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  • Antoinette Sandbach – 2015 Parliamentary Question to the Department for Environment, Food and Rural Affairs

    Antoinette Sandbach – 2015 Parliamentary Question to the Department for Environment, Food and Rural Affairs

    The below Parliamentary question was asked by Antoinette Sandbach on 2015-10-27.

    To ask the Secretary of State for Environment, Food and Rural Affairs, if she will make it her policy to routinely test camelids for bovine tuberculosis before they are moved around the UK.

    George Eustice

    Defra has worked with the British Alpaca and Llama Societies on the design and promotion of a TB testing regime that includes voluntary routine surveillance, pre-movement testing and pre-export testing. A call for views on control of bovine TB in non-bovine farmed animals, including camelids, is currently in progress and will run until 20 November.

  • Grahame Morris – 2015 Parliamentary Question to the Department for Environment, Food and Rural Affairs

    Grahame Morris – 2015 Parliamentary Question to the Department for Environment, Food and Rural Affairs

    The below Parliamentary question was asked by Grahame Morris on 2015-10-27.

    To ask the Secretary of State for Environment, Food and Rural Affairs, what recent discussions she has had with animal welfare groups on the mandatory use of CCTV in slaughterhouses.

    George Eustice

    On 3/2/15, the Farm Animal Welfare Committee (FAWC) published a report entitled “Opinion on CCTV in slaughterhouses”. I have had discussions with a number of animal welfare groups on the topic.

  • Danny Kinahan – 2015 Parliamentary Question to the Department for Energy and Climate Change

    Danny Kinahan – 2015 Parliamentary Question to the Department for Energy and Climate Change

    The below Parliamentary question was asked by Danny Kinahan on 2015-10-27.

    To ask the Secretary of State for Energy and Climate Change, what recent discussions she has had with the Northern Ireland Executive on the extension of feed-in tariffs to Northern Ireland.

    Andrea Leadsom

    The focus of the current Feed-in Tariff review is to ensure generators are incentivised appropriately and to seek views on how to control future costs.We do not consider it appropriate at this moment to extend the scope of the scheme.

  • Danny Kinahan – 2015 Parliamentary Question to the Department for Energy and Climate Change

    Danny Kinahan – 2015 Parliamentary Question to the Department for Energy and Climate Change

    The below Parliamentary question was asked by Danny Kinahan on 2015-10-27.

    To ask the Secretary of State for Energy and Climate Change, if she will assess the effect of the lack of a support mechanism for small-scale wind projects in Northern Ireland on those projects.

    Andrea Leadsom

    Energy policy is devolved in Northern Ireland and it is for Ministers in Northern Ireland to decide on what support mechanisms they deem appropriate.

    The primary focus of the current review of the Feed-in Tariffs is to ensure generators are incentivised appropriately whilst seeking views on how to control future costs.We therefore do not consider it appropriate at this moment to extend the scope of the scheme.

  • Lisa Cameron – 2015 Parliamentary Question to the Department for Education

    Lisa Cameron – 2015 Parliamentary Question to the Department for Education

    The below Parliamentary question was asked by Lisa Cameron on 2015-10-27.

    To ask the Secretary of State for Education, what steps the Government is taking to improve access to second language teaching in primary schools.

    Nick Gibb

    Since September 2014, maintained primary schools in England must teach a modern foreign or ancient language to pupils at key stage 2 (ages 7 to 11). Schools can choose which language or languages to teach and should enable pupils to make substantial progress in one language by the end of primary school.

    To support the introduction of a compulsory foreign language at key stage 2, the government is funding nine projects across the country to provide training for primary and secondary teachers. These projects bring together teaching school alliances, university-led consortia of schools, and a national organisation, the Association for Language Learning.

    In addition, the EBacc has had a positive effect on the take up of languages in schools, with a rise in the proportion of the cohort in state funded schools entered for a modern foreign language rising from 40% of pupils in 2010 to a provisional figure of 49% in 2015.

  • Lisa Cameron – 2015 Parliamentary Question to the Department for Education

    Lisa Cameron – 2015 Parliamentary Question to the Department for Education

    The below Parliamentary question was asked by Lisa Cameron on 2015-10-27.

    To ask the Secretary of State for Education, how many children who have had a diagnosis of Attention Deficit Hyperactivity Disorder in each local authority area were excluded from school in the last five years.

    Edward Timpson

    The Department does not hold information on the number of pupils excluded with Attention Deficit Hyperactivity Disorder.

