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  • Amanda Solloway – 2016 Parliamentary Question to the Department for Education

    Amanda Solloway – 2016 Parliamentary Question to the Department for Education

    The below Parliamentary question was asked by Amanda Solloway on 2016-10-07.

    To ask the Secretary of State for Education, what steps her Department is taking to remove the presence of asbestos on school sites in (a) England and Wales and (b) Derby North constituency.

    Nick Gibb

    The issue of asbestos in schools is a serious one. Policy on the effective management and removal of asbestos at Welsh school sites is devolved to the Welsh Government, but in England it is one of the department’s priorities in order to ensure that our schools are safe for children and teachers.

    The Health and Safety Executive (HSE), which is the lead regulator on managing asbestos, advise that as long as asbestos is in good condition and unlikely to be damaged or disturbed, it is not a significant risk to health.

    The Department directly funds the removal of asbestos through schemes such as the Priority Schools Building Programme and provides capital funding for asbestos management and removal where appropriate for those schools that have identified that asbestos is in poor condition or poses a high risk of deterioration.

    We also provide support to those who are legally responsible for managing asbestos in schools by providing targeted guidance to schools on the effective management of asbestos in their schools.

    The duty holder has the legal responsibility of effectively managing asbestos in schools. In schools where asbestos poses a high risk of disturbance or is deteriorating, the duty holder should remove asbestos using capital funding that has been provided by the Department.

    The Department is not committing to the removal of asbestos in all schools, as blanket and accelerated removal of asbestos in schools is potentially more dangerous and may involve greater risk to school children and staff.

    It is, however, the aim of the government that, over time, as more school buildings are replaced and refurbished, all asbestos will be removed from schools.

  • Amanda Solloway – 2016 Parliamentary Question to the Department for Education

    Amanda Solloway – 2016 Parliamentary Question to the Department for Education

    The below Parliamentary question was asked by Amanda Solloway on 2016-10-07.

    To ask the Secretary of State for Education, what steps her Department is taking to ensure that apprenticeships in Derby North constituency are undertaken by people from less-affluent households.

    Robert Halfon

    Apprenticeships are paid jobs that give people from all regions and backgrounds the opportunity to reach their potential – acquiring transferable skills much valued in the labour market without having to contribute to the costs of their learning. The locations and sectors where apprenticeships are available are determined by employers choosing to offer opportunities and employ apprentices.

    We will be publishing details of our funding policy for apprenticeships in England from May 2017 shortly, which will demonstrate how we will provide opportunities for people regardless of their background.

    We will also continue to demonstrate, with Traineeships and our national campaigns, that an apprenticeship can be a very worthwhile and achievable goal for those from less well-off households.

  • Peter Dowd – 2016 Parliamentary Question to the Department for Education

    Peter Dowd – 2016 Parliamentary Question to the Department for Education

    The below Parliamentary question was asked by Peter Dowd on 2016-10-07.

    To ask the Secretary of State for Education, what assessment her Department has made of the effect of allowing schools to admit children from one religion on integration and social cohesion.

    Caroline Dinenage

    All schools must promote integration and social cohesion whatever their character and ethos. The Department is currently consulting on proposals to remove the 50% cap on faith admissions in new faith free schools. We have proposed additional measures to promote inclusivity and community cohesion, alongside existing requirements to promote fundamental British values, which will apply to all new faith free schools. These are aimed at ensuring all pupils can play an active role in our society and are prepared for life in modern Britain. The consultation document is available at: https://consult.education.gov.uk/school-frameworks/schools-that-work-for-everyone

    “

  • Amanda Solloway – 2016 Parliamentary Question to the Department for Education

    Amanda Solloway – 2016 Parliamentary Question to the Department for Education

    The below Parliamentary question was asked by Amanda Solloway on 2016-10-07.

    To ask the Secretary of State for Education, how many school leavers in Derby North constituency who went to university in the last five years for which figures are available were (a) entitled and (b) not entitled to free school meals.

