Blog

The below Parliamentary question was asked by Lord Storey on 2016-02-11.

To ask Her Majesty’s Government whether any research has been carried out into the reasons for teachers leaving the profession, in the light of the cost to the public purse of training teachers.

Lord Nash

Teachers may choose to leave the profession for a variety of reasons. The Teacher Supply Model estimates the number of recruits required based on factors such as teachers leaving the profession. The Department is actively tackling issues that most often lead teachers to consider leaving, such as workload and poor pupil behaviour.

The below Parliamentary question was asked by Lord Storey on 2016-02-11.

To ask Her Majesty’s Government what percentage of pupils sat GCSE and A Level Music in 2014–15.

Lord Nash

In 2014/15, 7 per cent of students[1] were entered for GCSE[2] Music as published in the latest “Revised GCSE and equivalents results in England” statistical first release (SFR)[3]. In 2009/10, the percentage of students who were entered for GCSE Music was 7 per cent.

The percentage of students[4] who were entered for A level[5] Music was 2.5 per cent which can be calculated from data published on entries in A Level Music in the latest “A level and other Level 3 results” SFR[6].

[1] Pupils at the end of key stage 4.

[2] GCSE only.

[3] Revised GCSE and equivalent results in England: 2014 to 2015.

[4] Based on total number of entries in A level music divided by the number of students entered for at least one A level or applied single/double award A level – so could be an overestimate if a student has entered A level music more than once.

[5] A level only.

[6] A level and other level 3 results: 2014 to 2015 (revised).

The below Parliamentary question was asked by Lord Storey on 2016-02-11.

To ask Her Majesty’s Government whether they have any plans to produce a strategy for careers education in schools.

Lord Nash

Helping all young people, regardless of background, to get the inspiration and guidance they need for success in working life is a key part of this Government’s commitment to delivering real social justice.

Later this year, the Department for Education will publish a comprehensive careers strategy, outlining this Government’s plans for improving careers provision by 2020.

The work of The Careers & Enterprise Company, an initiative by the Department, is vital in transforming careers and enterprise provision in schools and colleges. The Company has launched its £5 million Careers and Enterprise Fund to scale good ideas and fill gaps in provision as well as rolling out its Enterprise Adviser Network; a programme connecting employees from firms of all sizes to schools through a network of enterprise advisers drawn from business volunteers

Over the course of this Parliament, we are committing a total of £70m to our strategy to continue to transform the quality of the careers education, advice and guidance offered to young people.

The below Parliamentary question was asked by Lord Storey on 2016-02-11.

To ask Her Majesty’s Government what happens to gifts that ministers receive in their official capacity; where they are kept; and how they are eventually disposed of.

Lord Bridges of Headley

Gifts may be accepted in line with the provisions of the Ministerial Code

Retention and disposal arrangements are a matter for individual Departments. Departments may dispose of gifts after a suitable period of time has elapsed.

The below Parliamentary question was asked by Lord Storey on 2016-02-11.

To ask Her Majesty’s Government what steps they plan to take following their consultation on the EBacc.

Lord Nash

The consultation closed on 29 January. We are currently considering the responses and plan to publish the government response in due course.

The below Parliamentary question was asked by Lord Storey on 2016-02-11.

To ask Her Majesty’s Government whether they have any plans to ensure that every academy has its own governing body.

Lord Nash

Under the Academies Act 2010 an academy is a charitable company limited by guarantee and is therefore required under the Companies Act 2006 to have members and a board of trustees/ directors.

In a Multi-Academy Trust (MAT), individual academies do not have a separate legal identity and are all under the control of the trust board. Whether the board establishes local governing boards for each academy or local governing bodies to oversee groups of academies, and the range of functions delegated to any such boards, are both a matter for the board to determine – but in all cases the board remains accountable for all the academies in the MAT.

Fewer, higher quality and more highly skilled boards overseeing groups of schools is central to the Government’s strategy for improving the quality of governance. It is also the key to schools realising a wide range of other financial and educational benefits. While every academy may not therefore have its own governing body, our guidance in the Governance Handbook makes clear that boards should have meaningful and effective arrangements in place for engaging with and listening to the views and needs of parents, staff and the wider local community.