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177831

	registered interest
	date	04/02/2015
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	GCSE: Blackpool
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, how many students in schools under the control of Blackpool Education Authority in Blackpool South constituency received five GCSEs Grade A* to C including mathematics and English in the (a) 2014-15 and (b) 2009-10 academic year; and what those numbers represent as a proportion of the total number.
	tabling member constituency	Blackpool South
	tabling member printed	Mr Gordon Marsden
	uin	223477
	answer	answer is ministerial correction date of answer 09/02/2015 answer text <p>GCSE attainment figures for the academic year 2014/15 are not yet available. Figures for the 2013/14 academic year were published in January 2015.</p><p> </p><p>Attainment at constituency and local authority level are only published for all state funded schools including academies and city technical colleges. Further school type breakdowns below national level are not published.</p><p> </p><p>The latest publication including constituency figures can be found in the GCSE statistics series on GOV.UK.[1] Figures for Blackpool South parliamentary constituency in 2009/10 were published in the In Your Area website.[2]</p><p> </p><p>Figures for the number of pupils in state-funded schools in Blackpool South constituency who achieved five or more A* - C grades including English and mathematics GCSEs in the academic years 2013/14 and 2009/10 can be found in the following table, with figures for Blackpool local authority and England as comparators.</p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p><strong>Achievements at GCSE and equivalent for pupils<sup>1</sup> at the end of key stage 4 <del class="ministerial">in Blackpool local authority and in England</del><ins class="ministerial">by parliamentary constiuency of school location</ins></strong></p><p> </p><p> </p><p> </p><p><strong>Years: 2009/10 to 2013/14 (revised)<sup>2,3,4</sup></strong></p><p> </p><p> </p><p> </p><p><strong>Coverage: England, state-funded schools (including academies and CTCs)</strong></p><p> </p><p><strong>Warning: 2013/14 figures not comparable to earlier years</strong></p><p> </p><table><tbody><tr><td> </td><td> </td><td colspan="3"> </td></tr><tr><td rowspan="2"> </td><td rowspan="2"> </td><td rowspan="2"><p>Number of eligible pupils<sup>1</sup></p></td><td colspan="2"> </td></tr><tr><td><p>Number achieving 5+ A*-C grades inc. <br />English and mathematics GCSEs</p></td><td><p>% achieving 5+ A*-C grades inc. <br />English and mathematics GCSEs</p></td></tr><tr><td><p><strong>2013/14</strong></p></td><td> </td><td> </td><td> </td><td> </td></tr><tr><td> </td><td><p><ins class="ministerial">Blackpool South</ins></p></td><td><p><ins class="ministerial">601</ins></p></td><td><p><ins class="ministerial">253</ins></p></td><td><p><ins class="ministerial">42.1</ins></p></td></tr><tr><td> </td><td><p>Blackpool LA</p></td><td><p>1,440</p></td><td><p>633</p></td><td><p>44.0</p></td></tr><tr><td> </td><td><p>National</p></td><td><p>556,002</p></td><td><p>315,873</p></td><td><p>56.8</p></td></tr><tr><td><p><strong>2009/10</strong></p></td><td> </td><td> </td><td> </td><td> </td></tr><tr><td> </td><td><p><ins class="ministerial"> Blackpool South</ins></p></td><td><p><ins class="ministerial">605</ins></p></td><td><p><ins class="ministerial">263</ins></p></td><td><p><ins class="ministerial">43.5</ins></p></td></tr><tr><td> </td><td><p>Blackpool LA</p></td><td><p>1,607</p></td><td><p>768</p></td><td><p>47.8</p></td></tr><tr><td> </td><td><p>National</p></td><td><p>575,970</p></td><td><p>318,720</p></td><td><p>55.3</p></td></tr><tr><td colspan="5"><p><em>Source: National pupil database (2009/10) and key stage 4 attainment data (2013/14)</em></p></td></tr></tbody></table><p> </p><p><br />1. Pupils at the end of key stage 4 in each academic year.</p><p>2. Figures for 2009/10 are based on final data. Figures for 2013/14 are based on revised data.</p><p>3. New 2014 methodology applied to 2013/14 data (see SFR main text).</p><p>4. In 2013/14, two major reforms were implemented which affect the calculation of key stage 4 performance measures data: Professor Alison Wolf’s Review of Vocational Education recommendations and an early entry policy to only count a pupil’s first attempt at a qualification. Consequently, <del class="ministerial">I</del><ins class="ministerial">i</ins>t is not possible to directly compare 2013/14 figures with earlier years.</p><p> </p><p> </p><p> </p><p> </p><p>[1] <a href="http://www.gov.uk/government/statistics/gcse-and-equivalent-attainment-by-pupil-characteristics-2014" target="_blank">www.gov.uk/government/statistics/gcse-and-equivalent-attainment-by-pupil-characteristics-2014</a></p><p>[2] <a href="http://www.education.gov.uk/inyourarea/index.shtml" target="_blank">www.education.gov.uk/inyourarea/index.shtml</a></p><p> </p> answering member constituency Yeovil answering member printed Mr David Laws question first answered 09/02/2015 16:44:25 question first ministerially corrected 10/02/2015 11:56:15 answering member 1473 label Biography information for Mr David Laws previous answer version 43519 answering member constituency Yeovil answering member printed Mr David Laws answering member 1473 label Biography information for Mr David Laws
	tabling member	465 label Biography information for Gordon Marsden

