Show Search Form

Search Results

registered interest	true false
date	exactly: or between: and
answering body
answering dept id
answering dept short name
answering dept sort name
hansard heading
house id
legislature	pref label
question text
tabling member constituency
tabling member printed
uin
answer	is ministerial correction true false date of answer exactly: or between: and answer text answering member constituency answering member printed grouped question UIN question first answered answering member label
tabling member	label

Search

428415

registered interest
date	16/11/2015
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Pupil Exclusions: Domestic Abuse
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, how many pupils have been suspended from school for having committed domestic assaults in each year since 2012; and if she will make a statement.
tabling member constituency	Stevenage
tabling member printed	Stephen McPartland
uin	16347
answer	answer is ministerial correction date of answer 24/11/2015 answer text <p>The Department for Education does not hold information on exclusions linked with domestic assault.</p><p>The latest available data on exclusions, including reasons for exclusions, was published in the Statistical First Release ‘Permanent and Fixed Period Exclusions from Schools in England 2013/14’ on 30 July 2015 at: <a href="https://www.gov.uk/government/statistics/permanent-and-fixed-period-exclusions-in-england-2013-to-2014" target="_blank">https://www.gov.uk/government/statistics/permanent-and-fixed-period-exclusions-in-england-2013-to-2014</a></p><p>Any violence in school is unacceptable. We encourage all schools to take reasonable and proportionate measures to ensure security. The government has also introduced a range of powers for teachers to ensure discipline, behaviour and safety are maintained. We have introduced new search powers, no-notice detentions, and have ensured that the final decision on whether to reinstate permanently excluded pupils rests with schools.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 24/11/2015 13:33:51 answering member 111 label Biography information for Nick Gibb
tabling member	4093 label Biography information for Stephen McPartland

428503

registered interest
date	16/11/2015
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Children in Care: GCSE
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what proportion of looked-after children have received at least five GCSEs at grades A*-C in each year since 2010.
tabling member constituency	Windsor
tabling member printed	Adam Afriyie
uin	16362
answer	answer is ministerial correction date of answer 24/11/2015 answer text <p>The information requested is published in the statistical first release “Outcomes for Children Looked After by Local Authorities in England as at 31 March 2014” on GOV.UK[1].</p><br /><p><strong>Percentage of children who have been looked after continuously for at least 12 months achieving 5 or more GCSEs at A*-C or equivalent, 2010-2014, England<strong>[2]</strong>. </strong></p><br /><table><tbody><tr><td></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><td><p><strong>2014</strong></p></td><td><p><strong>2014</strong></p></td></tr><tr><td colspan="5"><p><br></p></td><td><p><strong>2013 methodology</strong></p></td><td><p><strong>2014 methodology</strong></p></td></tr><tr><td><p>5+ GCSEs A*-C or equivalent</p></td><td><p>28.8</p></td><td><p>33.5</p></td><td><p>37.2</p></td><td><p>37.2</p></td><td><p>31.1</p></td><td><p>16.3</p></td></tr></tbody></table><p><em> So</em><em>urce: CLA-NPD matched data</em></p><br /><p>Note that two major reforms were implemented which affected the calculation of key stage 4 (KS4) performance measures in 2014[3] and therefore 2014 data is not comparable to that for earlier years. The additional ‘2013 methodology’ figure shown in the table has been included to provide a point of comparison, using a proxy set of results based on 2012/13 rules. However, it cannot reverse the behaviour of some schools in response to the policy changes, nor does it take into account other changes, so still should not be used to make direct comparisons with earlier years.</p><br /><p>[1] <a href="https://www.gov.uk/government/statistics/outcomes-for-children-looked-after-by-local-authorities" target="_blank">https://www.gov.uk/government/statistics/outcomes-for-children-looked-after-by-local-authorities</a></p><p>[2] Children looked after continuously for at least 12 months as at 31 March excluding those children in respite care. Only children who are matched to key stage 4 data are included. Figures for 2014 are based on provisional data. Figures for all other years are based on final data.</p><p>[3] Professor Alison Wolf’s Review of Vocational Education recommendations which restrict the qualifications counted, prevent any qualification from counting as larger than one GCSE and cap the number of non-GCSEs included in performance measures at two per pupil. There is also an early entry policy to only count a pupil’s first attempt at a qualification. More details can be found in the statistical release: <a href="https://www.gov.uk/government/statistics/provisional-gcse-and-equivalent-results-in-england-2013-to-2014" target="_blank">https://www.gov.uk/government/statistics/provisional-gcse-and-equivalent-results-in-england-2013-to-2014</a>. The reforms had a significant impact on the 2013/14 GCSE and equivalent results data for all pupils. To aid users in understanding this impact on children looked after, the additional ‘2013 methodology’ data has been produced, which removes the rules regarding the Wolf Review recommendations and early entry policy from the calculation of performance measures.</p> answering member constituency Crewe and Nantwich answering member printed Edward Timpson question first answered 24/11/2015 13:42:03 answering member 1605 label Biography information for Edward Timpson
tabling member	1586 label Biography information for Adam Afriyie

