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 printed
uin
answer	is ministerial correction true false date of answer exactly: or between: and answer text answering member printed question first answered answering member label
tabling member	label

Search

156471

registered interest
date	18/11/2014
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Music: Education
house id	2
legislature	25277 pref label House of Lords
question text	To ask Her Majesty’s Government what measures they are putting in place to encourage local authorities to spend their Education Services Grants on providing music lessons in schools; and what steps they are taking to safeguard the National Plan for Music Education.
tabling member printed	Lord Storey
uin	HL2913
answer	answer is ministerial correction date of answer 01/12/2014 answer text <p>The Education Services Grant is an unringfenced grant and it is entirely at the discretion of local authorities how funding is spent. Different local authorities will make different choices based on local decisions about their priorities.</p><p> </p><p>The Government remains fully committed to the National Plan for Music Education.</p><p> </p><p>In July we announced a further £18 million for 2015-16 for music education; of which a minimum of £17 million will go to the 123 music education hubs, the most crucial feature of the Plan’s implementation.</p><p> </p><p>Hubs are working to improve the quality and consistency of music education across the country. They provide core roles designed to ensure every child aged 5-18-years-old has the opportunity to learn a musical instrument through whole-class ensemble teaching, is provided with opportunities to play in ensembles and to perform, and has clear and affordable progression routes available to them. All hubs must also develop a singing strategy for their area; and may also provide extension roles including continuous professional development and instrument loans.</p><p>A more detailed announcement on all music education programme funding for 2015-16 will be made shortly.</p> answering member printed Lord Nash question first answered 01/12/2014 12:08:53 answering member 4270 label Biography information for Lord Nash
tabling member	4238 label Biography information for Lord Storey

156472

registered interest
date	18/11/2014
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Grammar Schools
house id	2
legislature	25277 pref label House of Lords
question text	To ask Her Majesty’s Government what proportion of grammar schools have been granted dispensation from the Department for Education to arrange their admissions procedures in favour of disadvantaged pupils who are eligible for free school meals, in each of the last five years.
tabling member printed	Lord Storey
uin	HL2914
answer	answer is ministerial correction date of answer 26/11/2014 answer text <p>All schools with academy status, including grammar schools which are academies, may give priority in their admissions arrangements to disadvantaged children (ie those eligible for the pupil premium). The freedom granted through the funding agreement, allows these grammar schools to lawfully implement oversubscription criteria prioritising disadvantaged children within their admission arrangements, should they wish to do so. It is for the individual grammar schools to decide whether or not to adopt this priority within their own oversubscription criteria. To date, we understand 32 grammar schools have prioritised disadvantaged children in their arrangements and a further 65 intend to consult on doing so.</p><p> </p><p> </p><p> </p><p>Maintained schools – including maintained grammars – can currently adopt this freedom if they are granted a Power to Innovate Order. However, we have revised the School Admissions Code to allow all state-funded schools to adopt a pupil premium priority, should they wish to do so. Subject to parliamentary approval the revised Code will come into force in December 2014.</p><p> </p> answering member printed Lord Nash question first answered 26/11/2014 18:03:59 answering member 4270 label Biography information for Lord Nash
tabling member	4238 label Biography information for Lord Storey

156473

registered interest
date	18/11/2014
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Supply Teachers
house id	2
legislature	25277 pref label House of Lords
question text	To ask Her Majesty’s Government what steps they are taking to ensure that supply teachers receive the same pay and pensions as other teachers.
tabling member printed	Lord Storey
uin	HL2915
answer	answer is ministerial correction date of answer 26/11/2014 answer text <p>Supply teachers employed directly by a maintained school or local authority must be paid, like other teachers employed by these institutions, in accordance with the statutory arrangements set out in the School Teachers’ Pay and Conditions Document. They are also automatically enrolled in the Teachers’ Pension Scheme and are eligible for the same pension benefits as other teachers. The arrangements for supply teachers employed by private agencies, including their pensions and rates of pay, are private commercial arrangements.</p> answering member printed Lord Nash question first answered 26/11/2014 18:04:32 answering member 4270 label Biography information for Lord Nash
tabling member	4238 label Biography information for Lord Storey

