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  • Cheryl Gillan – 2016 Parliamentary Question to the Department for Education

    Cheryl Gillan – 2016 Parliamentary Question to the Department for Education

    The below Parliamentary question was asked by Cheryl Gillan on 2016-05-19.

    To ask the Secretary of State for Education, how many (a) Statements of Special Educational Needs and (b) Education, Health and Care Plans were issued for each year from 2013; and how many such (i) statements and (ii) plans were issued in each of those years.

    Edward Timpson

    Information on the number of statements or Education, Health and Care (EHC) plans issued by local authorities in England based on the SEN2 return is available on GOV.UK in Table 2 of the Statistical First Release Statements of SEN and EHC plans: England 2015: https://www.gov.uk/government/statistics/statements-of-sen-and-ehc-plans-england-2015

    Data for January 2016 will be published on 26 May 2016.

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  • Paul Flynn – 2016 Parliamentary Question to the Department for Education

    Paul Flynn – 2016 Parliamentary Question to the Department for Education

    The below Parliamentary question was asked by Paul Flynn on 2016-05-19.

    To ask the Secretary of State for Education, if she will set out the reasons for the requirement for year five children in schools in England to learn the meaning of fronted adverbials.

    Nick Gibb

    Accurate spelling, punctuation and grammar are the cornerstones of effective written communication.

    The new national curriculum, introduced in 2014, sets higher expectations supporting pupils to realise their potential in an increasingly competitive global market.

    The new programmes of study for English aim to ensure that all pupils acquire a wide vocabulary, a good understanding of grammar, and proper knowledge of linguistic conventions for reading, writing and written language. Explicit teaching of grammar is fundamental to this.

    For children from homes where parents read and share books with the family, it may be possible over time to assimilate grammatical forms such as modal verbs and fronted adverbials. For a great number of children, however, the easiest way for a teacher to explain to their pupils the rules that govern our language is to establish a shared vocabulary of grammatical terms.

    We have increased the range of grammar and punctuation that should be taught and the terminology that pupils should learn – the meta-language. The aim and the emphasis, however, is not on naming grammatical terms but on being able to use the grammar to be able to speak and write for a full range of purposes.

  • Jim Cunningham – 2016 Parliamentary Question to the Department for Education

    Jim Cunningham – 2016 Parliamentary Question to the Department for Education

    The below Parliamentary question was asked by Jim Cunningham on 2016-05-19.

    To ask the Secretary of State for Education, what estimate her Department has made of the total number of agency supplied staff supplied to secondary schools in each of the last five years.

    Nick Gibb

    Supply teachers provide a valuable role for schools, and schools themselves are best placed to make staffing decisions to reflect their individual needs. It is up to head teachers and governors to decide who is required for the job and this includes how best to cover absences.

    The Department for Education collects details of all teachers working in state funded schools through the annual School Workforce Census. However, this census does not separately identify agency teachers from those employed by schools.

  • 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 2016-05-19.

    To ask the Secretary of State for Education, with reference to the Answer of 18 April 2016 to Question 33136, who is responsible for seeking to direct the admission of children to academies.

    Nick Gibb

    If a local authority considers that an academy will best meet the needs of a child, and the academy refuses to admit the child, the local authority can ask the Secretary of State to intervene. The Secretary of State has the power under an academy’s funding agreement to direct the academy to admit a child. The Education Funding Agency issues directions on behalf of the Secretary of State.

  • Jess Phillips – 2016 Parliamentary Question to the Department for Education

    Jess Phillips – 2016 Parliamentary Question to the Department for Education

    The below Parliamentary question was asked by Jess Phillips on 2016-05-19.

    To ask the Secretary of State for Education, how many academy schools that are currently rated as inadequate have been waiting longer than six months to be re-brokered to another academy sponsor.

    Edward Timpson

    As at 31 March 2016, there are currently 123 inadequate academies and free schools. The Department does not hold information on the number of academies which are awaiting re-brokerage. Regional Schools Commissioners will work with schools in a number of ways before considering moving them to a new sponsor.

  • Tim Farron – 2016 Parliamentary Question to the Department for Education

    Tim Farron – 2016 Parliamentary Question to the Department for Education

    The below Parliamentary question was asked by Tim Farron on 2016-05-19.

    To ask the Secretary of State for Education, what steps her Department is taking to minimise the difference between the number of words to which young children in low-income and high-income households are exposed.

    Nick Gibb

    No matter where they live or what their background, every child in this country deserves the opportunity to read, to read widely, and to read well. The Government wants all children to develop a wide vocabulary irrespective of their background. In August 2015, the Secretary of State launched a literacy campaign to make children in this country the most literate in Europe, in the next five years.

