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672694

registered interest
date	13/01/2017
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Schools: Discipline
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, how many behaviour managers were employed in (a) Liverpool, Wavertree constituency, (b) Liverpool and (c) all local authorities in each year since 2010.
tabling member constituency	Liverpool, Wavertree
tabling member printed	Luciana Berger
uin	59983
answer	answer is ministerial correction date of answer 19/01/2017 answer text <p>In 2015, there were 409,300 full-time equivalent support staff employed in state funded schools in England. Of these, 1,900 full-time equivalent support staff were employed as Behaviour Managers. In addition, there were 90 full-time equivalent teachers in England whose main additional role was that of a Behaviour Manager.</p><p>Time series statistics for Liverpool local authority and England are available in the following table. Statistics for Liverpool, Wavertree constituency are not available.</p><p> </p><table><tbody><tr><td colspan="5"><p><strong>Full-time equivalent behaviour managers in service in state funded schools in Liverpool local authority and England, November 2010 to 2015</strong>.</p></td></tr><tr><td><p> </p></td><td colspan="2"><p><strong>Liverpool LA</strong></p></td><td colspan="2"><p><strong>England</strong></p></td></tr><tr><td><p> </p></td><td><p><strong>Support Staff</strong></p></td><td><p><strong>Teachers</strong>[1]</p></td><td><p><strong>Support Staff</strong></p></td><td><p><strong>Teachers</strong></p></td></tr><tr><td><p><strong>2010</strong>[2]</p></td><td><p>..</p></td><td><p>..</p></td><td><p>..</p></td><td><p>..</p></td></tr><tr><td><p><strong>2011</strong></p></td><td><p>10</p></td><td><p>0</p></td><td><p>1,500</p></td><td><p>90</p></td></tr><tr><td><p><strong>2012</strong></p></td><td><p>10</p></td><td><p>0</p></td><td><p>1,650</p></td><td><p>80</p></td></tr><tr><td><p><strong>2013</strong></p></td><td><p>10</p></td><td><p>0</p></td><td><p>1,720</p></td><td><p>90</p></td></tr><tr><td><p><strong>2014</strong></p></td><td><p>10</p></td><td><p>-</p></td><td><p>1,860</p></td><td><p>90</p></td></tr><tr><td><p><strong>2015</strong></p></td><td><p>10</p></td><td><p>-</p></td><td><p>1,900</p></td><td><p>90</p></td></tr><tr><td colspan="3"><p>[1] ‘-‘ less than 5 teachers.</p></td></tr><tr><td colspan="5"><p>[2] November 2010 figures are not available on a comparable basis.</p></td></tr><tr><td colspan="4"><p><em>Source: School Workforce Census</em></p></td></tr><tr><td colspan="4"><p>Figures are rounded to the nearest 10.</p></td></tr></tbody></table><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 19/01/2017 17:49:39 answering member 111 label Biography information for Nick Gibb
tabling member	4036 label Biography information for Luciana Berger

620907

registered interest
date	25/10/2016
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Pupils: Mental Health
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, if she will take steps to ensure that all staff in schools, including teachers, teaching assistants, and kitchen assistants, have basic training in young people's mental health.
tabling member constituency	Liverpool, Wavertree
tabling member printed	Luciana Berger
uin	50215
answer	answer is ministerial correction date of answer 28/10/2016 answer text <p>Good mental health and resilience are a priority for the Department. We have high aspirations for all children and want them to be able to fulfil their potential, both academically and in terms of their mental wellbeing.</p><p> </p><p>Schools have an important role to play in supporting the mental health of children and young people. It is for schools to decide what training their staff need, reflecting their individual circumstances. We trust head teachers to put in place the right training, drawing on what is available. Sources of mental health training include e-learning modules on a wide range of mental health issues, via MindEd, a free online portal funded by Government aimed at everyone who works with children and young people.</p><p> </p><p>We are currently conducting a large scale survey asking schools what activities and support they have put in place, as well as what they find are the most effective. The results will be published next Spring.</p><p> </p><p>However, we realise that teachers are not mental health specialists and need to know how to help pupils access specialist support. We have contributed to a £3m joint pilot of joint training between single points of contact in schools and children and young people’s mental health services to improve local knowledge amongst school staff and develop effective referrals to allow pupils to access timely specialist support.</p><p> </p><p>To improve the quality of initial teacher training (ITT), in July 2016, the Government published a new framework of core content for ITT, developed by an expert group chaired by Stephen Munday CBE. The new framework of content will help to ensure that all trainee teachers are equipped with the skills and knowledge they need to meet the Teachers’ Standards at the appropriate level.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 28/10/2016 11:55:31 answering member 111 label Biography information for Nick Gibb
tabling member	4036 label Biography information for Luciana Berger

