Category: Speeches

  • Peter Bottomley – 2016 Parliamentary Question to the Department for Business, Innovation and Skills

    Peter Bottomley – 2016 Parliamentary Question to the Department for Business, Innovation and Skills

    The below Parliamentary question was asked by Peter Bottomley on 2016-03-07.

    To ask the Secretary of State for Business, Innovation and Skills, what consultations he undertook before deciding to change the funding arrangements for British Academy-sponsored institutions and societies; and if he will make a statement.

    Joseph Johnson

    Funding arrangements for the British Academy-Sponsored Institutes and Societies (BASIS) programme have not been changed. The seven independent Schools and Institutes within the BASIS Programme collectively have an important role in advancing science diplomacy and promoting UK higher education in their regions, and we value the close connections with foreign government ministries, British diplomatic missions and the British Council that are fostered through the BASIS Programme.

    The Science & Research budget allocation for the National Academies for 2016-17 to 2019-20 was published on 4 March. The allocation provided for real terms protection for the British Academy’s BASIS programme, enabling the Academy to continue to provide the BASIS Institutes with substantial block grant support throughout this period. Details of direct funding received by the BASIS Programme through its grant from the British Academy, as well as details of the cumulative payments made by the British Academy to individual schools and institutes within the programme, are published in the British Academy Annual Report, available at www.britac.ac.uk/about/annualrep/index.cfm.

    “

  • Cat Smith – 2016 Parliamentary Question to the Department of Health

    Cat Smith – 2016 Parliamentary Question to the Department of Health

    The below Parliamentary question was asked by Cat Smith on 2016-04-08.

    To ask the Secretary of State for Health, if he will take steps to increase the number of bedded inpatient services for young people with mental health conditions.

    Alistair Burt

    The £1.4 billion additional funding the Government has made available over the course of this Parliament to deliver the vision set out in Future in Mind includes £7 million to enable NHS England to commission 56 new inpatient care beds for children and young people with mental health needs. This raises the total number of beds to 1,442, the highest this has ever been.

    The local Children and Adolescent Mental Health Services (CAMHS) transformation plans developed during 2015/16 provide the ideal context within which to make decisions about the future requirements for CAMHS T4 beds. The specialised commissioners have reviewed the approach to be taken to the CAMHS T4 procurement and have moved away from a single national procurement to local procurement, clearly set within a national framework. This revised approach will enable variation around timescales and ensure responsiveness to the local agenda. The approach will also reinforce the essential local ownership of capacity plans and pathways of care.

    We also need to be clear that effective mental health care is about far more than inpatient beds. We are therefore working with local commissioners to strengthen care across the system. The aim is to bolster preventive and early-intervention services that help young people stay well in their own communities, without ever needing inpatient care.

  • Liz Saville Roberts – 2016 Parliamentary Question to the Department for Energy and Climate Change

    Liz Saville Roberts – 2016 Parliamentary Question to the Department for Energy and Climate Change

    The below Parliamentary question was asked by Liz Saville Roberts on 2016-05-09.

    To ask the Secretary of State for Energy and Climate Change, what progress has been made on the techno-economic assessment of small modular reactors which was due to conclude at the end of March 2016.

    Andrea Leadsom

    The techno-economic assessment of small modular reactors is due to conclude shortly. Once the assessment is complete officials will consider the key findings as part of on-going SMR policy development

  • Lord Storey – 2016 Parliamentary Question to the Department for Education

    Lord Storey – 2016 Parliamentary Question to the Department for Education

    The below Parliamentary question was asked by Lord Storey on 2016-06-28.

    To ask Her Majesty’s Government why the net expenditure of the Standards and Testing Agency in the year ending March 2012 was over 25 per cent lower than the average yearly net expenditure for the period April 2010 to March 2015.

    Lord Nash

    The year ending March 2012 was the period when the Qualifications and Curriculum Development Agency closed and the Standards and Testing Agency opened. The reduction in expenditure can partly be explained by the transfer of functions between the two organisations. In addition, there was no whole cohort external marking of the Key Stage 2 writing test that year.

