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  • William Wragg – 2015 Parliamentary Question to the Department for Education

    William Wragg – 2015 Parliamentary Question to the Department for Education

    The below Parliamentary question was asked by William Wragg on 2015-11-09.

    To ask the Secretary of State for Education, what steps she is taking to ensure that local education authorities do not specify the designs of building extensions when attributing funding from the Education Funding Agency to schools for building projects, as in relation to the case of Greave Primary School in Hazel Grove.

    Edward Timpson

    School building baseline designs were introduced in October 2012 to help finalise briefs for school building projects and for discussion with local planning departments. It is for contractors to develop them into detailed schemes, or propose alternatives. Guidance on the designs is available online[1].

    Officials from the Department have had regular dialogue with the local authority, the school and its representatives as part of ongoing work to monitor and progress the project.

    While there has been no representation, the Secretary of State and the Department will work with all parties to support the successful delivery of this school’s expansion project.

    [1] https://www.gov.uk/government/publications/baseline-designs-for-schools-guidance

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  • Mrs Sharon Hodgson – 2015 Parliamentary Question to the Department for Education

    Mrs Sharon Hodgson – 2015 Parliamentary Question to the Department for Education

    The below Parliamentary question was asked by Mrs Sharon Hodgson on 2015-11-09.

    To ask the Secretary of State for Education, pursuant to the Answer of 5 November 2015 to Question 13930, how many key stage one children receiving universal infant free school meals would not be eligible for such meals through a benefit-related claim.

    Mr Sam Gyimah

    This information is published in Table 3d of the National Tables in the statistical first release available at

    https://www.gov.uk/government/statistics/schools-pupils-and-their-characteristics-january-2015.

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  • Emily Thornberry – 2015 Parliamentary Question to the Department for Education

    Emily Thornberry – 2015 Parliamentary Question to the Department for Education

    The below Parliamentary question was asked by Emily Thornberry on 2015-11-09.

    To ask the Secretary of State for Education, when her Department plans to respond to its call for evidence on the cost of providing childcare published on 15 June 2015.

    Mr Sam Gyimah

    The call for evidence is part of the government review on the cost of providing childcare and is one of the sources of evidence that will inform its outcome. The review will inform decisions on funding for early years which will be made as part of the Spending Review on 25 November. The Department published the analysis of the responses to the call for evidence on GOV.UK on 8 October and the report is available online at: www.gov.uk/government/publications/childcare-bill-policy-statement

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  • Andrew Stephenson – 2015 Parliamentary Question to the Department for Education

    Andrew Stephenson – 2015 Parliamentary Question to the Department for Education

    The below Parliamentary question was asked by Andrew Stephenson on 2015-11-09.

    To ask the Secretary of State for Education, what assessment she has made of the adequacy of provision of play opportunities for children with disabilities and complex needs.

    Edward Timpson

    Play has an important role in supporting all young children to develop and prepare for later learning. The importance of play is recognised in the Early Years Foundation Stage framework[1], which states: “Each area of learning and development must be implemented through planned, purposeful play and through a mix of adult-led and child-initiated activity. Play is essential for children’s development, building their confidence as they learn to explore, to think about problems, and relate to others. Children learn by leading their own play, and by taking part in play which is guided by adults.”

    Early Years educators and Early Years teachers are required to have an understanding of different pedagogical approaches, including the role of play in supporting early learning and development. It is for individual schools and settings to provide opportunities for play for their children and pupils, including those with special educational needs.

    We welcome the report published by Sense and their continuing efforts to support deafblind children and young people.

    [1] https://www.gov.uk/government/publications/early-years-foundation-stage-framework–2

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  • Peter Dowd – 2015 Parliamentary Question to the Department for Education

    Peter Dowd – 2015 Parliamentary Question to the Department for Education

    The below Parliamentary question was asked by Peter Dowd on 2015-11-09.

    To ask the Secretary of State for Education, with reference to her Department’s publication, Reviewing post-16 education and training institutions, of 20 July 2015, how much her Department expects to save as a result of implementing the proposals set out therin.

    Nick Boles

    Area reviews of post-16 education and training institutions are predominantly focused on general further education and sixth form colleges in order to ensure that there are high quality, financially resilient colleges across the country. Schools with sixth forms can opt in to a review, if they wish to do so, and if they have the agreement of the review’s local steering group.

    Each review will conduct a comprehensive analysis of the current post-16 provision in the area which will include the offer made by schools with sixth forms. Regional Schools Commissioners and local authorities will sit on local area review steering groups. These groups will identify issues with school sixth form provision, including provision by academy sixth forms, free school sixth forms, and University Technical Colleges, and feed these issues into the reviews. We expect Regional Schools Commissioners and local authorities to take account of the analysis from area reviews in any decisions they make about future provision.

    The reviews are aimed at delivering a skills system that meets the economic and educational needs of areas whilst also ensuring the long term sustainability of colleges to support productivity. Early evidence from the pilot reviews indicates that there is also potential for the reviews to secure efficiency savings.

  • Peter Dowd – 2015 Parliamentary Question to the Department for Education

    Peter Dowd – 2015 Parliamentary Question to the Department for Education

    The below Parliamentary question was asked by Peter Dowd on 2015-11-09.

    To ask the Secretary of State for Education, why school and academy sixth forms have not been included in recommendations arising out of reviews of post-16 education and training; and if she will make a statement.

    Nick Boles

    Area reviews of post-16 education and training institutions are predominantly focused on general further education and sixth form colleges in order to ensure that there are high quality, financially resilient colleges across the country. Schools with sixth forms can opt in to a review, if they wish to do so, and if they have the agreement of the review’s local steering group.

