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1150496

	registered interest
	date	17/10/2019
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	School Leaving: Basic Skills
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, what assessment his Department has made of trends in the level of (a) literacy and (b) numeracy of (i) primary school and (ii) secondary school leavers in Romford constituency in each of the last 10 years.
	tabling member constituency	Romford
	tabling member printed	Andrew Rosindell
	uin	1613
	answer	answer is ministerial correction date of answer 25/10/2019 answer text <p>The number and percentage of pupils in state-funded schools, at the end of Key Stage 2 (KS2) and Key Stage 4 (KS4), who achieved the expected level of literacy or numeracy[1] in Romford constituency and England are in the attached tables.</p><p> </p><p>Figures relate to academic years 2013/14 to 2018/19 for KS2 and 2013/14 to 2017/18 for KS4. Data for the years 2009/10 – 2012/13 are not provided because collating this information is complex due to changes in the methodology, published content and producing this data would incur a disproportionate cost. KS4 data for 2018/19 is not provided because the Department will publish data for parliamentary constituencies as part of the ‘Key stage 4 performance, 2019 (revised)’ in January 2020.</p><p> </p><p>At KS2, attainment in Romford was above the national average in all subjects in all years for which data has been provided (2014-2019). In 2016, new tests and frameworks for teacher assessment were brought in at KS2. These changes mean that the expected standard from 2016 is higher and it is not possible to make direct comparisons between the results before and after these changes. Since 2016[2], attainment in Romford increased by 11% in the reading test, 12% in the Maths test and 6% in the grammar, punctuation and spelling test. These increases were greater than for state-funded schools in England as a whole during the same time period, which were 7%, 9% and 5%.</p><p> </p><p>At KS4, achievement of grades 9-4/A*-C in the English and Maths pillars of the English Baccalaureate (EBacc)[3] are used. Achievement at grades 9-4/A*-C in the English and mathematics pillar of the EBacc are close for Romford and England from 2013/14 to 2017/18. However, for the English pillar Romford performed better than the national average in the last two years (77% in 2017/18 for Romford, compared to 75% nationally). For the Mathematics pillar, Romford’s attainment has been slightly lower than the national average (69% in 2017/18 for Romford compared to 70% nationally).</p><p> </p><p>Pupils must achieve at least a grade 4 in English and Maths at the end of KS4 or are required to resit these qualifications in post 16 education.</p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p>[1] There is not a definitive definition of expected level of literacy or numeracy for each key stage. Figures have been provided for achievement in English and Maths, or English and Maths subjects, in the headline or additional measures that were used for that key stage, in each academic year.</p><p>[2] Changes made within the 2017/18 KS2 writing teacher assessment (TA) frameworks mean judgements in 2018 are not directly comparable to those made in previous years. This means there is not a suitable time series for comparisons between years for all of reading, writing and maths and the writing TA.</p><p>[3] The English Baccalaureate (EBacc) is a set of subjects at GCSE that keeps young people’s options open for further study and future careers. The EBacc comprises of: English language and literature; maths; the sciences; geography or history; a language.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb attachment 1 file name 1613_Number_and_percentage_of_pupils_at_the_end_of_KS2_who_achieve_the_expected_standard_level_4_or_above_by_subject.pdf title 1613_Table 2 file name 1613_Percent_of_pupils_end_of_Ks4_who_do_meet_select_measures_of_achievement_in_the_Eng_pillar_and_the_Math_pillar_of_the_Eng_Baccaulaureatte_in.pdf title 1613_Table question first answered 25/10/2019 11:40:48 answering member 111 label Biography information for Nick Gibb
	tabling member	1447 label Biography information for Andrew Rosindell