  • Steve McCabe – 2016 Parliamentary Question to the Cabinet Office

    Steve McCabe – 2016 Parliamentary Question to the Cabinet Office

    The below Parliamentary question was asked by Steve McCabe on 2016-09-08.

    To ask the Minister for the Cabinet Office, if he will make an assessment of the potential merits of all government departments adopting the same practice of informal monthly performance reviews which has been implemented by the Valuation Office Agency.

    Ben Gummer

    I refer the hon. Member to the answer I gave him on Wednesday 7 September 2016 to UIN: 44500.

  • Imran Hussain – 2015 Parliamentary Question to the Department for Business, Innovation and Skills

    Imran Hussain – 2015 Parliamentary Question to the Department for Business, Innovation and Skills

    The below Parliamentary question was asked by Imran Hussain on 2015-11-16.

    To ask the Secretary of State for Business, Innovation and Skills, what assessment he has made of the effect on community cohesion of the withdrawal of ESOL Plus Mandation funding.

    Nick Boles

    We have not carried out a specific assessment in relation to community cohesion. The decision to withdraw the 2015/16 English Speakers of Other Languages (ESOL) Plus (Mandation) funding was taken in the knowledge that providers could use their adult skills budget to continue to provide ESOL training for jobseekers and therefore mitigate any adverse impact. Our data showed that the numbers of claimants being referred to ESOL Plus (Mandation) provision was significantly lower than originally anticipated.

  • Maria Caulfield – 2015 Parliamentary Question to the Department for Education

    Maria Caulfield – 2015 Parliamentary Question to the Department for Education

    The below Parliamentary question was asked by Maria Caulfield on 2015-12-10.

    To ask the Secretary of State for Education, what assessment her Department has made of the effectiveness of Catholic schools in supporting the integration of minority communities in (a) their student body and (b) the wider community.

    Edward Timpson

    The department does not conduct assessments on how effective Catholic schools are in supporting the integration of minority communities in their student body and the wider community.

    All state-funded schools are required to teach a broad and balanced curriculum, actively promote fundamental British values and have due regard to the need to eliminate discrimination, advance equality of opportunity and foster good relations between peoples of different backgrounds and faiths. Pupils are taught about diverse national, regional, religious and ethnic identities in the UK and the need for mutual respect and understanding. Ofsted’s inspection framework includes a focus on pupils’ spiritual, moral, social and cultural development. Under the Equality Act 2010 Faith schools are not allowed to treat pupils less favourably in any other way because of their religion or belief, or lack of belief. Under the Public Equality Duty, faith schools must also have due regard to the need to eliminate discrimination, promote equality of opportunity, and foster good relations between different groups.

  • Grahame Morris – 2016 Parliamentary Question to the Department of Health

    Grahame Morris – 2016 Parliamentary Question to the Department of Health

    The below Parliamentary question was asked by Grahame Morris on 2016-01-15.

    To ask the Secretary of State for Health, whether (a) clinicians and (b) patient groups were consulted on the changes to NHS England’s National Clinical Director structure after April 2016.

    George Freeman

    No patient groups were consulted on the changes, which are being made to ensure that this important resource is focused on clinical areas where we are taking forward major programmes of work, or areas that have otherwise been identified as priorities for service improvement. The changes have been discussed with the Academy of Medical Royal Colleges, some individual Colleges and NHS England’s senior medical leaders.

  • Catherine West – 2016 Parliamentary Question to the Department for Education

    Catherine West – 2016 Parliamentary Question to the Department for Education

    The below Parliamentary question was asked by Catherine West on 2016-02-09.

    To ask the Secretary of State for Education, when her Department’s Sex and Relationship Education guidance published in 2000 will be updated.

    Edward Timpson

    The Government believes that all children should have the opportunity to receive a high quality and appropriate sex and relationship education (SRE). SRE is compulsory in all maintained secondary schools and many primary schools also teach it in an age-appropriate way. The Government also expects academies and free schools to deliver SRE as part of their provision of a broad and balanced curriculum.

    Any state-funded school teaching SRE must have regard to the Secretary of State’s SRE guidance (2000). The Department has received requests about updating the existing SRE guidance which we will carefully consider.