178120

	registered interest
	date	05/02/2015
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Special Educational Needs
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, pursuant to the Answer of 22 January 2015 to Question 220889, what mechanism is in place to alert Ministers when local authorities do not issue a final statement of special educational needs within the statutory 26 week time limit.
	tabling member constituency	Birmingham, Selly Oak
	tabling member printed	Steve McCabe
	uin	223615
	answer	answer is ministerial correction date of answer 11/02/2015 answer text <p>There is no mechanism in place to alert Ministers routinely to individual cases when a local authority does not issue a final statement of special educational needs for a child within the statutory 26 week timescale.</p><p>A complaint can be made to the Secretary of State for Education under section 497 of the Education Act 1996 if it is believed that a local authority has failed to carry out a statutory duty. If, following investigation, the Secretary of State is satisfied that the local authority has failed to carry out their duty, she may make an order giving directions to enforce the duty as appear to her to be expedient.</p><p>Data collected annually from all local authorities on the numbers of final statements issued for children with special educational needs within the statutory timescale of 26 weeks and published each year gives a national picture of local authority performance in this area.<del class="ministerial">nal picture of local authority performance in this area.</del></p> answering member constituency Crewe and Nantwich answering member printed Mr Edward Timpson question first answered 11/02/2015 17:10:47 question first ministerially corrected 11/02/2015 17:22:01 answering member 1605 label Biography information for Edward Timpson previous answer version 44003 answering member constituency Crewe and Nantwich answering member printed Mr Edward Timpson answering member 1605 label Biography information for Edward Timpson
	tabling member	298 label Biography information for Steve McCabe

178119

	registered interest
	date	05/02/2015
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Free Schools: North West
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, how many free schools there currently are in (a) Preston, (b) Lancashire and (c) the North West; and how much funding her Department has allocated to the funding of free schools in each such area.
	tabling member constituency	Preston
	tabling member printed	Mark Hendrick
	uin	223512
	answer	answer is ministerial correction date of answer 12/02/2015 answer text <p>In answer to the above question;</p><p> </p><p> </p><p> </p><ol><li><p>There are currently no free schools in Preston.</p><p> </p></li><li><p>There are currently three free schools in the local authority area of Lancashire with the total revenue funding allocation of £2,789,724 for the academic year 2014 to 2015.</p><p> </p></li><li><p>There are currently <ins class="ministerial">ten</ins><del class="ministerial">seven</del> free schools in the county of Lancashire, which includes the local authorities of <ins class="ministerial">Lancashire,</ins> Blackpool and Blackburn with Darwen, with the total revenue funding allocation of <ins class="ministerial">£14,802,909.77</ins><del class="ministerial">£12,013,185</del> for the academic year 2014 to 2015.</p><p> </p></li><li><p>The North West has <ins class="ministerial">40</ins><del class="ministerial">41</del> free schools with a total revenue funding allocation of £54,002,376 for the academic year 2014 to 2015.</p></li></ol><p> </p> answering member constituency Crewe and Nantwich answering member printed Mr Edward Timpson question first answered 12/02/2015 17:31:03 question first ministerially corrected 27/02/2015 12:43:41 answering member 1605 label Biography information for Edward Timpson previous answer version 45242 answering member constituency Crewe and Nantwich answering member printed Mr Edward Timpson answering member 1605 label Biography information for Edward Timpson
	tabling member	473 label Biography information for Sir Mark Hendrick

