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  • Danny Kinahan – 2016 Parliamentary Question to the Department for Education

    Danny Kinahan – 2016 Parliamentary Question to the Department for Education

    The below Parliamentary question was asked by Danny Kinahan on 2016-02-19.

    To ask the Secretary of State for Education, whether her Department has taken steps to disseminate the findings of the study, The impact of classroom design on pupils’ learning, by Professor Barrett of Salford University, published in July 2015, to (a) primary schools, (b) secondary schools and (c) sixth form colleges.

    Nick Gibb

    The Department continuously monitors literature published on the built environment as it relates to schools. Where relevant, the findings from this literature inform the development of the Department’s guidance on design and maintenance[1]. The Department uses this guidance to communicate with contractors, designers, schools and sixth form colleges about the standards in class room design.

    Professor Barrett has met with officials from the department to discuss the findings of his research. Professor Barrett’s recommendations regarding daylight, temperature and air-quality in schools reinforce those already made in the Education Funding Agency’s (EFA) Building Bulletins and the requirements in EFA’s Facilities Output Specification, used in procuring many new school buildings.

    [1] https://www.gov.uk/government/collections/school-building-design-and-maintenance

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  • Margaret Beckett – 2016 Parliamentary Question to the Department for Education

    Margaret Beckett – 2016 Parliamentary Question to the Department for Education

    The below Parliamentary question was asked by Margaret Beckett on 2016-02-19.

    To ask the Secretary of State for Education, if she will estimate the number of children from families from Eastern European countries that have entered the care system in the latest period for which figures are available.

    Edward Timpson

    The Department does not hold the information requested.

  • Danny Kinahan – 2016 Parliamentary Question to the Department for Education

    Danny Kinahan – 2016 Parliamentary Question to the Department for Education

    The below Parliamentary question was asked by Danny Kinahan on 2016-02-19.

    To ask the Secretary of State for Education, what assessment she has made of the implications for her Department’s policies on the design of new schools of the study entitled, The impact of classroom design on pupils’ learning, by Professor Barrett of Salford University, published in July 2015.

    Nick Gibb

    The Department continuously monitors literature published on the built environment as it relates to schools. Where relevant, the findings from this literature inform the development of the Department’s guidance on design and maintenance[1]. The Department uses this guidance to communicate with contractors, designers, schools and sixth form colleges about the standards in class room design.

    Professor Barrett has met with officials from the department to discuss the findings of his research. Professor Barrett’s recommendations regarding daylight, temperature and air-quality in schools reinforce those already made in the Education Funding Agency’s (EFA) Building Bulletins and the requirements in EFA’s Facilities Output Specification, used in procuring many new school buildings.

    [1] https://www.gov.uk/government/collections/school-building-design-and-maintenance

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  • Danny Kinahan – 2016 Parliamentary Question to the Department for Education

    Danny Kinahan – 2016 Parliamentary Question to the Department for Education

    The below Parliamentary question was asked by Danny Kinahan on 2016-02-19.

    To ask the Secretary of State for Education, what assessment her Department has made of the effect of the built environment on learning progress in schools.

    Nick Gibb

    The Department’s approach to the built environment is informed by a range of expert research.

    The James Review of Education Capital, published in 2011 recommended the implementation of standardised designs for schools that could be continually improved upon and deliver buildings that ‘act as manageable tools for those delivering outstanding education to our children.’ In response to this the Education Funding Agency (EFA) developed ‘Baseline Designs’, which help to ensure that the Department’s funding goes further and that as many pupils as possible benefit from improved school buildings.

    Alongside this, the Department recognises the importance of factors such as daylight, temperature and air-quality and offers guidance to schools, contractors and designers through EFA Building Bulletins and the requirements in EFA’s Facilities Output Specification, used in procuring new school buildings.

  • Holly Lynch – 2016 Parliamentary Question to the Department for Education

    Holly Lynch – 2016 Parliamentary Question to the Department for Education

    The below Parliamentary question was asked by Holly Lynch on 2016-02-19.

    To ask the Secretary of State for Education, what measures are in place to ensure that no school is asked to admit a disproportionate number of children who have been excluded from other schools.

    Nick Gibb

    Each local authority is required to have a Fair Access Protocol in place, to ensure that unplaced children, especially the most vulnerable, are offered a place at a suitable school as quickly as possible. The protocol also ensures that no school is asked to take a disproportionate number of children with challenging behaviour or who have been excluded from other schools.

    All admission authorities, including those of academies and free schools, are required to participate in the Fair Access Protocol for their area.

  • Steve McCabe – 2016 Parliamentary Question to the Department for Education

    Steve McCabe – 2016 Parliamentary Question to the Department for Education

    The below Parliamentary question was asked by Steve McCabe on 2016-02-19.

    To ask the Secretary of State for Education, what proportion of the objections received by the Office of the Schools Adjudicator in relation to the School Admissions Code by (a) all parties, (b) civil society organisations and (c) individuals in a school’s local area have not been upheld in each of the last five years.