156474

registered interest
date	18/11/2014
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Schools: Mental Health Services
house id	2
legislature	25277 pref label House of Lords
question text	To ask Her Majesty’s Government what steps they are taking to increase pupil access to psychological therapies in schools.
tabling member printed	Lord Storey
uin	HL2916
answer	answer is ministerial correction date of answer 27/11/2014 answer text <p>The Children and Young People’s Improving Access to Psychological services programme (CYP-IAPT) is being rolled out across the country by NHS England. This is a £54million programme that is transforming child and adolescent mental health services (CAMHS) by training specialist mental health staff in the use of NICE approved evidence based psychological therapies, including behavioural and family therapies. By March 2015 these transformed services should be available to 60% of children and young people across the country who are referred to CAMHS for support.</p><p>In schools, the Department for Education has published advice on pupil’s mental health and behaviour<a title="" href="http://3dcpri-papp09/new_parliamentaryquestion/HL2916-%20Storey/Draft/HL2916%20PQ%20Team%20QA%2020.11.14.docx#_ftn1" target="_blank">[1]</a> which provides information and guidance for staff on how to identify pupils who may need extra support. In addition, the Department is also committed to developing a new strategy to promote high quality counselling in schools.</p><p>The Children and Young People’s Mental Health and Wellbeing Taskforce, which brings together a range of experts from across health, social care and education, was launched in August to look at how we can make sure every child with mental health problems gets the high quality support they need, whatever the setting that they are in.<a title="" href="http://3dcpri-papp09/new_parliamentaryquestion/HL2916-%20Storey/Draft/HL2916%20PQ%20Team%20QA%2020.11.14.docx#_ftn2" target="_blank">[2]</a></p><p><a title="" href="http://3dcpri-papp09/new_parliamentaryquestion/HL2916-%20Storey/Draft/HL2916%20PQ%20Team%20QA%2020.11.14.docx#_ftnref1" target="_blank">[1]</a> <a href="http://www.gov.uk/government/publications/mental-health-and-behaviour-in-schools--2" target="_blank">www.gov.uk/government/publications/mental-health-and-behaviour-in-schools--2</a></p><p><a title="" href="http://3dcpri-papp09/new_parliamentaryquestion/HL2916-%20Storey/Draft/HL2916%20PQ%20Team%20QA%2020.11.14.docx#_ftnref2" target="_blank">[2]</a> <a href="http://www.gov.uk/government/groups/children-and-young-peoples-mental-health-and-well-being-taskforce" target="_blank">www.gov.uk/government/groups/children-and-young-peoples-mental-health-and-well-being-taskforce</a></p> answering member printed Lord Nash question first answered 27/11/2014 17:30:30 answering member 4270 label Biography information for Lord Nash
tabling member	4238 label Biography information for Lord Storey

156475

registered interest
date	18/11/2014
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Pupils: Mental Health
house id	2
legislature	25277 pref label House of Lords
question text	To ask Her Majesty’s Government what steps they are taking to train teachers to identify and intervene in cases of mental health issues affecting school pupils.
tabling member printed	Lord Storey
uin	HL2917
answer	answer is ministerial correction date of answer 27/11/2014 answer text <p>Headteachers and teachers are best placed to make decisions about what professional development they require in order to meet the needs of their pupils, and an assessment of training and development needs must be included in teachers’ written appraisal reports. To support teachers identifying and intervening when there are mental health issues, in June the Department for Education issued new non-statutory advice for schools and teachers on pupil’s mental health and behaviour.[1] This provides information, guidance and practical tools on how to build resilience and support good mental health, and helps school staff identify those pupils who may have emerging problems. It also includes links to further support such as MindEd,[2] a website funded by the Department of Health that helps adults identify and support children and young people’s mental health issues.</p><p> </p><p> </p><p> </p><p>Sir Andrew Carter is currently chairing an independent review of the quality and effectiveness of Initial Teacher Training courses, which must be designed to ensure that trainees are equipped to meet the teacher standards. These require teachers to have a clear understanding of the needs of all pupils, including those with special educational needs. This review will be published next year.</p><p> </p><p> </p><p>[1] <a href="http://www.gov.uk/government/publications/mental-health-and-behaviour-in-schools--2" target="_blank">www.gov.uk/government/publications/mental-health-and-behaviour-in-schools--2</a></p><p>[2] <a href="http://www.minded.org.uk/" target="_blank">www.minded.org.uk</a></p><p> </p> answering member printed Lord Nash question first answered 27/11/2014 12:25:31 answering member 4270 label Biography information for Lord Nash
tabling member	4238 label Biography information for Lord Storey

