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61656

registered interest
date	12/06/2014
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Written Questions
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, how many parliamentary questions tabled to his Department in the last parliamentary Session did not receive a substantive answer by the time of the 2014 prorogation; and when each such question was first tabled.
tabling member constituency	Plymouth, Moor View
tabling member printed	Alison Seabeck
uin	200445
answer	answer is ministerial correction date of answer 19/06/2014 answer text <p>Two parliamentary questions tabled to the Department for Education, PQs 198493 (tabled on 13/5/2014) and 198434 (tabled on 12/5/2014), did not receive substantive answers by the time of prorogation. The questions had reply on dates during prorogation, and therefore could not be answered due to the House's rules regarding notice periods.</p><p> </p><p>As a courtesy, both Members have been sent copies of the answers that they would have received had the Department been permitted to give the answers in the usual way.</p><p> </p> answering member constituency South West Norfolk answering member printed Elizabeth Truss question first answered 19/06/2014 16:15:37 answering member 4097 label Biography information for Elizabeth Truss
tabling member	1552 label Biography information for Alison Seabeck

61663

registered interest
date	12/06/2014
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Education: Basic Skills
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what steps his Department has taken to ensure a high standard of teaching in numeracy and literacy.
tabling member constituency	Upper Bann
tabling member printed	David Simpson
uin	200344
answer	answer is ministerial correction date of answer 19/06/2014 answer text <p>We have published a more rigorous curriculum for English and mathematics. The new national curriculum sets expectations that match those in the highest-performing education jurisdictions in the world, challenging pupils to realise their potential in an increasingly competitive global market. It increases the level of demand from an early age, with greater emphasis on arithmetic, including learning times tables to 12 x 12 by age 9 and removing calculators from key stage 2 tests in mathematics, and on phonics, grammar and vocabulary development in English. GCSEs in English language and mathematics are also being reformed to be more challenging and give stronger guarantees of literacy and numeracy, with the mathematics GCSE in particular covering more than the current GCSE.</p><p> </p><p>We are confident that our reform to the national curriculum will give teachers greater flexibility and freedom, which will help to raise standards and expectations for all pupils. It has been significantly slimmed down and will free-up teachers to use their professional judgement to provide support that best meets the needs of their pupils.</p><p> </p><p>We have invested in and reformed initial teacher training (ITT) to focus on attracting the very best graduates with the right qualities for teaching into the profession through making more scholarships available; using bursaries to attract more of the most talented graduates in key subjects such as maths and physics and supporting the expansion of the highly-successful Teach First programme. Teach First is now the largest graduate recruiter in any sector in the United Kingdom.</p><p> </p><p>In 2013/14, we recruited 96% of the overall number of trainees we set out to recruit and the proportion with first-class or 2:1 degrees has risen 3 percentage points (74%) – a record compared to last year (71%). We have raised the bar for entry into ITT by making skills tests tougher, limiting candidates to two re-sits and making passing the tests in literacy and numeracy a requirement before entering, rather than exiting, ITT.</p><p> </p><p>Sir Andrew Carter has been appointed to lead an independent review about the effectiveness of ITT. As part of this, the review will look at ITT courses for both primary and secondary teaching to consider how well trainees are equipped to become outstanding teachers.</p><p> </p> answering member constituency South West Norfolk answering member printed Elizabeth Truss question first answered 19/06/2014 16:27:54 answering member 4097 label Biography information for Elizabeth Truss
tabling member	1597 label Biography information for David Simpson

61666

registered interest
date	12/06/2014
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Primary Education: Admissions
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what assessment he has made of the effect of the current starting age for children entering primary education on the wellbeing and attainment of those born in summer months.
tabling member constituency	Huddersfield
tabling member printed	Mr Barry Sheerman
uin	200501
answer	answer is ministerial correction date of answer 18/06/2014 answer text <p>The Department for Education has not made an assessment of the effect of the current starting age for children entering primary education on the wellbeing and attainment of those born in the summer months.</p><p>However, research[1] carried out by the Department has demonstrated that the age at which tests are taken is the dominant reason for month of birth gaps in educational attainment, and not the age at which children start school; it is simply the fact of being younger when tested that accounts for most of the differences observed. The research reported no evidence of a causal relationship between school entry age and attainment.</p><p>Parents of summer born children who think their child is not ready to start school can request that their child is admitted outside of their normal age group and be admitted to reception year in the September following their fifth birthday. The school's admission authority is responsible for making the decision which must be based on the individual circumstance of each case.</p><p>[1]<a href="https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/182664/DFE-RR017.pdf" target="_blank">https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/182664/DFE-RR017.pdf</a></p> answering member constituency South West Norfolk answering member printed Elizabeth Truss question first answered 18/06/2014 16:32:29 answering member 4097 label Biography information for Elizabeth Truss
tabling member	411 label Biography information for Mr Barry Sheerman

