642

	registered interest
	date	09/05/2019
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Pupils: Absenteeism
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, what estimate his Department has made of the number of unauthorised school absences in (a) Witham constituency, (b) Essex and c) the UK in the last three years for which data is available.
	tabling member constituency	Witham
	tabling member printed	Priti Patel
	uin	252540
	answer	answer is ministerial correction date of answer 15/05/2019 answer text <p>It is a priority to reduce overall school absence as part of the Government’s ambition to create a world-class education system.</p><p>Data on the number of unauthorised absences are published in the termly “Pupil absence in schools in England” statistical releases, and can be found here:</p><p><a href="https://www.gov.uk/government/collections/statistics-pupil-absence" target="_blank">https://www.gov.uk/government/collections/statistics-pupil-absence</a>.</p><p>Information for each school, local authority and England is provided in the underlying data. Information by local authority and England is also provided in the “National and local authority” tables.</p><p>The Department has already taken a number of steps to reduce the number of unauthorised absence and tackle persistent absence. In 2013, the Government amended legislation to make it clear that leave of absence could be authorised by maintained schools only in exceptional circumstances. It is up to individual schools to decide what constitutes exceptional circumstances.</p><p>Overall school attendance is improving, and absence rates have followed a general downward trend since 2006-7. The Department recognises that persistent absence is hard to tackle. Children may be persistently absent from school for a number of reasons including long term sickness.</p><p>To enable schools to act earlier in dealing with patterns of poor attendance, the Department has tightened up the definition of persistent absence in national statistics and equipped schools and local authorities with a range of sanctions they can use to tackle poor attendance. This includes penalty notices, parenting orders, fast track programmes, parenting contracts, and ultimately prosecution.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb grouped question UIN 252541 question first answered 15/05/2019 13:21:24 answering member 111 label Biography information for Nick Gibb
	tabling member	4066 label Biography information for Priti Patel

1125643

	registered interest
	date	09/05/2019
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Pupils: Absenteeism
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, what steps his Department is taking to reduce the number of (a) unauthorised and (b) persistent absences of students from school.
	tabling member constituency	Witham
	tabling member printed	Priti Patel
	uin	252541
	answer	answer is ministerial correction date of answer 15/05/2019 answer text <p>It is a priority to reduce overall school absence as part of the Government’s ambition to create a world-class education system.</p><p>Data on the number of unauthorised absences are published in the termly “Pupil absence in schools in England” statistical releases, and can be found here:</p><p><a href="https://www.gov.uk/government/collections/statistics-pupil-absence" target="_blank">https://www.gov.uk/government/collections/statistics-pupil-absence</a>.</p><p>Information for each school, local authority and England is provided in the underlying data. Information by local authority and England is also provided in the “National and local authority” tables.</p><p>The Department has already taken a number of steps to reduce the number of unauthorised absence and tackle persistent absence. In 2013, the Government amended legislation to make it clear that leave of absence could be authorised by maintained schools only in exceptional circumstances. It is up to individual schools to decide what constitutes exceptional circumstances.</p><p>Overall school attendance is improving, and absence rates have followed a general downward trend since 2006-7. The Department recognises that persistent absence is hard to tackle. Children may be persistently absent from school for a number of reasons including long term sickness.</p><p>To enable schools to act earlier in dealing with patterns of poor attendance, the Department has tightened up the definition of persistent absence in national statistics and equipped schools and local authorities with a range of sanctions they can use to tackle poor attendance. This includes penalty notices, parenting orders, fast track programmes, parenting contracts, and ultimately prosecution.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb grouped question UIN 252540 question first answered 15/05/2019 13:21:24 answering member 111 label Biography information for Nick Gibb
	tabling member	4066 label Biography information for Priti Patel