    Nick Gibb

    Figures relating to all objections received by the Office of the Schools Adjudicator are published in the Chief Adjudicator’s annual report, which can be found on GOV.UK: www.gov.uk/government/publications/osa-annual-report

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  • Steve McCabe – 2016 Parliamentary Question to the Department for Education

    Steve McCabe – 2016 Parliamentary Question to the Department for Education

    The below Parliamentary question was asked by Steve McCabe on 2016-02-19.

    To ask the Secretary of State for Education, if she will establish a regulatory body to enforce the School Admissions Code.

    Nick Gibb

    It is the role of the Schools Adjudicator to determine whether school admission arrangements comply with the School Admissions Code. Where they do not, the school’s admission authority is required to revise the arrangements.

    Currently, anyone who believes a school’s admission arrangements may not comply with the Code may refer them to the Adjudicator. We propose that, in future, only local parents and local authorities should be able to do so. We want to ensure that the Adjudicator is able to focus on the concerns that parents may have about their local school’s admission arrangements. We will be conducting a full public consultation in due course.

  • Steve McCabe – 2016 Parliamentary Question to the Department for Education

    Steve McCabe – 2016 Parliamentary Question to the Department for Education

    The below Parliamentary question was asked by Steve McCabe on 2016-02-19.

    To ask the Secretary of State for Education, what proportion of identified violations of the Schools Admissions Code since 2014 related to failure to properly prioritise looked-after and previously looked-after children.

    Nick Gibb

    Of the 271 admission objections determined since January 2014, 6% were found to have non-compliant elements relating to provisions in the School Admissions Code concerning looked after and previously looked after children.

  • Steve McCabe – 2016 Parliamentary Question to the Department for Education

    Steve McCabe – 2016 Parliamentary Question to the Department for Education

    The below Parliamentary question was asked by Steve McCabe on 2016-02-19.

    To ask the Secretary of State for Education, what proportion of children and young people entering care complete the strengths and difficulties questionnaire to assess their wellbeing in (a) England and (b) Birmingham.

    Edward Timpson

    This Government is committed to supporting children in care and the unique challenges that they often face. That is why we’ve put in place a comprehensive package of support, including the introduction of the Pupil Premium Plus and compulsory Virtual School Heads to champion the attainment of children in care. We’ve also changed the rules so foster children can remain at home until 21 and have recognised long-term fostering as a placement in its own right, providing young people with greater stability as they prepare for independence and adult life.

    The Department collects Strength and Difficulties Questionnaire (SDQ) scores for children looked-after for at least 12 months. The data returned by local authorities are based on questionnaires completed by the child’s main carer. SDQs should inform a looked-after child’s annual health assessment.

    In England, 72% of 5-16 year olds, looked after for at least 12 months, have had an SDQ score submitted. In Birmingham, 85% of these children have had an SDQ score submitted. These figures are correct as of 31 March 2015. More information can be found in the Department’s Statistical First Release Children Looked After by Local Authorities in England at 31 March 2015[1].

    The SDQ is an internationally validated screening tool that provides information about the behavioural and emotional health of children. It has been part of the Department’s statistical collection for looked-after children since 2008. Where the SDQ score from the main carer suggests there may be a problem, the statutory guidance Promoting the health and wellbeing of looked-after children[2], which is issued jointly by the Department for Education and Department for Health, makes clear that consideration should be given to further assessment.

    The Department recently supported the research undertaken by the Rees Centre at the University of Oxford on The Educational Progress of Looked-After Children in England: Linking Care and Education Data[3]. This research demonstrates that having a high SDQ score was strongly predictive of poor GCSE outcomes. We are discussing the implications of this research with local authority Virtual School Heads.

    [1] https://www.gov.uk/government/statistics/children-looked-after-in-england-including-adoption-2014-to-2015

    [2] https://www.gov.uk/government/publications/promoting-the-health-and-wellbeing-of-looked-after-children–2

    [3] http://reescentre.education.ox.ac.uk/wordpress/wp-content/uploads/2015/11/EducationalProgressLookedAfterChildrenOverviewReport_Nov2015.pdf

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  • Gavin Shuker – 2016 Parliamentary Question to the Department for Education

    Gavin Shuker – 2016 Parliamentary Question to the Department for Education

    The below Parliamentary question was asked by Gavin Shuker on 2016-02-19.

    To ask the Secretary of State for Education, pursuant to the Answer of 16 February 2016 to Question 26162 on free schools: Luton, whether she plans to publish details of the repayments made by Luton Girl’s Academy or people associated with its application, by date, in March 2016.

    Edward Timpson

    Total pre-opening revenue costs for Luton Girls’ Academy will be published by end March 2016. This will take into account a repayment of grant which was made by the Trust in July 2015.

    In line with the Government’s transparency agenda the Department’s policy is to publish expenditure data in a manner helpful to the public. With that in mind we publish the full pre-opening revenue cost of cancelled or withdrawn free school projects once the amount of expenditure, taking into account any repayments, has been finalised.