    Each review will conduct a comprehensive analysis of the current post-16 provision in the area which will include the offer made by schools with sixth forms. Regional Schools Commissioners and local authorities will sit on local area review steering groups. These groups will identify issues with school sixth form provision, including provision by academy sixth forms, free school sixth forms, and University Technical Colleges, and feed these issues into the reviews. We expect Regional Schools Commissioners and local authorities to take account of the analysis from area reviews in any decisions they make about future provision.

    The reviews are aimed at delivering a skills system that meets the economic and educational needs of areas whilst also ensuring the long term sustainability of colleges to support productivity. Early evidence from the pilot reviews indicates that there is also potential for the reviews to secure efficiency savings.

  • Danny Kinahan – 2015 Parliamentary Question to the Department for Education

    Danny Kinahan – 2015 Parliamentary Question to the Department for Education

    The below Parliamentary question was asked by Danny Kinahan on 2015-11-09.

    To ask the Secretary of State for Education, when her officials met with their counterparts in the devolved administrations in the last three years; and what the subjects for discussion or agreement were at each of those meetings.

    Nick Gibb

    Officials in the Department for Education are in contact with their counterparts in the devolved administrations on a range of subjects, such as cross-border checks on those working in childcare and participation in international studies, including the OECD’s Programme for International Student Assessment.

    To provide a complete breakdown of every meeting over the past three years would exceed the disproportionate cost threshold.

  • Jess Phillips – 2015 Parliamentary Question to the Department for Education

    Jess Phillips – 2015 Parliamentary Question to the Department for Education

    The below Parliamentary question was asked by Jess Phillips on 2015-11-09.

    To ask the Secretary of State for Education, if she will list all the free school projects that have been withdrawn or cancelled to date; and what the cost to the public purse was of the withdrawal or cancellation of each such project.

    Edward Timpson

    The Department for Education does not have a full breakdown of revenue spent on staff salaries for proposed free school projects.

    The total pre-opening expenditure for free school projects is published on GOV.UK:

    www.gov.uk/government/publications/revenue-expenditure-for-free-schools

    We will shortly update this information to include projects that opened or were withdrawn or cancelled up to September 2015.

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  • Mrs Anne-Marie Trevelyan – 2015 Parliamentary Question to the Department for Education

    Mrs Anne-Marie Trevelyan – 2015 Parliamentary Question to the Department for Education

    The below Parliamentary question was asked by Mrs Anne-Marie Trevelyan on 2015-11-09.

    To ask the Secretary of State for Education, what assessment she has made of the adequacy of the time taken to introduce Education Health Care Plans; and if she will make a statement.

    Edward Timpson

    Special Educational Needs (SEN) advisers within the Department are in regular contact with local authorities, to provide them with support as they implement our reforms to the system for children and young people with special educational needs and disabilities.

    These reforms were introduced in September 2014. Since October 2013, local authorities and parents have taken part in termly surveys, to provide their views on the preparation and implementation of these reforms. These surveys asked for feedback on various issues, such as the transition of children and young people with SEN statements; learning difficulty assessments (LDAs); Education, Health, and Care Plans; and the introduction of EHC Plans more generally.

    In response to this feedback, the Department announced a change to the transition arrangements on 10 July 2015. From 1 September 2015, a local authority has 18 weeks, following a notice period of two weeks, to conclude a transfer review, when considering whether to replace an SEN statement with an EHC Plan. This maximum time limit has been extended from 14 weeks. The Department has also provided support for local areas in managing this transition process: this support includes a series of regional workshops in September and October 2015, led by DfE SEN advisers.

    Local authorities have until 1 April 2018 to conclude transitions from SEN statements to EHC plans for all children in their area. Young people in further education and training who receive support as a result of an LDA can choose to request an EHC needs assessment. All young people who receive support as a result of an LDA, who will continue in further education or training beyond 1 September 2016, must have an EHC plan by that date, where one is needed.

    We continue to monitor progress with implementation.

  • Mrs Anne-Marie Trevelyan – 2015 Parliamentary Question to the Department for Education

    Mrs Anne-Marie Trevelyan – 2015 Parliamentary Question to the Department for Education

    The below Parliamentary question was asked by Mrs Anne-Marie Trevelyan on 2015-11-09.

    To ask the Secretary of State for Education, what recent representations she has received from local authorities on the time taken to implement Education Health Care Plans.

    Edward Timpson

    Special Educational Needs (SEN) advisers within the Department are in regular contact with local authorities, to provide them with support as they implement our reforms to the system for children and young people with special educational needs and disabilities.

    These reforms were introduced in September 2014. Since October 2013, local authorities and parents have taken part in termly surveys, to provide their views on the preparation and implementation of these reforms. These surveys asked for feedback on various issues, such as the transition of children and young people with SEN statements; learning difficulty assessments (LDAs); Education, Health, and Care Plans; and the introduction of EHC Plans more generally.

    In response to this feedback, the Department announced a change to the transition arrangements on 10 July 2015. From 1 September 2015, a local authority has 18 weeks, following a notice period of two weeks, to conclude a transfer review, when considering whether to replace an SEN statement with an EHC Plan. This maximum time limit has been extended from 14 weeks. The Department has also provided support for local areas in managing this transition process: this support includes a series of regional workshops in September and October 2015, led by DfE SEN advisers.

    Local authorities have until 1 April 2018 to conclude transitions from SEN statements to EHC plans for all children in their area. Young people in further education and training who receive support as a result of an LDA can choose to request an EHC needs assessment. All young people who receive support as a result of an LDA, who will continue in further education or training beyond 1 September 2016, must have an EHC plan by that date, where one is needed.

    We continue to monitor progress with implementation.