Show Search Form

Search Results

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

Search

1047769

registered interest
date	24/01/2019
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	English Baccalaureate: Disadvantaged
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 increase the number of disadvantaged students who leave secondary education having completed the English Baccalaureate.
tabling member constituency	Coventry South
tabling member printed	Mr Jim Cunningham
uin	212315
answer	answer is ministerial correction date of answer 29/01/2019 answer text <p>The revised GCSE performance tables[1], published on 24 January 2019, show that in 2018 26.4% of disadvantaged pupils were entered for the EBacc, the highest this figure has been since the measure was introduced in 2010. In 2011, just 8.6% of disadvantaged pupils were entered for the EBacc subject combination. An increase has also been seen this year in EBacc attainment amongst disadvantaged pupils. The gap between EBacc entry for disadvantaged pupils and their non-disadvantaged peers has closed by 1.2 percentage points since 2017. Schools such as Dixons Trinity Academy (which is in an area of high disadvantage) lead the way. They entered 86% of their pupils for the EBacc in 2018.</p><p>Overall, however, disadvantaged pupils remain less likely to be entered for the EBacc subjects as their non-disadvantaged peers, and the gap in EBacc subject entry persists, even among the most academically able disadvantaged pupils. The Department has said that it would like to see 90% of year 10 pupils starting to study GCSEs in the EBacc combination of subjects by 2025.</p><p> </p><p>[1] <a href="https://www.gov.uk/government/statistics/key-stage-4-and-multi-academy-trust-performance-2018-revised" target="_blank">https://www.gov.uk/government/statistics/key-stage-4-and-multi-academy-trust-performance-2018-revised</a>.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 29/01/2019 16:35:51 answering member 111 label Biography information for Nick Gibb
tabling member	308 label Biography information for Mr Jim Cunningham

1046838

registered interest
date	23/01/2019
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Apprentices
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what estimate his Department has made of the cost to the public purse of the creation of a UCAS-style portal for apprenticeships.
tabling member constituency	Coventry South
tabling member printed	Mr Jim Cunningham
uin	211639
answer	answer is ministerial correction date of answer 28/01/2019 answer text <p>We want to make the system easier to navigate for young people considering technical and vocational routes, as we committed to in the government's manifesto. We are still considering the feasibility of a centralised portal for further education. We have conducted extensive research with over 2,000 young people, colleges and career advisers. We will make final decisions on this in the context of our reforms to apprenticeships and the introduction of T levels.</p><p>We have already introduced functionality that allows levy-paying employers to advertise their own vacancies on the apprenticeship service. The Find an Apprenticeship website is accessed by thousands of would-be apprentices, their teachers and parents. Employers that do not pay the levy can continue to advertise their vacancies by contacting the national contact centre or working with their training provider. We will continue to develop this in future, informed by our engagement with employers and their feedback on the service.</p><p>​The National Apprenticeship Service and UCAS have developed a higher and degree apprenticeships ‘vacancy finder’ to consolidate many of these opportunities into one place. In November, we published thousands of vacancies from various employers starting in 2019.</p> answering member constituency Guildford answering member printed Anne Milton question first answered 28/01/2019 16:37:48 answering member 1523 label Biography information for Anne Milton
tabling member	308 label Biography information for Mr Jim Cunningham

1046898

registered interest
date	23/01/2019
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Free School Meals: Greater London
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what estimate he has made of the number of children who have applied for free school meals in (a) Enfield North, (b) the Borough of Enfield and (c) London since the roll-out of universal credit in those areas; and if he will make a statement.
tabling member constituency	Enfield North
tabling member printed	Joan Ryan
uin	211627
answer	answer is ministerial correction date of answer 28/01/2019 answer text <p>The information requested is not held centrally as we do not collect and publish data on the number of individual applications made for free school meals through schools or local authorities.</p><p>The department publishes data on the number and proportion of pupils eligible for and claiming free school meals by local authority area and region.</p><p>The latest version, published in January 2018, is available at:</p><p><a href="https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/735777/Schools_Pupils_and_their_Characteristics_2018_LA_Tables.xlsx" target="_blank">https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/735777/Schools_Pupils_and_their_Characteristics_2018_LA_Tables.xlsx</a>.</p> answering member constituency Stratford-on-Avon answering member printed Nadhim Zahawi question first answered 28/01/2019 17:10:04 answering member 4113 label Biography information for Nadhim Zahawi
tabling member	166 label Biography information for Joan Ryan