428080

registered interest
date	13/11/2015
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Digital Technology: Education
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what plans her Department has to take steps to promote the STEAM agenda in schools to support the development of skills for careers in creative digital sectors.
tabling member constituency	Washington and Sunderland West
tabling member printed	Mrs Sharon Hodgson
uin	16084
answer	answer is ministerial correction date of answer 20/11/2015 answer text <p>Both the arts and STEM subjects are important in developing the skills people need for the global economy, including the creative digital economy.</p><p>The national curriculum sets the expectation that pupils study the arts subjects in Key Stages 1 to 3 and the arts are one of four &quot;entitlement areas” at Key Stage 4. Provisional figures show that since 2012, the percentage of pupils for all schools with at least one GCSE entry in an arts subject has increased from 44.4% to 48.7% in 2015.[1] We are reforming all GCSEs and A levels, including STEM and arts subjects, to make them robust and rigorous; to match the best education systems in the world; and to keep pace with universities’ and employers’ demands.</p><p>It is important that pupils are given the information and advice to choose a combination of subjects that will open doors for their future. The Careers &amp; Enterprise Company (CEC) is an employer-led, independent organisation strengthening links between schools, colleges, employers and careers and enterprise organisations, including in the digital and technological sectors, to inspire young people and prepare them for the world of work.</p><br /><p>[1] <a href="https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/473178/EBacc_and_non-EBacc_subject_entries_and_achievement.pdf" target="_blank">https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/473178/EBacc_and_non-EBacc_subject_entries_and_achievement.pdf</a></p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb grouped question UIN 16097 question first answered 20/11/2015 11:33:25 answering member 111 label Biography information for Nick Gibb
tabling member	1521 label Biography information for Mrs Sharon Hodgson

428081

registered interest
date	13/11/2015
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Disabled Students' Allowances
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what steps she is taking to ensure that guidance on changes to the disabled students' allowance is easily accessible to (a) parents and (b) schools.
tabling member constituency	Huddersfield
tabling member printed	Mr Barry Sheerman
uin	16132
answer	answer is ministerial correction date of answer 23/11/2015 answer text <p>Reforms to the special educational needs and disability system mean local authorities must publish information in their Local Offers about support available to young people in Higher Education (HE), including Disabled Students’ Allowances (DSAs) and the process and timescales for making an application for DSAs. We would expect this information to cover changes to DSAs.</p><p>The Department for Business, Innovation and Skills (BIS) is currently considering the responses made to the recent consultation on proposed changes to DSAs, and the government response to the consultation will be published in due course. The proposed changes aim to make HE as accessible as possible, to re-balance support between HE providers and DSAs, and to improve value for money.DSAs will remain available to complement the support provided by institutions, and students will continue to receive the support they need.</p><p>BIS has been clear that any changes implemented will take effect from August 2016 for the Academic year 2016/17. BIS will be working closely with the Student Loans Company and other stakeholders, to ensure that correct information is easily available.</p> answering member constituency Crewe and Nantwich answering member printed Edward Timpson question first answered 23/11/2015 17:30:21 answering member 1605 label Biography information for Edward Timpson
tabling member	411 label Biography information for Mr Barry Sheerman

