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Douglas Carswell – 2016 Parliamentary Question to the Ministry of Defence

The below Parliamentary question was asked by Douglas Carswell on 2016-03-23.

To ask the Secretary of State for Defence, how many staff in his Department were in receipt of Continuity of Education Allowance in (a) 2012-13, (b) 2013-14 and (c) 2014-15; and what the cost to his Department was of providing that allowance for staff based (i) in the UK and (ii) overseas in each such year.

Mr Julian Brazier

The requested information is provided in the following table and I have added the figures for 2009-10 for comparison.

Continuity of Education Allowance, Number of Claimants and Cost (UK and Overseas) by Financial Year (FY)

	FY 2009-10	FY 2012-13	FY 2013-14	FY 2014-15
UK Claimants	5,020	4,160	3,600	3,230
Overseas Claimants	1,000	790	700	650
Total Claimants	6,020	4,950	4,300	3,880

UK Cost (£ million)	93.2	82.2	74.3	69.4
Overseas Cost (£ million)	18.1	16.4	15.0	15.1
Total Cost (£ million)	111.3	98.7	89.3	84.5

Note: all numbers are rounded

Continuity of Education Allowance was reviewed as part of the Strategic Defence and Security Review 2010 since when improvements in governance have achieved a reduction of costs by around £30 million per annum along with an associated reduction in claimants. Work continues to further reduce the cost of the allowance.

01/01/2023

Stephen Gethins – 2016 Parliamentary Question to the Ministry of Defence

The below Parliamentary question was asked by Stephen Gethins on 2016-03-23.

To ask the Secretary of State for Defence, what further investment he plans to provide for the hardened aircraft shelters used by the Quick Reaction Alert at the former RAF base at Leuchars.

Mark Lancaster

The Ministry of Defence is planning to undertake £100,000 of safety compliance related work over the next 12 months, on top of the regular levels of service and maintenance for the hardened aircraft shelters.

01/01/2023
Douglas Carswell – 2016 Parliamentary Question to the Ministry of Defence

The below Parliamentary question was asked by Douglas Carswell on 2016-03-23.

To ask the Secretary of State for Defence, how many Army Air Corps pilots have resigned due to his Department’s plans to recover over-payment of flying pay; how many of those pilots (a) are currently serving and (b) have retired; what assessment he has made of the effect on (i) staffing levels and (ii) the effectiveness of that corps; whether any of those pilots affected have been subject to disciplinary proceedings due to non-repayment of such over-payments; what the value is of such over payments; over what period such over-payments relate to; and if he will make it his policy to not recover such over-payments.

Mark Lancaster

I refer the hon. Member to the response given by my noble Friend, the Minister of State for Defence, the Rt Hon. Earl Howe, to the noble Lord, the Rt Hon. the Lord Trefgarne, in the House of Lords (Official Report, column 2379). In addition to this I can confirm that an overpayment of recruitment and retention pay amounting to £829,000 in total was made to 146 Army aircrew personnel over a number of years. Of the 146 personnel affected, 97 are still serving. We have apologised and explained the circumstances of the overpayments to all affected. Each individual has the opportunity to object, appeal, and if necessary submit a Service Complaint against recovery action receiving individual and tailored advice as required. Since notification of the recovery action, the Army Air Corps is not aware of any resignations as a direct result. The error was caused by differing interpretations and use of the Recruitment and Retention Pay (Flying) policy across the Army Air Corps. As such there are no disciplinary issues associated with the overpayment.

Although there are manning pressures within the Army Air Corps they are able to meet all current commitments. In recognition of these pressures a Financial Retention Incentive was introduced in 2015 and 81% of the eligible personnel have taken up this offer resulting in a stabilisation of Army Air Corps pilot manning levels.

In accordance with HM Treasury Policy and Guidance, pay has been reverted to the correct levels and recovery action has now begun. This guidance requires that efforts are made to recover incorrect payments in all cases across the public sector. I am satisfied that this is the correct approach to take under these circumstances and reflects the previous recovery of overpayments within the Armed Forces.

01/01/2023
Dan Jarvis – 2016 Parliamentary Question to the Ministry of Defence

The below Parliamentary question was asked by Dan Jarvis on 2016-03-23.