    Initial Teacher Training (ITT) is currently determined by the Teachers’ Standards, which all trainee teachers must be able to demonstrate by the end of their training. The Standards set out the key principles of good subject pedagogy and the importance of subject knowledge development across the curriculum. Schools and headteachers are best placed to determine which staff learning activities will be most beneficial for their schools and we expect them to lead the personal development of their teachers to improve the quality of all round teaching.

    The Department supports schools’ efforts to improve PSHE teaching by drawing schools’ attention to a range of high quality PSHE education teaching resources, including quality resources, lesson plans, a programme of study, factsheets and case studies. These resources are kite-marked by the PSHE Association to ensure that schools can trust the materials they use and improve their teaching.

    Ofsted does not inspect individual curriculum subjects. However, aspects of PSHE education and SRE will inform its judgment on personal development, behaviour and welfare. Inspectors must also consider the spiritual, moral, social and cultural development of pupils. Schools have responsibility for acting upon the inspection reports they receive and any weaknesses will be considered when the school is next inspected.

    We expect schools to ensure that young people, whatever their developing sexuality or identity, feel that SRE education is relevant to them and sensitive to their needs. The statutory SRE guidance is clear that schools should teach about HIV/AIDS and other sexually transmitted diseases. Sexually transmitted infections are also covered as part of the national curriculum for science at key stage 3.

    We welcome the supplementary SRE guidance ‘SRE for the 21st Century’ produced by Brook, the PSHE Association and the Sex Education Forum, which includes guidance on ensuring that SRE is inclusive. All children and young people, regardless of background or identity, are entitled to quality SRE that helps them build confidence and stay healthy.

  • Nicholas Brown – 2016 Parliamentary Question to the Department for Education

    Nicholas Brown – 2016 Parliamentary Question to the Department for Education

    The below Parliamentary question was asked by Nicholas Brown on 2016-03-07.

    To ask the Secretary of State for Education, what steps the Government plans to take in response to the findings of the Effective Pre-School, Primary and Secondary Education project by the Institute for Education; and what steps the Government plans to take to improve access to high quality early years education.

    Mr Sam Gyimah

    We know from the findings of the Effective Pre-School, Primary and Secondary Education (EPPSE) study that early education has a significant impact on child outcomes, and that attending high quality pre-school provision has a positive and long term impact not only on children’s attainment progress, but also on their social-behavioural development.

    We have now invested in a major longitudinal Study of Early Education and Development (SEED) to update evidence from EPPSE and evaluate the effectiveness of the current early education model in England. Evidence from SEED will be used to continue to ensure that all children receive an effective, high quality early education experience that prepares them for school and allows them to fulfil their potential; that future investment is targeted correctly and policies are developed in the most effective way.

    We understand the importance of quality and its impact on children’s outcomes. The Common Inspection Framework recently introduced by Ofsted will give greater clarity, coherence and comparability on early years and education settings to parents and providers. The most recent Ofsted early years and childcare inspection report shows that, 85% of all providers currently on the Early Years Register were judged "good" or "outstanding" for overall effectiveness. This is a 5 percentage point increase on the previous year to 31 August 2014.

    And as part of our wider reforms, we will continue to work in collaboration with the early years sector to further develop our workforce strategy to improve the quality of the early years workforce. This will include a review of progression routes to identify what more can be done to ensure that good quality staff can maximise their potential and forge a successful career within the early years.

    We want all children, regardless of their starting point, to have access to high quality early education and childcare, as we know this is what makes the difference to outcomes. We are currently funding 15 hours a week of free childcare for all three- and four-year-olds, worth around £2,500 a year per child to parents; and funding 15 hours a week of free childcare for the 40% most disadvantaged two-year-olds, worth around £2,500 a year per child to parents.

    We know that the current model is extremely successful with 99% of four-year-olds and 94% of three-year-olds taking up a place. Based on survey data collected from local authorities in the autumn of 2015, it is estimated that 182,000 two-year-olds – around 72% of eligible children – have taken up a place on the two-year-old programme.

    From September 2017, we are introducing 15 hours of free childcare a week for the working parents of three- and four-year olds, worth around a further £2,500 a year per child – on top of the existing early education entitlement.