347138

	registered interest
	date	27/05/2015
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Vocational Education
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, how many BTEC qualifications at each level were taken in each of the last 10 years.
	tabling member constituency	Kingston upon Hull North
	tabling member printed	Diana Johnson
	uin	295
	answer	answer is ministerial correction date of answer 01/06/2015 answer text <p>Data relating to the number of awards for BTEC qualifications by level has only been collected since the 2005/06 academic year. Therefore, figures for 2005/06 to 2013/14 inclusive are provided in the table below.</p><p> </p><p><strong>BTEC qualification<a title="" href="http://3dcpri-papp09/new_parliamentaryquestion/295-%20Diana%20Johnson/Final/000295%20PQ%20final%20010615.docx#_ftn1" target="_blank">[1]</a> numbers of pupils at the end of Key stage 4<a title="" href="http://3dcpri-papp09/new_parliamentaryquestion/295-%20Diana%20Johnson/Final/000295%20PQ%20final%20010615.docx#_ftn2" target="_blank">[2]</a> in all schools</strong></p><p> </p><p> </p><p>Number of Awards</p><p> </p><table><tbody><tr><td><p><strong>Year<a title="" href="http://3dcpri-papp09/new_parliamentaryquestion/295-%20Diana%20Johnson/Final/000295%20PQ%20final%20010615.docx#_ftn3" target="_blank">[3]</a>,<a title="" href="http://3dcpri-papp09/new_parliamentaryquestion/295-%20Diana%20Johnson/Final/000295%20PQ%20final%20010615.docx#_ftn4" target="_blank">[4]</a></strong></p></td><td><p><strong>Level 1</strong></p></td><td><p><strong>Level 2</strong></p></td></tr><tr><td><p>2005/06</p></td><td><p>-</p></td><td><p>9,835</p></td></tr><tr><td><p>2006/07</p></td><td><p>-</p></td><td><p>37,798</p></td></tr><tr><td><p>2007/08</p></td><td><p>-</p></td><td><p>102,329</p></td></tr><tr><td><p>2008/09</p></td><td><p>-</p></td><td><p>166,242</p></td></tr><tr><td><p>2009/10</p></td><td><p>-</p></td><td><p>259,921</p></td></tr><tr><td><p>2010/11</p></td><td><p>-</p></td><td><p>283,206</p></td></tr><tr><td><p>2011/12<a title="" href="http://3dcpri-papp09/new_parliamentaryquestion/295-%20Diana%20Johnson/Final/000295%20PQ%20final%20010615.docx#_ftn5" target="_blank">[5]</a></p></td><td><p>13,661</p></td><td><p>463,525</p></td></tr><tr><td><p>2012/13</p></td><td><p>15,949</p></td><td><p>503,542</p></td></tr><tr><td><p>2013/14<a title="" href="http://3dcpri-papp09/new_parliamentaryquestion/295-%20Diana%20Johnson/Final/000295%20PQ%20final%20010615.docx#_ftn6" target="_blank">[6]</a></p></td><td><p>3,465</p></td><td><p>294,729</p></td></tr></tbody></table><p> </p><p>Source: Key Stage 4 attainment data</p><p> </p><p> </p><p>These changes are the result of reforms to performance tables which have removed the perverse incentives for schools to teach qualifications that were easy to achieve and/or had an inflated value in performance measures. This served only to devalue vocational education. Now, the qualifications which can count in performance tables are those that are of demonstrably high quality and promote progression.</p><p> </p><p> </p><p><a title="" href="http://3dcpri-papp09/new_parliamentaryquestion/295-%20Diana%20Johnson/Final/000295%20PQ%20final%20010615.docx#_ftnref1" target="_blank">[1]</a> Until 2010/11, comprises BTEC First Diploma and BTEC First Certificate. From 2011/12, it comprises BTEC Award, BTEC Certificate and BTEC Diploma.</p><p><a title="" href="http://3dcpri-papp09/new_parliamentaryquestion/295-%20Diana%20Johnson/Final/000295%20PQ%20final%20010615.docx#_ftnref2" target="_blank">[2]</a> Those in all schools who were at the end of key stage 4 in the relevant academic year.</p><p><a title="" href="http://3dcpri-papp09/new_parliamentaryquestion/295-%20Diana%20Johnson/Final/000295%20PQ%20final%20010615.docx#_ftnref3" target="_blank">[3]</a> Includes achievements by these pupils in previous academic years.</p><p><a title="" href="http://3dcpri-papp09/new_parliamentaryquestion/295-%20Diana%20Johnson/Final/000295%20PQ%20final%20010615.docx#_ftnref4" target="_blank">[4]</a> Figures for 2006/07 and 2007/08 are provisional, all other years are revised.</p><p><a title="" href="http://3dcpri-papp09/new_parliamentaryquestion/295-%20Diana%20Johnson/Final/000295%20PQ%20final%20010615.docx#_ftnref5" target="_blank">[5]</a> From 2011/12 onwards, BTEC and OCR qualifications awarded as part of the Qualifications and Credit Framework (QCF) are included in their respective BTEC and OCR qualification categories.</p><p><a title="" href="http://3dcpri-papp09/new_parliamentaryquestion/295-%20Diana%20Johnson/Final/000295%20PQ%20final%20010615.docx#_ftnref6" target="_blank">[6]</a> Figures for 2013/14 are based on the new 2013/14 methodology where Professor Alison Wolf’s recommendations and the first entry policy have been implemented. Only those BTEC qualifications mentioned in the document at the following link are included: <a href="https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/411159/Archived-KS4_performance_tables_-_inclusion_of_14-16_qualifications_in_2014.pdf" target="_blank">https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/411159/Archived-KS4_performance_tables_-_inclusion_of_14-16_qualifications_in_2014.pdf</a>. Therefore the results for 2013/14 academic years may not be directly comparable to previous years.</p><p> </p><p> </p> answering member constituency Grantham and Stamford answering member printed Nick Boles question first answered 01/06/2015 16:51:41 question first ministerially corrected 02/06/2015 13:51:44 answering member 3995 label Biography information for Nick Boles previous answer version 2083 answering member constituency East Surrey answering member printed Mr Sam Gyimah answering member 3980
	tabling member	1533 label Biography information for Dame Diana Johnson

