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882156

registered interest
date	13/04/2018
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Schools: Standards
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what representations her Department has received on the effect of Progress 8 on schools in white working class areas with high levels of deprivation.
tabling member constituency	Wythenshawe and Sale East
tabling member printed	Mike Kane
uin	135215
answer	answer is ministerial correction date of answer 18/04/2018 answer text <p>The Department recently received correspondence from the Principal of a secondary school in Wythenshawe and Sale East on the perceived local effects of Progress 8. Officials will ensure the honourable member receives a copy of the Department’s response to the Principal.</p><p> </p><p>Progress 8 is designed to recognise the progress made by all pupils across the ability range, compared to pupils nationally with similar starting points. By taking prior attainment into account, it encourages schools to focus on lower attaining pupils as much as their higher attaining peers and means that schools with a challenging intake can demonstrate that their pupils are making positive progress.</p><p> </p><p>The Department understands concerns that schools with challenging intakes can have lower progress scores. That is why a range of additional contextual information is available on the performance tables website, including performance for different characteristic groups, such as disadvantaged pupils. Schools should not be judged solely on their performance data. Ofsted, the Regional Schools Commissioners and local authorities take a wide range of factors into account when considering school performance more broadly, including the make-up of a school’s cohort. There are therefore no plans at present to amend the Progress 8 methodology in the way proposed by the hon. Member for Wythenshawe and Sale East.</p><p><strong><br> </strong></p><p> </p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb grouped question UIN 135216 question first answered 18/04/2018 17:00:59 answering member 111 label Biography information for Nick Gibb
tabling member	4316 label Biography information for Mike Kane

882157

registered interest
date	13/04/2018
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Schools: Standards
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, whether he plans to amend the methodology for Progress 8 to take account of its effect in schools in white working class areas with high levels of deprivation.
tabling member constituency	Wythenshawe and Sale East
tabling member printed	Mike Kane
uin	135216
answer	answer is ministerial correction date of answer 18/04/2018 answer text <p>The Department recently received correspondence from the Principal of a secondary school in Wythenshawe and Sale East on the perceived local effects of Progress 8. Officials will ensure the honourable member receives a copy of the Department’s response to the Principal.</p><p> </p><p>Progress 8 is designed to recognise the progress made by all pupils across the ability range, compared to pupils nationally with similar starting points. By taking prior attainment into account, it encourages schools to focus on lower attaining pupils as much as their higher attaining peers and means that schools with a challenging intake can demonstrate that their pupils are making positive progress.</p><p> </p><p>The Department understands concerns that schools with challenging intakes can have lower progress scores. That is why a range of additional contextual information is available on the performance tables website, including performance for different characteristic groups, such as disadvantaged pupils. Schools should not be judged solely on their performance data. Ofsted, the Regional Schools Commissioners and local authorities take a wide range of factors into account when considering school performance more broadly, including the make-up of a school’s cohort. There are therefore no plans at present to amend the Progress 8 methodology in the way proposed by the hon. Member for Wythenshawe and Sale East.</p><p><strong><br> </strong></p><p> </p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb grouped question UIN 135215 question first answered 18/04/2018 17:00:59 answering member 111 label Biography information for Nick Gibb
tabling member	4316 label Biography information for Mike Kane

