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 attachment file name title
tabling member	label

Search

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

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

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

882235

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	Education: Standards
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what steps his Department plans to take to aid the development of the Integrated Communities Strategy.
tabling member constituency	Brigg and Goole
tabling member printed	Andrew Percy
uin	135225
answer	answer is ministerial correction date of answer 23/04/2018 answer text <p>Education has a crucial role to play in promoting integration, and widening opportunities for all communities. Schools, in particular, are at the heart of our communities, bringing families from all walks of life together. We know that many schools already successfully create inclusive environments but we want to ensure this is the case for all schools and other types of education settings.</p><p> </p><p>As part of the Integrated Communities Strategy Green Paper, we announced a strengthened package of support for schools, and measures to deliver quality education across all settings, for all groups. We will support schools to increase the diversity of their pupil intakes, by developing model admission arrangements; and will strengthen expectations for all new free schools to show how they improve integration further. Our measures aimed at boosting local capacity to identify and tackle concerns in out-of-school settings; and our consultation on strengthened guidance and wider call for evidence on issues connected with elective home education, will support better quality education provision outside of schools.</p><p> </p><p> </p> answering member constituency East Surrey answering member printed Mr Sam Gyimah question first answered 23/04/2018 14:16:13 answering member 3980 label Biography information for Mr Sam Gyimah
tabling member	3939 label Biography information for Andrew Percy

882242

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	Special Educational Needs
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what steps he has taken to assess whether (a) students and (b) parents of students with (i) autism and (ii) specific learning difficulties are satisfied with the accommodation by education providers of the educational needs of those students.
tabling member constituency	Manchester, Gorton
tabling member printed	Afzal Khan
uin	135342
answer	answer is ministerial correction date of answer 23/04/2018 answer text <p>The department does not collect information on the satisfaction of students with autism or specific learning difficulties nor their parents regarding education providers. Students on special educational needs (SEN) Support are entitled to a termly review of the support provided. Those who have Education, Health and Care (EHC) plans have a right to a review of their plan by the local authority at least annually.</p><p> </p><p>Schools have a duty under the Equality Act 2010 to make reasonable adjustments for students who are disabled, and to ensure that disabled students are not at a substantial disadvantage compared with their peers. This duty is anticipatory – it requires thought to be given in advance to what disabled students may require and what adjustments might be needed to prevent that disadvantage.</p><p>Students’ and parents’ views of services are an important part of the Ofsted CQC SEND inspections, which started in May 2016 and will see every local area inspected by 2021. Inspections look at the effectiveness of services, including education providers, in identifying and meeting needs and improving outcomes.</p><p> </p><p>It is important that education staff are well placed to support students with autism and specific learning difficulties. The department has funded the Autism Education Trust (AET) since 2011 to deliver autism awareness training for early years, school and post-16 education staff. To date, the AET has provided training for more than 150,000 education staff. Training is available for all those who work in educational settings, not just teachers. The AET has also published national autism standards for educational settings and a competency framework for those working with children and young people with autism. A two-year extension to the contract with the AET was recently confirmed, worth £1.45 million.</p><p>In addition to work with the AET, the department works to ensure that all schools meet the needs of students with SEN and disabilities, including those with autism and specific learning difficulties, through Initial Teacher Training and the Teachers’ Standards. Each school, including Academies and Free Schools, must have a SEN co-ordinator (SENCO) who must hold qualified teacher status, and usually they must undertake the Masters level National Award in SEN co-ordination within three years of being appointed.</p><p> </p><p>The department is also funding the Education and Training Foundation in 2018-19 to improve the capacity of the Further Education sector to support students with SEND. This includes an analysis of training needs about specific conditions such as autism.</p><p> </p><p>Furthermore, the department will shortly be awarding a 2 year contract to provide strategic support to the workforce in mainstream and special schools to deliver high quality teaching across all types of SEN and disability.</p> answering member constituency Stratford-on-Avon answering member printed Nadhim Zahawi grouped question UIN 135344 135548 question first answered 23/04/2018 16:19:40 answering member 4113 label Biography information for Nadhim Zahawi
tabling member	4671 label Biography information for Afzal Khan