347131

	registered interest
	date	27/05/2015
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	GCSE
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, what assessment she has made of the trends in the number of students who take vocational GCSEs who go on to study at university.
	tabling member constituency	Kingston upon Hull North
	tabling member printed	Diana Johnson
	uin	280
	answer	answer is ministerial correction date of answer 01/06/2015 answer text <p>The requested information has been supplied below:</p><p> </p><p> </p><p> </p><p>Number of pupils entering higher education having achieved at least one vocational GCSE qualification</p><p> </p><table><tbody><tr><td><p><strong>Year</strong></p></td><td><p><strong>Pupils in HE with at least one vocational GCSE by the end of key stage 4</strong></p></td></tr><tr><td><p>2011/12</p></td><td><p>28,409</p></td></tr><tr><td><p>2012/13</p></td><td><p>21,655</p></td></tr></tbody></table><p> </p><p>Source: National Pupil Database, HESA dataset</p><p> </p><p>These changes are the result of reforms to performance tables which have removed the perverse incentives for schools to teach qualifications that were easy to achieve and/or had an inflated value in performance measures. This served only to devalue vocational education. Now, the qualifications which can count in performance tables are those that are of demonstrably high quality and promote progression.</p><p> </p> answering member constituency Grantham and Stamford answering member printed Nick Boles question first answered 01/06/2015 16:56:14 question first ministerially corrected 02/06/2015 13:51:54 answering member 3995 label Biography information for Nick Boles previous answer version 2084 answering member constituency East Surrey answering member printed Mr Sam Gyimah answering member 3980
	tabling member	1533 label Biography information for Dame Diana Johnson