    Joseph Johnson

    Information is given on the number and percentage of students completing Key Stage 5 study (A level and other Level 3 qualifications) in mainstream state-funded schools and colleges, before progressing to study at a UK higher education institution for at least two terms the following year, in each of the last five years for which information is available. Free school meal eligibility is as recorded when students were in Year 11.

    The table below show figures for the Derby North constituency for the years 2010/11 to 2014/15. Numbers of pupils are shown rounded to the nearest ten in line with how published information was shown in these years. Percentages are calculated using unrounded figures.

    In each of the last five years ten students in the Derby North constituency (rounded to the nearest ten), who had been eligible for free school meals in Year 11 and completed Key Stage 5 study, progressed to higher education. This compares to between 190 and 220 students who had not been eligible for free school meals completing Key Stage 5 study in the latest year. Due to the small numbers involved, the proportion of students represented by these numbers has varied year on year.

    Information on pupil destinations at local authority, regional and national level is published annually at: https://www.gov.uk/government/collections/statistics-destinations

    Number of students completing KS5

    Number at UK Higher Education Institution

    % at UK Higher Education Institution (calculated on unrounded figures)

    (rounded to nearest 10)

    (rounded to nearest 10)

    FSM

    Non-FSM

    FSM

    Non-FSM

    FSM

    Non-FSM

    2014/15 (2013/14 KS5 cohort)

    20

    320

    10

    210

    64%

    65%

    2013/14 (2012/13 KS5 cohort)

    20

    310

    10

    190

    43%

    61%

    2012/13 (2011/12 KS5 cohort)

    30

    310

    10

    200

    32%

    63%

    2011/12 (2010/11 KS5 cohort)

    20

    300

    10

    190

    50%

    64%

    2010/11 (2009/10 KS5 cohort)

    20

    330

    10

    220

    55%

    66%

    “

  • Alex Chalk – 2016 Parliamentary Question to the Department for Education

    Alex Chalk – 2016 Parliamentary Question to the Department for Education

    The below Parliamentary question was asked by Alex Chalk on 2016-10-07.

    To ask the Secretary of State for Education, whether the Government plans to consider extending the transitional funding for maintained nurseries to include children’s centres providing early years education as part of the Early Years National Funding Formula review.

    Caroline Dinenage

    The £55 million additional funding for maintained nursery schools for at least two years will provide them with stability while they explore how to become more sustainable in the longer term. We plan to consult the sector on the future of nursery schools in further detail, including what happens after this two year period, in due course.

    Children’s centres are funded through the Business Rates Retention Scheme and local authorities have the freedom to decide what services are appropriate to meet local needs. Our early years funding proposals, on which we recently consulted, are designed to maximise the funding that goes to the front-line, including children’s centres where they provide early education. We will issue our response later in the autumn.

  • William Wragg – 2016 Parliamentary Question to the Department for Education

    William Wragg – 2016 Parliamentary Question to the Department for Education

    The below Parliamentary question was asked by William Wragg on 2016-10-07.

    To ask the Secretary of State for Education, what steps she is taking to improve rates of teacher recruitment and retention in schools in England.

    Nick Gibb

    At a national level we are retaining and recruiting the teachers we need. We recognise, however, that the strengthening economy and growth in pupil numbers have made the situation more challenging, and that this is more acute in certain subjects and particular schools or areas of the country.

    We have more teachers in our schools than ever before and the number of teachers has kept pace with changing numbers of pupils. The number of teachers in state-funded schools throughout England is up more than 15,000 since 2010. This year we have recruited more than 27,000 people to postgraduate teacher training programmes and we have exceeded our recruitment targets in a number of key subjects including biology, English, geography and history.

    We are spending over £1.3 billion up to 2020 to attract new teachers into the profession. We have funded the expansion of Teach First into every region of England; continued to fund targeted leadership programmes; and we are supporting schools to bring more former teachers back into the classroom.

    Latest statistics show that teacher retention one year after qualifying has remained stable at around 90% for the past two decades. We are actively addressing the key issues that evidence suggests cause teachers to consider leaving the profession, for example, by supporting schools to reduce unnecessary workload and improving behaviour management training for new teachers.

