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1121887

	human indexable
	published
	registered interest
	answer date	24/04/2019
	date	18/04/2019
	date tabled	18/04/2019
	ddp created	18/04/2019 15:29:30
	answering body	Department for Education
	question status	Tabled
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	ddp modified	18/04/2019 15:56:01 30/04/2019 16:18:02
	hansard heading	Home Education
	house id	1
	identifier	245991
	legislature	25259 pref label House of Commons
	parliament number	57
	question first answered	30/04/2019 15:46:52
	question text	To ask the Secretary of State for Education, with reference to pages 16 and 17 of the document entitled, Elective Home Education: Call for Evidence 2018 Government consultation response, what progress his Department has made on (a) providing clearer guidance to (i) schools and (ii) local authorities on (A) how to operate and (B) the effect of flexi-schooling arrangements and (b) establishing a separate code of practice to ensure that schools are not penalised as a result of the absence of flexi-schooled pupils.
	session	2017/19
	session number	1
	tabling member constituency	Manchester, Gorton
	tabling member printed	Afzal Khan
	title	House of Commons Tabled Parliamentary Question 2017/19 245991
	type	WrittenParliamentaryQuestion
	uin	245991
	version	1
	written parliamentary question type	Ordinary
	answer	answer answer text <p>The department’s revised guidance for local authorities on elective home education published on 2 April 2019 can be found at:</p><p><a href="https://www.gov.uk/government/publications/elective-home-education" target="_blank">https://www.gov.uk/government/publications/elective-home-education</a>.</p><p>This document can be used by schools and contains guidance on flexi-schooling at pages 34-35. The guidance makes clear that schools are free to agree to flexi-schooling arrangements and need not suffer any disadvantage in doing so.</p><p> </p>
	creator	4671 label Biography information for Afzal Khan
	publisher	25259 pref label House of Commons
	tabling member	4671 label Biography information for Afzal Khan

1126847

	human indexable
	published
	registered interest
	answer date	20/05/2019
	date	15/05/2019
	date tabled	15/05/2019
	ddp created	15/05/2019 18:25:50
	answering body	Department for Education
	question status	Tabled
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	ddp modified	16/05/2019 13:25:09 22/05/2019 11:59:07
	hansard heading	Children: Social Services
	house id	1
	identifier	254818
	legislature	25259 pref label House of Commons
	parliament number	57
	question first answered	22/05/2019 11:27:27
	question text	To ask the Secretary of State for Education, what assessment he has made of the long-term benefit to the economy of early intervention and prevention work provided by local authority children’s services departments.
	session	2017/19
	session number	1
	tabling member constituency	Stockton North
	tabling member printed	Alex Cunningham
	title	House of Commons Tabled Parliamentary Question 2017/19 254818
	type	WrittenParliamentaryQuestion
	uin	254818
	version	2
	written parliamentary question type	NamedDay
	answer	answer answer text <p>The government has funded the Early Intervention Foundation (EIF) since 2013, including almost £2 million in 2018-20, to assess, evaluate and disseminate evidence of what works. The EIF has assessed the benefits of a wide range of specific early intervention programmes and suggested that whilst producing robust estimates is challenging, there is a compelling argument that the costs of intervening early are likely to pay off to society in economic terms. In particular, they highlight that the long-term economic benefits are considerable where early intervention leads to labour market gains, such as improvements in employment and earnings. However, they are clear that it is not a quick fix and is unlikely to reduce pressure on the social care system in the short term.</p><p>The value of early intervention is reflected in statutory guidance ‘Working Together to Safeguard Children’ (2018), which is clear that providing early help is more effective in promoting children’s welfare than reacting later – playing an important part in supporting children and young people to achieve better outcomes. The guidance is clear that local areas should have a comprehensive range of effective, evidence-based services in place to address assessed needs early. It is right that local authorities are free to decide how to use their children’s social care budget to manage local priorities and deliver the best services for children.</p><p>The government has also committed £920 million to the Troubled Families Programme, an early intervention approach which aims to achieve significant and sustained improvement for families with multiple, high-cost problems.</p>
	creator	4122 label Biography information for Alex Cunningham
	publisher	25259 pref label House of Commons
	tabling member	4122 label Biography information for Alex Cunningham