347132

	registered interest
	date	27/05/2015
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	GCSE
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, how many vocational GCSEs were taken in each year since 2007.
	tabling member constituency	Kingston upon Hull North
	tabling member printed	Diana Johnson
	uin	281
	answer	answer is ministerial correction date of answer 01/06/2015 answer text <p>The requested information has been provided in the table below.</p><p> </p><p>Results of GCSEs in Applied[1] (vocational) subjects of pupils at the end of Key Stage 4</p><p> </p><table><tbody><tr><td><p><strong>Year</strong></p></td><td><p><strong>Total Entries</strong></p></td></tr><tr><td><p>2006/07</p></td><td><p>147,264</p></td></tr><tr><td><p>2007/08</p></td><td><p>114,582</p></td></tr><tr><td><p>2008/09</p></td><td><p>138,101</p></td></tr><tr><td><p>2009/10</p></td><td><p>113,180</p></td></tr><tr><td><p>2010/11</p></td><td><p>95,116</p></td></tr><tr><td><p>2011/12</p></td><td><p>23,459</p></td></tr><tr><td><p>2012/13</p></td><td><p>12,109</p></td></tr><tr><td><p>2013/14[2][3]</p></td><td><p>7,881</p></td></tr></tbody></table><p> </p><p> </p><p>Source: Key Stage 4 attainment data</p><p> </p><p> </p><p> </p><p>These changes are the result of reforms to performance tables which have removed the perverse incentives for schools to teach qualifications that were easy to achieve and/or had an inflated value in performance measures. This served only to devalue vocational education. Now, the qualifications which can count in performance tables are those that are of demonstrably high quality and promote progression.</p><p> </p><p> </p><p>[1] For the years 2008/09 to 2010/11 this includes entries in both single and double award applied GCSEs. All other years include entries for double award applied GCSEs only.</p><p>[2] Discounting has been applied where pupils have taken the same subject more than once and only one entry is counted in these circumstances. Further information is available from the GCSE statistical first release available at: <a href="https://www.gov.uk/government/statistics/revised-gcse-and-equivalent-results-in-england-2013-to-2014" target="_blank">www.gov.uk/government/statistics/revised-gcse-and-equivalent-results-in-england-2013-to-2014</a>. The first entry policy was introduced in 2013/14; this policy could have affected the total number of entries in 2013/14.</p><p>[3] Double Award vocational GCSEs are equivalent to 1 GCSE.</p><p> </p> answering member constituency Grantham and Stamford answering member printed Nick Boles question first answered 01/06/2015 16:57:44 question first ministerially corrected 02/06/2015 13:52:03 answering member 3995 label Biography information for Nick Boles previous answer version 2085 answering member constituency East Surrey answering member printed Mr Sam Gyimah answering member 3980
	tabling member	1533 label Biography information for Dame Diana Johnson