156476

registered interest
date	18/11/2014
answering body	Department for Business, Innovation and Skills
answering dept id	26
answering dept short name	Business, Innovation and Skills
answering dept sort name	Business, Innovation and Skills
hansard heading	Apprentices
house id	2
legislature	25277 pref label House of Lords
question text	To ask Her Majesty’s Government what measures they are putting in place to increase the proportion of small and medium-sized enterprises which take on apprentices.
tabling member printed	Lord Storey
uin	HL2918
answer	answer is ministerial correction date of answer 01/12/2014 answer text <p>The Apprenticeship Grant for Employers provides £1,500 to help smaller employers recruit a new apprentice aged 16 to 24. We have made £170m additional funding available over 2014-16 financial years to fund over 100,000 additional incentive payments. Provisional figures show that between Feb 2012 and July 2014 there were 95,200 apprenticeship starts for which a payment was made through the AGE Grant. A further 8,200 were in the pipeline (started but not yet paid).</p><p> </p><p> </p><p> </p><p>Apprenticeship reforms are putting employers in the lead of designing apprenticeships, making it easier and more attractive for them to offer more in the future. Funding reforms will also provide a financial incentive to support smaller businesses taking on an apprentice.</p><p> </p><p> </p><p> </p><p> </p><p> </p> answering member printed Baroness Neville-Rolfe question first answered 01/12/2014 12:03:03 answering member 4284 label Biography information for Baroness Neville-Rolfe
tabling member	4238 label Biography information for Lord Storey

155692

registered interest
date	17/11/2014
answering body	Department for International Development
answering dept id	20
answering dept short name	International Development
answering dept sort name	International Development
hansard heading	Developing Countries: Trade
house id	2
legislature	25277 pref label House of Lords
question text	To ask Her Majesty’s Government what steps they are taking in respect of the recommendations of the United Nations Conference on Trade and Development report <i>Trade and Environment Review 2013: Wake Up Before it is Too Late</i>, with specific reference to (1) sustainable agriculture, (2) improved research, (3) re-allocation of land use, (4) reform of global trade rules, (5) climate change, and (6) ecological intensification.
tabling member printed	Lord Storey
uin	HL2876
answer	answer is ministerial correction date of answer 27/11/2014 answer text <p>The Government is already taking action to address the specific recommendations of the United Nations Conference on Trade and Development report Trade and Environment Review 2013.</p><p> </p><p> </p><p> </p><p>At the recent Climate Summit in New York, the Department for International Development on behalf of the Government joined the new Global Alliance on Climate Smart Agriculture. This Alliance aims to enhance the resilience of 500 million people in agriculture by 2030 while at the same time reducing greenhouse gases (GHG) emissions from agriculture. DFID is also a major funder of international agriculture research. This includes support to the Climate Change and Food Security Programme of the Consultative Group on International Agricultural Research (CGIAR).</p><p> </p><p> </p><p> </p><p>On land use the UK used its G8 Presidency in 2013 to place land high on the agenda. G8 leaders agreed the principle that “Land transactions should be transparent, respecting the property rights of local communities”. They also launched eight land partnerships to support the implementation of the Voluntary Guidelines on Land Tenure. The UK leads the partnerships in Tanzania and Nigeria and co-leads in Ethiopia. Since the 2013 G8 Summit, the Department for International Development has scaled up its work on land and property rights, through bilateral programmes and multilateral support.</p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p>The Government also helps to expand market access and trading opportunities for developing countries. For example, the Government played a critical role in concluding the Economic Partnership Agreement negotiations between the EU and Southern Africa and West Africa. Least developed countries, and countries from the African, Caribbean and Pacific who have signed Economic Partnership Agreements, have duty free and quota free access to the EU market.</p><p> </p><p> </p><p> </p> answering member printed Baroness Northover question first answered 27/11/2014 14:45:48 answering member 2539 label Biography information for Baroness Northover
tabling member	4238 label Biography information for Lord Storey

100553

registered interest
date	22/10/2014
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	PE and Sport Premium: Obesity
house id	2
legislature	25277 pref label House of Lords
question text	To ask Her Majesty’s Government what plans they have to increase support for head teachers and school leaders in directing the Primary Physical Education and Sports Premium to combat childhood obesity.
tabling member printed	Lord Storey
uin	HL2290
answer	answer is ministerial correction date of answer 30/10/2014 answer text <p>One of the objectives of the PE and sports premium is to improve children’s health outcomes. Schools may use this funding as part of their wider programme to improve the health and well-being of their pupils, and we will ensure that case studies of good practice are available to help them do this. Our research has found that the premium is already having a positive impact in this area; 96% of schools report that their pupils are now living healthier lives as a result of the funding.</p> answering member printed Lord Nash question first answered 30/10/2014 16:25:24 answering member 4270 label Biography information for Lord Nash
tabling member	4238 label Biography information for Lord Storey