882243

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	Special Educational Needs
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what his policy is on the provision of study coaches for students with (a) autism and (b) specific learning difficulties.
tabling member constituency	Manchester, Gorton
tabling member printed	Afzal Khan
uin	135344
answer	answer is ministerial correction date of answer 23/04/2018 answer text <p>The department does not collect information on the satisfaction of students with autism or specific learning difficulties nor their parents regarding education providers. Students on special educational needs (SEN) Support are entitled to a termly review of the support provided. Those who have Education, Health and Care (EHC) plans have a right to a review of their plan by the local authority at least annually.</p><p> </p><p>Schools have a duty under the Equality Act 2010 to make reasonable adjustments for students who are disabled, and to ensure that disabled students are not at a substantial disadvantage compared with their peers. This duty is anticipatory – it requires thought to be given in advance to what disabled students may require and what adjustments might be needed to prevent that disadvantage.</p><p>Students’ and parents’ views of services are an important part of the Ofsted CQC SEND inspections, which started in May 2016 and will see every local area inspected by 2021. Inspections look at the effectiveness of services, including education providers, in identifying and meeting needs and improving outcomes.</p><p> </p><p>It is important that education staff are well placed to support students with autism and specific learning difficulties. The department has funded the Autism Education Trust (AET) since 2011 to deliver autism awareness training for early years, school and post-16 education staff. To date, the AET has provided training for more than 150,000 education staff. Training is available for all those who work in educational settings, not just teachers. The AET has also published national autism standards for educational settings and a competency framework for those working with children and young people with autism. A two-year extension to the contract with the AET was recently confirmed, worth £1.45 million.</p><p>In addition to work with the AET, the department works to ensure that all schools meet the needs of students with SEN and disabilities, including those with autism and specific learning difficulties, through Initial Teacher Training and the Teachers’ Standards. Each school, including Academies and Free Schools, must have a SEN co-ordinator (SENCO) who must hold qualified teacher status, and usually they must undertake the Masters level National Award in SEN co-ordination within three years of being appointed.</p><p> </p><p>The department is also funding the Education and Training Foundation in 2018-19 to improve the capacity of the Further Education sector to support students with SEND. This includes an analysis of training needs about specific conditions such as autism.</p><p> </p><p>Furthermore, the department will shortly be awarding a 2 year contract to provide strategic support to the workforce in mainstream and special schools to deliver high quality teaching across all types of SEN and disability.</p> answering member constituency Stratford-on-Avon answering member printed Nadhim Zahawi grouped question UIN 135342 135548 question first answered 23/04/2018 16:19:40 answering member 4113 label Biography information for Nadhim Zahawi
tabling member	4671 label Biography information for Afzal Khan

882244

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	Special Educational Needs
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 trends in the level of educational attainment of students with (a) autism and (b) specific learning difficulties since 2010.
tabling member constituency	Manchester, Gorton
tabling member printed	Afzal Khan
uin	135346
answer	answer is ministerial correction date of answer 23/04/2018 answer text <p>The department publishes pupil attainment data, split by a range of characteristics, including special education needs SEN status and the primary type of need, including Autistic Spectrum Disorder (ASD) and specific learning difficulties. Figures for key stage 2[1] and key stage 4[2] attainment are available. Direct comparisons between measures, across years, is not possible due to the methodological changes that have occurred in the production of these figures.</p><p> </p><p>[1] <a href="https://www.gov.uk/government/collections/statistics-key-stage-2" target="_blank">https://www.gov.uk/government/collections/statistics-key-stage-2</a>. Select the revised publication for each year and then download the national tables. For 2017 open ‘table N8a’, for 2016 open table ‘N8’, for 2012-15 open ‘table 9a’ in the 2015 publication and for 2010-11 open ‘table 8’ in the 2011 publication.</p><p> </p><p>[2] For 2010-14, access this link: <a href="https://www.gov.uk/government/statistics/gcse-and-equivalent-attainment-by-pupil-characteristics-2014" target="_blank">https://www.gov.uk/government/statistics/gcse-and-equivalent-attainment-by-pupil-characteristics-2014</a>, open the ‘national and local authority tables’ and open ‘table 1’. For 2015-17, access this link: <a href="https://www.gov.uk/government/collections/statistics-gcses-key-stage-4" target="_blank">https://www.gov.uk/government/collections/statistics-gcses-key-stage-4</a> and open the revised publication for each year (first three links), open the ‘characteristics national tables’ and then open ‘table CH1’ in each publication.</p> answering member constituency Stratford-on-Avon answering member printed Nadhim Zahawi question first answered 23/04/2018 16:49:06 answering member 4113 label Biography information for Nadhim Zahawi
tabling member	4671 label Biography information for Afzal Khan