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  • Stephen Doughty – 2016 Parliamentary Question to the Ministry of Defence

    Stephen Doughty – 2016 Parliamentary Question to the Ministry of Defence

    The below Parliamentary question was asked by Stephen Doughty on 2016-01-18.

    To ask the Secretary of State for Defence, what support UK military personnel are providing to the (a) security services and (b) armed forces of Burkina Faso.

    Penny Mordaunt

    The UK strongly condemns the recent atrocity that took place in Ouagadougou on 15-16 January and is deeply concerned by the spread of violent extremism both into Burkina Faso and across the wider region. We offer our heartfelt sympathies to the families affected by this terrible act of terrorism. The UK is working hard with regional countries; close international partners; and multilateral organisations to increase their capacity to address the security threats they face. Our major regional contributions are in Nigeria; at the HQ of the Multi-National Joint Task Force; and in support of the EU Training Mission in Mali. We are, though, supporting the Burkina Faso armed forces, together with a number of other African militaries, through our participation in regional training exercises.

  • Julian Lewis – 2016 Parliamentary Question to the Ministry of Defence

    Julian Lewis – 2016 Parliamentary Question to the Ministry of Defence

    The below Parliamentary question was asked by Julian Lewis on 2016-01-18.

    To ask the Secretary of State for Defence, pursuant to the Answer of 15 December 2015 to Question 19049, if he will ensure that there will be no gaps in capability between the decommissioning of HMS Ocean and its role being taken over by other ships.

    Mr Philip Dunne

    We will ensure that other ships are available to provide support to amphibious operations.

  • Julian Knight – 2016 Parliamentary Question to the Ministry of Defence

    Julian Knight – 2016 Parliamentary Question to the Ministry of Defence

    The below Parliamentary question was asked by Julian Knight on 2016-01-18.

    To ask the Secretary of State for Defence, what steps the Government is taking to reduce the number of fraudulent compensation claims against Armed Forces personnel in Iraq.

    Penny Mordaunt

    The Government is committed to action to bear down on unmeritorious litigation of all kinds against the Armed Forces, and will be announcing its proposed course of action in due course. Accusations must be investigated, but where they are found to be fraudulent, or where relevant information is withheld, we will robustly defend the reputation of the Armed Forces and the interests of the taxpayer. We welcome the decision of the Solicitors Regulation Authority to refer one firm of solicitors heavily involved in bringing claims from Iraq to the Solicitors Disciplinary Tribunal.

  • 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 2016-01-18.

    To ask the Secretary of State for Education, whether new guidance has been issued to her Department on drafting responses to written parliamentary questions.

    Nick Gibb

    The Department for Education regularly refreshes its internal guidance on drafting responses to written parliamentary questions to ensure that it is up to date.

  • Helen Goodman – 2016 Parliamentary Question to the Department for Education

    Helen Goodman – 2016 Parliamentary Question to the Department for Education

    The below Parliamentary question was asked by Helen Goodman on 2016-01-18.

    To ask the Secretary of State for Education, whether her Department has made an assessment of the number of secondary school pupils who have been unable to participate in a school trip directly related to a statutory aspect of the national curriculum in each of the last three years.

    Nick Gibb

    The Department does not collect data on the number of pupils who are unable to participate in school trips related to a statutory aspect of the national curriculum. All schools have a duty to teach a balanced and broadly based curriculum which, for maintained schools includes the national curriculum. It is the responsibility of schools to decide how best to teach the curriculum and this includes whether school trips could help enhance pupils’ experience and education and allow pupils to achieve better outcomes.

  • David Winnick – 2016 Parliamentary Question to the Department for Education

    David Winnick – 2016 Parliamentary Question to the Department for Education

    The below Parliamentary question was asked by David Winnick on 2016-01-18.

    To ask the Secretary of State for Education, if she will provide the private office telephone numbers for the ministerial offices of her Department to hon. Members; and for what reasons those numbers are not available to hon. Members.

    Nick Gibb

    The Cabinet Office publishes the list of Ministerial responsibilities, which includes contact details for all Ministers. For Ministers at the Department for Education, the switchboard number is given, and Members will always be put through to the relevant Private Office. Copies are provided to all Members upon publication, and are available in the Vote Office and the Libraries of both Houses. It is also available on GOV.UK: https://www.gov.uk/government/publications/government-ministers-and-responsibilities

    “

  • Oliver Colvile – 2016 Parliamentary Question to the Department for Education

    Oliver Colvile – 2016 Parliamentary Question to the Department for Education

    The below Parliamentary question was asked by Oliver Colvile on 2016-01-18.

    To ask the Secretary of State for Education, how many children under the age of 16 in Plymouth who have been diagnosed with an autism spectrum condition or have been identified as having autism-related needs are being home educated.