1122119

	human indexable
	published
	registered interest
	answer date	24/04/2019
	date	18/04/2019
	date tabled	18/04/2019
	ddp created	18/04/2019 15:43:51
	answering body	Department for Education
	question status	Tabled
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	ddp modified	18/04/2019 16:04:31 30/04/2019 16:28:19
	hansard heading	Pupils: Transgender People
	house id	1
	identifier	245972
	legislature	25259 pref label House of Commons
	parliament number	57
	question first answered	30/04/2019 15:56:06
	question text	To ask the Secretary of State for Education, what steps his Department is taking to provide adequate mental health support for (a) transgender and (b) gender-questioning children in schools.
	session	2017/19
	session number	1
	tabling member constituency	Leeds North West
	tabling member printed	Alex Sobel
	title	House of Commons Tabled Parliamentary Question 2017/19 245972
	type	WrittenParliamentaryQuestion
	uin	245972
	version	1
	written parliamentary question type	Ordinary
	answer	answer answer text <p>It is up to schools to decide, in dialogue with parents, how to support lesbian, gay, bisexual, and transgender (LGBT) pupils, including transgender and gender-questioning pupils. The Government Equalities Office has provided guidance and links to support and services for LGBT individuals, including support for children and young people. This guidance is available here: <a href="https://www.gov.uk/guidance/advice-and-support-for-lgbt-people#children-and-young-people-up-to-the-age-of-19" target="_blank">https://www.gov.uk/guidance/advice-and-support-for-lgbt-people#children-and-young-people-up-to-the-age-of-19</a>.</p><p> </p><p>Counselling can play an effective role as part of a whole school approach to supporting mental health and wellbeing. To support the provision of counselling support in schools, the Department published a blueprint for school counselling services. This provides schools with practical evidence-based advice informed by schools and counselling experts, on how to deliver high quality school-based counselling. It also offers information on how to ensure that children who have a higher prevalence of mental illness, including those who are LGBT, can access counselling provision.</p><p>This is available here: <a href="http://www.gov.uk/government/publications/counselling-in-schools" target="_blank">www.gov.uk/government/publications/counselling-in-schools</a>.</p><p> </p><p>The Government is also making sure that there is better access to specialist mental health support and treatment for pupils that need it. In March, the Government appointed the first ever National Adviser for LGBT Health in the NHS and Advisory Panel, to help improve the health and wellbeing of LGBT people. Under the NHS long term plan, 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. For the first time, funding for children and young people’s mental health services will grow faster than both overall NHS funding and total mental health spending. This will mean that by 2023/24 an extra 345,000 children and young people aged 0-25 will receive mental health support via NHS-funded mental health services and school or college-based Mental Health Support Teams.</p>
	creator	4658 label Biography information for Alex Sobel
	publisher	25259 pref label House of Commons
	tabling member	4658 label Biography information for Alex Sobel

1122123

	human indexable
	published
	registered interest
	answer date	24/04/2019
	date	18/04/2019
	date tabled	18/04/2019
	ddp created	18/04/2019 15:44:00
	answering body	Department for Education
	question status	Tabled
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	ddp modified	18/04/2019 16:04:39 30/04/2019 16:36:01
	hansard heading	Special Educational Needs
	house id	1
	identifier	245974
	legislature	25259 pref label House of Commons
	parliament number	57
	question first answered	30/04/2019 16:04:17
	question text	To ask the Secretary of State for Education, what steps his Department is taking to ensure the adequacy of (a) testing and (b) support for children at school with symptoms for (i) dyslexia and (ii) dyspraxia.
	session	2017/19
	session number	1
	tabling member constituency	Leeds North West
	tabling member printed	Alex Sobel
	title	House of Commons Tabled Parliamentary Question 2017/19 245974
	type	WrittenParliamentaryQuestion
	uin	245974
	version	1
	written parliamentary question type	Ordinary
	answer	answer answer text <p>Schools are required under the Children and Families Act 2014 to identify and address the special educational needs (SEN) of the pupils or students they support, and guidance is set out in the Special Educational Needs and Disabilities (SEND) Code of Practice<em>. </em>This includes arranging for appropriate tests where the school’s own assessments indicate that this is necessary. Schools receive funding through the notional SEN budget and would normally be expected to pay for tests such as an assessment for dyslexia or dyspraxia from this allocation.</p><p> </p><p>We have invested heavily in practical and financial support for SEND including funding projects with the British Dyslexia Association to address issues around early identification and effective provision; and the Dyslexia SpLD Trust to provide expert advice, information and training to schools and parents.</p><p> </p><p>We provide extensive support to schools to help them support pupils’ needs, for example through the Whole School SEND consortium, which has been funded £3.4 million for 2 years (2018-2020) to deliver a programme of work to embed SEND within approaches to school improvement. As part of this contract, the University College London have engaged with the education sector to explore the supply, demand and drivers for SEND continuing professional development, including looking at dyslexia. This will provide an analysis of where gaps exist to inform our strategy going forward. This work is due to report shortly.</p><p> </p>
	creator	4658 label Biography information for Alex Sobel
	publisher	25259 pref label House of Commons
	tabling member	4658 label Biography information for Alex Sobel