619902

registered interest
date	24/10/2016
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Self-harm: Curriculum
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what assessment she has made of the effectiveness of curriculum content on self-harm; and if she will bring forward legislative proposals to make teaching about self-harm compulsory as part of the national curriculum.
tabling member constituency	Liverpool, Wavertree
tabling member printed	Luciana Berger
uin	50026
answer	answer is ministerial correction date of answer 27/10/2016 answer text <p>We want to provide all young people with a curriculum that prepares them to succeed in modern Britain. The majority of schools and teachers already recognise the importance of good PSHE education and know that healthy, resilient and confident pupils are better-placed to achieve academically and be stretched further.</p><p> </p><p>Schools and teachers have the freedom to decide what to cover as part of their PSHE lessons, based on the needs and views of their pupils. Schools are encouraged to teach pupils about mental health and emotional wellbeing as part of a developmental PSHE education curriculum.</p><p> </p><p>To support schools in developing their PSHE curriculum, we have funded the PSHE Association to produce guidance and age-appropriate lesson plans to teach about mental health, including self-harm. The guidance is available at: <a href="https://www.pshe-association.org.uk/curriculum-and-resources?ResourceTypeID=3" target="_blank">https://www.pshe-association.org.uk/curriculum-and-resources?ResourceTypeID=3</a>.</p><p> </p><p>We recognise that we need to look again at how schools deliver high quality PSHE and we are considering all options.</p> answering member constituency Crewe and Nantwich answering member printed Edward Timpson question first answered 27/10/2016 11:36:48 answering member 1605 label Biography information for Edward Timpson
tabling member	4036 label Biography information for Luciana Berger

584076

registered interest
date	15/09/2016
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Pupils: Absenteeism
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, how many children were absent from school due to having a mental health condition in each year since 2010.
tabling member constituency	Liverpool, Wavertree
tabling member printed	Luciana Berger
uin	46599
answer	answer is ministerial correction date of answer 10/10/2016 answer text <p>The Department does not hold information on absence due to a mental health condition.</p> answering member constituency Crewe and Nantwich answering member printed Edward Timpson question first answered 10/10/2016 16:22:53 answering member 1605 label Biography information for Edward Timpson
tabling member	4036 label Biography information for Luciana Berger

583111

registered interest
date	14/09/2016
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Personal, Social, Health and Economic Education
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what assessment she has made of the (a) quality and (b) availability of PSHE in England.
tabling member constituency	Liverpool, Wavertree
tabling member printed	Luciana Berger
uin	46484
answer	answer is ministerial correction date of answer 10/10/2016 answer text <p>We want to provide all young people with a curriculum that prepares them for success in adult life. High quality personal, social, health and economic (PSHE) education teaching has a vital role to play in this, helping young people understand the world around them, building resilience, and helping them to make good choices and stay safe. We have made it clear in the introduction to the national curriculum that all schools should make provision for PSHE education, drawing on examples of good practice.</p><p> </p><p>In its report on PSHE education in schools in 2012, Ofsted found that overall, learning in PSHE education was good or better in 60% of schools and required improvement or was inadequate in 40%. The report can be found at: <a href="https://www.gov.uk/government/publications/not-yet-good-enough-personal-social-health-and-economic-education" target="_blank">https://www.gov.uk/government/publications/not-yet-good-enough-personal-social-health-and-economic-education</a></p><p> </p><p>We will continue to keep the status of PSHE under close review and work with schools and head teachers to identify further action we can take to ensure that all pupils receive high quality, age appropriate PSHE and sex and relationships education.</p> answering member constituency Crewe and Nantwich answering member printed Edward Timpson question first answered 10/10/2016 16:25:04 answering member 1605 label Biography information for Edward Timpson
tabling member	4036 label Biography information for Luciana Berger

