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  • Gregory Campbell – 2016 Parliamentary Question to the Ministry of Defence

    Gregory Campbell – 2016 Parliamentary Question to the Ministry of Defence

    The below Parliamentary question was asked by Gregory Campbell on 2016-05-18.

    To ask the Secretary of State for Defence, what Armed Forces Day events in Northern Ireland during June 2016 his Department plans to support.

    Mark Lancaster

    Armed Forces Day events provide opportunities for the nation to show their support of the Armed Forces. These events are community-led and can come in many different forms, from the national event through to local events organised by councils, ex-service organisations, community groups and schools. These events can be followed on Twitter using #SaluteOurForces.

    The Ministry of Defence (MOD) does not directly support specific Armed Forces events; other than the national event which will be held this year in Cleethorpes, in North East Lincolnshire, on Saturday 25 June. We do invite local authorities and community organisations to consider hosting an event and to apply for funding from the Ministry of Defence.

    Part-funding applications have been received for the Northern Ireland Regional Armed Forces Day event, which is scheduled to take place in Antrim on 18 June. Events will also be hosted in Articlave, Portglenone and Belfast on 25 June.

    As events are registered by their organisers, they will be published on the Armed Forces Day website: www.armedforcesday.org.uk

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

    Stephen Timms – 2016 Parliamentary Question to the Ministry of Defence

    The below Parliamentary question was asked by Stephen Timms on 2016-05-18.

    To ask the Secretary of State for Defence, with reference to the Answer of 25 April 2016 to Question 34910, what qualifications are required by his Department for English and mathematics tutors who teach functional skills in numeracy and literacy.

    Mark Lancaster

    The Ministry of Defence general policy on the provision of Functional Skills (FS) training is that tutors employed to teach English and mathematics to Service Personnel are required to have a minimum Level 4 teaching qualification prior to employment. Once employed, all tutors must then successfully complete the ‘Defence Train the Trainer Course’.

    Armed Forces training establishments follow more detailed criteria on the standard of qualification for tutors employed to deliver FS training. Two principal groups provide Functional Skills education within the Army. Basic Skills Development Managers (BSDMs) are employed across the Army Educational Services and are required to hold a nationally-recognised teaching qualification and a Adult Basic Skills Subject Specialisation Award (ABSSA) at a minimum of Level 4 in literacy or numeracy. The Army also contracts out FS delivery completed on the Army Apprenticeship Programme. Tutors on the various apprenticeships are required to hold an overall Level 5 teaching qualification and have appropriate subject matter expertise.

    All Royal Air Force (RAF) English and Mathematics FS tutors are required to have a minimum Level 4 ABSSA teaching qualification in their respective subject prior to employment. The Royal Navy also have minimum entry Level 4 FS qualifications requirement for all its tutors. The RAF and Royal Navy also expect an ABSSA teaching qualification in English and maths for tutors on the various apprenticeships as well as appropriate subject matter expertise.

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

    Stephen Timms – 2016 Parliamentary Question to the Ministry of Defence

    The below Parliamentary question was asked by Stephen Timms on 2016-05-18.

    To ask the Secretary of State for Defence, what opportunities his Department offers to trainee soldiers aged under 18 to resit GCSEs as part of their elective personal development.

    Mark Lancaster

    Army junior entry training provides for educational opportunities up to the equivalent of AS level. The Army is ensuring that it remains aligned with ongoing changes in the state education sector and balancing these with the career development needs of its people and capability development requirements. All junior soldiers undertake a substantial education programme irrespective of their previous attainment and will progress in their functional skills, to be prepared better for employment whilst in service and beyond. In addition to its comprehensive provision of functional skills education, the Army is looking at the future provision of GCSE mathematics and English re-takes for those junior soldiers who narrowly miss the new Level 4 standard (currently A-C on the existing qualifications and credits framework), as well as other options to fulfil the academic potential of those already at the national GCSE standard.

    Opportunities to resit full GCSE qualifications while in standard entry initial training for under 18s are limited as the programme is intensive. However, within their training programme individuals do undertake functional skills, a programme of learning in English, mathematics and information and communication technology at either Levels 1 or 2 as appropriate.

    Following training, elective personal development opportunities are actively encouraged by the Army, including academic qualifications such as GCSEs, for which employer funding is available through the standard and enhanced learning credits schemes.