    Edward Timpson

    Our reformed system for meeting the needs of children and young people with Special Educational Needs (SEN) and Disabilities is designed to ensure that their needs are identified at an early stage, that the right support is in place, and that problems do not escalate.

    All early years providers are required to have arrangements in place to identify and support children with SEN or disabilities and to promote equality of opportunity for children in their care. All schools should have a clear approach to identifying and responding to SEN and must use their best endeavours to ensure that children with SEN, including those with autism, get the support they need.

    As part of their Initial Teacher Training, all teachers are expected to learn to identify and address various types of SEN, including autism. The Government is also funding the Autism Education Trust in 2015-16, providing £650,000 to provide tiered training at universal, enhanced and specialist levels for early years, school and post-16 staff to help them understand how best to recognise and support children and young people with autism.

    The Department does not hold data on the numbers of autistic children who are home educated nor the numbers of children who are not in school. The Alternative Provision Census does collect data about children who are not in school or in a pupil referral unit. However, it covers as a single ‘Not in School’ category only those who are educated otherwise than at school under arrangements made and funded by local authorities. The information does not reflect types of special educational need.

    The data may be available from Plymouth City Council, since it has a duty under Section 22 of the Children and Families Act 2014 to carry out its functions with a view to identifying all the children and young people in its area who have or may have special educational needs or a disability, and also a duty to provide children of compulsory school age with an education.

  • Oliver Colvile – 2016 Parliamentary Question to the Department for Education

    Oliver Colvile – 2016 Parliamentary Question to the Department for Education

    The below Parliamentary question was asked by Oliver Colvile on 2016-01-18.

    To ask the Secretary of State for Education, how many children under the age of 16 in Plymouth who have been diagnosed with an autism spectrum condition or have been identified as having autism-related needs are not in education.

    Edward Timpson

    Our reformed system for meeting the needs of children and young people with Special Educational Needs (SEN) and Disabilities is designed to ensure that their needs are identified at an early stage, that the right support is in place, and that problems do not escalate.

    All early years providers are required to have arrangements in place to identify and support children with SEN or disabilities and to promote equality of opportunity for children in their care. All schools should have a clear approach to identifying and responding to SEN and must use their best endeavours to ensure that children with SEN, including those with autism, get the support they need.

    As part of their Initial Teacher Training, all teachers are expected to learn to identify and address various types of SEN, including autism. The Government is also funding the Autism Education Trust in 2015-16, providing £650,000 to provide tiered training at universal, enhanced and specialist levels for early years, school and post-16 staff to help them understand how best to recognise and support children and young people with autism.

    The Department does not hold data on the numbers of autistic children who are home educated nor the numbers of children who are not in school. The Alternative Provision Census does collect data about children who are not in school or in a pupil referral unit. However, it covers as a single ‘Not in School’ category only those who are educated otherwise than at school under arrangements made and funded by local authorities. The information does not reflect types of special educational need.

    The data may be available from Plymouth City Council, since it has a duty under Section 22 of the Children and Families Act 2014 to carry out its functions with a view to identifying all the children and young people in its area who have or may have special educational needs or a disability, and also a duty to provide children of compulsory school age with an education.

  • Phil Boswell – 2016 Parliamentary Question to the Department for Education

    Phil Boswell – 2016 Parliamentary Question to the Department for Education

    The below Parliamentary question was asked by Phil Boswell on 2016-01-18.

    To ask the Secretary of State for Education, what assessment she has made of the implication for her policies of the conclusion of the Social Market Foundation report, Educational Inequalities in England and Wales, published in January 2016 that, based upon the performance of 11-year-olds, the geographic area in which a child is born has become a more powerful predictive factor in school performance for those born in 2000 compared to those born in 1970.

    Mr Sam Gyimah

    We refer the Right Honourable MP to our response to PQ 22192, submitted to Parliament on Tuesday 19 January, which provides information on our policies to deliver educational excellence everywhere so that every child in England reaches their potential, regardless of background.

  • Phil Boswell – 2016 Parliamentary Question to the Department for Education

    Phil Boswell – 2016 Parliamentary Question to the Department for Education

    The below Parliamentary question was asked by Phil Boswell on 2016-01-18.

    To ask the Secretary of State for Education, what assessment she has made of the implications for her policies of the conclusion of the Social Market Foundation report, Educational Inequalities in England and Wales, published in January 2016, that the performance gap between students from the richest and poorest backgrounds has remained persistently large between the mid-1980s and the mid-2000s.

    Mr Sam Gyimah

    We refer the Right Honourable MP to our response to PQ 22192, submitted to Parliament on Tuesday 19 January, which provides information on our policies to deliver educational excellence everywhere so that every child in England reaches their potential, regardless of background.