583112

registered interest
date	14/09/2016
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Schools: Sexual Offences
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what assessment she has made of the levels of sexual harassment and sexual violence in schools.
tabling member constituency	Liverpool, Wavertree
tabling member printed	Luciana Berger
uin	46485
answer	answer is ministerial correction date of answer 10/10/2016 answer text <p>The Department contributed a written submission to the Women and Equalities Select Committee’s inquiry into the scale and impact of sexual harassment and sexual violence in schools in 2016. This is published on the Parliament website.[1] The Committee published the report of its inquiry on 13 September, and the Government will make a formal response to the usual timetable.</p><p> </p><p>The Department does not collect information on the number of cases of sexual harassment or sexual violence either by pupils or by teachers – and it has not produced any estimates.</p><p> </p><p>The closest information held on levels of sexual harassment and sexual violence by pupils is the number of permanent and fixed period exclusions for sexual misconduct, which includes lewd behaviour, sexual abuse, sexual assault, sexual bullying, sexual graffiti and sexual harassment.</p><p> </p><p>Exclusions information, broken down by reason for exclusion, is published annually by the Department in the ‘Permanent and fixed-period exclusions in England’ National Statistics release.[2]</p><p> </p><p>The 2015 National Foundation for Educational Research’s teacher voice survey is a nationally representative survey commissioned by the Department. Teachers were asked questions on a range of topics, including common forms of bullying. Sexual bullying was not included as a category, however, a minority reported that homophobic, biphobic, or transphobic bullying was common at their school. The report and data have been published by the Department.[3]</p><p> </p><p>The closest information held on sexual harassment and sexual violence by teachers relates to the number of cases of teacher misconduct relating to sexual misconduct reported to the Department. However, cases of teacher misconduct relating to sexual misconduct cover a broad range of incidents and it is not recorded whether these relate to incidents that took place on school sites.</p><p>[1] <a href="http://data.parliament.uk/writtenevidence/committeeevidence.svc/evidencedocument/women-and-equalities-committee/sexual-harassment-and-sexual-violence-in-schools/written/34902.pdf" target="_blank">http://data.parliament.uk/writtenevidence/committeeevidence.svc/evidencedocument/women-and-equalities-committee/sexual-harassment-and-sexual-violence-in-schools/written/34902.pdf</a></p><p>[2] <a href="https://www.gov.uk/government/collections/statistics-exclusions" target="_blank">https://www.gov.uk/government/collections/statistics-exclusions</a></p><p>[3] <a href="https://www.gov.uk/government/publications/teacher-voice-omnibus-june-2015-responses" target="_blank">https://www.gov.uk/government/publications/teacher-voice-omnibus-june-2015-responses</a></p> answering member constituency Crewe and Nantwich answering member printed Edward Timpson question first answered 10/10/2016 16:24:20 answering member 1605 label Biography information for Edward Timpson
tabling member	4036 label Biography information for Luciana Berger

535467

registered interest
date	12/07/2016
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Further Education: Liverpool City Region
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what the end of year budget surplus or deficit was for each further education college in the Liverpool City Region in each financial year since 2010-11.
tabling member constituency	Liverpool, Wavertree
tabling member printed	Luciana Berger
uin	42509
answer	answer is ministerial correction date of answer 28/07/2016 answer text <p>Colleges own this information. They are required to publish the information on their own website and the Skills Funding Agency publish a collated picture on GOV.UK. All the information requested for this question is already in the public domain: <a href="https://www.gov.uk/government/publications/sfa-financial-management-college-accounts" target="_blank">https://www.gov.uk/government/publications/sfa-financial-management-college-accounts</a></p> answering member constituency Harlow answering member printed Robert Halfon question first answered 28/07/2016 15:04:57 answering member 3985 label Biography information for Robert Halfon
tabling member	4036 label Biography information for Luciana Berger

516231

registered interest
date	27/04/2016
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Teachers: Training
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what training is provided to teachers on working with children who have autism spectrum disorder.
tabling member constituency	Liverpool, Wavertree
tabling member printed	Luciana Berger
uin	35957
answer	answer is ministerial correction date of answer 04/05/2016 answer text <p>The Department has contracted with the Autism Education Trust since 2011 to deliver autism training to education professionals. The Trust has now trained more than 90,000 education professionals. The Department is also funding work by the National Autistic Society to provide information and advice to parents and professionals on exclusions, and work to integrate into the Autism Education Trust training the learning from a previous project by Ambitious about Autism on strategies for supporting transition from school to college for students with autism.</p><p> </p><p>We have also supported Nasen’s Special Educational Needs and Disabilities (SEND) Gateway (www.sendgateway.org.uk). This offers education professionals free, easy access to high quality information, resources and training for meeting the needs of children with SEND, including those with autism. In 2015-16, the Department also funded Nasen to develop a free universal offer of SEN Continuous Professional Development for teachers.</p><p> </p><p>The National College for Teaching and Leadership has produced a series of specialist online courses, one of which focuses on autism. The training materials are designed to support teachers in mainstream schools who want to improve their skills in teaching pupils with SEND. The training materials can be found at: www.education.gov.uk/lamb.</p><p> </p><p>In order to be awarded qualified teacher status, trainees must satisfy the Teachers’ Standards, which include a requirement that they have a clear understanding of the needs of all pupils, including those with SEND, and are able to use and evaluate distinctive teaching approaches to engage and support them.</p><p> </p><p>Following Sir Andrew Carter’s independent review of the quality and effectiveness of Initial Teacher Training (ITT) courses, the Secretary of State appointed an independent working group made up of expert representatives from the sector to develop a framework of core ITT content. This includes considering Sir Andrew’s recommendations around the SEND content of the proposed framework. The working group is due to report to the Department soon. We will consider their recommendations carefully and determine how they should be taken forward.</p> answering member constituency Crewe and Nantwich answering member printed Edward Timpson question first answered 04/05/2016 10:31:47 answering member 1605 label Biography information for Edward Timpson
tabling member	4036 label Biography information for Luciana Berger