  • Alasdair McDonnell – 2016 Parliamentary Question to the Department for Education

    Alasdair McDonnell – 2016 Parliamentary Question to the Department for Education

    The below Parliamentary question was asked by Alasdair McDonnell on 2016-10-07.

    To ask the Secretary of State for Education, with reference to the report by the British Red Cross, entitled Are pre-hospital deaths from trauma and accidental injury preventable?, published in September 2016, what steps she is taking to ensure that young people have the opportunity to learn basic first aid at school.

    Edward Timpson

    Schools are free to teach first aid, and may choose to do this as part of personal, social, health and economic (PSHE) education, which is a non-statutory curriculum subject. This is reflected in the PSHE Association’s non-statutory programme of study, which includes first aid.

    When teaching first aid, many schools draw on the expertise of reputable organisations, such as the British Red Cross, the British Heart Foundation and St John Ambulance.

  • Nic Dakin – 2016 Parliamentary Question to the Department for Education

    Nic Dakin – 2016 Parliamentary Question to the Department for Education

    The below Parliamentary question was asked by Nic Dakin on 2016-10-07.

    To ask the Secretary of State for Education, what information her Department holds on the relative proportion of children from poorer backgrounds who attend religiously selective schools.

    Caroline Dinenage

    Underlying data for ‘Schools, pupils and their characteristics’ provides information for each school, including religious denomination (where applicable), alongside the number and percentage of pupils known to be eligible for free school meals.

    This is available at: https://www.gov.uk/government/statistics/schools-pupils-and-their-characteristics-january-2016

    “

  • Amanda Solloway – 2016 Parliamentary Question to the Department for Education

    Amanda Solloway – 2016 Parliamentary Question to the Department for Education

    The below Parliamentary question was asked by Amanda Solloway on 2016-10-07.

    To ask the Secretary of State for Education, what assessment her Department has made of the potential merits of introducing life skills into secondary education.

    Edward Timpson

    We are clear that as part of schools’ duty to teach a broad and balanced curriculum, all young people should be provided with a curriculum that prepares them for success in adult life. High quality personal, social, health and economic education (PSHE) teaching has a vital role to play in this, helping young people understand the world around them, building resilience and helping them to make good choices and stay safe. We have made it clear in the introduction to the national curriculum that all schools should make provision for high quality, age appropriate PSHE, drawing on examples of good practice.

    During the Education Select Committee hearing in September 2016, the Secretary of State agreed that we need to look again at how schools deliver high quality PSHE. We are considering all the options and will come to a view in due course..

  • Gloria De Piero – 2016 Parliamentary Question to the Department for Education

    Gloria De Piero – 2016 Parliamentary Question to the Department for Education

    The below Parliamentary question was asked by Gloria De Piero on 2016-10-07.

    To ask the Secretary of State for Education, what steps her Department has taken to recruit more trainee teachers for secondary school subjects for which recruitment targets have been missed.

    Nick Gibb

    The latest published figures from UCAS show that teaching remains a hugely popular profession. Over 27,000 people have been recruited to postgraduate teacher training courses in England in 2016/17.

    To support recruitment in 2017/18, we have announced a new package of financial incentives – including increases to bursaries and scholarships to attract top graduates in priority subjects. We have expanded the scholarship scheme, introducing two new scholarships in languages and geography, in partnership with the British Council and the Royal Geographical Society.

    Our 2017/18 teacher recruitment marketing campaign commenced on 4 October and features a new television advert, alongside print, online and social media advertising. Forty Train to Teach recruitment events will take place across the country and further activity will take place on university campuses, including over thirty graduate fairs where our advisors will meet with students, setting out the benefits of a career in teaching.

    In addition, we are spending up to £67 million on a programme of measures to upskill the existing maths and physics teaching workforce, and increase the number of new mathematics and physics specialists entering teaching. This package aims to recruit up to 2,500 new teachers and upskill up to 15,000 existing teachers over the term of this parliament. We have increased bursary rates in the subjects that leading universities say are most commonly required at A level for entry onto their degree courses.