  • Kevin Brennan – 2016 Parliamentary Question to the Ministry of Defence

    Kevin Brennan – 2016 Parliamentary Question to the Ministry of Defence

    The below Parliamentary question was asked by Kevin Brennan on 2016-05-18.

    To ask the Secretary of State for Defence, which of his Department’s contracts in the last five years used the largest proportion of British steel.

    Mr Philip Dunne

    The largest defence equipment procurement project during this period has been the construction of the two Queen Elizabeth Class Aircraft Carriers. Updated figures show that the vast majority of structural steel used, some 95,000 tonnes, was manufactured in the UK.

    In the main, defence requirements for steel are sourced by our prime contractors taking into account cost, time and quality. UK suppliers have made a significant and valuable contribution to the supply of steel for our major defence programmes. New Government guidelines, which have been implemented in the Ministry of Defence, will also help them compete for future defence projects.

  • Nicholas Soames – 2016 Parliamentary Question to the Ministry of Defence

    Nicholas Soames – 2016 Parliamentary Question to the Ministry of Defence

    The below Parliamentary question was asked by Nicholas Soames on 2016-05-18.

    To ask the Secretary of State for Defence, what his Department’s definition is of a cyber act of war.

    Penny Mordaunt

    There is no set definition for an act of war, cyber or otherwise.

    An "act of war" and "armed conflict" are not defined within the Geneva Conventions. It is a matter of interpretation as to whether the threshold (within the context of surrounding circumstances) between a skirmish and a state of armed conflict has been crossed. Most cyber activity is criminal in nature. A key requirement to determining if there is an armed conflict taking place would be the deliberate intervention of members of a state’s armed forces.

    In determining if ‘cyber’ activity constitutes an armed attack, the UK view is that cyber-attacks can be considered as armed attacks if their consequences are essentially the same as those of a conventional kinetic attack. For example, theft of intellectual property would generally be considered to be a criminal act. However, if cyber-activity was performed on a scale which had sufficiently serious consequences for a developed economy, many States – including the UK – would likely regard this as an "armed attack".

  • Gavin Shuker – 2016 Parliamentary Question to the Department for Education

    Gavin Shuker – 2016 Parliamentary Question to the Department for Education

    The below Parliamentary question was asked by Gavin Shuker on 2016-05-18.

    To ask the Secretary of State for Education, what steps the Government is taking to encourage the establishment of co-operative schools.

    Nick Gibb

    The Government’s ambition is to provide an excellent education for all, through an autonomous, self-improving system. Good co-operative schools with strong governance are and will continue to be a part of this system.

    As increasing numbers of schools are opting to become academies, we have worked with the Society for Co-operative Schools (SCS) to update our model articles of association for co-operative trusts. This will ensure that co-operative schools are able to convert to academy status and form multi-academy trusts (MATs) using a model based on robust governance structures that also reflects co-operative principles.

    The new co-operative model articles will be published shortly.

  • Geraint Davies – 2016 Parliamentary Question to the Department for Education

    Geraint Davies – 2016 Parliamentary Question to the Department for Education

    The below Parliamentary question was asked by Geraint Davies on 2016-05-18.

    To ask the Secretary of State for Education, what the (a) timescale and (b) terms of reference are of the review referred to in paragraph 6.69 of the Educational excellence everywhere White Paper, Cm 9230, of what is happening in practice for children with special educational needs and disabilities.

    Edward Timpson

    The White Paper Educational Excellence Everywhere set out an intention to review what is happening in practice for all children with special educational needs and disabilities (SEND), not only those with statutory plans, and to review what more can be done to improve these children’s attainment, outcomes and experiences.

    This work is being taken forward internally and is informed by our ongoing dialogue and close working relationship with stakeholders.

  • Michael Dugher – 2016 Parliamentary Question to the Department for Education

    Michael Dugher – 2016 Parliamentary Question to the Department for Education

    The below Parliamentary question was asked by Michael Dugher on 2016-05-18.

    To ask the Secretary of State for Education, how many Key Stage 1 children in (a) Barnsley East constituency, (b) Barnsley local authority area and (c) Yorkshire and the Humber were in classes of more than 35 children in the academic year beginning September (i) 2010, (ii) 2011, (iii) 2013, (iv) 2014 and (v) 2015.