348024

	registered interest
	date	02/06/2015
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Teachers: Labour Turnover
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, how many Teach First teachers in each (a) subject and (b) parliamentary constituency (i) began teaching and (ii) left the teaching profession in each of the last five years.
	tabling member constituency	Sheffield, Heeley
	tabling member printed	Louise Haigh
	uin	853
	answer	answer is ministerial correction date of answer 10/06/2015 answer text <p>The first table below shows the number of Teach First teachers in each subject that began teaching in each of the last five years. The number of trainees starting is increasing annually including to STEM subjects, and the geographical spread is widening.</p><p> </p><table><tbody><tr><td><p><strong>Qualified Teacher Status Subject</strong></p></td><td><p><strong>2010/11</strong></p></td><td><p><strong>2011/12</strong></p></td><td><p><strong>2012/13</strong></p></td><td><p><strong>2013/14</strong></p></td><td><p><strong>2014/15</strong></p></td></tr><tr><td><p>Art</p></td><td><p>3</p></td><td><p>0</p></td><td><p>0</p></td><td><p>0</p></td><td><p>0</p></td></tr><tr><td><p>Business Studies</p></td><td><p>24</p></td><td><p>21</p></td><td><p>12</p></td><td><p>14</p></td><td><p>14</p></td></tr><tr><td><p>Citizenship</p></td><td><p>25</p></td><td><p>9</p></td><td><p>6</p></td><td><p>10</p></td><td><p>0</p></td></tr><tr><td><p>Design and Technology</p></td><td><p>3</p></td><td><p>10</p></td><td><p>5</p></td><td><p>6</p></td><td><p>8</p></td></tr><tr><td><p>English</p></td><td><p>160</p></td><td><p>194</p></td><td><p>222</p></td><td><p>255</p></td><td><p>302</p></td></tr><tr><td><p>Geography</p></td><td><p>19</p></td><td><p>15</p></td><td><p>26</p></td><td><p>44</p></td><td><p>46</p></td></tr><tr><td><p>History</p></td><td><p>23</p></td><td><p>33</p></td><td><p>39</p></td><td><p>47</p></td><td><p>53</p></td></tr><tr><td><p>ICT</p></td><td><p>12</p></td><td><p>15</p></td><td><p>18</p></td><td><p>15</p></td><td><p>10</p></td></tr><tr><td><p>Maths</p></td><td><p>125</p></td><td><p>172</p></td><td><p>187</p></td><td><p>262</p></td><td><p>217</p></td></tr><tr><td><p>MFL</p></td><td><p>33</p></td><td><p>45</p></td><td><p>76</p></td><td><p>81</p></td><td><p>86</p></td></tr><tr><td><p>Music</p></td><td><p>7</p></td><td><p>14</p></td><td><p>13</p></td><td><p>13</p></td><td><p>12</p></td></tr><tr><td><p>Primary</p></td><td><p>18</p></td><td><p>81</p></td><td><p>170</p></td><td><p>226</p></td><td><p>344</p></td></tr><tr><td><p>Primary EYFS</p></td><td><p>0</p></td><td><p>0</p></td><td><p>0</p></td><td><p>16</p></td><td><p>39</p></td></tr><tr><td><p>RE</p></td><td><p>14</p></td><td><p>18</p></td><td><p>15</p></td><td><p>18</p></td><td><p>18</p></td></tr><tr><td><p>Science</p></td><td><p>84</p></td><td><p>127</p></td><td><p>187</p></td><td><p>194</p></td><td><p>221</p></td></tr><tr><td><p>Unknown</p></td><td><p>0</p></td><td><p>0</p></td><td><p>0</p></td><td><p>0</p></td><td><p>0</p></td></tr></tbody></table><p> </p><p> </p><p> </p><p>The following table shows the number of Teach First teachers in each subject that left the teaching profession in each of the last five years.</p><p> </p><table><tbody><tr><td><strong>Qualified Teacher Status </strong><strong> Subject</strong></td><td><p><strong>2010/11</strong></p></td><td><p><strong>2011/12</strong></p></td><td><p><strong>2012/13</strong></p></td><td><p><strong>2013/14</strong></p></td><td><p><strong>2014/15</strong></p></td></tr><tr><td><p>Art</p></td><td><p>2</p></td><td><p>2</p></td><td><p>1</p></td><td><p>0</p></td><td><p>1</p></td></tr><tr><td><p>Business Studies</p></td><td><p>10</p></td><td><p>9</p></td><td><p>7</p></td><td><p>14</p></td><td><p><del class="ministerial">19</del><ins class="ministerial">7</ins></p></td></tr><tr><td><p>Citizenship</p></td><td><p>18</p></td><td><p>9</p></td><td><p>16</p></td><td><p>11</p></td><td><p><del class="ministerial">16</del><ins class="ministerial">8</ins></p></td></tr><tr><td><p>Design and Technology</p></td><td><p>1</p></td><td><p>4</p></td><td><p>3</p></td><td><p>6</p></td><td><p><del class="ministerial">9</del><ins class="ministerial">3</ins></p></td></tr><tr><td><p>English</p></td><td><p>49</p></td><td><p>69</p></td><td><p>99</p></td><td><p>103</p></td><td><p><del class="ministerial">345</del><ins class="ministerial">120</ins></p></td></tr><tr><td><p>Geography</p></td><td><p>9</p></td><td><p>8</p></td><td><p>14</p></td><td><p>13</p></td><td><p><del class="ministerial">53</del><ins class="ministerial">13</ins></p></td></tr><tr><td><p>History</p></td><td><p>12</p></td><td><p>16</p></td><td><p>13</p></td><td><p>20</p></td><td><p><del class="ministerial">64</del><ins class="ministerial">22</ins></p></td></tr><tr><td><p>ICT</p></td><td><p>8</p></td><td><p>7</p></td><td><p>8</p></td><td><p>10</p></td><td><p><del class="ministerial">22</del><ins class="ministerial">9</ins></p></td></tr><tr><td><p>Maths</p></td><td><p>40</p></td><td><p>66</p></td><td><p>88</p></td><td><p>115</p></td><td><p><del class="ministerial">333</del><ins class="ministerial">107</ins></p></td></tr><tr><td><p>MFL</p></td><td><p>14</p></td><td><p>12</p></td><td><p>22</p></td><td><p>32</p></td><td><p><del class="ministerial">115</del><ins class="ministerial">43</ins></p></td></tr><tr><td><p>Music</p></td><td><p>8</p></td><td><p>3</p></td><td><p>4</p></td><td><p>8</p></td><td><p><del class="ministerial">16</del><ins class="ministerial">4</ins></p></td></tr><tr><td><p>Primary</p></td><td><p>5</p></td><td><p>28</p></td><td><p>26</p></td><td><p>67</p></td><td><p><del class="ministerial">285</del><ins class="ministerial">94</ins></p></td></tr><tr><td><p>Primary EYFS</p></td><td><p>0</p></td><td><p>0</p></td><td><p>0</p></td><td><p>0</p></td><td><p><del class="ministerial">19</del><ins class="ministerial">3</ins></p></td></tr><tr><td><p>RE</p></td><td><p>9</p></td><td><p>12</p></td><td><p>14</p></td><td><p>5</p></td><td><p><del class="ministerial">27</del><ins class="ministerial">9</ins></p></td></tr><tr><td><p>Science</p></td><td><p>40</p></td><td><p>64</p></td><td><p>84</p></td><td><p>84</p></td><td><p><del class="ministerial">256</del><ins class="ministerial">87</ins></p></td></tr><tr><td><p>Unknown</p></td><td><p>4</p></td><td><p>3</p></td><td><p>2</p></td><td><p>0</p></td><td><p>0</p></td></tr></tbody></table><p> </p><p> </p><p> </p><p>Notes:</p><p> </p><p>Data for those in the second table gives a summary of those who left teaching either when on, or after completing, the Teach First Leadership Development Programme. This includes all those who have completed the Teach First programme since the first cohort in 2003. The data also includes those who have left more than once – for example an individual who leaves the profession in one year, returned, and then left the profession once more – for example someone taking career breaks and/or maternity leave.</p><p> </p><p> </p><p> </p><p>Please see detailed tables in Appendix 1 (separate excel file) for data on Teach First teachers in each parliamentary constituency that began teaching in each of the last five years as well as those that left the teaching profession in each of the last five years.</p><p> </p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 10/06/2015 11:49:39 question first ministerially corrected 08/07/2015 14:43:46 answering member 111 label Biography information for Nick Gibb attachment 1 file name 853 Appendix- teach first teachers entering and leaving B.xlsx title Teach First teachers entering and leaving by PC previous answer version 3497 answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb answering member 111 label Biography information for Nick Gibb attachment 1 file name 853 Appendix- teach first teachers entering and leaving.xlsx title Teach first teachers entering and leaving by PC
	tabling member	4473 label Biography information for Louise Haigh

