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  • Steve McCabe – 2016 Parliamentary Question to the Department for Education

    Steve McCabe – 2016 Parliamentary Question to the Department for Education

    The below Parliamentary question was asked by Steve McCabe on 2016-04-14.

    To ask the Secretary of State for Education, pursuant to the Answer of 21 March 2016 to Question 31440, on primary education, how many (a) head teachers, (b) teachers and (c) union representatives her Department worked closely with during the introduction of those reforms.

    Nick Gibb

    The Department works with teachers, head teachers and unions in developing education policy; our assessment reforms are no exception.

    The assessment reforms which take effect this summer follow two public consultations in 2013 and 2014. Our primary school assessment and accountability consultation, running from July to October 2013, received 1,187 written responses, including 320 teachers, 324 head teachers and 21 union or professional organisations. We also held discussions at a series of events and conferences alongside this. In 2014, our consultation on performance descriptors for statutory teacher assessment, running from October to December 2014, received 880 responses.

    All assessment materials produced by the Standards and Testing Agency are developed in close collaboration with teachers. Teachers were involved in the initial creation of the new test model and are involved at three key points during the development of every new test. Teachers will also be involved in setting the expected standards.

    We have listened to the concerns of teachers, head teachers and unions as the reforms have been introduced. In response we have given teachers more time to submit teacher assessments and published a ‘clarification’ document to guide schools through the new arrangements.

    We also set up two expert groups involving serving and former teachers to advise the Department on aspects of assessment, including the Commission on Assessment Without Levels and the Rochford Review of Assessment for pupils working below the standard of national curriculum tests.

    We will continue to listen to the concerns of teachers and their union representatives as the details of the new assessment arrangements are finalised.

  • Caroline Lucas – 2016 Parliamentary Question to the Department for Education

    Caroline Lucas – 2016 Parliamentary Question to the Department for Education

    The below Parliamentary question was asked by Caroline Lucas on 2016-04-14.

    To ask the Secretary of State for Education, what assessment she has made of the implications for her policies of the conclusion in the report from Sense, entitled Making the case for play, published in February 2016, that a misguided interpretation and approach to health and safety is creating a barrier to accessing play settings and activities for children with multiple needs.

    Mr Sam Gyimah

    I refer the Honourable Member to the answer given on 11 April to PQ 32244, which I have also set out below:

    The government recognises that play is essential for children’s development and this is covered in the Early Years Foundation Stage (EYFS) statutory framework. Play has an important role in supporting all young children to develop and prepare for later learning, and the EYFS is clear that “practitioners must consider the individual needs, interests, and stage of development of each child in their care… to plan a challenging and enjoyable experience for each child in all of the areas of learning and development.” Health and safety should not create a barrier to accessing play activities for children with multiple needs.

    The staff working in early years settings as Early Years Educators (level 3) and Early Years Teachers (graduates) are required to have an understanding of different pedagogical approaches, including the role of play in supporting early learning and development. The criteria for the Early Years Educator and standards for Early Years Teacher Status qualifications are set by the department. However, it is the responsibility of early years settings to provide play opportunities for their children and pupils, including those with special educational needs and disabilities (SEND).

    Ofsted conducts a regular cycle of inspection to ensure that provision meets the required quality and safety standards and assesses the extent to which the learning and care provided by the setting meets the needs of the range of children who attend, including the needs of any children who have SEND.

    As you may be aware, the Childcare Act 2016 expands the free childcare entitlement from 15 to 30 hours for three- and four-year-olds of working parents. As part of the Early Implementer Package announced on Tuesday 2 February, local authorities involved will be using the opportunity to test and showcase how childcare can be delivered in a way that improves access for children with SEND. The department also launched a consultation on 3 April seeking views on key elements of the operation and delivery of the 30 hours and we specifically welcome views on provision for children with SEND. The consultation is available at: www.gov.uk/government/consultations/30-hour-free-childcare-entitlement.

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  • Andrew Bridgen – 2016 Parliamentary Question to the Department for Education

    Andrew Bridgen – 2016 Parliamentary Question to the Department for Education

    The below Parliamentary question was asked by Andrew Bridgen on 2016-04-14.

    To ask the Secretary of State for Education, what guidance her Department has issued to schools on the (a) teaching of the EU and (b) referendum on the UK’s membership of the EU.

    Nick Gibb

    The Department has not issued any guidance to schools on the teaching of the EU, or the referendum on the UK’s membership of the EU.

    Schools are aware of their duties regarding impartiality and treatment of political issues. Sections 406 and 407 of the Education Act 1996 require maintained schools to prevent political indoctrination and secure the balanced treatment of political issues. This duty is reflected in the model funding agreement for academies and free schools. Schools are best-placed to understand their pupils’ needs and to tailor their curricula accordingly. They are aware of their duties regarding impartiality and treatment of political issues, and are required to prevent political indoctrination and secure the balanced treatment of political issues. Teaching should equip pupils to explore political and social issues critically, to weigh evidence, to debate, and to make reasoned arguments. It should also prepare them to take their place in society as responsible citizens. At key stage 4, the national curriculum includes teaching about local, regional and international governance and the United Kingdom’s relations with the rest of Europe, the Commonwealth, the United Nations and the wider world.

  • Dawn Butler – 2016 Parliamentary Question to the Department for Education

    Dawn Butler – 2016 Parliamentary Question to the Department for Education

    The below Parliamentary question was asked by Dawn Butler on 2016-04-14.

    To ask the Secretary of State for Education, what plans her Department has to reduce teacher workload and maintain pupil well-being when new Key Stage 1 and Key Stage 2 assessments are introduced.

