The below Parliamentary question was asked by Louise Haigh on 2015-10-29.
To ask the Secretary of State for Energy and Climate Change, what the cost of establishing and running her extended ministerial office has been since its introduction.
Andrea Leadsom
Neither my rt. hon. Friend the Secretary of State nor other ministers in the Department have Extended Ministerial Offices (EMO).
The below Parliamentary question was asked by Sharon Hodgson on 2015-10-29.
To ask the Secretary of State for Education, if she will ensure that spending on play is protected in the forthcoming Comprehensive Spending Review.
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.
As the Spending Review is underway, we are unable to give details of which programmes will be funded. We have committed to protecting the core schools budget throughout this Parliament at flat cash per pupil. We will look carefully at the impact of changes in schools’ and early years settings’ costs when making plans for education spending as part of the spending review.
[1] https://www.gov.uk/government/publications/early-years-foundation-stage-framework–2
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The below Parliamentary question was asked by Jim Cunningham on 2015-10-29.
To ask the Secretary of State for Education, what estimate her Department has made of the number of teachers who will be trained in each of the next five years; and if she will make a statement.
Nick Gibb
The Department for Education uses the Teacher Supply Model (TSM) to estimate the demand for qualified teachers in active service within state-funded schools in England each year using a range of assumptions, including projections for the numbers of pupils in schools and the number of teachers expected to leave the sector. The TSM then estimates the number of postgraduate Initial Teacher Training places required in England to meet this demand, given the number of entrants expected via routes other than Newly Qualified Teacher (for example, entering as a re-entrant) and the proportion of trainees that will either fail to complete training or gain employment post-training.
The 2016/17 version of the TSM, which was used to inform the 2016/17 ITT recruitment process, along with a user guide explaining the methodology in detail, is available at the following link: www.gov.uk/government/publications/teacher-supply-model
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The below Parliamentary question was asked by Sharon Hodgson on 2015-10-29.
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.
As the Spending Review is underway, we are unable to give details of which programmes will be funded. We have committed to protecting the core schools budget throughout this Parliament at flat cash per pupil. We will look carefully at the impact of changes in schools’ and early years settings’ costs when making plans for education spending as part of the spending review.
[1] https://www.gov.uk/government/publications/early-years-foundation-stage-framework–2
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The below Parliamentary question was asked by Sharon Hodgson on 2015-10-29.
To ask the Secretary of State for Education, what assessment she has made of the implications for her policies of the finding of the report by Sense, entitled The case for play, on the importance of play for the development of 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.
As the Spending Review is underway, we are unable to give details of which programmes will be funded. We have committed to protecting the core schools budget throughout this Parliament at flat cash per pupil. We will look carefully at the impact of changes in schools’ and early years settings’ costs when making plans for education spending as part of the spending review.
[1] https://www.gov.uk/government/publications/early-years-foundation-stage-framework–2
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The below Parliamentary question was asked by Ian Austin on 2015-10-29.
To ask the Secretary of State for Education, for how long a pupil must be present at a school to be included in its reception baseline assessment.
Nick Gibb
The reception baseline assessment is administered within the first half-term of a pupil starting in reception. Information on reception baseline criteria can be found online at:
www.gov.uk/government/uploads/system/uploads/attachment_data/file/415142/Baseline_criteria.pdf
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The below Parliamentary question was asked by Ian Austin on 2015-10-29.
To ask the Secretary of State for Education, how she plans for her Department’s reception baseline assessment to take account of pupils that move school.
Nick Gibb
When a pupil moves school, their reception baseline outcome will move with them. The Key Stage 2 outcome will be compared to the outcomes of all pupils nationally who had the same attainment in reception in order to determine how much relative progress the pupil has made. The progress outcome for the school will be created from the average relative progress of all its pupils.
The government response to the primary assessment and accountability consultation can be found online at: www.gov.uk/government/uploads/system/uploads/attachment_data/file/297595/Primary_Accountability_and_Assessment_Consultation_Response.pdf
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The below Parliamentary question was asked by Louise Haigh on 2015-10-29.
To ask the Secretary of State for Education, what proportion of senior civil servants in her Department attended (a) non-selective state schools, (b) state selective schools, (c) independent schools, fee assisted and (d) independent schools, not fee assisted.
Nick Gibb
The Department for Education does not collect or hold this information.
The below Parliamentary question was asked by Jim Cunningham on 2015-10-29.
To ask the Secretary of State for Education, what recent assessment her Department has made of the adequacy of recruitment levels of new teachers; and if she will make a statement.
Nick Gibb
Teaching continues to be a popular career; there are now more teachers in England’s classrooms than ever before. In November 2014 there were 454,900 full time equivalent teachers, an increase of 5,200 from the previous year and 13,100 from 2010.
Data from the end of the recruitment cycle showed that we exceeded our target for the recruitment of primary teachers, and made good progress in secondary recruitment, including in several key subjects like English, mathematics, physics and chemistry, where recruitment finished ahead of the previous year.
We recognise that teacher recruitment is becoming increasingly challenging as the economy continues to strengthen and competition for new graduates intensifies, which is why we are focused on attracting more top graduates and career changers into the profession, particularly in those core academic subjects that help children reach their potential. We have recently announced a package of generous financial incentives for the next recruitment round; this includes tax-free bursaries worth up to £30,000 and the opportunity to earn a salary whilst training.
The below Parliamentary question was asked by Karl Turner on 2015-10-29.
To ask the Secretary of State for Defence, what assessment the Government made of the risks associated with the deployment of Royal Navy personnel on active duty in the Seychelles.
Penny Mordaunt
Prior to any Port visit the Royal Navy reviews the latest Government threat assessment for that country and takes appropriate action to mitigate any risks to its personnel. This is as true for the Seychelles as any other location. Before personnel go ashore they are briefed about any risks they may face and they are advised on any appropriate personal security measures.