882164

registered interest
date	13/04/2018
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Digital Technology: Adult Education
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 number of adults who do not have (a) basic, (b) intermediate and (c) advanced digital literacy.
tabling member constituency	Stretford and Urmston
tabling member printed	Kate Green
uin	135203
answer	answer is ministerial correction date of answer 23/04/2018 answer text <p>The government does not produce statistics in the format requested, but Lloyds Bank Consumer Digital Index 2017 showed that 11.5 million people lacked at least one of the five basic digital skills. This is down 1.1 million since 2015. We have announced full funding for basic digital training for adults from 2020.</p><p>As our economy changes, it is becoming increasingly important that people are able to upskill and reskill throughout their career. The government will be introducing a National Retraining Scheme, which will be an ambitious, far-reaching programme to drive adult learning and retraining, and digital skills will be one the Scheme’s early focuses. As part of the Scheme, the government will invest £30 million to test the use of Artificial Intelligence and innovative Education Technology in online digital skills courses so that learners can access the training they need to work with and alongside new technologies.</p><p>In order to create the next generation of digital specialists, the government supports the new Institute of Coding. A consortium of 60 universities, businesses and industry experts will receive £20 million of government funding to help graduates access the skills employers need, in fields from cybersecurity to artificial intelligence to industrial design. We are also implementing the recommendations from the Shadbolt Review of Computer Sciences Degree Accreditation and Graduate Employability. Additionally, Ada, the National College for Digital Skills, intends to deliver high quality digital skills training to up to 5,000 learners in its first seven years.</p> answering member constituency East Surrey answering member printed Mr Sam Gyimah question first answered 23/04/2018 16:29:10 answering member 3980 label Biography information for Mr Sam Gyimah
tabling member	4120 label Biography information for Kate Green

882196

registered interest
date	13/04/2018
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Children: Exercise
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, whether the campaign being run in schools by ITV and INEOS to promote the Daily Mile required the approval of his Department; and if he will make a statement.
tabling member constituency	Oxford West and Abingdon
tabling member printed	Layla Moran
uin	135267
answer	answer is ministerial correction date of answer 18/04/2018 answer text <p>The campaign by ITV and INEOS did not require the approval of the Department for Education. It is up to schools to decide what activities to offer to their pupils, and for private companies to decide the contents of the campaigns they run.</p><p> </p><p>The department supports the adoption of programmes that increase physical activity amongst pupils. Regular physical activity has been linked not only to improved physical health but also to improved mental wellbeing and academic attainment. Programmes such as the Daily Mile are simple, inclusive and can successfully engage the least active children in physical activity, helping them to achieve the 60 active minutes each day recommended by the UK chief medical officers.</p> answering member constituency Stratford-on-Avon answering member printed Nadhim Zahawi question first answered 18/04/2018 15:37:27 answering member 4113 label Biography information for Nadhim Zahawi
tabling member	4656 label Biography information for Layla Moran