428082

registered interest
date	13/11/2015
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Digital Technology: Education
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what assessment her Department has made of the contribution of art subjects to ensuring people develop the skills needed for a career in the creative digital economy.
tabling member constituency	Washington and Sunderland West
tabling member printed	Mrs Sharon Hodgson
uin	16097
answer	answer is ministerial correction date of answer 20/11/2015 answer text <p>Both the arts and STEM subjects are important in developing the skills people need for the global economy, including the creative digital economy.</p><p>The national curriculum sets the expectation that pupils study the arts subjects in Key Stages 1 to 3 and the arts are one of four &quot;entitlement areas” at Key Stage 4. Provisional figures show that since 2012, the percentage of pupils for all schools with at least one GCSE entry in an arts subject has increased from 44.4% to 48.7% in 2015.[1] We are reforming all GCSEs and A levels, including STEM and arts subjects, to make them robust and rigorous; to match the best education systems in the world; and to keep pace with universities’ and employers’ demands.</p><p>It is important that pupils are given the information and advice to choose a combination of subjects that will open doors for their future. The Careers &amp; Enterprise Company (CEC) is an employer-led, independent organisation strengthening links between schools, colleges, employers and careers and enterprise organisations, including in the digital and technological sectors, to inspire young people and prepare them for the world of work.</p><br /><p>[1] <a href="https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/473178/EBacc_and_non-EBacc_subject_entries_and_achievement.pdf" target="_blank">https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/473178/EBacc_and_non-EBacc_subject_entries_and_achievement.pdf</a></p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb grouped question UIN 16084 question first answered 20/11/2015 11:33:25 answering member 111 label Biography information for Nick Gibb
tabling member	1521 label Biography information for Mrs Sharon Hodgson

428083

registered interest
date	13/11/2015
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Video Games: Curriculum
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, if she will make an assessment of the potential merits of introducing a computer games studies qualification within the education curriculum.
tabling member constituency	Washington and Sunderland West
tabling member printed	Mrs Sharon Hodgson
uin	16098
answer	answer is ministerial correction date of answer 19/11/2015 answer text <p>We are reforming qualifications to make them more rigorous so that they better equip students for further academic study and the world of work.</p><p>The new computing curriculum was introduced into schools in September 2014. The 2011 “Next Gen” report from leading figures in the creative industries informed the development of the new computing programmes of study. The report made a compelling case to replace the old ICT curriculum with a new curriculum that would give young people the skills to become makers rather than consumers, opening up careers in video games or other digital arts.</p><p>Students who wish to go on to further study can develop specialisms in information science before progressing to higher education or employment, including technical certificates and tech levels to develop the knowledge and skills that enable entry to employment.</p><p>We have no plans to make an assessment of the potential merits of introducing a computer games studies qualification at GCSE or A level.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 19/11/2015 12:55:27 answering member 111 label Biography information for Nick Gibb
tabling member	1521 label Biography information for Mrs Sharon Hodgson