431537

	registered interest
	date	23/11/2015
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	ICT: Education
	house id	2
	legislature	25277 pref label House of Lords
	question text	To ask Her Majesty’s Government what plans they have to promote the availability of computer-making and robot-making kits for children.
	tabling member printed	Lord Taylor of Warwick
	uin	HL3800
	answer	answer is ministerial correction date of answer 30/11/2015 answer text <p>There are a number of resources available to support computing education and schools are best placed to decide what will be most effective for their pupils.</p><p>The national curriculum in computing emphasises the academic discipline of computer science. Through studying topics such as computational logic, algorithms and data representation, pupils are obtaining insight into how the digital technologies that they use every day actually work<del class="ministerial"> and understanding how these technology products result from human ingenuity and rational design processes</del>. We want young people to have the opportunity to<del class="ministerial"> actively </del>create new technologies, rather than being passive consumers of them.</p><p>The Government has spent more than £4.5 million over the past three years to support schools in delivering high quality computing teaching. This includes £3 million for Computing At School to build a national network of over 350 ‘Master Teachers’ in Computer Science whom schools can commission to provide training for their teachers.</p> answering member printed Lord Nash question first answered 30/11/2015 16:15:46 question first ministerially corrected 01/12/2015 17:08:11 answering member 4270 label Biography information for Lord Nash previous answer version 32663 answering member printed Lord Nash answering member 4270 label Biography information for Lord Nash
	tabling member	1796 label Biography information for Lord Taylor of Warwick