1150495

	registered interest
	date	17/10/2019
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Apprentices: Romford
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, how many apprenticeship starts there were in Romford constituency in each year since 2010.
	tabling member constituency	Romford
	tabling member printed	Andrew Rosindell
	uin	1612
	answer	answer is ministerial correction date of answer 24/10/2019 answer text <p>Our reforms have fundamentally changed what apprenticeships are and the long-term opportunities they provide. The minimum 20% off-the-job training rule, the shift to higher quality standards with a longer average duration and the drop-off in frameworks have already contributed to a 26% rise in average expected apprenticeship training hours over the past year.</p><p> </p><p>The apprenticeship levy and funding arrangements are an important part of our changes to raise apprenticeship quality, supporting employers to make a long-term sustainable investment in training.</p><p> </p><p>The profile of apprenticeship starts changed significantly prior to, and following, the introduction of our reforms; care should therefore be taken in comparing and interpreting this data.</p><p> </p><p>The number of apprenticeship starts in the Romford parliamentary constituency in each academic year since 2005/06 is given in the attached table. Please note that the figures for 2018/19 are provisional and cover the period August 2018 to April 2019. Finalised figures for the 2018/19 academic year will be published in November 2019.</p><p>The Further Education data library contains additional breakdowns of apprenticeship starts, by characteristics such as age, level and sector subject area: <br> <a href="https://www.gov.uk/government/statistical-data-sets/fe-data-library-apprenticeships" target="_blank">https://www.gov.uk/government/statistical-data-sets/fe-data-library-apprenticeships</a>.</p><p> </p> answering member constituency Chippenham answering member printed Michelle Donelan question first answered 24/10/2019 15:13:07 answering member 4530 label Biography information for Michelle Donelan attachment 1 file name 1612_apprenticeship_starts_for_Romford_by_academic_year.xls title 1612_table
	tabling member	1447 label Biography information for Andrew Rosindell

1147504

	registered interest
	date	01/10/2019
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Out-of-school Education: Radicalism
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, what steps he is taking to protect students at Islamic education centres in the UK from being exposed to potentially radicalising ideology; and if he will make a statement.
	tabling member constituency	Romford
	tabling member printed	Andrew Rosindell
	uin	292861
	answer	answer is ministerial correction date of answer 07/10/2019 answer text <p>All schools and colleges, including independent schools, are subject to the Prevent Duty, which requires them to protect people from the harm of radicalisation and from being drawn into terrorism.</p><p>They are also required to actively promote the values that underpin and unite our society – democracy, rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs. The department has worked closely with Ofsted to strengthen Ofsted’s inspection frameworks, so that inspectors are required to assess how well schools and colleges are meeting these requirements.</p><p>We work closely with the sector to support it in implementing these requirements and to ensure our children and young people are resilient to extremist ideology and prepared for life in modern Britain. We fund, with the Home Office, networks of experts who provide frontline support to educational institutions, and we provide a range of free resources for practitioners on our Educate Against Hate and Education and Training Foundation websites for schools and colleges.</p><p>The department is also taking forward a package of activity aimed at enhancing the safeguarding of children in out-of-school settings, where we know some children have their mainstream education supplemented through the provision of after school clubs or activities, which can include religious settings offering tuition in their own faith.</p><p>This includes the provision of £3 million to boost local capacity to identify and intervene in out-of-school settings of concern, and inform best practice on how existing legal powers – held across local authorities and relevant agencies – can best be used to address safeguarding and welfare concerns in these settings. This work started last summer and is due to conclude in March 2020.</p><p>Alongside this, we have been developing a voluntary code of practice for out-of-school setting providers and guidance for parents. These will support providers to understand what is needed to run a safe setting. This will help parents and carers make informed choices when considering out-of-school settings for their children, as well as understand the steps they can take where they have concerns. The department consulted on these documents in late February 2019 and will respond to the consultation in due course. The consultation can be found here: <a href="https://consult.education.gov.uk/regulatory-framework-unit/out-of-school-settings-voluntary-safeguarding-code/" target="_blank">https://consult.education.gov.uk/regulatory-framework-unit/out-of-school-settings-voluntary-safeguarding-code/</a>.</p><p> </p> answering member constituency Chippenham answering member printed Michelle Donelan question first answered 07/10/2019 18:21:09 answering member 4530 label Biography information for Michelle Donelan
	tabling member	1447 label Biography information for Andrew Rosindell

1143382

	registered interest
	date	02/09/2019
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	History: Education
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, what steps he is taking to encourage the teaching and learning of (a) Anglo-Saxon history and (b) Old English in schools.
	tabling member constituency	Romford
	tabling member printed	Andrew Rosindell
	uin	284875
	answer	answer is ministerial correction date of answer 09/09/2019 answer text <p>It has not proved possible to respond to the hon. Member in the time available before Prorogation.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 09/09/2019 16:42:06 answering member 111 label Biography information for Nick Gibb
	tabling member	1447 label Biography information for Andrew Rosindell

