The most recent statistics on the total number of businesses with apprenticeship starts for the 2016/17 academic year are published on GOV.UK. This can be found at:<\/p>
https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/750709/apprenticeship_starts_tables.xlsx<\/a>.<\/p> Due to the methodology behind these experimental statistics, we do not provide regional data at a lower level of granularity than Government Office Region. We are developing the methodology which will potentially allow for more detailed breakdowns in the future.<\/p> The latest published information on apprenticeship starts can be found in the further education data library. This can be found at:<\/p> https://www.gov.uk/government/statistical-data-sets/fe-data-library-apprenticeships<\/a>.<\/p> The latest published figures on the number of apprenticeship starts at a geographical level can be found at:<\/p> 2017/18 and the first six months of the 2018/19 academic year (provisional):<\/p> https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/789168/Apprenticeship-starts-ach-geography-tool_201718_Q2-201819_Mar2019.xlsx<\/a>.<\/p> 2014/15 to 2017/18 academic years:<\/p> https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/772388/Apprenticeship-starts-ach-geography-tool_201415-Q1201819_Jan2019_v1.xlsx<\/a>.<\/p>"}
, "answeringMember" : {"_about" : "http://data.parliament.uk/members/1523", "label" : {"_value" : "Biography information for Anne Milton"}
}
, "answeringMemberConstituency" : {"_value" : "Guildford"}
, "answeringMemberPrinted" : {"_value" : "Anne Milton"}
, "dateOfAnswer" : {"_value" : "2019-06-11", "_datatype" : "dateTime"}
, "isMinisterialCorrection" : {"_value" : "false", "_datatype" : "boolean"}
, "questionFirstAnswered" : [{"_value" : "2019-06-11T16:22:13.537Z", "_datatype" : "dateTime"}
]}
, "answeringDeptId" : {"_value" : "60"}
, "answeringDeptShortName" : {"_value" : "Education"}
, "answeringDeptSortName" : {"_value" : "Education"}
, "date" : {"_value" : "2019-06-03", "_datatype" : "dateTime"}
, "hansardHeading" : {"_value" : "Apprentices: Taxation"}
, "houseId" : {"_value" : "1"}
, "legislature" : [{"_about" : "http://data.parliament.uk/terms/25259", "prefLabel" : {"_value" : "House of Commons"}
}
], "questionText" : "To ask the Secretary of State for Education, how many businesses in (a) Ashfield constituency and (b) Nottinghamshire hired apprentices in each of the last five years.", "registeredInterest" : {"_value" : "false", "_datatype" : "boolean"}
, "tablingMember" : {"_about" : "http://data.parliament.uk/members/3915", "label" : {"_value" : "Biography information for Gloria De Piero"}
}
, "tablingMemberConstituency" : {"_value" : "Ashfield"}
, "tablingMemberPrinted" : [{"_value" : "Gloria De Piero"}
], "uin" : "259161"}
, {"_about" : "http://data.parliament.uk/resources/1128872", "AnsweringBody" : [{"_value" : "Department for Education"}
], "answer" : {"_about" : "http://data.parliament.uk/resources/1128872/answer", "answerText" : {"_value" : " The number of state-funded students in scope for the 16-18 Maths measures and their attainment, split by disadvantage status[1] and prior attainment[2], can be found in tables 1-4, attached. These figures are for 2017/18. This expands on published data within the Department\u2019s statistical release, available here: https://www.gov.uk/government/statistics/a-level-and-other-16-to-18-results-2017-to-2018-revised<\/a>.<\/p> The number of state-funded students in scope for the 16-18 maths and English progress measures and their attainment, split by disadvantage status, prior attainment, and the type of qualification the student sat in their KS4 study[3], [4] are available in tables 5-8, attached. These figures are for 2017/18.<\/p> Disaggregating the published figures has necessitated a slightly different methodology to calculate the number of students with positive progress. In some cases this leads to a negligible difference when totals are compared to the published data within the Department\u2019s statistical release[5].