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44218

registered interest
date	20/03/2014
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
house id	2
legislature	25277 pref label House of Lords
question text	To ask Her Majesty's Government how many children and young people with a diagnosis of chronic fatigue syndrome or myalgic encephalomyelitis who are subject to child protection investigation have been recorded as disabled under the Equality Act 2010 by local authority education and social services departments since the Act came into force.
tabling member printed	The Countess of Mar
uin	HL6167
answer	answer is ministerial correction date of answer 26/03/2014 answer text <p>The Department for Education does not hold the data requested.</p> answering member printed Lord Nash question first answered 26/03/2014 12:00:00 answering member 4270 label Biography information for Lord Nash
tabling member	1861 label Biography information for The Countess of Mar

44223

registered interest
date	20/03/2014
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
house id	2
legislature	25277 pref label House of Lords
question text	To ask Her Majesty's Government how many head teachers in state-funded schools were removed from their positions in (1) 2010–11, (2) 2011–12, (3) 2012–13, and (4) to date in 2013–14.
tabling member printed	Lord Storey
uin	HL6172
answer	answer is ministerial correction date of answer 27/03/2014 answer text <p>The information requested is not held centrally.</p> answering member printed Lord Nash question first answered 27/03/2014 12:00:00 answering member 4270 label Biography information for Lord Nash
tabling member	4238 label Biography information for Lord Storey

44224

registered interest
date	20/03/2014
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
house id	2
legislature	25277 pref label House of Lords
question text	To ask Her Majesty's Government what progress has been made to in extending the cadet forces scheme in state secondary schools in (1) 2010–11, (2) 2011–12, (3) 2012–13, and (4) to date in 2013–14; what quantitative assessment they will make of any improvement in the behaviour of pupils involved with the scheme; and what plans they have to extend the scheme in the future.
tabling member printed	Lord Storey
uin	HL6173
answer	answer is ministerial correction date of answer 26/03/2014 answer text <p>In June 2012 the Prime Minister and Deputy Prime Minister announced the Government's Cadet Expansion Programme (CEP) to increase the number of state funded schools with their own military cadet force unit. The programme has been allocated £10.85 million by the Department for Education (DfE) and Ministry of Defence (MOD) so that more young people can benefit from the military cadet experience in school. The agreed DfE/MOD target is to establish 100 new units in state schools by the end of the academic year 2015/16. The CEP covers academic years from 2012/13 to 2015/16. At the end of academic year 2012/13, 21 new units had been established. A further 17 have been set up this academic year.</p><p>However, recent evidence shows that a military ethos – Service values and Service personnel – make a real difference in schools. Setting up a cadet forces scheme is a long-term way of embedding a military ethos in schools. We are commissioning plans to collect quantitative evidence on the impact of new cadet units.</p><p>The Government's aspiration is that all schools that want a cadet unit should be able to have one by 2020.</p> answering member printed Lord Nash question first answered 26/03/2014 12:00:00 answering member 4270 label Biography information for Lord Nash
tabling member	4238 label Biography information for Lord Storey

44225

registered interest
date	20/03/2014
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
house id	2
legislature	25277 pref label House of Lords
question text	To ask Her Majesty's Government what assessment they have made of the Family and Childcare Trust's recent annual childcare costs survey; and what steps they are taking (1) to ensure that local authorities provide enough childcare for working parents as stipulated under the Childcare Act 2006, and (2) to support disadvantaged families to meet rising childcare costs.
tabling member printed	Lord Storey
uin	HL6174
answer	answer is ministerial correction date of answer 02/04/2014 answer text <p>Family and Childcare Trust figures show that in real terms over the past year, in England, the cost of nurseries fell by 2%, the cost of after-school clubs fell by 5% and the cost of a child-minder's after-school pickup fell substantially by 13%. However, the Government is not complacent, and we are taking steps to further increase childcare supply:</p><ol><li>More schools are opening their own nurseries for the first time, and we are establishing child-minder agencies to increase the number of child-minders available.</li><li>An increasing number of existing school nurseries are extending opening times, from 8.00am to 6.00pm.</li><li>We are also making it easier for good nurseries to grow, by removing red tape and planning restrictions.</li></ol><p>The latest figures show there are around 100,000 more childcare places than in 2009. We have also introduced a requirement in statutory guidance for local authorities to publish an annual report to parents and elected members on childcare provision in their area.</p><p>To help disadvantaged families, the Government has extended the 15 hours per week of funded early education already available for all three and four year-olds to include the most disadvantaged 20% of two year-olds. This will be extended further to 40% from September 2014.</p><p>All families in Universal Credit will be able to receive up to 85% support towards their childcare costs, up from 70% in the current tax credit system. This change will see 300,000 working families getting more out of the money they earn.</p><p>The Government recently announced that the new Tax-Free Childcare scheme will be increased up to £2,000 per child and extended to all children under 12 within the first year.In addition to giving support to the self-employed, the scheme has been adjusted to ensure that those working part-time, earning £50 per week and above; those on maternity, paternity or adoption leave; and those starting their own business who may not meet the minimum earning requirement will be included, giving them help with childcare costs for the first time.</p><p>Furthermore, the new Early Years Pupil Premium (EYPP) will provide nurseries, schools and other providers of funded early years education with extra money for disadvantaged three and four year-olds, improving access to high quality childcare. The EYPP will be £50 million in 2015-16. We will consult on the details of the programme shortly.</p> answering member printed Lord Nash question first answered 02/04/2014 12:00:00 answering member 4270 label Biography information for Lord Nash
tabling member	4238 label Biography information for Lord Storey