    We placed phonics at the heart of the curriculum to give all young children the skills to decode words and provide the foundation for them to read fluently.

    The National Curriculum framework sets a clear expectation that teachers develop pupils’ vocabulary, building on pupils’ current knowledge. This covers both general vocabulary development and the subject specific language that pupils need to be able to use to progress in, for example, mathematics and science.

    Vocabulary development is emphasised and integrated throughout the programmes of study for English and linked to their reading, writing and spelling. Both the reading and writing domains of the English programmes of study emphasise the importance of building pupils’ vocabulary.

    Reading widely and often, together with reading for pleasure is also reinforced throughout the programmes of study, and attention to the quantity and quality of reading will support vocabulary development.

    We are working with The Reading Agency to set up book clubs in hundreds of primary schools across the country; we are supporting their work to enrol 8 year olds in libraries; and we support the voluntary sector’s ‘Read On. Get On’ campaign, which is playing a key role in raising literacy. Our ambition is that children can get to know the classics of English literature whether or not these books are on the bookshelves at home. In February 2016, Penguin Classics launched their ‘Classics in Schools’ initiative to give sets of 100 classics to schools at reduced cost.

  • Jim Cunningham – 2016 Parliamentary Question to the Department for Education

    Jim Cunningham – 2016 Parliamentary Question to the Department for Education

    The below Parliamentary question was asked by Jim Cunningham on 2016-05-19.

    To ask the Secretary of State for Education, how many students took science A-levels in each of the last five years; and if she will make a statement.

    Nick Gibb

    The number of entries in A levels in individual Science[1] subjects in the last five years is published as part of the “A level and other level 3 results: 2014 to 2015 (revised)” statistical first release (SFR).[2]

    [1] Includes Biological Sciences, Chemistry, Physics, Other Science and Computing

    [2] https://www.gov.uk/government/statistics/a-level-and-other-level-3-results-2014-to-2015-revised (“Subject time series tables: SFR03/2016” document)

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  • Jim Cunningham – 2016 Parliamentary Question to the Department for Education

    Jim Cunningham – 2016 Parliamentary Question to the Department for Education

    The below Parliamentary question was asked by Jim Cunningham on 2016-05-19.

    To ask the Secretary of State for Education, what estimate she has made of the number of carers aged 16 and under looking after a relative in each of the last five years; and if she will make a statement.

    Edward Timpson

    According to the Office for National Statistics, there were 166,000 young carers in 2011.

    The Government has changed the law so that all young carers have been entitled to an assessment of their needs for support since April 2015, regardless of who they care for, what type of care they provide, or how much time they spend caring. Around 60%, of young carers are thought to be eligible for free school meals, and those who have been registered for free school meals at any point in the last six years will attract pupil premium funding to the schools that they attend.

    We do not specifically estimate the amount of financial support provided to young carers.

  • Jim Cunningham – 2016 Parliamentary Question to the Department for Education

    Jim Cunningham – 2016 Parliamentary Question to the Department for Education

    The below Parliamentary question was asked by Jim Cunningham on 2016-05-19.

    To ask the Secretary of State for Education, what estimate she has made of the amount of financial support provided to young carers in each of the last five years; and if she will make a statement.

    Edward Timpson

    According to the Office for National Statistics, there were 166,000 young carers in 2011.

    The Government has changed the law so that all young carers have been entitled to an assessment of their needs for support since April 2015, regardless of who they care for, what type of care they provide, or how much time they spend caring. Around 60%, of young carers are thought to be eligible for free school meals, and those who have been registered for free school meals at any point in the last six years will attract pupil premium funding to the schools that they attend.

    We do not specifically estimate the amount of financial support provided to young carers.

  • Thangam Debbonaire – 2016 Parliamentary Question to the Department for Education

    Thangam Debbonaire – 2016 Parliamentary Question to the Department for Education

    The below Parliamentary question was asked by Thangam Debbonaire on 2016-05-19.

    To ask the Secretary of State for Education, whether she plans to review the system of provision of schooling for children being treated for childhood cancer, leukaemia and other serious life-threatening and long-term illnesses.

    Nick Gibb

    Each local authority has a legal responsibility to arrange education for any child of compulsory school age for whom they are responsible, and whose illness prevents them from attending school.

    If a child is able to attend school, the school must ensure that arrangements are in place to support them. Statutory guidance applies to maintained schools and academies in supporting pupils at school with medical conditions, this is available at: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/484418/supporting-pupils-at-school-with-medical-conditions.pdf

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