516232

registered interest
date	27/04/2016
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Pupils: Autism
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, how many children in (a) primary and (b) secondary non-specialist schools have autism spectrum disorder; how schools are required to identify those children; and what support her Department gives to those children.
tabling member constituency	Liverpool, Wavertree
tabling member printed	Luciana Berger
uin	35958
answer	answer is ministerial correction date of answer 04/05/2016 answer text <p>In January 2015, there were 35,030 children in mainstream primary schools and 30,845 children in mainstream secondary schools who were identified as having autistic spectrum disorder as their primary type of need[1].</p><p> </p><p>Under the SEND Code of Practice all maintained schools are required to identify the special educational needs of pupils, including those with autism. Where any pupil makes less progress than expected, schools should assess the pupil’s needs, put in place suitable support to meet those needs and review it regularly to ensure it continues to be appropriate. If, despite additional support provided by the school, a pupil continues to make less progress than expected, the school (or the parents) can ask the local authority to carry out an Education, Health and Care (EHC) needs assessment of the pupil’s needs. If the local authority decides to issue an EHC plan, it will specify the provision needed to support the pupil’s needs and what additional resources will be funded by the local authority.</p><p> </p><p>The Children and Families Act 2014 introduced significant reforms to the Special Educational Needs and Disability (SEND) system which will better support children and young people with autism in the education system. This includes the publication of ‘local offers’ of SEND services by local authorities, the introduction of streamlined EHC plans, and new statutory protections for young people aged 16-25 in further education.</p><p> </p><p>The Act also makes provision to ensure that parents, children and young people are able to access impartial information, advice and support about the SEND system. This is available through a local, dedicated and easily identifiable service which includes help to prepare them for meetings with schools, health professionals or other agencies that may be supporting them in their education.</p><p> </p><p>Under the Department’s Free Schools programme, there are now nineteen special free schools open across the country, including several that are specifically for children with Autism, such as the Rise free school in Hounslow, the Lighthouse free school in Leeds and the National Autistic Society’s Church Lawton free school in Cheshire. There are a further eleven special free schools due to open in the future, five of which will specialise in provision for children with autism, including the Heartlands Autism free school in Haringey and a second National Autistic Society free school, the Vanguard free school in Lambeth. The other six will offer some places for children with autism.</p><p> </p><p>[1] National Statistics: Special Educational Needs in England 2015, Table 8, available here: <a href="https://www.gov.uk/government/statistics/special-educational-needs-in-england-january-2015" target="_blank">https://www.gov.uk/government/statistics/special-educational-needs-in-england-january-2015</a>).</p> answering member constituency Crewe and Nantwich answering member printed Edward Timpson question first answered 04/05/2016 10:31:01 answering member 1605 label Biography information for Edward Timpson
tabling member	4036 label Biography information for Luciana Berger

516311

registered interest
date	27/04/2016
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Mental Health Services: Schools
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 schools have a mental health specialist as a permanent member of staff.
tabling member constituency	Liverpool, Wavertree
tabling member printed	Luciana Berger
uin	35956
answer	answer is ministerial correction date of answer 04/05/2016 answer text <p>Schools have the autonomy to decide on the provision of mental health support. We have recently commissioned an extensive survey which will provide nationally representative estimates of what provision schools and colleges offer for mental health and character education. The fieldwork will begin in the summer term.</p><p>We have also contributed to a £3m joint pilot with NHS England for training single points of contact in schools and specialist mental health services, to ensure that children and young people have timely access to specialist support where needed.</p> answering member constituency East Surrey answering member printed Mr Sam Gyimah question first answered 04/05/2016 16:01:35 answering member 3980 label Biography information for Mr Sam Gyimah
tabling member	4036 label Biography information for Luciana Berger