1142190

	registered interest
	date	25/07/2019
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Universities: Finance
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, whether he is taking steps to monitor Qatar's role in the funding of university programmes in the UK; and if he will make a statement.
	tabling member constituency	Romford
	tabling member printed	Andrew Rosindell
	uin	282243
	answer	answer is ministerial correction date of answer 03/09/2019 answer text <p>The Office for Students, as the regulator for higher education (HE) in England, is responsible for assessing and monitoring the financial sustainability of registered HE providers. UK universities are autonomous institutions and are therefore responsible for making business planning decisions and ensuring their institutions’ financial sustainability.</p><p> </p><p> </p> answering member constituency Orpington answering member printed Joseph Johnson question first answered 03/09/2019 07:12:21 answering member 4039 label Biography information for Lord Johnson of Marylebone
	tabling member	1447 label Biography information for Andrew Rosindell

1141140

	registered interest
	date	22/07/2019
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Schools: Cricket
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, what steps he is taking to increase participation in cricket in state schools.
	tabling member constituency	Romford
	tabling member printed	Andrew Rosindell
	uin	280224
	answer	answer is ministerial correction date of answer 24/07/2019 answer text <p>The physical education (PE) national curriculum is designed to ensure that all pupils develop competence to excel in a broad range of physical activities, are physically active for sustained periods of time and lead healthy and active lives.</p><p> </p><p>State schools are free to organise and deliver a diverse and challenging PE curriculum that suits the needs of all their pupils. Cricket is specifically listed as an example of a sport that can provide important elements of the PE national curriculum programme of study in key stages 2 to 4.</p><p> </p><p>The recently announced School Sport and Activity Action Plan includes additional support for schools to open their facilities over the holidays and after hours to encourage every child to find a sport they love. The government will update the action plan in the light of the outcome of the forthcoming Spending Review and will work with sports governing bodies, including the England and Wales Cricket Board, in developing the proposals.</p><p> </p><p>Through the Essential Life Skills fund, the department has recently provided £75,000 to the national cricket charity, Chance to Shine, to deliver extra-curricular sport to young people in Stoke-on-Trent, one of the department’s 12 Opportunity Areas. In addition, Sport England supports children and young people in England by ensuring that there is a good sports and activity offer before and after the school day. This includes investing £28 million into Satellite Clubs between 2017 and 2021, some of which are cricket clubs.</p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p> answering member constituency Stratford-on-Avon answering member printed Nadhim Zahawi question first answered 24/07/2019 11:39:24 answering member 4113 label Biography information for Nadhim Zahawi
	tabling member	1447 label Biography information for Andrew Rosindell

1136254

	registered interest
	date	02/07/2019
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Video Games: Vocational Guidance
	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 encourage more school leavers to pursue a career in the video games industry.
	tabling member constituency	Romford
	tabling member printed	Andrew Rosindell
	uin	272136
	answer	answer is ministerial correction date of answer 10/07/2019 answer text <p>To help young people understand what they can pursue and achieve in the future, it is important that they have information on a range of jobs and careers, as well as having the opportunity to encounter a wide variety of employers in different sectors to inspire them. We are improving careers advice in schools so that young people understand the full range of careers available and how they can progress into them through both technical and academic routes.</p><p> </p><p>The Careers &amp; Enterprise Company is making sure that every young person has access to encounters with employers from a range of sectors, which may include the fishing and video games industries. Information on a variety of careers, including these industries, can also be found on the National Careers Service website, which is available at: <a href="https://nationalcareersservice.direct.gov.uk/" target="_blank">https://nationalcareersservice.direct.gov.uk//</a>.</p><p>Regarding the video games industry specifically, we have introduced Computing as a statutory national curriculum subject at all four key stages and we have introduced a new Computer Science GCSE and A level. These subjects will better equip pupils with the skills and knowledge they need to pursue high-tech jobs in the future, including the development of video games, for example through the level 4 software developer apprenticeship or the level 3 digital support technician apprenticeship.</p> answering member constituency Guildford answering member printed Anne Milton grouped question UIN 272135 question first answered 10/07/2019 15:48:30 answering member 1523 label Biography information for Anne Milton
	tabling member	1447 label Biography information for Andrew Rosindell