882200

registered interest
date	13/04/2018
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Reading: Lewisham Deptford
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, how many and what proportion of pupils (a) attained and (b) exceeded the minimum standard for reading at (i) key stage 1 and (ii) key stage 2 in Lewisham, Deptford constituency in each of the last 10 years.
tabling member constituency	Lewisham, Deptford
tabling member printed	Vicky Foxcroft
uin	135271
answer	answer is ministerial correction date of answer 23/04/2018 answer text <p>Pupil attainment in the headline measures for reading[1], at the end of key stage 1 and 2 study, in Lewisham, Deptford constituency, from 2010/11[2] - 2016/17[3] are provided below:</p><p> </p><table><tbody><tr><td colspan="6"><p><strong>Key stage 1</strong></p></td></tr><tr><td rowspan="2"><p><strong>Academic year</strong></p></td><td rowspan="2"><p><strong>Eligible pupils</strong></p></td><td colspan="2"><p><strong>Achieving level 2 or above</strong></p></td><td colspan="2"><p><strong>Achieving level 3 or above</strong></p></td></tr><tr><td><p>Number<br>of pupils</p></td><td><p>Percentage<br>of pupils</p></td><td><p>Number<br>of pupils</p></td><td><p>Percentage<br>of pupils</p></td></tr><tr><td><p>2010/11</p></td><td><p>1,225</p></td><td><p>1,000</p></td><td><p>82</p></td><td><p>259</p></td><td><p>21</p></td></tr><tr><td><p>2011/12</p></td><td><p>1,294</p></td><td><p>1,113</p></td><td><p>86</p></td><td><p>346</p></td><td><p>27</p></td></tr><tr><td><p>2012/13</p></td><td><p>1,312</p></td><td><p>1,181</p></td><td><p>90</p></td><td><p>408</p></td><td><p>31</p></td></tr><tr><td><p>2013/14</p></td><td><p>1,394</p></td><td><p>1,291</p></td><td><p>93</p></td><td><p>483</p></td><td><p>35</p></td></tr><tr><td><p>2014/15</p></td><td><p>1,437</p></td><td><p>1,311</p></td><td><p>91</p></td><td><p>516</p></td><td><p>36</p></td></tr><tr><td><p> </p></td><td><p> </p></td><td colspan="2"><p> </p></td><td colspan="2"><p> </p></td></tr><tr><td rowspan="2"><p><strong>Academic year</strong></p></td><td rowspan="2"><p><strong>Eligible pupils</strong></p></td><td colspan="2"><p><strong>Reaching the expected standard</strong></p></td><td colspan="2"><p><strong>Working at greater depth</strong></p></td></tr><tr><td><p>Number<br>of pupils</p></td><td><p>Percentage<br>of pupils</p></td><td><p>Number<br>of pupils</p></td><td><p>Percentage<br>of pupils</p></td></tr><tr><td><p>2015/16</p></td><td><p>1,415</p></td><td><p>1,114</p></td><td><p>79</p></td><td><p>399</p></td><td><p>28</p></td></tr><tr><td><p>2016/17</p></td><td><p>1,461</p></td><td><p>1,189</p></td><td><p>81</p></td><td><p>364</p></td><td><p>25</p></td></tr></tbody></table><p> </p><table><tbody><tr><td><p> </p></td><td><p> </p></td><td><p> </p></td><td><p> </p></td><td><p> </p></td><td><p> </p></td></tr></tbody></table><table><tbody><tr><td><p> </p></td><td><p> </p></td><td><p> </p></td><td><p> </p></td><td><p> </p></td><td><p> </p></td><td><p> </p></td><td><p> </p></td><td><p> </p></td><td><p> </p></td></tr><tr><td><p> </p></td><td><p> </p></td><td><p> </p></td><td><p> </p></td><td><p> </p></td><td><p> </p></td><td><p> </p></td><td><p> </p></td><td><p> </p></td><td><p> </p></td></tr></tbody></table><table><tbody><tr><td><p> </p></td><td><p> </p></td><td><p> </p></td><td><p> </p></td><td><p> </p></td><td><p> </p></td><td><p> </p></td><td><p> </p></td><td><p> </p></td><td><p><table><tbody><tr><td><p> </p></td><td><p> </p></td><td><p> </p></td><td><p> </p></td><td><p> </p></td><td><p> </p></td><td><p> </p></td><td><p> </p></td><td><p> </p></td><td><p> </p></td></tr></tbody></table></p></td></tr></tbody></table><p> </p><table><tbody><tr><td colspan="6"><p><strong>Key stage 2</strong></p></td></tr><tr><td rowspan="2"><p><strong>Academic year</strong></p></td><td rowspan="2"><p><strong>Eligible pupils</strong></p></td><td colspan="2"><p><strong>Achieving level 4 or above</strong></p></td><td colspan="2"><p><strong>Achieving level 5 or above</strong></p></td></tr><tr><td><p>Number<br>of pupils</p></td><td><p>Percentage<br>of pupils</p></td><td><p>Number<br>of pupils</p></td><td><p>Percentage<br>of pupils</p></td></tr><tr><td><p>2010/11</p></td><td><p>1,083</p></td><td><p>917</p></td><td><p>85</p></td><td><p>448</p></td><td><p>41</p></td></tr><tr><td><p>2011/12</p></td><td><p>1,021</p></td><td><p>935</p></td><td><p>92</p></td><td><p>577</p></td><td><p>57</p></td></tr><tr><td><p>2012/13</p></td><td><p>1,038</p></td><td><p>950</p></td><td><p>92</p></td><td><p>513</p></td><td><p>49</p></td></tr><tr><td><p>2013/14</p></td><td><p>1,089</p></td><td><p>1,014</p></td><td><p>93</p></td><td><p>610</p></td><td><p>56</p></td></tr><tr><td><p>2014/15</p></td><td><p>1,151</p></td><td><p>1,082</p></td><td><p>94</p></td><td><p>648</p></td><td><p>56</p></td></tr><tr><td><p> </p></td><td><p> </p></td><td colspan="2"><p> </p></td><td colspan="2"><p> </p></td></tr><tr><td rowspan="2"><p><strong>Academic year</strong></p></td><td rowspan="2"><p><strong>Eligible pupils</strong></p></td><td colspan="2"><p><strong>Reaching the expected standard</strong></p></td><td colspan="2"><p><strong>Achieving a higher score</strong></p></td></tr><tr><td><p>Number<br>of pupils</p></td><td><p>Percentage<br>of pupils</p></td><td><p>Number<br>of pupils</p></td><td><p>Percentage<br>of pupils</p></td></tr><tr><td><p>2015/16</p></td><td><p>1,198</p></td><td><p>817</p></td><td><p>68</p></td><td><p>246</p></td><td><p>21</p></td></tr><tr><td><p>2016/17</p></td><td><p>1,220</p></td><td><p>912</p></td><td><p>75</p></td><td><p>317</p></td><td><p>26</p></td></tr></tbody></table><p> </p><p> </p><p>Due to the changes in assessment methodology, years prior to 2015/16 are not comparable to 2015/16 and 2016/17.</p><p> </p><p> </p><p> </p><p> </p><p> </p><p>[1] Until 2015/16, the department published the number of pupils achieving levels 2 or above, 3 or above (key stage 1), 4 or above and 5 or above (key stage 2). In 2015/16, levels were no longer used and the department began reporting the number of pupils reaching the expected standard and working at greater depth (key stage 1) or achieving a higher score (key stage 2).</p><p>[2] Lewisham, Deptford constituency had its boundaries changed in 2010, therefore it is not possible to compare figures from before 2010, as they will cover a different geographical area. Figures are provided from the 2010/11 academic year.</p><p>[3] All years' figures are based on final data, except 2016/17 which is based on revised data.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 23/04/2018 16:22:53 answering member 111 label Biography information for Nick Gibb
tabling member	4491 label Biography information for Vicky Foxcroft

