The department does not collect information with regard to the language development of children in pre-school. However, the Early Years Foundation Stage (EYFS) statutory framework requires early years providers in England, ordinarily schools, to complete the EYFS Profile assessment at the end of the academic year in which children turn five years old, which is usually their reception year.<\/p>
Each child\u2019s level of development is assessed against 17 early learning goals (ELGs) across all 7 areas of learning in the EYFS, including communication and language. For each ELG, practitioners must assess whether a child is meeting the level of development expected at the end of the EYFS, or if they are not yet reaching this level and should be assessed as \u2018emerging\u2019.<\/p>
The EYFS Profile results for the 2021/22 academic year show that 74.3% of boys were at the expected level of development in the ELGs within the communication and language area of learning, compared to 85.0% of girls. These results can be found in the attached document.<\/p>
The statistics also include breakdowns by major ethnicity grouping and gender for the ELGs within the communication and language area of learning and the literacy area of learning. These statistics are available in the attached document.<\/p>
To provide support for children\u2019s early language development, particularly for those most disadvantaged, the government is investing over £28 million to provide targeted, intensive and evidence-based support to help parents chat, play and read with their young children. This investment is being delivered through the new 3 year family hubs programme which is being rolled out in 75 local authorities, with priority given to families that will benefit the most. This is supported by online resources that provide evidence-based, yet highly accessible advice and ideas for parents about literacy and early language activities for children at every stage between birth and five years old. These resources can be found at: https://www.nhs.uk/start-for-life/baby/learning-to-talk/learning-to-talk-0-to-6-months/<\/a>.<\/p> Additionally, the department is providing a package of up to £180 million for workforce training, qualifications, expert guidance and targeted support for the early years sector to address the impact of the pandemic on the youngest and most disadvantaged children. As part of this, the Professional Development Programme Phase 3 (PDP3) has been made available to all local authorities in England and will train up to 10,000 early years professionals in communication and language. The department is also investing in the Nuffield Early Language Intervention (NELI), improving the language skills of reception age children who need it the most. The programme targets children needing extra support with their speech and language development and is proven to help them make around three months of additional progress. The department estimates that the programme will reach at least 90,000 children.<\/p> <\/p>"}
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, "attachment" : [{"_about" : "http://data.parliament.uk/resources/1646167/answer/attachment/1", "fileName" : {"_value" : "ELG_Boys _and _Girls.xlsx"}
, "title" : "ELG_Boys_and_Girls"}
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, "title" : "ELG_Ethnicity"}
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], "questionText" : "To ask His Majesty's Government what assessment they have made of any difference in the rates of language development between pre-school boys and girls.", "registeredInterest" : {"_value" : "false", "_datatype" : "boolean"}
, "tablingMember" : {"_about" : "http://data.parliament.uk/members/1827", "label" : {"_value" : "Biography information for Baroness Uddin"}
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, {"_about" : "http://data.parliament.uk/resources/1646168", "AnsweringBody" : [{"_value" : "Department for Education"}
], "answer" : {"_about" : "http://data.parliament.uk/resources/1646168/answer", "answerText" : {"_value" : " The department does not collect information with regard to the language development of children in pre-school. However, the Early Years Foundation Stage (EYFS) statutory framework requires early years providers in England, ordinarily schools, to complete the EYFS Profile assessment at the end of the academic year in which children turn five years old, which is usually their reception year.<\/p> Each child\u2019s level of development is assessed against 17 early learning goals (ELGs) across all 7 areas of learning in the EYFS, including communication and language. For each ELG, practitioners must assess whether a child is meeting the level of development expected at the end of the EYFS, or if they are not yet reaching this level and should be assessed as \u2018emerging\u2019.<\/p> The EYFS Profile results for the 2021/22 academic year show that 74.3% of boys were at the expected level of development in the ELGs within the communication and language area of learning, compared to 85.0% of girls. These results can be found in the attached document.<\/p> The statistics also include breakdowns by major ethnicity grouping and gender for the ELGs within the communication and language area of learning and the literacy area of learning. These statistics are available in the attached document.<\/p> To provide support for children\u2019s early language development, particularly for those most disadvantaged, the government is investing over £28 million to provide targeted, intensive and evidence-based support to help parents chat, play and read with their young children. This investment is being delivered through the new 3 year family hubs programme which is being rolled out in 75 local authorities, with priority given to families that will benefit the most. This is supported by online resources that provide evidence-based, yet highly accessible advice and ideas for parents about literacy and early language activities for children at every stage between birth and five years old. These resources can be found at: https://www.nhs.uk/start-for-life/baby/learning-to-talk/learning-to-talk-0-to-6-months/<\/a>.<\/p> Additionally, the department is providing a package of up to £180 million for workforce training, qualifications, expert guidance and targeted support for the early years sector to address the impact of the pandemic on the youngest and most disadvantaged children. As part of this, the Professional Development Programme Phase 3 (PDP3) has been made available to all local authorities in England and will train up to 10,000 early years professionals in communication and language. The department is also investing in the Nuffield Early Language Intervention (NELI), improving the language skills of reception age children who need it the most. The programme targets children needing extra support with their speech and language development and is proven to help them make around three months of additional progress. The department estimates that the programme will reach at least 90,000 children.<\/p> <\/p>"}
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, "attachment" : [{"_about" : "http://data.parliament.uk/resources/1646168/answer/attachment/1", "fileName" : {"_value" : "ELG_Boys _and _Girls.xlsx"}
, "title" : "ELG_Boys_and_Girls"}
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, "title" : "ELG_Ethnicity"}