<\/p> For figures in 2016/17, tables 1-8 have been replicated in tables 9-16, attached.<\/p> <\/p> [1] Disadvantage status is taken from the census recorded completed for that student\u2019s final year of key stage 4 study.<\/p> [2] In previous PQs 251400\u2013251406, prior attainment was given based on three groups (\u2018entry level or fail\u2019, \u2018below grade 3/D\u2019 and \u2018grade 3/D\u2019). In the attached tables with information relating to prior attainment points, these points are based on the student\u2019s highest prior attainment in mathematics or English. \u2018Entry level or fail\u2019 is synonymous with points 0 and 0.4. \u2018Below grade 3 or D\u2019 is synonymous with points 0.8\u20133.0. \u2018Grade 3 or D\u2019 is synonymous with points 4.0. This is the case for all the tables provided.<\/p> [3] \u2018GCSE or equivalent\u2019 includes students whose highest prior attainment were in a GCSE, International GCSE or level 2 certificate. Qualifications are included in this group because they are all similarly graded on a 9-1 or A*-G scale and are included as part of the condition for funding calculations. \u2018Other level 2 qualifications\u2019 includes students whose highest prior attainment was in any other level 2 qualification. This includes level 2 functional skills and free standing maths that are included as part of the condition of funding calculations. This is the case for tables 5-8 and 13-16.<\/p> [4] The methodology used means that for a small number of students any entries into maths during their 16-18 study which did not reach the grade 4/C threshold (leaving them in scope), may have led to their prior attainment being reclassified. This will have had no noticeable effect on the overall figures. Due to the methodology used to assign points to English literature and language, a small number of students may be assigned to a different qualification type. This is the case for tables 5-8 and 13-16.<\/p> <\/p>"}
, "answeringMember" : {"_about" : "http://data.parliament.uk/members/111", "label" : {"_value" : "Biography information for Nick Gibb"}
}
, "answeringMemberConstituency" : {"_value" : "Bognor Regis and Littlehampton"}
, "answeringMemberPrinted" : {"_value" : "Nick Gibb"}
, "attachment" : {"_about" : "http://data.parliament.uk/resources/1128872/answer/attachment/1", "fileName" : {"_value" : "259236_259237_259238_259239_attainment_tables.pdf"}
, "title" : "259236_259237_259238_259239_pdf"}
, "dateOfAnswer" : {"_value" : "2019-06-11", "_datatype" : "dateTime"}
, "groupedQuestionUIN" : [{"_value" : "259237"}
, {"_value" : "259238"}
, {"_value" : "259239"}
], "isMinisterialCorrection" : {"_value" : "false", "_datatype" : "boolean"}
, "questionFirstAnswered" : [{"_value" : "2019-06-11T16:16:09.797Z", "_datatype" : "dateTime"}
]}
, "answeringDeptId" : {"_value" : "60"}
, "answeringDeptShortName" : {"_value" : "Education"}
, "answeringDeptSortName" : {"_value" : "Education"}
, "date" : {"_value" : "2019-06-03", "_datatype" : "dateTime"}
, "hansardHeading" : {"_value" : "Mathematics: Education"}
, "houseId" : {"_value" : "1"}
, "legislature" : [{"_about" : "http://data.parliament.uk/terms/25259", "prefLabel" : {"_value" : "House of Commons"}
}
], "questionText" : "To ask the Secretary of State for Education, pursuant to the Answer of 14 May 2019 to Question 251405, how many children classified as in scope for the 16-18 maths progress measure were from (a) disadvantaged and (b) non-disadvantaged backgrounds; and whether those children (i) did not enter an approved qualification and (ii) made positive progress in 2017-18.", "registeredInterest" : {"_value" : "false", "_datatype" : "boolean"}
, "tablingMember" : {"_about" : "http://data.parliament.uk/members/4263", "label" : {"_value" : "Biography information for Lucy Powell"}
}
, "tablingMemberConstituency" : {"_value" : "Manchester Central"}
, "tablingMemberPrinted" : [{"_value" : "Lucy Powell"}
], "uin" : "259236"}
, {"_about" : "http://data.parliament.uk/resources/1128873", "AnsweringBody" : [{"_value" : "Department for Education"}