44226

registered interest
date	20/03/2014
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
house id	2
legislature	25277 pref label House of Lords
question text	To ask Her Majesty's Governmentwhat action they are taking to increase investment in (1) technological equipment formathematics and science lessons in schools, and (2) interactive tools as learning aids for teachers to use in all academic subjects.
tabling member printed	Lord Storey
uin	HL6175
answer	answer is ministerial correction date of answer 02/04/2014 answer text <p>We do want to see schools making informed decisions about what technology will best meet their specific needs. With this in mind, the Department for Education has recently launched The Education Technology Action Group (ETAG), a new policy development group which aims to identify and develop opportunities to maximise the effective use of learning technology across higher education, further education and primary and secondary schools. The group brings together a number of industry and education bodies involved in technology. ETAG will develop a series of evidence based proposals to support the increased use of technology in education at all levels.</p><p>The Department for Education is also running a project to explore how schools can make good use of 3D printers in teaching the STEM subjects (science, technology, engineering and mathematics). Schools from forty two teaching school alliances, including primary schools such as Fairlawn Teaching School in Lewisham and High View School in Plymouth, have been supported to buy a 3D printer and create interesting and innovative schemes of work, lesson plans and projects using the 3D printer to enhance teaching and learning.</p> answering member printed Lord Nash question first answered 02/04/2014 12:00:00 answering member 4270 label Biography information for Lord Nash
tabling member	4238 label Biography information for Lord Storey

44227

registered interest
date	20/03/2014
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
house id	2
legislature	25277 pref label House of Lords
question text	To ask Her Majesty's Government what plans they have (1) to integrate children's centres in local schools, and (2) to increase provision for family-targeted support services as part of the duty of childcare centres.
tabling member printed	Lord Storey
uin	HL6176
answer	answer is ministerial correction date of answer 02/04/2014 answer text <p>More than half of all children's centres are co-located with schools or nurseries. Children's centres already provide services for parents such as health and employment services and advice services. It is for local authorities to ensure that the services provided to families meet the needs of their local communities.</p> answering member printed Lord Nash question first answered 02/04/2014 12:00:00 answering member 4270 label Biography information for Lord Nash
tabling member	4238 label Biography information for Lord Storey

44251

registered interest
date	20/03/2014
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
house id	2
legislature	25277 pref label House of Lords
question text	To ask Her Majesty's Government what steps they are taking to maintain the status of religious education teaching in schools; and what assessment they have made of the role of religious education in fostering inter-community relations.
tabling member printed	Lord Taylor of Warwick
uin	HL6200
answer	answer is ministerial correction date of answer 02/04/2014 answer text <p>The Government firmly believes in the importance of Religious Education (RE). To help maintain progress in improving RE teaching, we are establishing a subject expert group on RE chaired by Dave Francis from RE:ONLINE. By working with schools to clarify the key challenges in teaching RE, the expert group will help to ensure that support and resources are available for high quality RE teaching.In addition, as part of reforms to non-EBacc subjects, Ofqual is considering how it could improve the content and rigour of the Religious Studies GCSE.</p> answering member printed Lord Nash question first answered 02/04/2014 12:00:00 answering member 4270 label Biography information for Lord Nash
tabling member	1796 label Biography information for Lord Taylor of Warwick