882201

registered interest
date	13/04/2018
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Foster Care: Finance
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 adequacy of foster care allowances in covering the cost of raising children.
tabling member constituency	Birkenhead
tabling member printed	Frank Field
uin	135272
answer	answer is ministerial correction date of answer 23/04/2018 answer text <p>There has been no recent assessment of the adequacy of National Minimum Allowances for foster parents in covering the cost of raising children.</p><p> </p><p>‘Foster Care in England’, the independent review of the fostering system and the Education Select Committee made a number of recommendations relating to the support foster parents receive, including financial support. We are carefully considering the recommendations made by both reports and the government response will be published in spring this year.</p> answering member constituency Stratford-on-Avon answering member printed Nadhim Zahawi question first answered 23/04/2018 16:55:29 answering member 4113 label Biography information for Nadhim Zahawi
tabling member	478 label Biography information for Lord Field of Birkenhead

882207

registered interest
date	13/04/2018
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Carers: Finance
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 5 April 2018 to Question 134169, what steps he is taking to help ensure that local authorities have sufficient provision and adequate criteria in place to provide sufficient financial support to kinship carers.
tabling member constituency	Washington and Sunderland West
tabling member printed	Mrs Sharon Hodgson
uin	135278
answer	answer is ministerial correction date of answer 23/04/2018 answer text <p>Every local authority is required to have a published policy which presents their approach to providing support to children living with family and friends, regardless of whether or not they have been looked after by a local authority. The policy should be clear, regularly updated and made freely and widely available.</p><p> </p><p>Officials have recently written to a number of local authorities where their policy was not readily available or appeared out of date, to remind them of their statutory duty to have this policy in place and to ensure it is accessible to all their family and friend carers. Local authorities are required to have in place clear eligibility criteria in relation to the provision of support services, including financial support to children living with family and friends.</p> answering member constituency Stratford-on-Avon answering member printed Nadhim Zahawi question first answered 23/04/2018 16:52:21 answering member 4113 label Biography information for Nadhim Zahawi
tabling member	1521 label Biography information for Mrs Sharon Hodgson