], "answer" : {"_about" : "http://data.parliament.uk/resources/1128873/answer", "answerText" : {"_value" : " The number of state-funded students in scope for the 16-18 Maths measures and their attainment, split by disadvantage status[1] and prior attainment[2], can be found in tables 1-4, attached. These figures are for 2017/18. This expands on published data within the Department\u2019s statistical release, available here: https://www.gov.uk/government/statistics/a-level-and-other-16-to-18-results-2017-to-2018-revised<\/a>.<\/p> The number of state-funded students in scope for the 16-18 maths and English progress measures and their attainment, split by disadvantage status, prior attainment, and the type of qualification the student sat in their KS4 study[3], [4] are available in tables 5-8, attached. These figures are for 2017/18.<\/p> Disaggregating the published figures has necessitated a slightly different methodology to calculate the number of students with positive progress. In some cases this leads to a negligible difference when totals are compared to the published data within the Department\u2019s statistical release[5].<\/p> For figures in 2016/17, tables 1-8 have been replicated in tables 9-16, attached.<\/p> <\/p> [1] Disadvantage status is taken from the census recorded completed for that student\u2019s final year of key stage 4 study.<\/p> [2] In previous PQs 251400\u2013251406, prior attainment was given based on three groups (\u2018entry level or fail\u2019, \u2018below grade 3/D\u2019 and \u2018grade 3/D\u2019). In the attached tables with information relating to prior attainment points, these points are based on the student\u2019s highest prior attainment in mathematics or English. \u2018Entry level or fail\u2019 is synonymous with points 0 and 0.4. \u2018Below grade 3 or D\u2019 is synonymous with points 0.8\u20133.0. \u2018Grade 3 or D\u2019 is synonymous with points 4.0. This is the case for all the tables provided.<\/p> [3] \u2018GCSE or equivalent\u2019 includes students whose highest prior attainment were in a GCSE, International GCSE or level 2 certificate. Qualifications are included in this group because they are all similarly graded on a 9-1 or A*-G scale and are included as part of the condition for funding calculations. \u2018Other level 2 qualifications\u2019 includes students whose highest prior attainment was in any other level 2 qualification. This includes level 2 functional skills and free standing maths that are included as part of the condition of funding calculations. This is the case for tables 5-8 and 13-16.<\/p> [4] The methodology used means that for a small number of students any entries into maths during their 16-18 study which did not reach the grade 4/C threshold (leaving them in scope), may have led to their prior attainment being reclassified. This will have had no noticeable effect on the overall figures. Due to the methodology used to assign points to English literature and language, a small number of students may be assigned to a different qualification type. This is the case for tables 5-8 and 13-16.<\/p> <\/p>"}
, "answeringMember" : {"_about" : "http://data.parliament.uk/members/111", "label" : {"_value" : "Biography information for Nick Gibb"}
}
, "answeringMemberConstituency" : {"_value" : "Bognor Regis and Littlehampton"}
, "answeringMemberPrinted" : {"_value" : "Nick Gibb"}
, "attachment" : {"_about" : "http://data.parliament.uk/resources/1128873/answer/attachment/1", "fileName" : {"_value" : "259236_259237_259238_259239_attainment_tables.pdf"}
, "title" : "259236_259237_259238_259239_pdf"}
, "dateOfAnswer" : {"_value" : "2019-06-11", "_datatype" : "dateTime"}
, "groupedQuestionUIN" : [{"_value" : "259236"}
, {"_value" : "259238"}
, {"_value" : "259239"}
], "isMinisterialCorrection" : {"_value" : "false", "_datatype" : "boolean"}
, "questionFirstAnswered" : [{"_value" : "2019-06-11T16:16:09.877Z", "_datatype" : "dateTime"}
]}
, "answeringDeptId" : {"_value" : "60"}