44354

registered interest
date	20/03/2014
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, if he will take steps to ensure that the contracts for the Building Schools for the Future programme include provisions to ensure prompt payment to small and medium-sized businesses.
tabling member constituency	North Durham
tabling member printed	Mr Kevan Jones
uin	193063
answer	answer is ministerial correction date of answer 25/03/2014 answer text <p>The Building Schools for the Future (BSF) programme is coming to a close, with the final schemes moving in to construction. The Government's main programme to address the condition needs of the school estate is the Priority Schools Building Programme (PSBP) and the majority of work will be procured using the Education Funding Agency's (EFA) Contractors' Framework, which commenced in November 2013.</p><p>All PSBP procurements carried out by the EFA through this Framework will require the use of project bank accounts (PBAs)</p><p>PBAs differ from traditional construction industry payment arrangements whereby the procuring party under the building contract makes payment to the main contractor, who in turn makes payment down his supply chain. This can lead to delay and cashflow problems for small and medium sized businesses, who typically make up a significant proportion of the supply chain.</p><p>Instead, the procuring party will make payment into a trust account established specifically for the project. The majority of members of the supply chain are nominated as beneficiaries of that trust account, and the building contract requires that payment must be made from the PBA to the supply chain as soon as possible after the PBA is placed in funds, typically within three to four working days (although varying slightly depending on the specific banking arrangements).</p><p>There are a small number of PSBP projects being procured through a private finance route. For these projects, the project agreement does not deal with construction payments as no payment is made until the project is operational. Before that, payments for construction works are made by the single-purpose company (SPC) set up to carry out the project, to its subcontractors, and then down the contractual chain. The SPC's solvency is, in its contracts with first-tier subcontractors, protected by industry-standard provisions with which PBAs are not compatible. We are considering whether more can be done to encourage prompt payment further down the contractual chain.</p> answering member constituency Yeovil answering member printed Mr David Laws question first answered 25/03/2014 12:00:00 answering member 1473 label Biography information for Mr David Laws
tabling member	1438 label Biography information for Mr Kevan Jones