    Nick Gibb

    Primary schools already carry out assessments at the end of key stages 1 and 2. We have developed new forms of assessment to align with the new National Curriculum. We recognise that in this first year of the new the assessments pupils and teachers will be adapting to the change, but the best way to prepare pupils remains to focus on teaching the new National Curriculum, which schools have been doing since September 2014.

    The removal of unnecessary workload is a priority for this Department. Our primary assessment reforms have been designed to put arrangements for the majority of classroom assessment, between key stages, back into the hands of schools and to reduce the tracking burdens that national curriculum levels encouraged. We believe schools are best placed to decide how to assess pupils in line with their curriculum and that over time this should lead to a reduction in workload for teachers so that their efforts can focus on teaching.

    As previously, schools should encourage high attainment among all pupils to but we do not recommend that they devote excessive preparation time for assessment and certainly not at the expense of a pupil’s wellbeing. We trust teachers to administer tests in a way that does not put undue pressure on pupils. Schools are also required to provide continuous and appropriate support as part of a whole school approach to supporting the wellbeing and resilience of pupils.

    While we have set a more challenging expected standard to reflect our high aspirations for children, the new statutory assessments still measure the same range of attainment as previously. In addition, statutory assessments only form part of the broader assessments that teachers make on an ongoing basis. Schools should continue to put statutory assessment outcomes in the context of pupils’ overall achievements and progress. We expect schools to ensure that assessment is reported in an appropriate and proportionate manner.

  • Ian Austin – 2016 Parliamentary Question to the Department for Education

    Ian Austin – 2016 Parliamentary Question to the Department for Education

    The below Parliamentary question was asked by Ian Austin on 2016-04-14.

    To ask the Secretary of State for Education, how many free schools have been delayed in opening due to the inability to secure a site for the school in each year since 2010.

    Edward Timpson

    Since 2010, where free schools have opened at a later date, this has been for a variety and often a combination of reasons – it would be misleading to attempt to identify which had been delayed solely or largely due to site issues. In each case the department will have balanced the risk of opening on the original date against all of the elements needed to be in place for a successful school.

  • Andrew Bridgen – 2016 Parliamentary Question to the Department for Education

    Andrew Bridgen – 2016 Parliamentary Question to the Department for Education

    The below Parliamentary question was asked by Andrew Bridgen on 2016-04-14.

    To ask the Secretary of State for Education, what the cost to her Department was of providing information to the EU’s Education and Training Monitor in each of the last three years.

    Nick Gibb

    The Department for Education provides information to the EU’s Education and Training Monitor through the provision of data submitted as part of the UK’s joint UNESCO, OECD, and EUROSTAT (UOE) annual data return. This work is managed by the Department’s International Statistics Team and is a small part of wider work on the collection and use of international statistics. We estimate the annual staff cost to the Department of providing the UOE data at 0.5 of one full time equivalent post. We do not disaggregate the EU-specific element of this work as the data provided is common to all three international organisations.

  • Royston Smith – 2016 Parliamentary Question to the Department for Education

    Royston Smith – 2016 Parliamentary Question to the Department for Education

    The below Parliamentary question was asked by Royston Smith on 2016-04-14.

    To ask the Secretary of State for Education, what guidance her Department has provided to local authority children’s services on the practice of breast ironing.

    Edward Timpson

    Breast ironing is child abuse and it is illegal. It cannot be excused as a cultural or traditional practice. Children’s services should safeguard children from this as from any other form of abuse. Statutory guidance for local authorities and others on how to safeguard children can be found in ‘Working Together to Safeguard Children’[1].

    The Home Office is leading cross-Government work to tackle so-called honour-based violence, and the Department for Education contributes to this work. I refer the Hon. Member to the response submitted by the Home Office to the Parliamentary Question on this issue, No. 34114, on 19 April 2016.

    [1]https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/419595/Working_Together_to_Safeguard_Children.pdf

    “

  • Ann Coffey – 2016 Parliamentary Question to the Department for Education

    Ann Coffey – 2016 Parliamentary Question to the Department for Education

    The below Parliamentary question was asked by Ann Coffey on 2016-04-14.

    To ask the Secretary of State for Education, how many and what proportion of children living in regulated children’s homes who were the responsibility of each local authority were placed (a) within that local authority area, (b) outside the local authority area and (c) more than 20 miles away from their home on the latest date for which figures are available.

    Edward Timpson

    The information requested is attached.

  • Ian Austin – 2016 Parliamentary Question to the Department for Education

    Ian Austin – 2016 Parliamentary Question to the Department for Education

    The below Parliamentary question was asked by Ian Austin on 2016-04-14.

    To ask the Secretary of State for Education, how many visits Ministers of her Department have undertaken to China and Singapore since 2010; on what dates such visits took place; and what the total cost of such visits was.

    Nick Gibb

    Three Ministerial visits with accompanying officials have been undertaken to China and Singapore since 2010:

    • Nick Gibb to China Date: 27 March to 1 April 2016 Total cost: £21,323

    • Elizabeth Truss to China Date: 23-28 February 2014 Total cost: £28,884

    • Michael Gove to China (as part of the Prime Minister’s delegation) and Singapore Date: 6-13 November 2010 Total cost: £3,901

  • Andrew Bridgen – 2016 Parliamentary Question to the Department for Education

    Andrew Bridgen – 2016 Parliamentary Question to the Department for Education

    The below Parliamentary question was asked by Andrew Bridgen on 2016-04-14.

    To ask the Secretary of State for Education, if she will make an assessment of the effects on the UK of the EU’s Education and Training 2020 programme.

    Nick Gibb

    The Government agrees that policy exchange between EU Member States can make a useful contribution to international comparisons on education and training.