, "answeringDeptShortName" : {"_value" : "Education"}
, "answeringDeptSortName" : {"_value" : "Education"}
, "date" : {"_value" : "2019-06-03", "_datatype" : "dateTime"}
, "hansardHeading" : {"_value" : "Mathematics: Education"}
, "houseId" : {"_value" : "1"}
, "legislature" : [{"_about" : "http://data.parliament.uk/terms/25259", "prefLabel" : {"_value" : "House of Commons"}
}
], "questionText" : "To ask the Secretary of State for Education, pursuant to the Answer of 14 May 2019 to Question 251405, how many children classified as in scope for the 16-18 maths progress measure were from (a) disadvantaged and (b) non-disadvantaged backgrounds by prior attainment points from 0 to 3; and whether those children (i) did not enter an approved qualification and (ii) made positive progress in 2017-18.", "registeredInterest" : {"_value" : "false", "_datatype" : "boolean"}
, "tablingMember" : {"_about" : "http://data.parliament.uk/members/4263", "label" : {"_value" : "Biography information for Lucy Powell"}
}
, "tablingMemberConstituency" : {"_value" : "Manchester Central"}
, "tablingMemberPrinted" : [{"_value" : "Lucy Powell"}
], "uin" : "259237"}
, {"_about" : "http://data.parliament.uk/resources/1128874", "AnsweringBody" : [{"_value" : "Department for Education"}
], "answer" : {"_about" : "http://data.parliament.uk/resources/1128874/answer", "answerText" : {"_value" : " The number of state-funded students in scope for the 16-18 Maths measures and their attainment, split by disadvantage status[1] and prior attainment[2], can be found in tables 1-4, attached. These figures are for 2017/18. This expands on published data within the Department\u2019s statistical release, available here: https://www.gov.uk/government/statistics/a-level-and-other-16-to-18-results-2017-to-2018-revised<\/a>.<\/p> The number of state-funded students in scope for the 16-18 maths and English progress measures and their attainment, split by disadvantage status, prior attainment, and the type of qualification the student sat in their KS4 study[3], [4] are available in tables 5-8, attached. These figures are for 2017/18.<\/p> Disaggregating the published figures has necessitated a slightly different methodology to calculate the number of students with positive progress. In some cases this leads to a negligible difference when totals are compared to the published data within the Department\u2019s statistical release[5].<\/p> For figures in 2016/17, tables 1-8 have been replicated in tables 9-16, attached.<\/p> <\/p> [1] Disadvantage status is taken from the census recorded completed for that student\u2019s final year of key stage 4 study.<\/p> [2] In previous PQs 251400\u2013251406, prior attainment was given based on three groups (\u2018entry level or fail\u2019, \u2018below grade 3/D\u2019 and \u2018grade 3/D\u2019). In the attached tables with information relating to prior attainment points, these points are based on the student\u2019s highest prior attainment in mathematics or English. \u2018Entry level or fail\u2019 is synonymous with points 0 and 0.4. \u2018Below grade 3 or D\u2019 is synonymous with points 0.8\u20133.0. \u2018Grade 3 or D\u2019 is synonymous with points 4.0. This is the case for all the tables provided.<\/p> [3] \u2018GCSE or equivalent\u2019 includes students whose highest prior attainment were in a GCSE, International GCSE or level 2 certificate. Qualifications are included in this group because they are all similarly graded on a 9-1 or A*-G scale and are included as part of the condition for funding calculations. \u2018Other level 2 qualifications\u2019 includes students whose highest prior attainment was in any other level 2 qualification. This includes level 2 functional skills and free standing maths that are included as part of the condition of funding calculations. This is the case for tables 5-8 and 13-16.<\/p> [4] The methodology used means that for a small number of students any entries into maths during their 16-18 study which did not reach the grade 4/C threshold (leaving them in scope), may have led to their prior attainment being reclassified. This will have had no noticeable effect on the overall figures. Due to the methodology used to assign points to English literature and language, a small number of students may be assigned to a different qualification type. This is the case for tables 5-8 and 13-16.<\/p> <\/p>"}