    Nick Gibb

    Information about the number of pupils in infant classes with more than 30 pupils is available at school level in the underlying data of the ‘schools, pupils and their characteristics’ statistics.[1]

    Information on class sizes for the academic year beginning September 2015 is not yet available and is due to be released in June 2016.

    [1] Data from January 2011 is available at https://www.gov.uk/government/statistics/schools-pupils-and-their-characteristics-january-2011 in the file called ‘School_level_classes_2011’ within the underlying data download

    Data from January 2012 is available at https://www.gov.uk/government/statistics/schools-pupils-and-their-characteristics-january-2012 in the file called ‘School_level_classes_2012’ within the underlying data download

    Data from January 2013 is available at https://www.gov.uk/government/statistics/schools-pupils-and-their-characteristics-january-2013 in the file called ‘School_level_classes_2013’ within the underlying data download

    Data from January 2014 is available at https://www.gov.uk/government/statistics/schools-pupils-and-their-characteristics-january-2014 in the file called ‘SFR15_2014_school_level_classes_UD’ within the underlying data download.

    Data from January 2015 is available at https://www.gov.uk/government/statistics/schools-pupils-and-their-characteristics-january-2015 in the file called ‘SFR16_2015_Schools_Classes_UD’ within the underlying data download.

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  • Michael Dugher – 2016 Parliamentary Question to the Department for Education

    Michael Dugher – 2016 Parliamentary Question to the Department for Education

    The below Parliamentary question was asked by Michael Dugher on 2016-05-18.

    To ask the Secretary of State for Education, how many Key Stage 1 children in (a) Barnsley East constituency, (b) Barnsley and (c) Yorkshire and the Humber were in classes of more than 30 children in the academic year beginning September (i) 2010, (ii) 2011, (iii) 2013, (iv) 2014 and (v) 2015.

    Nick Gibb

    Information about the number of pupils in infant classes with more than 30 pupils is available at school level in the underlying data of the ‘schools, pupils and their characteristics’ statistics.[1]

    Information on class sizes for the academic year beginning September 2015 is not yet available and is due to be released in June 2016.

    [1] Data from January 2011 is available at https://www.gov.uk/government/statistics/schools-pupils-and-their-characteristics-january-2011 in the file called ‘School_level_classes_2011’ within the underlying data download

    Data from January 2012 is available at https://www.gov.uk/government/statistics/schools-pupils-and-their-characteristics-january-2012 in the file called ‘School_level_classes_2012’ within the underlying data download

    Data from January 2013 is available at https://www.gov.uk/government/statistics/schools-pupils-and-their-characteristics-january-2013 in the file called ‘School_level_classes_2013’ within the underlying data download

    Data from January 2014 is available at https://www.gov.uk/government/statistics/schools-pupils-and-their-characteristics-january-2014 in the file called ‘SFR15_2014_school_level_classes_UD’ within the underlying data download.

    Data from January 2015 is available at https://www.gov.uk/government/statistics/schools-pupils-and-their-characteristics-january-2015 in the file called ‘SFR16_2015_Schools_Classes_UD’ within the underlying data download.

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  • Adam Afriyie – 2016 Parliamentary Question to the Department for Education

    Adam Afriyie – 2016 Parliamentary Question to the Department for Education

    The below Parliamentary question was asked by Adam Afriyie on 2016-05-18.

    To ask the Secretary of State for Education, what steps she is taking to increase entrepreneurship and business education in schools.

    Mr Sam Gyimah

    Entrepreneurship and business education are important components of both high quality careers education and guidance as well as a broad education offer for pupils.

    The careers statutory guidance places a responsibility on schools in England to offer pupils the opportunity to develop entrepreneurial skills and have access to advice on options available post-16, including entrepreneurship. While it is for schools to decide how best to provide entrepreneurship education, we know that contact with entrepreneurs themselves and businesses more widely is essential. That is why we are funding The Careers & Enterprise Company to increase the number and quality of contacts between young people and businesses, including entrepreneurs.

    We have revised the business GCSE, so that from September 2017 there is greater depth and breadth and a clearer focus on the overall purpose, features and workings of businesses and how to apply this knowledge in a business context.