1047006

registered interest
date	23/01/2019
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	British Students Abroad
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what the change has been in the number of UK students studying abroad between 2016 and 2018.
tabling member constituency	East Londonderry
tabling member printed	Mr Gregory Campbell
uin	211680
answer	answer is ministerial correction date of answer 28/01/2019 answer text <p>The United Nations Educational, Scientific and Cultural Organization (UNESCO) collect and publish the number of UK students studying wholly overseas. Tertiary education is defined as International Standard Classification of Education levels 5-8. Statistics on mobile UK students studying abroad in 2016 and 2017 have been provided in the table. Data for 2018 has still to be published by UNESCO.</p><p> </p><table><tbody><tr><td colspan="2"><p><strong>UK DOMICILED STUDENTS STUDYING ABROAD 2016 to 2017</strong></p></td></tr><tr><td><p><strong> Year</strong></p></td><td><p><strong>Number of UK students studying tertiary education programmes abroad</strong></p></td></tr><tr><td><p><strong>2016</strong></p></td><td><p>34,017</p></td></tr><tr><td><p><strong>2017</strong></p></td><td><p>34,025</p></td></tr></tbody></table><p> </p><p>Source: UNESCO, internationally mobile tertiary students studying abroad (2016 to 2017), data available at <a href="http://data.uis.unesco.org/" target="_blank">http://data.uis.unesco.org/</a>.</p><p> </p><p>In addition, ERASMUS collect and publish further information on the number of students studying overseas as part of their studies at their UK university, available at <a href="http://ec.europa.eu/programmes/erasmus-plus/about/statistics_en" target="_blank">http://ec.europa.eu/programmes/erasmus-plus/about/statistics_en</a>.</p> answering member constituency Kingswood answering member printed Chris Skidmore question first answered 28/01/2019 12:36:12 answering member 4021 label Biography information for Chris Skidmore
tabling member	1409 label Biography information for Mr Gregory Campbell

1047013

registered interest
date	23/01/2019
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Overseas Students: Finance
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what recent discussions he has had with the Home Secretary on enabling access to student finance for people with leave to remain in the UK; and if he will make a statement.
tabling member constituency	Derby North
tabling member printed	Chris Williamson
uin	211711
answer	answer is ministerial correction date of answer 28/01/2019 answer text <p>My right hon. Friend, the Secretary of State meets with my right hon. Friend, the Home Secretary and other Cabinet secretaries regularly to discuss the Department for Education agenda.</p> answering member constituency Kingswood answering member printed Chris Skidmore question first answered 28/01/2019 12:37:17 answering member 4021 label Biography information for Chris Skidmore
tabling member	3976 label Biography information for Chris Williamson

1047030

registered interest
date	23/01/2019
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Apprentices
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, how many Aspire Achieve Advance apprentices were (a) affected by that provider ceasing trading and (b) have been found alternative provision.
tabling member constituency	Blackpool South
tabling member printed	Gordon Marsden
uin	211662
answer	answer is ministerial correction date of answer 28/01/2019 answer text <p>In total, the closure of Aspire Achieve Advance has affected 4,216 apprentices. The apprentices were split between apprenticeships supported via levy funding and those supported via non-levy funding, based on the size of the employer involved. There were 2,384 apprentices with large levy paying employers and 1,832 apprentices with smaller non-levy paying employers.</p><p>It is the responsibility of the Education and Skills Funding Agency (ESFA) to source alternative high quality provision for the non-levy apprentices while employers retain the lead for sourcing alternative provision funded by the levy. They do this with the full support of the National Apprenticeship Service. So far, for the non-levy funded apprentices, the ESFA has approved 1,358 apprentice transfers to 125 high quality alternative providers.</p><p>Officials have also identified alternative, high quality provision for each of the remaining 410 apprentices and are contacting the providers involved to facilitate the transfers. 64 apprentices have notified us that they have successfully completed or withdrawn from their apprenticeship. Of the 2,384 apprentices funded by the levy, National Apprenticeship Service account managers are supporting those employers to identify new providers. To date levy paying employers have transferred 534 apprentices to new providers of their choice.</p> answering member constituency Guildford answering member printed Anne Milton question first answered 28/01/2019 12:53:08 answering member 1523 label Biography information for Anne Milton
tabling member	465 label Biography information for Gordon Marsden

1047036

registered interest
date	23/01/2019
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Further Education: Labour Turnover
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 recent trends in the levels of retention of further education teachers and staff.
tabling member constituency	Blackpool South
tabling member printed	Gordon Marsden
uin	211665
answer	answer is ministerial correction date of answer 28/01/2019 answer text <p>While further education (FE) providers are a key part of our national infrastructure, unlocking potential, developing skills, and improving social mobility and productivity, they are private sector institutions, independent of government. As such, the department has not historically collected data that would allow us to measure rates of retention amongst FE teachers and other staff. However, in 2018, we carried out the first College Staff Survey, gathering new workforce data, and we expect to extend this to other types of provider in 2019, as well as conducting a follow-up survey that will allow us to assess a number of issues concerning the FE sector.</p> answering member constituency Guildford answering member printed Anne Milton question first answered 28/01/2019 16:44:49 answering member 1523 label Biography information for Anne Milton
tabling member	465 label Biography information for Gordon Marsden

