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  • The Marquess of Lothian – 2016 Parliamentary Question to the Foreign and Commonwealth Office

    The Marquess of Lothian – 2016 Parliamentary Question to the Foreign and Commonwealth Office

    The below Parliamentary question was asked by The Marquess of Lothian on 2016-01-13.

    To ask Her Majesty’s Government whether it remains their policy to work towards the global abolition of the death penalty; if so, why they have not renewed their previous Strategy for Abolition of the Death Penalty (2010–15); and why Saudi Arabia was not included on the list of priority countries in that strategy.

    Baroness Anelay of St Johns

    There has been no change in the British Government’s policy of working towards global abolition of the death penalty.

    This Government pursues human rights in their universality – a more ambitious and coherent approach than focusing on a small number of single issues. Our commitment to the Rules Based International Order underpins this work, including through bilateral and multilateral support to global efforts to abolish the death penalty. Because of our wider focus, we do not intend to publish a new strategy specific to the death penalty; but on 18 January we published a strategy for the Foreign and Commonwealth Office (FCO)’s Magna Carta Fund for Human Rights and Democracy, which shows how work to abolish the death penalty is important under all three of the strategy’s new themes. The FCO’s death penalty-related work will also be covered in future instalments of the FCO’s Annual Human Rights Report.

    With regard to Saudi Arabia, the criteria used in 2010 to draw up the list of priority countries within the “HMG Strategy for the Abolition of the Death Penalty 2010-2015” are set out in that document. A copy of the Strategy is available in the Library of the House. The previous Government decided that available resources should be focused on countries ready to engage in a meaningful dialogue about capital punishment and open to the idea of reform. Many of the countries prioritised in 2010 have implemented reforms in the intervening five years.

  • The Marquess of Lothian – 2016 Parliamentary Question to the Foreign and Commonwealth Office

    The Marquess of Lothian – 2016 Parliamentary Question to the Foreign and Commonwealth Office

    The below Parliamentary question was asked by The Marquess of Lothian on 2016-01-13.

    To ask Her Majesty’s Government whether it remains their policy that the UK does not support the death penalty under any circumstances, and in any country; and if so, what action they have taken to condemn the mass execution of 47 people in Saudi Arabia on 2 January.

    Baroness Anelay of St Johns

    The British Government is firmly opposed to the death penalty in all circumstances and in every country. We have expressed these concerns to the Saudi authorities, most recently on 14 January.

  • Lord Northbourne – 2016 Parliamentary Question to the Department for Education

    Lord Northbourne – 2016 Parliamentary Question to the Department for Education

    The below Parliamentary question was asked by Lord Northbourne on 2016-01-13.

    To ask Her Majesty’s Government what assessment they have made of the role of secondary schools in building self-confidence and social and emotional skills in their pupils.

    Lord Nash

    All schools should equip young people with the necessary skills to leave school prepared for life in modern Britain. Personal Social Health and Economic (PSHE) education has a vital role to play in this and we want all schools to put it at the heart of their curriculum.

    This includes developing character traits like self-confidence, motivation and resilience. These traits support academic attainment, are valued by employers, and encourage young people to make a positive contribution to British society. Many schools are already doing this. The 27 schools and organisations that were winners of character awards in 2015 demonstrated excellence in the area. We will continue to support schools in developing these traits in pupils without prescribing compulsory measures. In order to do this, we are investing £5 million in character education, including £3.5m of grants for 14 projects and £1m to the Education Endowment Foundation (EEF) to build evidence and expand research into the most effective character education.

    Last September, Ofsted introduced a common assessment framework for the inspection of schools, early years and further education and skills remits. There is an overall effectiveness judgement underpinned by four graded judgements, one of which is a new judgement on personal development, behaviour and welfare. This aspect, therefore, will be graded and reported on in all school inspections.

    Additionally, before making the final judgement on the overall effectiveness of all schools, Ofsted inspectors must evaluate the effectiveness and impact of the provision for pupils’ spiritual, moral, social and cultural development. This means that when judging the effectiveness of leadership and management, inspectors will consider the design, implementation and evaluation of the curriculum, ensuring breadth and balance and its impact on pupils’ outcomes and their personal development, behaviour and welfare.

  • Lord Northbourne – 2016 Parliamentary Question to the Department for Education

    Lord Northbourne – 2016 Parliamentary Question to the Department for Education

    The below Parliamentary question was asked by Lord Northbourne on 2016-01-13.