To ask the Secretary of State for Defence, how the UK economy has benefited from defence technology research and development.

Mr Philip Dunne

As stated in National Security Strategy and Strategic Defence and Security Review 2015 (Cmd 9161), the UK conducts world-class innovation across all the major commercial technology sectors with national security applications, including aerospace, biotechnology and medical sciences, big data, cyber security, satellites, robotics and advanced materials.

The defence and security industries make a major contribution to our prosperity. In the UK they employ over 215,000 people, predominantly highly skilled, and support a further 150,000, as well as 6,500 apprentices. In 2014, both industries had a collective turnover of over £30 billion, including defence and security export orders worth £11.9 billion.

01/01/2023
Keir Starmer – 2016 Parliamentary Question to the Department for Education

The below Parliamentary question was asked by Keir Starmer on 2016-03-23.

To ask the Secretary of State for Education, if she will make it her policy to provide long-term funding for the UCL Centre for Holocaust Education.

Nick Gibb

Every young person should learn about the Holocaust and the lessons it teaches us today. In recognition of its significance, the Holocaust is the only historic event which is compulsory within the national curriculum.

Since 2008, the Department for Education has funded UCL Institute of Education’s Centre for Holocaust Education which has seen more than 7,000 teachers benefit from their programme since 2011.

The Department has renewed the funding for 2016-17 and will continue to do all it can to promote, support and fund teaching of the Holocaust.

01/01/2023
Frank Field – 2016 Parliamentary Question to the Department for Education

The below Parliamentary question was asked by Frank Field on 2016-03-23.

To ask the Secretary of State for Education, whether it is her policy that all children in households in receipt of Universal Credit will be entitled to free school meals.

Mr Sam Gyimah

We will continue to ensure that all children from the poorest families benefit from a free school meal. The introduction of Universal Credit and simplification of the benefits system mean that the eligibility criteria for free school meals will need to be updated. The Department for Education is continuing to work closely with the Department for Work and Pensions on this. In the meantime, while this work is on-going, any child whose parent or guardian is receiving Universal Credit will continue to be entitled to free school meals.

01/01/2023
Lisa Cameron – 2016 Parliamentary Question to the Department for Education

The below Parliamentary question was asked by Lisa Cameron on 2016-03-23.

To ask the Secretary of State for Education, what steps her Department is taking to ensure that (a) female and (b) other students are encouraged to take modules in entrepreneurship and business mentoring.

Mr Sam Gyimah

The government is committed to improving the extent and quality of the careers guidance and inspiration that all young people receive. This should begin with activities to enable children in primary school to explore the world of work. Primary Futures is an example of an initiative that helps primary age children to see a clear link and purpose between their learning and their futures.

The Department for Education has funded The Careers & Enterprise Company to take a lead role in transforming the provision of careers, enterprise and employer engagement experiences for young people aged 12 to 18 in England. This work includes ensuring that all students have access to high quality careers and enterprise provision, including interactions with employers. The Company helps employers, schools and colleges and other organisations to navigate their way through the existing landscape and find appropriate careers and enterprise organisations to partner with. An example of a successful initiative is the three-year industry-led Your Life campaign, which was launched by the Government in 2014. This aims to inspire young people, particularly girls, to study A level maths and physics as a gateway to an exciting and wide-ranging career.

Entrepreneurship education is an important component of high quality careers provision. The careers statutory guidance requires schools in England to offer pupils the opportunity to develop entrepreneurial skills and have access to advice on options available post-16 including entrepreneurship.

We are giving more young people access to a mentor to help raise aspirations, improve focus and attainment and help prepare them for the next stage in their lives. The Prime Minister announced on 14 March 2016 that the government will commit £12 million over this parliament for an investment fund to build capacity in the system to recruit and train a new generation of high-quality mentors, focussing on teenagers most at risk of under-achieving or dropping out of education. This will be supported by a national advertising campaign.

01/01/2023
Khalid Mahmood – 2016 Parliamentary Question to the Department for Education

The below Parliamentary question was asked by Khalid Mahmood on 2016-03-23.

To ask the Secretary of State for Education, what steps she is taking to encourage nurseries to teach early language skills.