1047062

registered interest
date	23/01/2019
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Children: Social Services
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 18 January 2018 to Question 122517, how many requests he received from local authorities for exemptions from statutory guidance in respect of children’s social care in each of the last three years; how many exemptions were granted in each of those years; which local authorities had exemptions granted, and for what purpose is such exemption was granted.
tabling member constituency	South Shields
tabling member printed	Mrs Emma Lewell-Buck
uin	211786
answer	answer is ministerial correction date of answer 28/01/2019 answer text <p>The department has had one request for an exemption to statutory guidance in the last three years, which was not granted.</p> answering member constituency Stratford-on-Avon answering member printed Nadhim Zahawi question first answered 28/01/2019 17:07:57 answering member 4113 label Biography information for Nadhim Zahawi
tabling member	4277 label Biography information for Mrs Emma Lewell-Buck

1045527

registered interest
date	22/01/2019
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Free School Meals: Working Tax Credit
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what recent estimate he has made of the potential additional cost to the public purse of extending free school meals to households in receipt of working tax credit who meet the income threshold currently used to determine eligibility for households not in receipt of working tax credit.
tabling member constituency	Birkenhead
tabling member printed	Frank Field
uin	210458
answer	answer is ministerial correction date of answer 29/01/2019 answer text <p>We do not routinely collect or publish data on families in receipt of working tax credit with earnings below the threshold for free school meals eligibility,</p><p>The department does not have any plans to extend free school meals entitlement to families in receipt of working tax credit and therefore have not made an assessment of the potential additional costs or benefits of extending free school meals to those households in receipt of working tax credit who meet the earned income threshold.</p><p>​Working tax credit, alongside other legacy benefits are being phased out and replaced by Universal Credit. As families move from working tax credit onto Universal Credit, those with incomes below the earned income threshold of £7,400 per annum will benefit through becoming eligible to receive free school meals.</p> answering member constituency Stratford-on-Avon answering member printed Nadhim Zahawi grouped question UIN 210459 210460 question first answered 29/01/2019 16:44:25 answering member 4113 label Biography information for Nadhim Zahawi
tabling member	478 label Biography information for Lord Field of Birkenhead

1045686

registered interest
date	22/01/2019
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Technicians: Recruitment
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what steps the Government is taking to increase the supply of laboratory scientist technicians.
tabling member constituency	South Basildon and East Thurrock
tabling member printed	Stephen Metcalfe
uin	210634
answer	answer is ministerial correction date of answer 29/01/2019 answer text <p>The government wants to encourage more students into science, technology, engineering and mathematics (STEM) education and training at all stages from primary school to higher education, which will equip people with the skills needed for such roles. We are investing an additional £406 million in skills, including maths and digital. This includes the Advanced Maths Premium and an £84 million programme to improve the teaching of computing.</p><p>It is crucial we encourage more young people to consider STEM careers, including careers such as laboratory scientist technicians. We have committed to improving STEM careers advice in schools in the government’s careers strategy which ensures that STEM encounters, such as with employers and apprenticeships, are built into school career programmes by updating school and college statutory guidance.</p><p>The Department for Business, Energy and Industrial Strategy also funds a number of programmes that aim to inspire more young people to study science subjects, such as the STEM Ambassadors programme, and the CREST awards, which engage students in STEM-related projects.</p><p>T levels will also provide alternative routes into laboratory and science technical careers. T levels will be a new gold-standard in technical education, providing a distinctive and rigorous alternative to A levels and apprenticeships. T level panels of employers are defining the outline content for the new programmes and we recently announced that T levels in the Health and Science route, which includes Laboratory Sciences, will be taught by selected providers from 2021.</p><p>Apprenticeships are available in the sector across a range of levels including Laboratory scientist (degree); Laboratory scientist Level 5; and Laboratory technician Level 3. These standards are being developed by employer groups, including groups in the health and science sector such as Pfizer, GSK, Astra Zeneca, Sterling Pharma Solutions, 3M. A full list of standards is available on the Institute for Apprenticeships’ website at <a href="https://www.instituteforapprenticeships.org/apprenticeship-standards/" target="_blank">https://www.instituteforapprenticeships.org/apprenticeship-standards/</a>.</p><p>To stimulate apprenticeships growth across all sectors, we are first and foremost ensuring that apprenticeships are a quality product recognised by individuals and employers – setting individuals on a path to a to great career and providing employers with the home-grown skills they need to grow their businesses and increase productivity.</p><p>We are also currently carrying out a review of higher technical education, looking at how level 4 and 5 classroom based technical education meets the needs of learners and employers. This forms part of our commitment to support routes to higher-earning technical roles and address the skills needs of the economy. Our ambition is to reform higher level technical education so that it delivers the skills employers and the economy need and offers attractive routes to higher earning technical roles. We also intend to establish a system of employer-led national standards for higher technical education.</p> answering member constituency Guildford answering member printed Anne Milton question first answered 29/01/2019 16:21:02 answering member 1523 label Biography information for Anne Milton
tabling member	4092 label Biography information for Stephen Metcalfe