61668

registered interest
date	12/06/2014
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Official Visits
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what visits each of the Ministers in his Department have made since January 2013; and what the purpose of each such visit was.
tabling member constituency	Edinburgh East
tabling member printed	Sheila Gilmore
uin	200482
answer	answer is ministerial correction date of answer 18/06/2014 answer text <p>The Department does not hold a list of ministerial visits and to compile a list would exceed the cost threshold.</p> answering member constituency South West Norfolk answering member printed Elizabeth Truss question first answered 18/06/2014 16:30:43 answering member 4097 label Biography information for Elizabeth Truss
tabling member	3965 label Biography information for Sheila Gilmore

61672

registered interest
date	12/06/2014
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Cancer: Health Education
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, if he will take steps to ensure that cancer awareness and awareness of cancer symptoms is covered in schools.
tabling member constituency	Chatham and Aylesford
tabling member printed	Tracey Crouch
uin	200543
answer	answer is ministerial correction date of answer 18/06/2014 answer text <p>Teaching about cancer awareness is important for all young people and schools may include cancer awareness as part of their personal, social, health and economic (PSHE) education. The PSHE Association has produced a suggested programme of study as guidance for teachers, and continues to highlight other sources of expertise.</p><p>Schools may also teach about cancer awareness in other areas of the curriculum, for example, the science curriculum requires pupils to learn about the effects of drugs on their bodies, and the importance of physical education. In design and technology, schools may highlight the importance of nutrition and a healthy diet.</p> answering member constituency South West Norfolk answering member printed Elizabeth Truss question first answered 18/06/2014 16:33:54 answering member 4097 label Biography information for Elizabeth Truss
tabling member	3950 label Biography information for Dame Tracey Crouch

61327

registered interest
date	11/06/2014
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Academic Year
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what economic assessment he has made on the effect on tourism jobs in seaside areas and seaside economies of deregulating school holidays.
tabling member constituency	Wyre and Preston North
tabling member printed	Mr Ben Wallace
uin	200272
answer	answer is ministerial correction date of answer 18/06/2014 answer text <p>The Government is giving more schools greater flexibility to adapt the shape of the school year in the interests of their pupils' education.</p><p>Whilst this will extend an existing flexibility to a greater number of schools, our advice will continue to include a clear expectation of schools working with each other and the local authority to coordinate dates to avoid unnecessary disruption to parents and their employers.</p><p>The Department has consulted with representatives of the tourist industry. Where schools choose to change their holiday dates, following discussion locally with parents and local businesses, there may well be a positive impact on seaside economies. In areas of high-seasonal employment, for example, small variations to term-dates agreed locally may help parents to holiday outside of peak periods.</p> answering member constituency South West Norfolk answering member printed Elizabeth Truss question first answered 18/06/2014 16:26:11 answering member 4097 label Biography information for Elizabeth Truss
tabling member	1539 label Biography information for Mr Ben Wallace

60780

registered interest
date	09/06/2014
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Science: Females
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what the (a) objectives, (b) governance, (c) intended duration and (d) funding of the Your Life campaign are; and if he will make a statement.
tabling member constituency	Mid Worcestershire
tabling member printed	Sir Peter Luff
uin	199618
answer	answer is ministerial correction date of answer 18/06/2014 answer text <p>The main objective of the Your Life campaign is to increase the number of young people choosing A levels in maths or physics.</p><p>The campaign will be led by an independent organisation chaired by Edwina Dunn, and it will run for three years.</p><p>It will seek support and resources from leading employers and organisations. The Government has provided limited funds to establish a website and other set-up work.</p> answering member constituency South West Norfolk answering member printed Elizabeth Truss question first answered 18/06/2014 16:21:30 answering member 4097 label Biography information for Elizabeth Truss
tabling member	268 label Biography information for Sir Peter Luff

58104

registered interest
date	04/06/2014
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Primary Education: Admissions
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what assessments he has made of the successes and failures of the differing primary school starting age in other countries such as Finland and Norway.
tabling member constituency	Huddersfield
tabling member printed	Mr Barry Sheerman
uin	198993
answer	answer is ministerial correction date of answer 19/06/2014 answer text <p>Formal school starting ages vary across OECD member states. However it is useful to compare the state provision of education for young children prior to the start of compulsory education as the majority of children in OECD countries have entered the education system at a young age - participation rates in formal childcare and pre-school are broadly similar across Finland, Norway and the United Kingdom.</p><p> </p><p>Research indicates that most countries have published curricula governing the provision of early years education from the ages four to six years which are consistent in their use of learning objectives and expected outcomes. The Department has commissioned the OECD to carry out an international review of pedagogy and practice in the early years to investigate this issue further. We anticipate a report in autumn 2014.</p><p> </p><p>Research has demonstrated that all-round development is enhanced for those children attending nursery compared to those who don't before starting school. This suggests that attending a formal learning environment from an earlier age is typically beneficial. Furthermore duration in nursery matters, with every month of nursery experience after age two years linked to better intellectual development and improved independence, concentration and sociability at age five with a continued effect at Key Stage 1.</p><p> </p><p>High quality early years education will help close the attainment gap that already exists by the beginning of primary school between disadvantaged children and their peers. Evidence is clear that children's learning and development in their early years is crucial to later attainment. The Effective Provision of Pre-School Education Project found that high quality early years education is a strong predictor of achievement in English and mathematics later on in school.</p><p> </p><p>We cannot provide the information requested on representations on this topic. The Department receives a huge volume of mail and representations on education and children's issues. There would be a disproportionate cost to providing a response in this case.</p><p> </p> answering member constituency South West Norfolk answering member printed Elizabeth Truss grouped question UIN 198713 198715 question first answered 19/06/2014 16:37:47 answering member 4097 label Biography information for Elizabeth Truss
tabling member	411 label Biography information for Mr Barry Sheerman