100554

registered interest
date	22/10/2014
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Pre-school Education: Basic Skills
house id	2
legislature	25277 pref label House of Lords
question text	To ask Her Majesty’s Government what steps they will take to reduce attainment gaps in literacy and numeracy between boys and girls in pre-school education in the short and long term.
tabling member printed	Lord Storey
uin	HL2291
answer	answer is ministerial correction date of answer 03/11/2014 answer text <p>The Early Years Foundation Stage (EYFS) is the statutory framework for all early years providers [1]. The EYFS seeks to provide quality and consistency in all early years settings, so that every child makes good progress, attainment gaps are reduced and no child gets left behind. The EYFS specifies areas in which early years providers must support children to develop, including literacy and numeracy. It is the responsibility of early years providers to identify and meet the learning and development needs of the children attending their setting. The EYFS requires providers to carry out ongoing assessment of children’s development and needs and should address any learning and development needs in partnership with parents and/or carers, and any relevant professionals.</p><p> </p><p>The Department for Education is increasing the level of required English and maths qualifications for members of the early years workforce. This will ensure that all those working with young children have the right skills to support all children to achieve appropriate levels of literacy and numeracy.</p><p> </p><p>1. We have published guidance on Teacher’s Standards (Early Years) which includes a requirement for Early Years Teachers to demonstrate a clear understanding of synthetic phonics and strategies for teaching early mathematics. The standards also require Early Years Teachers to plan and adapt education to cater for the needs of individual children, to make accurate assessments to inform children’s learning and development and to promote equality of opportunity and anti-discriminatory practice.</p><p> </p><p>2. Early Years Teachers must pass the same professional skills tests as trainee school teachers and must have GCSE English and maths at grade C or above on entry to training courses.</p><p> </p><p>3. NCTL published new, more robust, criteria for level 3 qualifications in July 2013 – the “Early Years Educator” criteria. They set out the minimum requirements for the knowledge, understanding and skills which learners must demonstrate during assessment for their qualification to be considered qualified at level 3. The criteria include a requirement for qualifications to include a focus on recognising and meeting the individual learning and development needs of children.</p><p> </p><p>4. From 1 August 2014, Government funding of Level 3 Early Years Educator training courses through the Skills Funding Agency will require trainees to have GCSEs in English and maths, at grade C or above, on entry. The EYFS has been amended to require staff holding a new Early Years Educator qualification to have achieved GCSEs in English/English Language and maths, at grade C or above, in order to count in the staff ratios at level 3. From September 2014, GCSE English and maths, at grade C or above, will be required on exit from a level 3 early years apprenticeship. This is an interim measure to support the sector in reaching the higher standards required. From August 2015, the GCSEs in English and maths, at grade C or above, will be required on entry to an early years apprenticeship.</p><p> </p><p> </p><p>The Department is also working with experts in the voluntary sector and charitable organisations to support work in these key areas. We have funded English and Maths Champions programmes through the National Day Nurseries Association to spread good practice in teaching literacy and numeracy in the early years.</p><p> </p><p>We are investing £1.4m in the Early Language Development Programme – which has so far helped well over 100,000 parents and family members to spot problems and get support with their children’s speech and language. This work is being led by I CAN, the children’s communications charity. We are also investing almost £1m in the work of the Literacy Trust to develop a model to improve targeting and engagement of the most vulnerable families by staff in Children’s Centres and support volunteers to improve children's early literacy and language skills.</p><p> </p><p>[1] <a href="http://www.gov.uk/government/publications/early-years-foundation-stage-framework--2" target="_blank">www.gov.uk/government/publications/early-years-foundation-stage-framework--2</a></p> answering member printed Lord Nash question first answered 03/11/2014 17:12:51 answering member 4270 label Biography information for Lord Nash
tabling member	4238 label Biography information for Lord Storey

100555

registered interest
date	22/10/2014
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Climate Change: Curriculum
house id	2
legislature	25277 pref label House of Lords
question text	To ask Her Majesty’s Government what plans they have to increase the presence of climate change analysis in schools' science curricula.
tabling member printed	Lord Storey
uin	HL2292
answer	answer is ministerial correction date of answer 03/11/2014 answer text <p>The draft key stage 4 science curriculum, currently being consulted on, and the new science GCSE criteria, published in April 2014, include opportunities for students to learn about climate change as part of what they are taught about atmospheric and Earth science. This includes evidence for the composition and evolution of the Earth’s atmosphere since its formation, along with the evidence, and uncertainties in evidence, for additional anthropogenic causes of climate change. This builds on the key stage 3 science curriculum introduced into schools in September 2014 where pupils are taught about the composition of the Earth’s atmosphere and the carbon cycle. This includes the production of carbon dioxide by human activity and the impact on climate.</p><p> </p><p>Pupils will also be taught about the change in the Earth’s climate from the Ice Age to the present day as part of the new key stage 3 Geography curriculum that was also introduced in September 2014.</p><p> </p> answering member printed Lord Nash question first answered 03/11/2014 15:30:24 answering member 4270 label Biography information for Lord Nash
tabling member	4238 label Biography information for Lord Storey