432979

	registered interest
	date	24/11/2015
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Schools: Admissions
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, what steps she is taking to provide parents of summer-born children with flexibility to decide in which year group their children start school.
	tabling member constituency	Horsham
	tabling member printed	Jeremy Quin
	uin	902431
	answer	answer is ministerial correction date of answer 30/11/2015 answer text <p><del class="ministerial">We recognise the vital importance of early intervention, particularly for the most disadvantaged members of society and the crucial role played by education and children’s services in promoting good outcomes for children and families. The latest Early Years Foundation Stage Profile results available at <a href="https://www.gov.uk/government/statistics/early-years-foundation-stage-profile-results-2014-to-2015" target="_blank">https://www.gov.uk/government/statistics/early-years-foundation-stage-profile-results-2014-to-2015</a> show that the proportion of children achieving a good level of development in relation to the most deprived areas, SEN, free school meal eligibility, term of birth, first language and ethnicity is improving. The proportion of children eligible for FSM has increased from 45% in 2014 to 51% in 2015 and the gap between FSM and other children has narrowed from 18.9 percentage points in 2014 to 17.7 in 2015</del></p><p><ins class="ministerial">We are concerned that some parents of summer born children either feel forced to send their children to school before they are ready, and before compulsory school age, or risk missing the reception year at school where the essential teaching of early reading and arithmetic takes place.</ins></p><p><ins class="ministerial">Subject to parliamentary approval, we have therefore decided to amend the School Admissions Code to ensure that summer born children can be admitted to the reception class at the age of five, where this is what their parents want, and can remain with that cohort as they progress through school, including through to secondary school. We will conduct a full public consultation in due course. </ins><br /><ins class="ministerial">I recently set out this policy intent in an open letter to parents, schools and local authorities. The letter is available here: www.gov.uk/government/publications/summer-born-children-nick-gibbs-letter-about-school-admissions.</ins></p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 30/11/2015 17:10:57 question first ministerially corrected 02/12/2015 14:17:04 answering member 111 label Biography information for Nick Gibb previous answer version 32746 answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb answering member 111 label Biography information for Nick Gibb
	tabling member	4507 label Biography information for Sir Jeremy Quin

432976

	registered interest
	date	24/11/2015
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Schools: Uniforms
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, how many state-funded schools require pupils to wear a burqa or jilbab as part of their uniform.
	tabling member constituency	Monmouth
	tabling member printed	David T. C. Davies
	uin	902428
	answer	answer is ministerial correction date of answer 30/11/2015 answer text <p><del class="ministerial">The governing body or academy trust of an individual school is responsible for setting their uniform policy. The Department does not collect information about individual schools’ uniform policies.</del></p><p><del class="ministerial">Schools must have full regard to their obligations under equalities legislation and act reasonably, fairly and flexibly in the interests of all their children.</del></p><br /><p><ins class="ministerial">The governing body or academy trust of an individual school is responsible for setting their uniform policy. The Department does not collect information about individual schools’ uniform policies.</ins></p><p><ins class="ministerial">Our guidance to schools on school uniform is clear that schools must have full regard to their obligations under equalities law, and act reasonably and fairly in the interests of all their students.</ins></p><p><ins class="ministerial">We would expect all schools to act flexibly in response to reasonable requests to vary their uniform policy.</ins></p><p><ins class="ministerial">The Department's guidance on school uniform is available online: <a href="http://www.gov.uk/government/publications/school-uniform" target="_blank">www.gov.uk/government/publications/school-uniform</a>.</ins></p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 30/11/2015 17:15:11 question first ministerially corrected 02/12/2015 14:18:02 answering member 111 label Biography information for Nick Gibb previous answer version 32754 answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb answering member 111 label Biography information for Nick Gibb
	tabling member	1545 label Biography information for David T C Davies