44355

registered interest
date	20/03/2014
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, how many graduates from each Russell Group university applied to the Teach First programme in each year since 2010.
tabling member constituency	Gateshead
tabling member printed	Ian Mearns
uin	193047
answer	answer is ministerial correction date of answer 25/03/2014 answer text <p>The table below, supplied to the Department for Education by Teach First, sets out how many applications were received for the Teach First initial teacher training programme for each cohort since 2010 from applicants holding first degrees from Russell Group Universities.</p><table><tbody><tr><td> </td><td colspan="4"><p><strong>Applications To Teach First </strong></p></td></tr><tr><td><p><strong>First degree university</strong></p></td><td><p><strong>2010</strong></p></td><td><p><strong>2011</strong></p></td><td><p><strong>2012</strong></p></td><td><p><strong>2013</strong></p></td></tr><tr><td><p>University of Birmingham</p></td><td><p>148</p></td><td><p>164</p></td><td><p>234</p></td><td><p>232</p></td></tr><tr><td><p>University of Bristol</p></td><td><p>137</p></td><td><p>145</p></td><td><p>184</p></td><td><p>159</p></td></tr><tr><td><p>University of Cambridge</p></td><td><p>222</p></td><td><p>241</p></td><td><p>272</p></td><td><p>236</p></td></tr><tr><td><p>Cardiff University</p></td><td><p>65</p></td><td><p>86</p></td><td><p>107</p></td><td><p>141</p></td></tr><tr><td><p>Durham University</p></td><td><p>185</p></td><td><p>180</p></td><td><p>263</p></td><td><p>260</p></td></tr><tr><td><p>The University of Edinburgh</p></td><td><p>79</p></td><td><p>93</p></td><td><p>177</p></td><td><p>140</p></td></tr><tr><td><p>University of Exeter</p></td><td><p>58</p></td><td><p>74</p></td><td><p>109</p></td><td><p>124</p></td></tr><tr><td><p>University of Glasgow</p></td><td><p>34</p></td><td><p>22</p></td><td><p>64</p></td><td><p>75</p></td></tr><tr><td><p>Imperial College London</p></td><td><p>106</p></td><td><p>90</p></td><td><p>68</p></td><td><p>70</p></td></tr><tr><td><p>King's College London</p></td><td><p>68</p></td><td><p>80</p></td><td><p>101</p></td><td><p>136</p></td></tr><tr><td><p>University of Leeds</p></td><td><p>172</p></td><td><p>267</p></td><td><p>318</p></td><td><p>358</p></td></tr><tr><td><p>The University of Liverpool</p></td><td><p>85</p></td><td><p>123</p></td><td><p>147</p></td><td><p>147</p></td></tr><tr><td><p>London School of Economics (LSE)</p></td><td><p>63</p></td><td><p>62</p></td><td><p>73</p></td><td><p>61</p></td></tr><tr><td><p>The University of Manchester</p></td><td><p>216</p></td><td><p>248</p></td><td><p>353</p></td><td><p>318</p></td></tr><tr><td><p>Newcastle University</p></td><td><p>105</p></td><td><p>90</p></td><td><p>135</p></td><td><p>153</p></td></tr><tr><td><p>The University of Nottingham</p></td><td><p>194</p></td><td><p>189</p></td><td><p>244</p></td><td><p>262</p></td></tr><tr><td><p>The University of Oxford</p></td><td><p>226</p></td><td><p>282</p></td><td><p>313</p></td><td><p>282</p></td></tr><tr><td><p>Queen Mary, University of London</p></td><td><p>80</p></td><td><p>94</p></td><td><p>123</p></td><td><p>143</p></td></tr><tr><td><p>Queen's University Belfast</p></td><td><p>17</p></td><td><p>17</p></td><td><p>61</p></td><td><p>65</p></td></tr><tr><td><p>The University of Sheffield</p></td><td><p>116</p></td><td><p>124</p></td><td><p>204</p></td><td><p>226</p></td></tr><tr><td><p>University of Southampton</p></td><td><p>42</p></td><td><p>55</p></td><td><p>98</p></td><td><p>121</p></td></tr><tr><td><p>University College London</p></td><td><p>118</p></td><td><p>131</p></td><td><p>163</p></td><td><p>232</p></td></tr><tr><td><p>The University of Warwick</p></td><td><p>122</p></td><td><p>181</p></td><td><p>247</p></td><td><p>256</p></td></tr><tr><td><p>The University of York</p></td><td><p>116</p></td><td><p>135</p></td><td><p>210</p></td><td><p>190</p></td></tr><tr><td><p><strong>Total Applications from Russell Group universities</strong></p></td><td><p><strong>2774</strong></p></td><td><p><strong>3173</strong></p></td><td><p><strong>4268</strong></p></td><td><p><strong>4387</strong></p></td></tr></tbody></table> answering member constituency Yeovil answering member printed Mr David Laws question first answered 25/03/2014 12:00:00 answering member 1473 label Biography information for Mr David Laws
tabling member	4000 label Biography information for Ian Mearns

44356

registered interest
date	20/03/2014
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	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 improve opportunities for children in primary school to learn computer programming.
tabling member constituency	Belfast East
tabling member printed	Naomi Long
uin	193003
answer	answer is ministerial correction date of answer 27/03/2014 answer text <p>As part of the reforms to the national curriculum, the Department for Education is strengthening the teaching of programming in schools by replacing ICT with computing. The new computing programmes of study, which will be taught in maintained schools from September 2014, have a much greater emphasis on computer science and include a significant focus on programming. Primary school pupils at key stage 1 will be taught to understand what algorithms are, create and debug simple programs, and use logical reasoning to predict the behaviour of simple programs. Building on this, primary school pupils at key stage 2 will be taught to design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; use sequence, selection, and repetition in programs; and use logical reasoning to detect and correct errors in algorithms and programs.</p><p>The Department is funding several projects to help teachers acquire the necessary subject knowledge and skills to teach the new computing curriculum. We are funding the British Computer Society (BCS) to help primary school teachers improve their subject knowledge through online teach-yourself resources and 800 in-school workshops. We are also funding BCS to build a network of 400 ‘Master Teachers'. A further £500,000 competitive match-funded scheme was announced on 4 February to support excellent computing teaching and lever additional investment and engagement from business.</p><p> </p> answering member constituency South West Norfolk answering member printed Elizabeth Truss question first answered 27/03/2014 12:00:00 answering member 4097 label Biography information for Elizabeth Truss
tabling member	3920 label Biography information for Naomi Long