1126075

	human indexable
	published
	registered interest
	answer date	16/05/2019
	date	13/05/2019
	date tabled	13/05/2019
	ddp created	13/05/2019 18:27:45
	answering body	Department for Education
	question status	Tabled
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	ddp modified	13/05/2019 18:38:02 16/05/2019 12:53:02
	hansard heading	Pupil Premium: Leeds
	house id	1
	identifier	253712
	legislature	25259 pref label House of Commons
	parliament number	57
	question first answered	16/05/2019 12:21:30
	question text	To ask the Secretary of State for Education, how many pupils received the pupil premium in each primary school in Leeds City Council area in 2017-18.
	session	2017/19
	session number	1
	tabling member constituency	Leeds North West
	tabling member printed	Alex Sobel
	title	House of Commons Tabled Parliamentary Question 2017/19 253712
	type	WrittenParliamentaryQuestion
	uin	253712
	version	1
	written parliamentary question type	NamedDay
	answer	answer answer text <p>The number of pupils in receipt of pupil premium in schools in Leeds local authority and all other schools in financial year 2017-2018 can be found at the following link:</p><p><a href="https://www.gov.uk/government/publications/pupil-premium-conditions-of-grant-2017-to-2018" target="_blank">https://www.gov.uk/government/publications/pupil-premium-conditions-of-grant-2017-to-2018</a>.</p><p> </p>
	creator	4658 label Biography information for Alex Sobel
	publisher	25259 pref label House of Commons
	tabling member	4658 label Biography information for Alex Sobel

1126076

	human indexable
	published
	registered interest
	answer date	15/05/2019
	date	13/05/2019
	date tabled	13/05/2019
	ddp created	13/05/2019 18:27:48
	answering body	Department for Education
	question status	Tabled
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	ddp modified	13/05/2019 18:38:05 21/05/2019 16:54:04
	hansard heading	Pupils: English Language
	house id	1
	identifier	253713
	legislature	25259 pref label House of Commons
	parliament number	57
	question first answered	21/05/2019 16:22:15
	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.
	session	2017/19
	session number	1
	tabling member constituency	Leeds North West
	tabling member printed	Alex Sobel
	title	House of Commons Tabled Parliamentary Question 2017/19 253713
	type	WrittenParliamentaryQuestion
	uin	253713
	version	1
	written parliamentary question type	Ordinary
	answer	answer 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>
	creator	4658 label Biography information for Alex Sobel
	publisher	25259 pref label House of Commons
	tabling member	4658 label Biography information for Alex Sobel