, "answeringMember" : {"_about" : "http://data.parliament.uk/members/111", "label" : {"_value" : "Biography information for Nick Gibb"}
}
, "answeringMemberConstituency" : {"_value" : "Bognor Regis and Littlehampton"}
, "answeringMemberPrinted" : {"_value" : "Nick Gibb"}
, "attachment" : {"_about" : "http://data.parliament.uk/resources/1128874/answer/attachment/1", "fileName" : {"_value" : "259236_259237_259238_259239_attainment_tables.pdf"}
, "title" : "259236_259237_259238_259239_pdf"}
, "dateOfAnswer" : {"_value" : "2019-06-11", "_datatype" : "dateTime"}
, "groupedQuestionUIN" : [{"_value" : "259236"}
, {"_value" : "259237"}
, {"_value" : "259239"}
], "isMinisterialCorrection" : {"_value" : "false", "_datatype" : "boolean"}
, "questionFirstAnswered" : [{"_value" : "2019-06-11T16:16:09.937Z", "_datatype" : "dateTime"}
]}
, "answeringDeptId" : {"_value" : "60"}
, "answeringDeptShortName" : {"_value" : "Education"}
, "answeringDeptSortName" : {"_value" : "Education"}
, "date" : {"_value" : "2019-06-03", "_datatype" : "dateTime"}
, "hansardHeading" : {"_value" : "Mathematics: Education"}
, "houseId" : {"_value" : "1"}
, "legislature" : [{"_about" : "http://data.parliament.uk/terms/25259", "prefLabel" : {"_value" : "House of Commons"}
}
], "questionText" : "To ask the Secretary of State for Education, pursuant to the Answers of 14 May 2019 to Question 251405 and Question 251401, if he will publish that data by (a) GCSE or international GCSE qualification at (i) grade 2/E, (ii) grade F, (iii) grade 1/G and (iv) grade fail and (b) any other qualification at (v) level 1 qualification, (vi) entry level and (vii) fail in 2017-18.", "registeredInterest" : {"_value" : "false", "_datatype" : "boolean"}
, "tablingMember" : {"_about" : "http://data.parliament.uk/members/4263", "label" : {"_value" : "Biography information for Lucy Powell"}
}
, "tablingMemberConstituency" : {"_value" : "Manchester Central"}
, "tablingMemberPrinted" : [{"_value" : "Lucy Powell"}
], "uin" : "259238"}
, {"_about" : "http://data.parliament.uk/resources/1128875", "AnsweringBody" : [{"_value" : "Department for Education"}
], "answer" : {"_about" : "http://data.parliament.uk/resources/1128875/answer", "answerText" : {"_value" : " The number of state-funded students in scope for the 16-18 Maths measures and their attainment, split by disadvantage status[1] and prior attainment[2], can be found in tables 1-4, attached. These figures are for 2017/18. This expands on published data within the Department\u2019s statistical release, available here: https://www.gov.uk/government/statistics/a-level-and-other-16-to-18-results-2017-to-2018-revised<\/a>.<\/p> The number of state-funded students in scope for the 16-18 maths and English progress measures and their attainment, split by disadvantage status, prior attainment, and the type of qualification the student sat in their KS4 study[3], [4] are available in tables 5-8, attached. These figures are for 2017/18.<\/p> Disaggregating the published figures has necessitated a slightly different methodology to calculate the number of students with positive progress. In some cases this leads to a negligible difference when totals are compared to the published data within the Department\u2019s statistical release[5].<\/p> For figures in 2016/17, tables 1-8 have been replicated in tables 9-16, attached.<\/p> <\/p> [1] Disadvantage status is taken from the census recorded completed for that student\u2019s final year of key stage 4 study.