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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

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

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

1125671

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	Teachers: Harassment
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 tackle abuse directed at teachers from parents (a) online and (b) in person.
tabling member constituency	South Antrim
tabling member printed	Paul Girvan
uin	252620
answer	answer is ministerial correction date of answer 16/05/2019 answer text <p>The majority of schools and colleges provide safe and secure working environments for teaching staff.</p><p> </p><p>All staff should be able to work in an environment in which pupils can develop, and staff can have fulfilling careers free from harassment and bullying. Schools and colleges have a duty and a responsibility to protect both pupils and staff. Any bullying of staff, including cyberbullying, is unacceptable and it is important that schools and colleges take measures to prevent and tackle this.</p><p> </p><p>The Department provides specific guidance for headteachers and staff on how to protect themselves from cyberbullying and how to tackle it if it happens. The guidance is available here: <a href="https://www.gov.uk/government/publications/preventing-and-tackling-bullying" target="_blank">https://www.gov.uk/government/publications/preventing-and-tackling-bullying</a>.</p><p> </p><p>My right hon. Friend, the Secretary of State for Education has recently announced that this guidance will be reviewed and updated.</p><p> </p><p>The Department’s guidance “keeping children safe in education” also makes it clear that online safety training for staff should be integral to a school's safeguarding approach, and that appropriate filters and monitoring systems should be in place to help to safeguard the whole school community. This guidance is available here: <a href="https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/741314/Keeping_Children_Safe_in_Education__3_September_2018_14.09.18.pdf" target="_blank">https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/741314/Keeping_Children_Safe_in_Education__3_September_2018_14.09.18.pdf</a>.</p><p> </p><p>To prevent abusive behaviour in schools, the Department’s guidance on controlling access to premises also makes it clear that it is a criminal offence for a person who is on school premises without lawful authority to cause or permit a nuisance or disturbance. The guidance makes it clear that a school may consider that aggressive, abusive or insulting behaviour, or language from a parent presents a risk to staff or pupils. This guidance can be found at: <a href="https://www.gov.uk/government/publications/controlling-access-to-school-premises" target="_blank">https://www.gov.uk/government/publications/controlling-access-to-school-premises</a>.</p><p> </p><p>The Department is currently developing new school and college security guidance which will be published later this year. This will include references to help deal with violent crime, and encourage the development of policies and culture to help reduce and address any violence-related incidents.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 16/05/2019 13:01:03 answering member 111 label Biography information for Nick Gibb
tabling member	4633 label Biography information for Paul Girvan

1125328

registered interest
date	08/05/2019
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Pupil Exclusions
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what recent assessment he has made of the relationship between (a) disparities in funding for schools and local authorities and (b) rates of pupil exclusion.
tabling member constituency	Ashton-under-Lyne
tabling member printed	Angela Rayner
uin	252041
answer	answer is ministerial correction date of answer 20/05/2019 answer text <p>There is no known correlation at area level between rates of exclusion and levels of funding<em>.</em></p><p> </p><p>This Government has prioritised funds for the most disadvantaged pupils, including through the Pupil Premium and Pupil Premium Plus, which supports looked after children. For children and young people with more complex needs, the Department has also confirmed an additional £250 million in high needs funding over 2018-19 and 2019-20, included in the £6.3 billion total for high needs funding this year.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 20/05/2019 14:21:46 answering member 111 label Biography information for Nick Gibb previous answer version 117734 answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb answering member 111 label Biography information for Nick Gibb
tabling member	4356 label Biography information for Angela Rayner

1125330

registered interest
date	08/05/2019
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Ofsted: Finance
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what funding his Department has provided to Ofsted in each financial year since 2010.
tabling member constituency	Ashton-under-Lyne
tabling member printed	Angela Rayner
uin	252043
answer	answer is ministerial correction date of answer 15/05/2019 answer text <p>Ofsted’s budget is set by HM Treasury at the Spending Review. Other government departments can provide extra funding to Ofsted to provide programmes on their behalf or due to changes in departmental policy.</p><p> </p><p>The table below gives an overview of Ofsted’s net budget and income from 2010.</p><p> </p><table><tbody><tr><td><p> </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><td><p><strong>2015-16</strong></p></td><td><p><strong>2016-17</strong></p></td><td><p><strong>2017-18</strong></p></td><td><p><strong>2018-19</strong></p></td><td><p><strong>2019-20</strong></p></td></tr><tr><td><p>Net Budgets (£ millions)</p></td><td><p>189</p></td><td><p>171</p></td><td><p>168</p></td><td><p>168.5</p></td><td><p>162.5</p></td><td><p>155</p></td><td><p>145</p></td><td><p>135.7</p></td><td><p>129</p></td><td><p>124</p></td></tr><tr><td><p>Income (£ millions)</p></td><td><p>16</p></td><td><p>15</p></td><td><p>15</p></td><td><p>15</p></td><td><p>15</p></td><td><p>16</p></td><td><p>18</p></td><td><p>20</p></td><td><p>22</p></td><td><p>26</p></td></tr></tbody></table> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 15/05/2019 16:39:16 answering member 111 label Biography information for Nick Gibb previous answer version 117735 answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb answering member 111 label Biography information for Nick Gibb
tabling member	4356 label Biography information for Angela Rayner

1125340

registered interest
date	08/05/2019
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	English Baccalaureate
house id	1
legislature	25259 pref label House of Commons
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.
tabling member constituency	Romford
tabling member printed	Andrew Rosindell
uin	251964
answer	answer is ministerial correction date of answer 16/05/2019 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> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 16/05/2019 12:26:46 answering member 111 label Biography information for Nick Gibb
tabling member	1447 label Biography information for Andrew Rosindell