1122867

	human indexable
	published
	registered interest
	answer date	29/04/2019
	date	24/04/2019
	date tabled	24/04/2019
	ddp created	24/04/2019 19:34:18
	answering body	Department for Education
	question status	Tabled
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	ddp modified	24/04/2019 19:43:26 29/04/2019 17:19:04
	hansard heading	Schools: Counselling
	house id	1
	identifier	247030
	legislature	25259 pref label House of Commons
	parliament number	57
	question first answered	29/04/2019 16:47:37
	question text	To ask the Secretary of State for Education, what plans his Department has to conduct research on the adequacy of counselling services provided in schools in England.
	session	2017/19
	session number	1
	tabling member constituency	Wirral South
	tabling member printed	Alison McGovern
	title	House of Commons Tabled Parliamentary Question 2017/19 247030
	type	WrittenParliamentaryQuestion
	uin	247030
	version	1
	written parliamentary question type	NamedDay
	answer	answer answer text <p>School based counselling by well-qualified practitioners can play an effective role as part of a ‘whole school’ approach to supporting mental health and wellbeing. It is for schools to decide what support to put in place based on the particular needs of their pupils.</p><p>The Department has no plans to make a specific assessment of counselling services provided in schools. However, the Department's nationally representative survey of school provision published in 2017 indicated that 61% of schools offer counselling services, with 84% of secondary schools providing their pupils with access to counselling support.[1] To support schools to provide counselling, the Government has provided advice on how to deliver high quality school-based counselling, which is available here: <a href="https://www.gov.uk/government/publications/counselling-in-schools" target="_blank">https://www.gov.uk/government/publications/counselling-in-schools</a>.</p><p>The Government is introducing new mental health support teams to provide additional support linked to groups of schools and colleges. The first teams are being set up in 25 areas of the country this year. The aim is for these teams to work together with existing provision, including school-based counselling. The Government will evaluate their introduction to ensure that they do not displace existing provision.</p><p> </p><p>[1] <a href="https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/634726/Supporting_Mental-Health_survey_report.pdf" target="_blank">https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/634726/Supporting_Mental-Health_survey_report.pdf</a>.</p><p> </p>
	creator	4083 label Biography information for Alison McGovern
	publisher	25259 pref label House of Commons
	tabling member	4083 label Biography information for Alison McGovern

1125340

	human indexable
	published
	registered interest
	answer date	13/05/2019
	date	08/05/2019
	date tabled	08/05/2019
	ddp created	08/05/2019 17:59:10
	answering body	Department for Education
	question status	Tabled
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	ddp modified	08/05/2019 18:09:10 16/05/2019 12:58:03
	hansard heading	English Baccalaureate
	house id	1
	identifier	251964
	legislature	25259 pref label House of Commons
	parliament number	57
	question first answered	16/05/2019 12:26:46
	question text	To ask the Secretary of State for Education, what assessment his Department has made of the effect of the English Baccalaureate on UK performance within international league tables.
	session	2017/19
	session number	1
	tabling member constituency	Romford
	tabling member printed	Andrew Rosindell
	title	House of Commons Tabled Parliamentary Question 2017/19 251964
	type	WrittenParliamentaryQuestion
	uin	251964
	version	1
	written parliamentary question type	Ordinary
	answer	answer answer text <p>The English Baccalaureate (EBacc) measures pupils’ performance against a range of core academic subjects, and keeps young people’s options open for further study and future careers. The international comparisons studies that the Department participates in assess pupils’ performance in reading, mathematics and science.</p><p> </p><p>The proportion of pupils in state-funded schools taking the EBacc combination of subjects has increased from 22% in 2010 to 38% in 2018. In particular, the proportion of pupils taking history or geography has increased from 48% to 78%.</p><p> </p><p>A Sutton Trust report, available at <a href="https://www.suttontrust.com/research-paper/changing-the-subject/" target="_blank">https://www.suttontrust.com/research-paper/changing-the-subject/</a>, shows that pupils in 300 schools which had increased EBacc take up were more likely to achieve good GCSEs in maths and English, and that pupils eligible for the pupil premium also benefited. A study by the Centre for Longitudinal Studies, available at <a href="https://cls.ucl.ac.uk/wp-content/uploads/2017/09/CLS-WP-201711-Incentivising-specific-combinations-of-subjects-does-it-make-any-difference-to-university-access.pdf" target="_blank">https://cls.ucl.ac.uk/wp-content/uploads/2017/09/CLS-WP-201711-Incentivising-specific-combinations-of-subjects-does-it-make-any-difference-to-university-access.pdf</a>, found that studying the EBacc combination of GCSE subjects increases the likelihood that a pupil will stay on in full-time education.</p><p>The latest Programme for International Student Assessment (PISA) results for 2015 showed that our 15 year olds continue to perform significantly above the Organisation for Economic Co-operation and Development (OECD) average in science, at the OECD average for mathematics, and, for the first time, above the OECD average in reading. Results for PISA 2018 will be available in December 2019.</p>
	creator	1447 label Biography information for Andrew Rosindell
	publisher	25259 pref label House of Commons
	tabling member	1447 label Biography information for Andrew Rosindell