<\/p> [2] In previous PQs 251400\u2013251406, prior attainment was given based on three groups (\u2018entry level or fail\u2019, \u2018below grade 3/D\u2019 and \u2018grade 3/D\u2019). In the attached tables with information relating to prior attainment points, these points are based on the student\u2019s highest prior attainment in mathematics or English. \u2018Entry level or fail\u2019 is synonymous with points 0 and 0.4. \u2018Below grade 3 or D\u2019 is synonymous with points 0.8\u20133.0. \u2018Grade 3 or D\u2019 is synonymous with points 4.0. This is the case for all the tables provided.<\/p> [3] \u2018GCSE or equivalent\u2019 includes students whose highest prior attainment were in a GCSE, International GCSE or level 2 certificate. Qualifications are included in this group because they are all similarly graded on a 9-1 or A*-G scale and are included as part of the condition for funding calculations. \u2018Other level 2 qualifications\u2019 includes students whose highest prior attainment was in any other level 2 qualification. This includes level 2 functional skills and free standing maths that are included as part of the condition of funding calculations. This is the case for tables 5-8 and 13-16.<\/p> [4] The methodology used means that for a small number of students any entries into maths during their 16-18 study which did not reach the grade 4/C threshold (leaving them in scope), may have led to their prior attainment being reclassified. This will have had no noticeable effect on the overall figures. Due to the methodology used to assign points to English literature and language, a small number of students may be assigned to a different qualification type. This is the case for tables 5-8 and 13-16.<\/p> <\/p>"}
, "answeringMember" : {"_about" : "http://data.parliament.uk/members/111", "label" : {"_value" : "Biography information for Nick Gibb"}
}
, "answeringMemberConstituency" : {"_value" : "Bognor Regis and Littlehampton"}
, "answeringMemberPrinted" : {"_value" : "Nick Gibb"}
, "attachment" : {"_about" : "http://data.parliament.uk/resources/1128875/answer/attachment/1", "fileName" : {"_value" : "259236_259237_259238_259239_attainment_tables.pdf"}
, "title" : "259236_259237_259238_259239_pdf"}
, "dateOfAnswer" : {"_value" : "2019-06-11", "_datatype" : "dateTime"}
, "groupedQuestionUIN" : [{"_value" : "259236"}
, {"_value" : "259237"}
, {"_value" : "259238"}
], "isMinisterialCorrection" : {"_value" : "false", "_datatype" : "boolean"}
, "questionFirstAnswered" : [{"_value" : "2019-06-11T16:16:09.987Z", "_datatype" : "dateTime"}
]}
, "answeringDeptId" : {"_value" : "60"}
, "answeringDeptShortName" : {"_value" : "Education"}
, "answeringDeptSortName" : {"_value" : "Education"}
, "date" : {"_value" : "2019-06-03", "_datatype" : "dateTime"}
, "hansardHeading" : {"_value" : "Mathematics: Education"}
, "houseId" : {"_value" : "1"}
, "legislature" : [{"_about" : "http://data.parliament.uk/terms/25259", "prefLabel" : {"_value" : "House of Commons"}
}
], "questionText" : "To ask the Secretary of State for Education, pursuant to the Answer of 14 May 2019 to Question 251405 and Question 251401 on Mathematics: Education, for that data for the year 2016-2017.", "registeredInterest" : {"_value" : "false", "_datatype" : "boolean"}
, "tablingMember" : {"_about" : "http://data.parliament.uk/members/4263", "label" : {"_value" : "Biography information for Lucy Powell"}
}
, "tablingMemberConstituency" : {"_value" : "Manchester Central"}
, "tablingMemberPrinted" : [{"_value" : "Lucy Powell"}
], "uin" : "259239"}
, {"_about" : "http://data.parliament.uk/resources/1129002", "AnsweringBody" : [{"_value" : "Department for Education"}
