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1082366

	registered interest
	date	05/03/2019
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Languages: Higher 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 help halt the decline in people studying modern languages at university.
	tabling member constituency	Newcastle-under-Lyme
	tabling member printed	Paul Farrelly
	uin	228655
	answer	answer is ministerial correction date of answer 13/03/2019 answer text <p>The institutional autonomy of English Higher Education (HE) providers is protected by the Higher Education and Research Act 2017. This includes autonomy over which courses to offer and which students to admit. The role of government is to create the right conditions and incentives so that HE providers are able to help respond to our economic and strategic priorities. We also want to enable students to make informed choices, and for student demand to influence the decisions providers make on what to offer.</p><p>In England, we agree that learning foreign language is important and believe that building the skills and demand for degree courses starts in schools. That is why we are taking a number of steps to support schools in encouraging uptake of language qualifications.</p><p>This includes:</p><ul><li>Introducing the English Baccalaureate (EBacc) performance measure in 2010 to halt the decline in the number of pupils taking GCSEs in the core academic subjects. The reformed national curriculum now makes it compulsory for pupils in maintained schools to be taught a foreign language in key stage 2.</li><li>Promoting the value of language qualifications to students who are choosing their GCSEs and to their parents. We recently published and promoted a guidance leaflet for parents, which explains why studying a language, as part of the EBacc, broadens opportunities in both education and employment. Additionally, in February we drew attention to the benefits of studying a language among 13-14 year olds through a social media campaign.</li><li>Supporting schools to increase languages take up through the £10 million Mandarin Excellence Programme and through a £4.8 million modern foreign languages pedagogy pilot programme, which will improve uptake and attainment in languages at key stages 3 to 4, particularly for disadvantaged pupils.</li></ul> answering member constituency Kingswood answering member printed Chris Skidmore question first answered 13/03/2019 16:56:43 answering member 4021 label Biography information for Chris Skidmore
	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

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

1109047

	registered interest
	date	02/04/2019
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Children: Food Poverty
	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 effects of food poverty on children and young people's physical, emotional and educational well-being.
	tabling member constituency	Newcastle-under-Lyme
	tabling member printed	Paul Farrelly
	uin	239901
	answer	answer is ministerial correction date of answer 08/04/2019 answer text <p>The government supports the provision of nutritious food in schools, which ensures pupils are well nourished, develop healthy eating habits and can concentrate and learn. We encourage a healthy balanced diet and healthy life choices through school funding, legislation and guidance. Under the benefits-based criteria, around 1.1 million of the most disadvantaged children are eligible for and claiming free school meals – saving families around £400 per year. Benefits-based free meals were extended to disadvantaged further education students in September 2014. A further 1.5 million infants receive free nutritious meals under the universal infant free school meals scheme.</p><p>We are also investing up to £26 million to the National Schools Breakfast Programme. This money will kick-start or improve breakfast clubs in over 1,700 schools and target the most disadvantaged areas of the country, including Opportunity Areas. Healthy breakfast clubs can play an important role in ensuring children from all backgrounds have a healthy start to their day so that they enhance their learning potential.</p><p>In addition, in 2018 the government announced a programme of work to explore how to ensure disadvantaged young people can access healthy food and enriching activities over the school holidays. We awarded £2 million to 7 organisations to deliver free healthy food and enriching activities to disadvantaged children during the 2018 summer holidays. In November 2018, we announced details of a £9 million fund for summer 2019 to set-up local coordinators of free holiday activities and food provision in summer 2019 in a number of local authorities.</p> answering member constituency Stratford-on-Avon answering member printed Nadhim Zahawi question first answered 08/04/2019 15:31:30 answering member 4113 label Biography information for Nadhim Zahawi
	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

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

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

1122069

	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	Primary Education: Assessments
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, whether his Department has made an assessment of the effect of the new baseline test on children's (a) confidence and (b) relationships with (i) teachers and (ii) other pupils.
	tabling member constituency	Newcastle-under-Lyme
	tabling member printed	Paul Farrelly
	uin	245673
	answer	answer is ministerial correction date of answer 30/04/2019 answer text <p>As we develop the reception baseline assessment (RBA), we are continuing to discuss its implementation with a wide range of stakeholders, including teachers, early years practitioners and assessment experts. We will conduct a voluntary national pilot in the autumn of this year, which will enable us to consider pupils’ experiences of the assessment ahead of its scheduled statutory rollout in September 2020.</p><p>Most, if not all, schools carry out assessments of pupils when they start reception so they can ascertain their level of development and plan teaching and learning. While the precise nature of these assessments may vary, the RBA will be broadly consistent with activities that take place in reception classrooms – for example, counting and describing pictures.</p><p> </p><p> </p> answering member constituency Stratford-on-Avon answering member printed Nadhim Zahawi question first answered 30/04/2019 12:58:15 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

1122164

	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	Pupils: Bullying
	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 the implications for Government policies of the conclusions of the report, The Causal Effects of Adolescent School Bullying Victimisation on Later Life Outcomes by the Institute of Labor Economics.
	tabling member constituency	Newcastle-under-Lyme
	tabling member printed	Paul Farrelly
	uin	245680
	answer	answer is ministerial correction date of answer 25/04/2019 answer text <p>The Department for Education has not held any specific discussions with the Department for Work and Pensions about this report, but officials and ministers regularly meet counterparts to discuss a wide range of issues.</p><p> </p><p>The Department’s 'Preventing and tackling bullying' guidance sets out out that bullying can be a barrier to pupils’ education and have serious consequences for their mental health. Bullying which takes place at school can have a lasting effect on lives well into adulthood. This guidance includes a clear message that bullying, for whatever reason, is unacceptable and should never be tolerated. All schools are legally required to have a behaviour policy with measures to prevent all forms of bullying.</p><p> </p><p>The Department supports schools to tackle bullying. In addition to updating the Department’s guidance, steps have been taken to strengthen teachers' powers to enforce discipline and promote good behaviour; and the Government is providing over £2.8 million of funding between September 2016 and March 2020 to four anti-bullying organisations to support schools to tackle bullying.</p><p>The Government is also making relationships education compulsory in all primary schools, relationships and sex education compulsory in all secondary schools and health education compulsory in all state-funded schools in England. Under content regarding respectful relationships, the draft guidance sets out that pupils should know about the different types of bullying, the impact it has, the responsibility of bystanders and how to get help.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 25/04/2019 16:01:14 answering member 111 label Biography information for Nick Gibb
	tabling member	1436 label Biography information for Paul Farrelly