    To ask Her Majesty’s Government what assessment they have made of whether the majority of secondary schools meet the objective of instilling self-confidence and social and emotional skills in their pupils.

    Lord Nash

    All schools should equip young people with the necessary skills to leave school prepared for life in modern Britain. Personal Social Health and Economic (PSHE) education has a vital role to play in this and we want all schools to put it at the heart of their curriculum.

    This includes developing character traits like self-confidence, motivation and resilience. These traits support academic attainment, are valued by employers, and encourage young people to make a positive contribution to British society. Many schools are already doing this. The 27 schools and organisations that were winners of character awards in 2015 demonstrated excellence in the area. We will continue to support schools in developing these traits in pupils without prescribing compulsory measures. In order to do this, we are investing £5 million in character education, including £3.5m of grants for 14 projects and £1m to the Education Endowment Foundation (EEF) to build evidence and expand research into the most effective character education.

    Last September, Ofsted introduced a common assessment framework for the inspection of schools, early years and further education and skills remits. There is an overall effectiveness judgement underpinned by four graded judgements, one of which is a new judgement on personal development, behaviour and welfare. This aspect, therefore, will be graded and reported on in all school inspections.

    Additionally, before making the final judgement on the overall effectiveness of all schools, Ofsted inspectors must evaluate the effectiveness and impact of the provision for pupils’ spiritual, moral, social and cultural development. This means that when judging the effectiveness of leadership and management, inspectors will consider the design, implementation and evaluation of the curriculum, ensuring breadth and balance and its impact on pupils’ outcomes and their personal development, behaviour and welfare.

  • Lord Northbourne – 2016 Parliamentary Question to the Department for Education

    Lord Northbourne – 2016 Parliamentary Question to the Department for Education

    The below Parliamentary question was asked by Lord Northbourne on 2016-01-13.

    To ask Her Majesty’s Government whether Ofsted reports on whether secondary schools meet the objective of instilling self-confidence and social and emotional skills in their pupils when they carry out secondary school inspections.

    Lord Nash

    All schools should equip young people with the necessary skills to leave school prepared for life in modern Britain. Personal Social Health and Economic (PSHE) education has a vital role to play in this and we want all schools to put it at the heart of their curriculum.

    This includes developing character traits like self-confidence, motivation and resilience. These traits support academic attainment, are valued by employers, and encourage young people to make a positive contribution to British society. Many schools are already doing this. The 27 schools and organisations that were winners of character awards in 2015 demonstrated excellence in the area. We will continue to support schools in developing these traits in pupils without prescribing compulsory measures. In order to do this, we are investing £5 million in character education, including £3.5m of grants for 14 projects and £1m to the Education Endowment Foundation (EEF) to build evidence and expand research into the most effective character education.

    Last September, Ofsted introduced a common assessment framework for the inspection of schools, early years and further education and skills remits. There is an overall effectiveness judgement underpinned by four graded judgements, one of which is a new judgement on personal development, behaviour and welfare. This aspect, therefore, will be graded and reported on in all school inspections.

    Additionally, before making the final judgement on the overall effectiveness of all schools, Ofsted inspectors must evaluate the effectiveness and impact of the provision for pupils’ spiritual, moral, social and cultural development. This means that when judging the effectiveness of leadership and management, inspectors will consider the design, implementation and evaluation of the curriculum, ensuring breadth and balance and its impact on pupils’ outcomes and their personal development, behaviour and welfare.

  • Lord Pearson of Rannoch – 2016 Parliamentary Question to the Department for Work and Pensions

    Lord Pearson of Rannoch – 2016 Parliamentary Question to the Department for Work and Pensions

    The below Parliamentary question was asked by Lord Pearson of Rannoch on 2016-01-13.

    To ask Her Majesty’s Government what is the annual cost of the in-work benefits for EU workers, of which the Prime Minister is negotiating to delay payment.

    Lord Freud

    I refer the noble Lord to the answer given by my Rt. Hon. Friend the Minister for Employment (Ms Patel) in the House of Commons on 20 November 2015 to Question number 211618.

  • Lord Pearson of Rannoch – 2016 Parliamentary Question to the Department for International Development

    Lord Pearson of Rannoch – 2016 Parliamentary Question to the Department for International Development

    The below Parliamentary question was asked by Lord Pearson of Rannoch on 2016-01-13.