428084

registered interest
date	13/11/2015
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Schools: Radicalism
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what guidance has been issued to headteachers on the application of the Prevent programme in schools.
tabling member constituency	Stretford and Urmston
tabling member printed	Kate Green
uin	16172
answer	answer is ministerial correction date of answer 23/11/2015 answer text <p>The Department for Education has issued statutory Prevent duty guidance</p><p>with practical advice to governing bodies, school leaders, head teachers and school staff to help them understand their role under the new Prevent duty and how to access support. This is available online at: <a href="https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/445977/3799_Revised_Prevent_Duty_Guidance__England_Wales_V2-Interactive.pdf" target="_blank">https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/445977/3799_Revised_Prevent_Duty_Guidance__England_Wales_V2-Interactive.pdf</a></p><p>In addition, the Department launched a dedicated webpage for preventing extremism in the education sector on 1 September 2015. This page brings together the Department’s existing guidance and advice on the Prevent duty, fundamental British values, and safeguarding, all of which provide advice and help head teachers uphold their obligations under the Prevent duty.It also gives details of the Department’s dedicated counter extremism helpline, which enables people to directly raise concerns relating to extremism. Head teachers, school staff, parents, governors and members of the public can make use of the helpline to report their concerns about extremism in schools and to seek guidance on the Prevent duty. The webpage can be found here: <a href="https://www.gov.uk/government/publications/preventing-extremism-in-schools-and-childrens-services/preventing-extremism-in-the-education-and-childrens-services-sectors" target="_blank">https://www.gov.uk/government/publications/preventing-extremism-in-schools-and-childrens-services/preventing-extremism-in-the-education-and-childrens-services-sectors</a></p><p>The Home Office has developed core training for the purpose of raising awareness of school staff, the Workshop to Raise Awareness of Prevent (WRAP). It is free of charge, tested, flexible and includes case studies involving schools and young people. There are a number of professionals who are accredited WRAP facilitators, particularly in safeguarding roles and within local authorities and the police.</p><p>The department is continuing its work to support the sector in implementing the Prevent duty, including looking at ways to provide support that specifically and separately focuses on school governors, head teachers, teachers and parents.</p> answering member constituency Crewe and Nantwich answering member printed Edward Timpson question first answered 23/11/2015 17:27:51 answering member 1605 label Biography information for Edward Timpson
tabling member	4120 label Biography information for Kate Green

428085

registered interest
date	13/11/2015
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Children: Disadvantaged
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, which (a) primary and (b) secondary schools had more than (i) five, (ii) seven and (c) 10 per cent of pupils defined as children in need in the most recent year for which figures are available; and how many such pupils there were at each of those schools.
tabling member constituency	Burton
tabling member printed	Andrew Griffiths
uin	16199
answer	answer is ministerial correction date of answer 18/11/2015 answer text <p>The information requested is not available.</p> answering member constituency Crewe and Nantwich answering member printed Edward Timpson grouped question UIN 16283 question first answered 18/11/2015 15:41:33 answering member 1605 label Biography information for Edward Timpson
tabling member	3936 label Biography information for Andrew Griffiths

428086

registered interest
date	13/11/2015
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Schools: East Ham
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, pursuant to the Answer of 22 June 2015 to Question 2730, what progress she has made on establishing a school on the site of the former East Ham police station.
tabling member constituency	East Ham
tabling member printed	Stephen Timms
uin	16203
answer	answer is ministerial correction date of answer 18/11/2015 answer text <p>We have investigated a number of options for utilising the former East Ham Police station, which we continue to progress. This includes working with the Regional Schools Commissioner to identify free school trusts who may wish to open on the site.</p><br /><p>Given the sensitivity of the discussions I am not able to release further information at this stage.</p> answering member constituency Crewe and Nantwich answering member printed Edward Timpson question first answered 18/11/2015 15:33:27 answering member 1605 label Biography information for Edward Timpson
tabling member	163 label Biography information for Sir Stephen Timms

428087

registered interest
date	13/11/2015
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Schools: Radicalism
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what discussions have taken place with teaching unions on the application of the Prevent programme in schools.
tabling member constituency	Stretford and Urmston
tabling member printed	Kate Green
uin	16165
answer	answer is ministerial correction date of answer 23/11/2015 answer text <p>The Department of Education consulted the teaching unions on the Prevent duty guidance which was published in March 2015 (see <a href="https://www.gov.uk/government/publications/prevent-duty-guidance" target="_blank">https://www.gov.uk/government/publications/prevent-duty-guidance</a>) and officials have subsequently briefed union representatives both on the duty and on the Department’s role in implementing the Prevent strategy in education. The Department has worked particularly closely with the unions representing school leaders to support schools in meeting their responsibilities under the Prevent duty.</p> answering member constituency Crewe and Nantwich answering member printed Edward Timpson question first answered 23/11/2015 17:26:22 answering member 1605 label Biography information for Edward Timpson
tabling member	4120 label Biography information for Kate Green