882211

registered interest
date	13/04/2018
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Schools
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, which schools are in the 20 per cent most deprived areas.
tabling member constituency	High Peak
tabling member printed	Ruth George
uin	135232
answer	answer is ministerial correction date of answer 18/04/2018 answer text <p>The department does not routinely produce information about schools in the 20% most deprived areas. The department’s main measure of deprivation is the percentage of pupils eligible for Free School Meals (FSM) and this is included in School Performance Tables. The full list of FSM rates per school can be downloaded from the School Performance Tables website and ranked accordingly: <a href="https://www.compare-school-performance.service.gov.uk/" target="_blank">https://www.compare-school-performance.service.gov.uk/</a>.</p> answering member constituency Stratford-on-Avon answering member printed Nadhim Zahawi question first answered 18/04/2018 16:59:45 answering member 4113 label Biography information for Nadhim Zahawi
tabling member	4662 label Biography information for Ruth George

882212

registered interest
date	13/04/2018
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Pupil Exclusions: Derbyshire
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 pupils permanently excluded from schools in Derbyshire at key stage (a) 1, (b) 2, (c) 3 and (d) 4 in each of the last five years.
tabling member constituency	High Peak
tabling member printed	Ruth George
uin	135233
answer	answer is ministerial correction date of answer 23/04/2018 answer text <p>Information on the number of permanent exclusions in Derbyshire broken down by year group is published in the ‘Permanent and fixed-period exclusions in England 2015 to 2016’ National Statistics release, available here: <a href="https://www.gov.uk/government/statistics/permanent-and-fixed-period-exclusions-in-england-2015-to-2016" target="_blank">https://www.gov.uk/government/statistics/permanent-and-fixed-period-exclusions-in-england-2015-to-2016</a>.[1] Total exclusion figures for each key stage are not published.</p><p> </p><p>A table is attached showing the total Number and Rate of permanent exclusions in Derbyshire Local Authority from 2011/12 to 2015/16, broken down by year group.</p><p> </p><p>[1] Underlying exclusions data for local authorities can be found in the file SFR_35_2017_LA_characteristics.csv, also available to view at the above site.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 23/04/2018 15:31:10 answering member 111 label Biography information for Nick Gibb attachment 1 file name 135233_Tables.pdf title Permanent_Exclusion_in_Derbyshire_2011-2016
tabling member	4662 label Biography information for Ruth George

882217

registered interest
date	13/04/2018
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Students: Loans
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, whether he has plans to increase the maintenance loan for students to help prevent them going in to overdrafts.
tabling member constituency	Upper Bann
tabling member printed	David Simpson
uin	135238
answer	answer is ministerial correction date of answer 23/04/2018 answer text <p>The government has announced an increase of 3.2% to the maximum loans for living costs for full-time students starting their courses in the 2018/19 academic year – the highest levels on record.</p><p> </p><p>In addition, new students attending honours degree courses (and other level six courses) from academic year 2018/19 on a part-time basis will, for the first time, qualify for loans for living costs.</p><p> </p><p>The Review of Post-18 Education and Funding will consider how we can provide a joined up system that is accessible to all students. It will consider how learners receive maintenance support, both from government and from universities and colleges. The review will receive input from an expert independent panel who will publish their report at an interim stage, before the government concludes the overall review in early 2019.</p> answering member constituency East Surrey answering member printed Mr Sam Gyimah question first answered 23/04/2018 14:05:30 answering member 3980 label Biography information for Mr Sam Gyimah
tabling member	1597 label Biography information for David Simpson