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1109752

	registered interest
	date	04/04/2019
	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 assessment he has made of the adequacy of grammar instruction provided on teacher training courses.
	tabling member constituency	Newcastle-under-Lyme
	tabling member printed	Paul Farrelly
	uin	240969
	answer	answer is ministerial correction date of answer 12/04/2019 answer text <p>To complete teacher training courses and become a qualified teacher, trainees must meet the standards set out in the ‘teachers’ standards’ published in 2011, available here: <a href="https://www.gov.uk/government/publications/teachers-standards" target="_blank">https://www.gov.uk/government/publications/teachers-standards</a>.</p><p>This requires trainees to demonstrate good subject and curriculum knowledge, including taking responsibility for promoting high standards of literacy and the correct use of standard English, whatever the teacher’s specialist subject.</p><p>The Department published further guidance, ‘A framework of core content for initial teacher training’ (ITT), in July 2016. This guidance is available here: <a href="https://www.gov.uk/government/publications/initial-teacher-training-government-response-to-carter-review" target="_blank">https://www.gov.uk/government/publications/initial-teacher-training-government-response-to-carter-review</a>.</p><p>The framework sets out ITT providers’ responsibility to audit trainees’ subject knowledge early in their training, and make provision to ensure that trainees have sufficient subject knowledge to satisfy the teachers’ standards by the end of their training.</p><p>At their most recent Ofsted inspection, 99% of all ITT providers were rated good or outstanding.</p><p>In the Recruitment and Retention Strategy, published in January 2019, the Department committed to reviewing ITT core content guidance using the Early Career Framework as our starting point. Details of this can be found here: <a href="https://www.gov.uk/government/publications/teacher-recruitment-and-retention-strategy" target="_blank">https://www.gov.uk/government/publications/teacher-recruitment-and-retention-strategy</a>.</p><p> </p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 12/04/2019 10:52:49 answering member 111 label Biography information for Nick Gibb
	tabling member	1436 label Biography information for Paul Farrelly

1124710

	registered interest
	date	03/05/2019
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Teachers: Recruitment
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, if he can will make an assessment of the effect of OFSTED grades on the recruitment and retention of teachers.
	tabling member constituency	Newcastle-under-Lyme
	tabling member printed	Paul Farrelly
	uin	250781
	answer	answer is ministerial correction date of answer 09/05/2019 answer text <p>The Department has published analysis linking Ofsted ratings to the mobility and retention of teachers. This showed that of teachers who had moved between schools, 74% moved to schools with the same or better Ofsted rating compared with their previous school. The full analysis is published here: <a href="https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/615729/SFR33_2017_Text.pdf" target="_blank">https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/615729/SFR33_2017_Text.pdf</a>.</p><p>The Department’s recently published Teacher Recruitment and Retention Strategy has committed to simplifying the school accountability system, which the Department knows can create undue pressure on school leaders and increase teacher workload.</p><p>From September, the Department will use a single, transparent trigger - ‘Ofsted requires improvement’ - to offer head teachers funded support and bespoke guidance from an expert leader. This will help reduce pressures on schools, while maintaining robust accountability in cases of failure and a proactive offer of support for those who need it.</p><p>The proposed new Ofsted framework will also have an active focus on reducing teacher workload, with inspectors considering staff workload as part of the leadership and management judgment.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 09/05/2019 15:15:02 answering member 111 label Biography information for Nick Gibb
	tabling member	1436 label Biography information for Paul Farrelly

1109404

	registered interest
	date	03/04/2019
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Students: Apprentices
	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 ensure that teachers are adequately trained to advise students on the benefits of apprenticeships.
	tabling member constituency	Newcastle-under-Lyme
	tabling member printed	Paul Farrelly
	uin	240522
	answer	answer is ministerial correction date of answer 08/04/2019 answer text <p>The Education and Skills Funding Agency (ESFA) provides a programme in schools and further education colleges across England called the Apprenticeship Support and Knowledge for Schools (ASK) Programme, which provides a face-to-face and or digital services incorporating advice, information and continuous professional development resources for teachers.</p><p> </p><p>This service has been provided for students in years 10 to 13 since 2016 and will be extended to provide for students in years 7 to 9 for the 2019/20 academic year. In conjunction with this, we will seek feedback from teachers to inform our review of the content of the ASK programme to ensure that delivery is progressive throughout each school year.</p><p> </p><p>To complement this work, the ESFA also have developed Amazing Apprenticeships which is a resource portal for schools, colleges and those providing advice and guidance on apprenticeships. The site contains a wealth of useful resources that are downloadable and free of charge and includes a facility for schools to book a visit from a young apprenticeship ambassador or an ASK provider.</p><p>Every school and college must have a Careers Leader who co-ordinates their institution's careers provision and is responsible and accountable for the delivery of their school or college careers programme.</p> answering member constituency Guildford answering member printed Anne Milton question first answered 08/04/2019 12:13:06 answering member 1523 label Biography information for Anne Milton
	tabling member	1436 label Biography information for Paul Farrelly