], "answer" : {"_about" : "http://data.parliament.uk/resources/1129002/answer", "answerText" : {"_value" : " From 2020, relationships education will become compulsory for all primary aged pupils and relationships and sex education (RSE) for all secondary aged pupils in England. Alongside this, we are introducing health education for all pupils in state funded schools. The guidance will be published in due course and information concerning the guidance is available here: https://www.gov.uk/government/consultations/relationships-and-sex-education-and-health-education<\/a>.<\/p> Pupils should receive teaching on lesbian, gay, bisexual and transgender (LGBT) relationships during their school years. Primary schools are enabled and encouraged to cover LGBT content if they consider it age appropriate to do so. This would be delivered, for example, through teaching about different types of family.<\/p> RSE in secondary schools should meet the needs of all pupils, regardless of their developing sexuality or identity. The guidance sets out that secondary pupils should be taught the facts and the law about sex, sexuality and gender identity. When teaching the subjects, schools should ensure there is equal opportunity to explore the features of stable and healthy same-sex relationships. This should be integrated appropriately into the RSE programme, rather than addressed separately or in only one lesson.<\/p> All schools, including faith schools, must have regard to the draft guidance. In all schools, the religious background of all pupils must be considered when planning teaching so that the topics that are included in the core content are handled appropriately. Schools must also ensure they comply with the relevant provisions of the Equality Act 2010. The guidance includes an example of how schools can address LGBT relationships in a faith context; for example, the Catholic Education Service currently publishes a model RSE curricula.<\/p> Key aspects of relationships education, RSE and health education are in scope for Ofsted inspection; for example, through inspectors\u2019 consideration of pupils\u2019 personal development, behaviour and welfare; and pupils\u2019 spiritual, moral, social and cultural development. Information about how Ofsted inspects schools is set out in its published school inspection handbook. The new Ofsted framework from September 2019 will also introduce a separate grade for \u2018personal development\u2019.<\/p> <\/p> We have also committed to reviewing the guidance every three years. This will enable us to monitor the implementation of these subjects and make changes in future where required.<\/p>"}
, "answeringMember" : {"_about" : "http://data.parliament.uk/members/111", "label" : {"_value" : "Biography information for Nick Gibb"}
}
, "answeringMemberConstituency" : {"_value" : "Bognor Regis and Littlehampton"}
, "answeringMemberPrinted" : {"_value" : "Nick Gibb"}
, "dateOfAnswer" : {"_value" : "2019-06-11", "_datatype" : "dateTime"}
, "groupedQuestionUIN" : [{"_value" : "259294"}
, {"_value" : "259295"}
], "isMinisterialCorrection" : {"_value" : "false", "_datatype" : "boolean"}
, "questionFirstAnswered" : [{"_value" : "2019-06-11T16:13:16.79Z", "_datatype" : "dateTime"}
]}
, "answeringDeptId" : {"_value" : "60"}
, "answeringDeptShortName" : {"_value" : "Education"}
, "answeringDeptSortName" : {"_value" : "Education"}
, "date" : {"_value" : "2019-06-03", "_datatype" : "dateTime"}
, "hansardHeading" : {"_value" : "Relationships and Sex Education: LGBT+ People"}
, "houseId" : {"_value" : "1"}
, "legislature" : [{"_about" : "http://data.parliament.uk/terms/25259", "prefLabel" : {"_value" : "House of Commons"}
}
], "questionText" : "To ask the Secretary of State for Education, if he will issue guidance on LGBT issues to schools to guarantee that all children, regardless of their religious or non-religious background, receive age-appropriate LGBT-inclusive Relationships and Sex Education when the new subject is introduced in 2020.", "registeredInterest" : {"_value" : "false", "_datatype" : "boolean"}
, "tablingMember" : {"_about" : "http://data.parliament.uk/members/4456", "label" : {"_value" : "Biography information for Jeff Smith"}
}
, "tablingMemberConstituency" : {"_value" : "Manchester, Withington"}
, "tablingMemberPrinted" : [{"_value" : "Jeff Smith"}
], "uin" : "259293"}
, {"_about" : "http://data.parliament.uk/resources/1129003", "AnsweringBody" : [{"_value" : "Department for Education"}
], "answer" : {"_about" : "http://data.parliament.uk/resources/1129003/answer", "answerText" : {"_value" : "