    To ask Her Majesty’s Government what is their assessment of (1) the present situation in Nepal, especially in outlying villages that cannot be reached by road, and (2) the aid that was sent to Nepal following the recent earthquakes; how much such aid they sent, and what assessment they have made of how much was sent by British citizens; and how much of that aid fulfilled the purposes for which it was sent.

    Baroness Verma

    While emergency aid has reached most areas, we still estimate one million people will be living in temporary shelters at altitudes above 1,500 metres over the winter and are in need of urgent cold weather support. DFID, through its partners, is providing winter support to approximately 42,000 families (over 200,000 people) both via in kind assistance (blankets, mattresses, clothes, shelter insulation, solar lamps and cook stoves), as well as through a number of activities that contribute to an enabling environment for an effective and responsive humanitarian support. For example we are supporting helicopter operations to provide lifesaving humanitarian assistance to communities in areas inaccessible by land. Winter distributions are over 60 % complete and are expected to be fully complete by the end of January.

    Information on total aid sent to Nepal in the aftermath of the earthquake can be found online through UN Office for the Coordination of Humanitarian Affair’s (OCHA) Financial Tracking System which is updated periodically. DFID’s response to the devastating earthquake now stands at £70 million following further commitments made at the International Conference on Nepal’s Reconstruction. Funds raised by the British public for the Disasters Emergency Committee (DEC) appeal have already reached over £85 million, which includes £5 million in matched funding provided by DFID. More information on Nepal DEC work including a review of the response is available online. The UK is committed to ensuring that our assistance is made available to those most in need. We work with trusted partner NGO’s and UN agencies to deliver the UK humanitarian effort. These groups provide real time feedback of the situation on the ground to ensure DFID funds are used effectively.

  • Lord Pearson of Rannoch – 2016 Parliamentary Question to the Department for Education

    Lord Pearson of Rannoch – 2016 Parliamentary Question to the Department for Education

    The below Parliamentary question was asked by Lord Pearson of Rannoch on 2016-01-13.

    To ask Her Majesty’s Government whether they have any plans to alter the timing of school exams to accommodate Muslim children during Ramadan, and whether they have similar plans to accommodate Jewish children and the children of other non-Christian religions during their religious festivals.

    Lord Nash

    This is a matter for the Office of Qualifications and Examinations Regulation (Ofqual) and I have asked its Chief Regulator, Glenys Stacey, to write directly to the Noble Lord. A copy of her reply will be placed in the House of Lords Library.

  • Lord Laird – 2016 Parliamentary Question to the Department for Business, Innovation and Skills

    Lord Laird – 2016 Parliamentary Question to the Department for Business, Innovation and Skills

    The below Parliamentary question was asked by Lord Laird on 2016-01-13.

    To ask Her Majesty’s Government who supervises and audits public funding of universities in the UK.

    Baroness Evans of Bowes Park

    Responsibility for higher education is devolved.

    The Higher Education Funding Council for England (HEFCE) has responsibility for oversight of the higher education sector in England.

    For Higher Education Institute’s that receive HEFCE funding, the individual HEI’s external auditor is required to provide a statement in their audit report that public funding has been used for the purposes for which it was provided. HEFCE also seeks a range of other accountability returns from each HEI and carries out periodic ‘HEFCE Assurance Reviews’ of all HEIs.

    Similar arrangements are in place in Scotland, Wales and Northern Ireland. BIS is responsible for “alternative HE providers”, which includes some private universities, who are not in receipt of funding from HEFCE.

    Individual public bodies (such as Government Departments and Research Councils) are separately accountable for any public funding that they distribute.

  • Lord Laird – 2016 Parliamentary Question to the HM Treasury

    Lord Laird – 2016 Parliamentary Question to the HM Treasury

    The below Parliamentary question was asked by Lord Laird on 2016-01-13.

    To ask Her Majesty’s Government what debt, if any, they have that dates from before 1 January 1901; and what are the arrangements for payment of that debt.

    Lord O’Neill of Gatley

    The government has redeemed all gilts issued before 1 January 1901. On 5 July 2015, the government redeemed all outstanding undated gilts, some of which pre-dated 1901. These were the 2½% Annuities, 2¾% Annuities and 2½% Consolidated Stock, first issued in 1853, 1884 and 1888 respectively.