1077590

	registered interest
	date	26/02/2019
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Special Educational Needs: Visual Impairment
	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 support visually impaired students to (a) study and (b) live independently in higher education.
	tabling member constituency	Newcastle-under-Lyme
	tabling member printed	Paul Farrelly
	uin	226070
	answer	answer is ministerial correction date of answer 05/03/2019 answer text <p>Higher Education providers have legal responsibilities under the Equality Act 2010 to support disabled students, including those with visual impairments, for example, by making reasonable adjustments. The responsibility to support students should include communicating what support and services are available. Alongside this, eligible students can receive support through Disabled Students’ Allowances (DSAs), which can help with the costs of additional learning-related equipment, personal support and travel disabled students may incur. Visually impaired students eligible for DSAs receive specialist professional support, for example in making the best use of specialist equipment and in modifying learning materials into accessible formats.</p><p>I recently met organisations who represent visually impaired students, and agreed that the department will work with them to ensure the support available through DSAs continues to enable visually impaired students to participate fully in higher education.</p><p> </p> answering member constituency Kingswood answering member printed Chris Skidmore question first answered 05/03/2019 11:26:30 answering member 4021 label Biography information for Chris Skidmore
	tabling member	1436 label Biography information for Paul Farrelly

1124702

	registered interest
	date	03/05/2019
	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 recent assessment he has made of the potential merits of holding pupils back a year at school as a result of poor (a) behaviour and (b) academic performance.
	tabling member constituency	Newcastle-under-Lyme
	tabling member printed	Paul Farrelly
	uin	250773
	answer	answer is ministerial correction date of answer 09/05/2019 answer text <p>The information requested is not held centrally, and therefore the Department has made no such assessment.</p><p> </p><p>The Department supports head teachers to create calm and ordered environments so that pupils can benefit from a school culture where teachers can teach and pupils can learn. As part of this, schools must ensure they have and publish a behaviour policy to support staff in managing behaviour, including the use of rewards and sanctions. Sanctions must be proportionate and fair responses that may vary according to the age of the pupils, and any other special circumstances that affect the pupil.</p><p> </p><p>Schools should make regular assessments of progress for all pupils. These should seek to identify pupils making less than expected progress. The first response to such progress should be high quality teaching targeted at their areas of weakness.</p><p> </p><p>Where a child is behaving poorly or is not making the expected progress academically, schools should look to see whether there are underlying factors such as Special Educational Needs, mental health difficulties or issues relating to housing, family or other domestic circumstances. Where a school does identify such causes they are expected to put appropriate support in place, potentially working with other agencies such as Health and Social Care.</p><p> </p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 09/05/2019 16:36:36 answering member 111 label Biography information for Nick Gibb
	tabling member	1436 label Biography information for Paul Farrelly

1091368

	registered interest
	date	19/03/2019
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Schools: Opening Hours
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, what estimate has he made of the number of schools closing early as a result of a lack of resources.
	tabling member constituency	Newcastle-under-Lyme
	tabling member printed	Paul Farrelly
	uin	234119
	answer	answer is ministerial correction date of answer 22/03/2019 answer text <p>Information on when schools finish their school day is not held centrally.</p><p>All maintained schools are required to educate pupils for at least 380 sessions each school year. They cannot reduce the length of the school week if this would take the total number of sessions below that.</p><p>All schools have the autonomy to decide the structure and duration of their school day, which includes the flexibility to decide when their school day should start and finish. Where schools use this flexibility, they should take into account local circumstances and the needs of their students and staff.</p><p>In the event that a school decides to make changes to its school day the Department would encourage them to do this in consultation with parents. It is the Department’s expectation that the school should act reasonably when making such decisions; giving parents notice and considering the impacts on those affected.</p><p> </p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 22/03/2019 13:00:30 answering member 111 label Biography information for Nick Gibb
	tabling member	1436 label Biography information for Paul Farrelly