1136253

	registered interest
	date	02/07/2019
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Fisheries: Vocational Guidance
	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 encourage more school leavers to pursue a career in the fishing industry.
	tabling member constituency	Romford
	tabling member printed	Andrew Rosindell
	uin	272135
	answer	answer is ministerial correction date of answer 10/07/2019 answer text <p>To help young people understand what they can pursue and achieve in the future, it is important that they have information on a range of jobs and careers, as well as having the opportunity to encounter a wide variety of employers in different sectors to inspire them. We are improving careers advice in schools so that young people understand the full range of careers available and how they can progress into them through both technical and academic routes.</p><p> </p><p>The Careers &amp; Enterprise Company is making sure that every young person has access to encounters with employers from a range of sectors, which may include the fishing and video games industries. Information on a variety of careers, including these industries, can also be found on the National Careers Service website, which is available at: <a href="https://nationalcareersservice.direct.gov.uk/" target="_blank">https://nationalcareersservice.direct.gov.uk//</a>.</p><p>Regarding the video games industry specifically, we have introduced Computing as a statutory national curriculum subject at all four key stages and we have introduced a new Computer Science GCSE and A level. These subjects will better equip pupils with the skills and knowledge they need to pursue high-tech jobs in the future, including the development of video games, for example through the level 4 software developer apprenticeship or the level 3 digital support technician apprenticeship.</p> answering member constituency Guildford answering member printed Anne Milton grouped question UIN 272136 question first answered 10/07/2019 15:48:30 answering member 1523 label Biography information for Anne Milton
	tabling member	1447 label Biography information for Andrew Rosindell

1134930

	registered interest
	date	26/06/2019
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Plagiarism: Universities
	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 help tackle plagiarism among students at university.
	tabling member constituency	Romford
	tabling member printed	Andrew Rosindell
	uin	269680
	answer	answer is ministerial correction date of answer 05/07/2019 answer text <p>The government has been clear that the Office for Students (OfS) should take firm and robust action to ensure that threats to academic integrity are tackled. We are determined to beat the cheats who threaten the integrity of our higher education (HE) system.</p><p> </p><p>The OfS requires HE providers to design courses that enable the reliable assessment of a student’s genuine achievements. Students are nearly always obligated by their provider to sign a ‘student contract’ at the commencement of their studies. The contract sets out acceptable student behaviours. Many contracts contain a reference to plagiarism and academic fraud. Many also set out possible sanctions that students may face if they are found to have broken the contract.</p><p> </p><p>As independent and autonomous bodies, HE providers have discretion when imposing sanctions, provided that those sanctions are authorised by the contract. The most recent guidance from the Quality Assurance Agency highlights the importance of severe sanctions of suspension or expulsion if ‘extremely serious academic misconduct’ has been discovered.</p><p> </p><p>HE providers' approaches to tackling cheating include deduction of marks, no credit for the work in question, permanent exclusion for a second offence or immediate expulsion depending on seriousness.</p><p> </p><p>In March, the government challenged PayPal to stop processing payments for ‘essay mills’. PayPal is now working with businesses associated with essay-writing services to ensure its platform is not used to facilitate deceptive and fraudulent practices in education.</p><p> </p><p>Furthermore, our recently published Education Technology Strategy challenged technology companies to identify how anti-cheating software can tackle the growth of essay mills and stay one step ahead of the cheats. This publication can be found at: <a href="https://www.gov.uk/government/publications/realising-the-potential-of-technology-in-education" target="_blank">https://www.gov.uk/government/publications/realising-the-potential-of-technology-in-education</a>.</p><p> </p> answering member constituency Kingswood answering member printed Chris Skidmore question first answered 05/07/2019 10:42:56 answering member 4021 label Biography information for Chris Skidmore
	tabling member	1447 label Biography information for Andrew Rosindell

1134933

	registered interest
	date	26/06/2019
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Shipping: Vocational Guidance
	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 encourage more school leavers to pursue a career in the maritime industry.
	tabling member constituency	Romford
	tabling member printed	Andrew Rosindell
	uin	269683
	answer	answer is ministerial correction date of answer 05/07/2019 answer text <p>It is important for young people to have information on a range of jobs and careers, as well as encounters with a variety of employers in different sectors to inspire them about what they can achieve. The Careers &amp; Enterprise Company is making sure that every young person has access to encounters with employers from a variety of sectors, which may include the maritime industry. In addition, information on a variety of careers, including the maritime industry, can be found on the National Careers Service website.</p><p> </p> answering member constituency Guildford answering member printed Anne Milton question first answered 05/07/2019 09:22:53 answering member 1523 label Biography information for Anne Milton
	tabling member	1447 label Biography information for Andrew Rosindell