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, "date" : {"_value" : "2023-06-20", "_datatype" : "dateTime"}
, "hansardHeading" : {"_value" : "Languages: Pre-school Education"}
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, "legislature" : [{"_about" : "http://data.parliament.uk/terms/25277", "prefLabel" : {"_value" : "House of Lords"}
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], "questionText" : "To ask His Majesty's Government whether they collect information on ethnicity in relation to the language development of pre-school boys and girls.", "registeredInterest" : {"_value" : "false", "_datatype" : "boolean"}
, "tablingMember" : {"_about" : "http://data.parliament.uk/members/1827", "label" : {"_value" : "Biography information for Baroness Uddin"}
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, {"_about" : "http://data.parliament.uk/resources/1646169", "AnsweringBody" : [{"_value" : "Department for Education"}
], "answer" : {"_about" : "http://data.parliament.uk/resources/1646169/answer", "answerText" : {"_value" : " In March 2023, the government published its plan to cement the UK\u2019s position as a Science and Technology superpower. As part of this, the department identified five critical technologies to deliver prosperity and security for the UK, including artificial intelligence (AI). The plan can be found in the attached document.<\/p> To support this ambition, the department is working on a cross-government action plan on science and technology talent and skills with the Home Office, the Department for Science, Innovation and Technology, the Department for Business and Trade and the Cabinet Office. In 2023, the department is developing a departmental Skills Dashboard to understand the supply and demand of science, technology, engineering and mathematics skills for critical technologies, including AI.<\/p> Digital and computing skills will play an important role in this work. The department has made progress in recent years, for example this year\u2019s provisional entries for Computer Science GCSEs and A levels show 12% and 14% growth respectively, the highest of all sciences. However, we recognise that there is more work to be done.<\/p> This is why the department has overhauled the outdated Information and Communications Technology (ICT) curriculum and replaced it with computing. The department has also invested over £100 million in the National Centre for Computing Education to inspire the next generation of computer scientists.<\/p> The department is also investing more in technical skills and education, with courses and training in digital subjects often at the forefront of our reforms. Digital T Levels, Higher Technical Qualifications, Apprenticeships and Skills Bootcamps are ensuring we meet the skills needs for our priority technologies, including those increasingly needed for AI.<\/p> The department is building on these initiatives through the Digital and Computing Skills Education Taskforce which brings together government and external expertise to increase the numbers of individuals taking digital and computing qualifications in mainstream and tertiary education, and to attract individuals into digital jobs.<\/p>"}
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, "attachment" : {"_about" : "http://data.parliament.uk/resources/1646169/answer/attachment/1", "fileName" : {"_value" : "UK_science_technology_framework.pdf"}
, "title" : "UK_science_technology_framework"}
, "dateOfAnswer" : {"_value" : "2023-07-03", "_datatype" : "dateTime"}
, "isMinisterialCorrection" : {"_value" : "false", "_datatype" : "boolean"}
, "questionFirstAnswered" : [{"_value" : "2023-07-03T16:25:52.227Z", "_datatype" : "dateTime"}
]}
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, "date" : {"_value" : "2023-06-20", "_datatype" : "dateTime"}
, "hansardHeading" : {"_value" : "Artificial Intelligence: Training"}
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], "questionText" : "To ask His Majesty's Government, further to the Prime Minister's remarks on 12 June about the UK becoming a global leader in AI, what assessment they have made of whether there is a skills gap which might impede this; and if so, what steps they are taking to address that gap.", "registeredInterest" : {"_value" : "false", "_datatype" : "boolean"}
, "tablingMember" : {"_about" : "http://data.parliament.uk/members/1827", "label" : {"_value" : "Biography information for Baroness Uddin"}
}
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], "uin" : "HL8673"}
, {"_about" : "http://data.parliament.uk/resources/1646170", "AnsweringBody" : [{"_value" : "Department for Education"}
], "answer" : {"_about" : "http://data.parliament.uk/resources/1646170/answer", "answerText" : {"_value" : " The government is committed to ensuring that all children, regardless of their background, have access to a world class computing education.<\/p> The department introduced computing as a statutory National Curriculum subject in 2014, to replace the subject of information and communications technology (ICT), widely regarded as outdated. The computing curriculum ensures that pupils are taught the principles of information and computation, how computers work and take instructions, and how to put this knowledge to use through programming and algorithms. This starts from primary school, where pupils learn how to design and debug simple programmes and learn about the wider impact of technology, including how search engine results are ranked.<\/p> The computing curriculum is intentionally broad to allow flexibility in how content is taught, to reduce the risk that it will become outdated, given the speed of innovation. It was designed to prepare pupils with foundational knowledge that allows them to understand and respond to new and emerging technologies. The computer science GCSE is designed to equip pupils with the foundational knowledge they will need for the technological jobs of the future, including those in artificial intelligence (AI).<\/p> The department recently published a statement, \u2018Generative AI in education\u2019, setting out its position on the use of generative AI, including large language models like ChatGPT or Google Bard, in the education sector. This statement is attached. The statement is informed by the government's White Paper on a pro-innovation approach to AI regulation and follows the government's recent announcement to create a Foundation Model Taskforce. The White Paper is available at: https://www.gov.uk/government/publications/ai-regulation-a-pro-innovation-approach/white-paper<\/a>, and the Foundational Model Taskforce announcement is available at: https://www.gov.uk/government/news/initial-100-million-for-expert-taskforce-to-help-uk-build-and-adopt-next-generation-of-safe-ai<\/a>.<\/p> AI, the metaverse, and emerging new technologies all present both potential benefits and threats to young people. E-safety is embedded within the computing curriculum, across all Key Stages, with progression in content to reflect the different and escalating risks that young people may encounter. They are taught how to use technology safely, responsibly, respectfully and securely, how to keep their personal information private, how to recognise acceptable and unacceptable behaviour, and where they can go for help and support on content they come across on the internet, or via other online technologies.<\/p>