  • Lisa Cameron – 2015 Parliamentary Question to the Department for Education

    Lisa Cameron – 2015 Parliamentary Question to the Department for Education

    The below Parliamentary question was asked by Lisa Cameron on 2015-10-27.

    To ask the Secretary of State for Education, what steps she is taking to support children and young people with Autistic Spectrum Disorder in the education system.

    Edward Timpson

    The Children and Families Act 2014, which came into force in September 2014, introduced significant reforms to the Special Educational Needs and Disability (SEND) system. The new statutory framework ensures that support is focused on needs and aspirations, enabling all pupils, including those with autism, to achieve better outcomes in education and adult life.

    Changes to the SEND system since September 2014 include the publication of ‘local offers’ of SEND services by local authorities; the introduction of streamlined education, health and care needs assessments and plans; and new statutory protections for young people aged 16-25 in further education.

    The Act also makes provision to ensure that parents, children and young people are able to access impartial information, advice and support about the SEND system through a local, dedicated and easily identifiable service. Among other things, this service offers help in preparing for meetings with schools, health professionals, or other agencies.

    The Department’s Free Schools programme has seen nineteen special free schools open across the country. This includes several free schools that are specifically for children with Autism, such as the Rise free school in Hounslow, the Lighthouse free school in Leeds, and the National Autistic Society’s Church Lawton free school in Cheshire. There are a further eleven special free schools due to open in the future, five of which will specialise in provision for children with autism, including the Heartlands Autism free school in Haringey and a second National Autistic Society free school, the Vanguard free school in Lambeth. The other six will also offer some places for children with autism.

    The Department has contracted with the Autism Education Trust (2015-16) to deliver autism training to education professionals. The Trust has now trained almost 80,000 education staff since 2012. The Department is also providing grant funding for two additional projects (2015-16): a project by the National Autistic Society to provide information and advice to parents and professionals on exclusions; and a project by Ambitious about Autism on strategies for supporting the transition from school to college.

  • David Amess – 2015 Parliamentary Question to the Department for Education

    David Amess – 2015 Parliamentary Question to the Department for Education

    The below Parliamentary question was asked by David Amess on 2015-10-27.

    To ask the Secretary of State for Education, with reference to page 9 of the Government Response to the Report of the Education Select Committee, Life lessons: PSHE and SRE in schools, HC 145 of Session 2014-15, which was published in July 2015, cm 9121, when she expects to report on progress of the quality of PSHE; and if she will make a statement.

    Edward Timpson

    The Department for Education is committed to considering the views of all stakeholders. As part of the inquiry into PSHE and SRE, the Education Select Committee sought evidence from a wide range of stakeholders, including parent advocacy groups and faith groups. We are aware of the range of views about these subjects. We are currently working with a group of leading headteachers to improve the provision of PSHE in schools. We will consult directly with a wider group of stakeholders when appropriate.

    As stated in the government response to the Select Committee report, we will provide a progress update later this year.

  • Louise Haigh – 2015 Parliamentary Question to the Department for Education

    Louise Haigh – 2015 Parliamentary Question to the Department for Education

    The below Parliamentary question was asked by Louise Haigh on 2015-10-27.

    To ask the Secretary of State for Education, what proportion of senior civil servants from her Department are from a lower socio-economic background.

    Nick Gibb

    The Department for Education does not collect or hold socio-economic data about members of its Senior Civil Service.

  • David Amess – 2015 Parliamentary Question to the Department for Education

    David Amess – 2015 Parliamentary Question to the Department for Education

    The below Parliamentary question was asked by David Amess on 2015-10-27.

    To ask the Secretary of State for Education, what evidence she has received that sex and sexual relationships education in the primary years reduces the incidence of risky sexual behaviour, exploitation and abuse of children; and if she will make a statement.

    Edward Timpson

    The Department published ‘Personal, social, health and economic (PSHE) education: a review of impact and best practice’ in March 2015. The report highlighted evidence that good quality sex and relationship education (SRE) can have a protective function such as delaying initiation of sex, reducing frequency of sex or the number of sexual partners and increasing the use of condoms or other contraceptive measures. Allsex and relationship education should be age-appropriate and schools should ensure young people develop positive values and a moral framework that will guide their decisions, judgments and behaviour.

    The report is published online: https://www.gov.uk/government/publications/pshe-education-a-review-of-impact-and-effective-practice.

    “