1125341

	human indexable
	published
	registered interest
	answer date	13/05/2019
	date	08/05/2019
	date tabled	08/05/2019
	ddp created	08/05/2019 17:59:13
	answering body	Department for Education
	question status	Tabled
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	ddp modified	08/05/2019 18:09:12 16/05/2019 13:36:04
	hansard heading	Pupils: Discipline
	house id	1
	identifier	251965
	legislature	25259 pref label House of Commons
	parliament number	57
	question first answered	16/05/2019 13:04:34
	question text	To ask the Secretary of State for Education, what steps he is taking to reduce disruptive behaviour in the classroom.
	session	2017/19
	session number	1
	tabling member constituency	Romford
	tabling member printed	Andrew Rosindell
	title	House of Commons Tabled Parliamentary Question 2017/19 251965
	type	WrittenParliamentaryQuestion
	uin	251965
	version	1
	written parliamentary question type	Ordinary
	answer	answer answer text <p>All schools are required by the law to develop and publish a behaviour policy. The Department for Education produces guidance for head teachers and school staff on developing school behaviour policy and explains the powers members of staff have to maintain discipline in the classroom. The full guidance can be viewed at: <a href="https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/488034/Behaviour_and_Discipline_in_Schools_-_A_guide_for_headteachers_and_School_Staff.pdf" target="_blank">https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/488034/Behaviour_and_Discipline_in_Schools_-_A_guide_for_headteachers_and_School_Staff.pdf</a>.</p><p> </p><p>In 2016, the Government commissioned behaviour expert Tom Bennett to conduct an independent review on behaviour management in schools. His report ‘Creating a culture’, published in 2017, focused on leadership, culture and systems used to tackle disruptive pupil behaviour, and provides practical advice for head teachers about creating a school culture that prevents low level disruption, maintains good discipline and promotes pupils’ education, focus and wellbeing. The full report can be viewed at: <a href="https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/602487/Tom_Bennett_Independent_Review_of_Behaviour_in_Schools.pdf" target="_blank">https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/602487/Tom_Bennett_Independent_Review_of_Behaviour_in_Schools.pdf</a>.</p><p> </p><p>Building on this review the Department announced a £10 million investment to support schools and teachers to share best practice and knowledge on behaviour management and classroom management. As part of this Tom Bennett, has been appointed our lead Behaviour Adviser, supporting the Department to set up and run these new behaviour support networks.</p><p> </p><p>Most recently, as part of our response to the Timpson review of school exclusion, published on 7 May 2019, the Department committed to revising guidance which offers clearer, more consistent guidance on managing behaviour, the use of in-school units and the sorts of circumstances where it may appropriate to use exclusion. A copy of the review and the Government response can be found at: <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>
	creator	1447 label Biography information for Andrew Rosindell
	publisher	25259 pref label House of Commons
	tabling member	1447 label Biography information for Andrew Rosindell

1123907

	human indexable
	published
	registered interest
	answer date	02/05/2019
	date	30/04/2019
	date tabled	30/04/2019
	ddp created	30/04/2019 17:12:47
	answering body	Department for Education
	question status	Tabled
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	ddp modified	01/05/2019 14:45:11 09/05/2019 17:21:01
	hansard heading	Church Schools
	house id	1
	identifier	249243
	legislature	25259 pref label House of Commons
	parliament number	57
	question first answered	09/05/2019 16:49:49
	question text	To ask the Secretary of State for Education, whether there are any church schools in multi-academy trusts where less than half of the schools in that multi-academy trust are church schools.
	session	2017/19
	session number	1
	tabling member constituency	South West Bedfordshire
	tabling member printed	Andrew Selous
	title	House of Commons Tabled Parliamentary Question 2017/19 249243
	type	WrittenParliamentaryQuestion
	uin	249243
	version	2
	written parliamentary question type	Ordinary
	answer	answer answer text <p>As at 1 May 2019, there are 371 Multi-Academy Trusts (MAT) that include church schools. Of these, there are 99 MATs where church schools make up less than half of the academies within that Trust. We have identified church schools as those schools with a religious designation relating to the Christian faith. This includes Church of England, Greek Orthodox, Catholic and non-denominational Christian schools.</p>
	creator	1453 label Biography information for Andrew Selous
	publisher	25259 pref label House of Commons
	tabling member	1453 label Biography information for Andrew Selous