Mr Sam Gyimah

The Early Years Foundation Stage (EYFS) statutory framework sets the standards for the provision of learning, development and care for children from birth to five year olds that all registered early years providers such as maintained nurseries must follow. Within the EYFS, there are several areas of learning and development that shape the educational programme in the early years settings, one of which is communication and language.

The EYFS makes clear that children should be given opportunities to experience a rich language environment to help them develop the confidence and skills they need to express themselves and to speak and listen in a range of situations. The EYFS requires practitioners to ensure all children have the opportunities to learn and develop a good standard of English language to ensure they are ready to benefit from the opportunities available to them when they begin primary school.

We have also worked closely with 4Children to develop the What to Expect, When? guide which illustrates to parents and early years providers the tools they can use to help their children’s language development from birth to five years old, and can be found at: http://www.foundationyears.org.uk/2015/03/what-to-expect-when-a-parents-guide/

The Department for Education has also awarded £5.3 million to voluntary and community sector organisations of which a number are supporting staff to develop strong pedagogical approaches to language development and early literacy.

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01/01/2023
Steve McCabe – 2016 Parliamentary Question to the Department for Education

The below Parliamentary question was asked by Steve McCabe on 2016-03-23.

To ask the Secretary of State for Education, pursuant to the Answer of 11 March 2016 to Question 29817, whether her Department holds information on the number of children who have been further assessed after the strength and difficulties questionnaire score suggested that there may be a problem with that child’s mental health.

Mr Sam Gyimah

The Department does not hold information on the number of children who have undergone further assessment following the completion of a Strengths and Difficulties Questionnaire (SDQ).

The Government has made available £1.4 billion over five years to implement the blueprint set out in Future in mind to transform children’s mental health services, including for those looked after and other vulnerable groups. Together with the Department of Health and working with NHS England and others we are establishing an expert group to develop care pathways that will support an integrated approach to meeting the mental health needs of looked-after children.

01/01/2023
Nic Dakin – 2016 Parliamentary Question to the Department for Education

The below Parliamentary question was asked by Nic Dakin on 2016-03-23.

To ask the Secretary of State for Education, what steps she is taking to ensure that local authorities are required to take action on education and early years settings that intentionally exclude disabled children and do not meet their legal duties to such children under the Equality Act 2010.

Edward Timpson

Promoting equality in education settings is a priority for this Government. In combination with our guidance to schools on managing medical conditions, the Equality Act 2010 provides a broad basis for ensuring that disabled pupils are included and supported to achieve their full potential.

The Equality Act requires all schools (whether maintained or academy) to produce an accessibility plan. These plans ensure that all aspects of school life are accessible to disabled pupils. The Act also requires Local Authorities to produce accessibility strategies with the same aims as the school-level plan, but with different coverage. There is no evidence of schools or early years settings systematically refusing to accept disabled children. However, we do take action where individual cases are brought to our attention.

Our Early Implementer Package for the new extended childcare offer will include testing how we can improve access for children with SEN and disabilities. This will provide critical information before the national rollout.

Any exclusions from school must be lawful, reasonable and fair. Schools have a legal duty not to discriminate against a pupil because of a protected characteristic. The statutory guidance on exclusion emphasises the importance of early intervention to address underlying causes of disruptive behaviour, including an assessment of whether suitable provision is in place to support any SEN or disability a pupil may have. It also states that headteachers should, as far as possible, avoid excluding permanently any pupil with a statement of SEN.

In certain circumstances, governing bodies must review head teachers’ decisions to exclude and have the power to reinstate a pupil. Where a governing body upholds a permanent exclusion, parents can request that the decision is reviewed by an independent review panel. However, the governing body has the final say on whether the pupil can return to the school. Parents can request that a SEN expert provides impartial advice to the panel.

Parents can also make a claim to the First-tier Tribunal (SEN and Disabilities) when it is alleged that an exclusion relates to disability discrimination. The Tribunal has the power to order the pupil’s reinstatement.

When Ofsted inspect a school and look at the behaviour management policies they can also consider whether the school is disproportionately excluding pupils with disabilities and can use this to inform their assessment.

01/01/2023