1125323

	registered interest
	date	08/05/2019
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Schools: Local Government Services
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, what discussions he has had with the Secretary of State for Work and Pensions on improving schools' access to local authority support for pupils and families that need it.
	tabling member constituency	Newcastle-under-Lyme
	tabling member printed	Paul Farrelly
	uin	251957
	answer	answer is ministerial correction date of answer 13/05/2019 answer text <p>My right hon. Friend, the Secretary of State for Education meets regularly with Cabinet colleagues to discuss the Department for Education agenda.</p> answering member constituency Stratford-on-Avon answering member printed Nadhim Zahawi question first answered 13/05/2019 15:56:24 answering member 4113 label Biography information for Nadhim Zahawi
	tabling member	1436 label Biography information for Paul Farrelly

1122161

	registered interest
	date	18/04/2019
	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, what assessment his Department has made of the potential negative effects of the use of isolation booths on children's education.
	tabling member constituency	Newcastle-under-Lyme
	tabling member printed	Paul Farrelly
	uin	245678
	answer	answer is ministerial correction date of answer 30/04/2019 answer text <p>Schools develop their own behaviour policies and strategies for managing behaviour. To help schools develop effective strategies, the Department has produced advice for schools which covers what should be included in the behaviour policy. This advice can be viewed here:</p><p><a href="https://www.gov.uk/government/publications/behaviour-and-discipline-in-schools" target="_blank">https://www.gov.uk/government/publications/behaviour-and-discipline-in-schools</a>.</p><p> </p><p>Schools can adopt a policy which allows disruptive pupils to be placed in isolation away from other pupils for a limited period. If a school uses isolation rooms as a disciplinary penalty, this should be made clear in their behaviour policy. As with other disciplinary penalties, schools must act lawfully, reasonably and proportionately in all cases. The school must also ensure the health and safety of pupils.</p><p> </p><p>As part of Ofsted inspections schools will be asked to provide records and analysis of any use of internal insolation. Ofsted inspectors will expect schools to have clear and effective behaviour policies that promote high standards of behaviour that are applied consistently and fairly. In reaching a judgement on pupils’ personal development, behaviour and welfare, inspectors will take account of a range of information, including schools’ use of internal isolation.</p><p>The Department regularly reviews the guidance issued to schools and updates it as appropriate.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 30/04/2019 16:42:23 answering member 111 label Biography information for Nick Gibb
	tabling member	1436 label Biography information for Paul Farrelly

1111102

	registered interest
	date	10/04/2019
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Schools: Crowdfunding
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, what information his Department holds on schools in England using crowdfunding to raise money for supplies.
	tabling member constituency	Newcastle-under-Lyme
	tabling member printed	Paul Farrelly
	uin	243362
	answer	answer is ministerial correction date of answer 23/04/2019 answer text <p>The Department does not collect information about how many schools use crowdfunding to raise money for supplies. Schools’ financial returns show that income from donations and voluntary funds has remained steady at about 0.7% of schools’ overall budgets since 2011-12.</p><p> </p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 23/04/2019 07:25:36 answering member 111 label Biography information for Nick Gibb
	tabling member	1436 label Biography information for Paul Farrelly

1091061

	registered interest
	date	18/03/2019
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Schools: Counselling
	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 counselling services provided in schools in (a) England and (b) Staffordshire; and if he will make a statement.
	tabling member constituency	Newcastle-under-Lyme
	tabling member printed	Paul Farrelly
	uin	233483
	answer	answer is ministerial correction date of answer 21/03/2019 answer text <p>The Department recognises that school based counselling by well-qualified practitioners can play an effective role as part of a whole school approach to supporting mental health and wellbeing. It is for schools to decide what support to put in place based on the particular needs of their pupils.</p><p>The Department has not made a specific assessment of the adequacy of counselling services provided in schools. However, the Department's nationally representative survey of school provision published in 2017 indicated that 61% of schools offer counselling services, with 84% of secondary schools providing their pupils with access to counselling support.[1] To support schools to provide counselling, the Government has provided advice on how to deliver high quality school-based counselling.[2]</p><p>The Government is introducing new mental health support teams to provide additional support linked to groups of schools and colleges. The first teams are being set up in 25 areas of the country this year. The aim is for these teams to work together with existing provision, including school-based counselling. The Government will evaluate their introduction to ensure that they do not displace existing provision.</p><p> </p><p>[1] <a href="https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/634726/Supporting_Mental-Health_survey_report.pdf" target="_blank">Supporting Mental Health in Schools and Colleges (2017)</a>.</p><p>[2] <a href="https://www.gov.uk/government/publications/counselling-in-schools" target="_blank">https://www.gov.uk/government/publications/counselling-in-schools</a>.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 21/03/2019 16:40:07 answering member 111 label Biography information for Nick Gibb
	tabling member	1436 label Biography information for Paul Farrelly