58106

registered interest
date	04/06/2014
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Primary Education: Admissions
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what representations he has received from (a) researchers, (b) academies, (c) pressure groups, (d) parents and (e) people working in education on the appropriate age for children to enter primary education.
tabling member constituency	Huddersfield
tabling member printed	Mr Barry Sheerman
uin	198713
answer	answer is ministerial correction date of answer 19/06/2014 answer text <p>Formal school starting ages vary across OECD member states. However it is useful to compare the state provision of education for young children prior to the start of compulsory education as the majority of children in OECD countries have entered the education system at a young age - participation rates in formal childcare and pre-school are broadly similar across Finland, Norway and the United Kingdom.</p><p> </p><p>Research indicates that most countries have published curricula governing the provision of early years education from the ages four to six years which are consistent in their use of learning objectives and expected outcomes. The Department has commissioned the OECD to carry out an international review of pedagogy and practice in the early years to investigate this issue further. We anticipate a report in autumn 2014.</p><p> </p><p>Research has demonstrated that all-round development is enhanced for those children attending nursery compared to those who don't before starting school. This suggests that attending a formal learning environment from an earlier age is typically beneficial. Furthermore duration in nursery matters, with every month of nursery experience after age two years linked to better intellectual development and improved independence, concentration and sociability at age five with a continued effect at Key Stage 1.</p><p> </p><p>High quality early years education will help close the attainment gap that already exists by the beginning of primary school between disadvantaged children and their peers. Evidence is clear that children's learning and development in their early years is crucial to later attainment. The Effective Provision of Pre-School Education Project found that high quality early years education is a strong predictor of achievement in English and mathematics later on in school.</p><p> </p><p>We cannot provide the information requested on representations on this topic. The Department receives a huge volume of mail and representations on education and children's issues. There would be a disproportionate cost to providing a response in this case.</p><p> </p> answering member constituency South West Norfolk answering member printed Elizabeth Truss grouped question UIN 198715 198993 question first answered 19/06/2014 16:37:47 answering member 4097 label Biography information for Elizabeth Truss
tabling member	411 label Biography information for Mr Barry Sheerman

58107

registered interest
date	04/06/2014
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Primary Education: Admissions
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 primary school starting age on (a) intellectual development, (b) social mobility and (c) results in (i) GCSE and (ii) A-level examinations.
tabling member constituency	Huddersfield
tabling member printed	Mr Barry Sheerman
uin	198715
answer	answer is ministerial correction date of answer 19/06/2014 answer text <p>Formal school starting ages vary across OECD member states. However it is useful to compare the state provision of education for young children prior to the start of compulsory education as the majority of children in OECD countries have entered the education system at a young age - participation rates in formal childcare and pre-school are broadly similar across Finland, Norway and the United Kingdom.</p><p> </p><p>Research indicates that most countries have published curricula governing the provision of early years education from the ages four to six years which are consistent in their use of learning objectives and expected outcomes. The Department has commissioned the OECD to carry out an international review of pedagogy and practice in the early years to investigate this issue further. We anticipate a report in autumn 2014.</p><p> </p><p>Research has demonstrated that all-round development is enhanced for those children attending nursery compared to those who don't before starting school. This suggests that attending a formal learning environment from an earlier age is typically beneficial. Furthermore duration in nursery matters, with every month of nursery experience after age two years linked to better intellectual development and improved independence, concentration and sociability at age five with a continued effect at Key Stage 1.</p><p> </p><p>High quality early years education will help close the attainment gap that already exists by the beginning of primary school between disadvantaged children and their peers. Evidence is clear that children's learning and development in their early years is crucial to later attainment. The Effective Provision of Pre-School Education Project found that high quality early years education is a strong predictor of achievement in English and mathematics later on in school.</p><p> </p><p>We cannot provide the information requested on representations on this topic. The Department receives a huge volume of mail and representations on education and children's issues. There would be a disproportionate cost to providing a response in this case.</p><p> </p> answering member constituency South West Norfolk answering member printed Elizabeth Truss grouped question UIN 198713 198993 question first answered 19/06/2014 16:37:47 answering member 4097 label Biography information for Elizabeth Truss
tabling member	411 label Biography information for Mr Barry Sheerman