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  • Matthew Pennycook – 2016 Parliamentary Question to the Cabinet Office

    Matthew Pennycook – 2016 Parliamentary Question to the Cabinet Office

    The below Parliamentary question was asked by Matthew Pennycook on 2016-01-19.

    To ask the Minister for the Cabinet Office, what the terms of reference are for the inter-ministerial group on clean growth.

    Mr Oliver Letwin

    The Chancellor of the Duchy of Lancaster chairs an inter-ministerial group on Clean Growth, to consider issues relating to air quality and de-carbonisation where these have a cross-departmental aspect. The group meets as and when required, and members include ministers and officials from the relevant departments, including Defra, DECC, DfT and BIS. To protect the integrity of the policy making process, we do not comment on specific membership or the frequency and timing of meetings.

  • Matthew Pennycook – 2016 Parliamentary Question to the Cabinet Office

    Matthew Pennycook – 2016 Parliamentary Question to the Cabinet Office

    The below Parliamentary question was asked by Matthew Pennycook on 2016-01-19.

    To ask the Minister for the Cabinet Office, how many times the inter-ministerial group on clean growth has met since 7 May 2015.

    Mr Oliver Letwin

    The Chancellor of the Duchy of Lancaster chairs an inter-ministerial group on Clean Growth, to consider issues relating to air quality and de-carbonisation where these have a cross-departmental aspect. The group meets as and when required, and members include ministers and officials from the relevant departments, including Defra, DECC, DfT and BIS. To protect the integrity of the policy making process, we do not comment on specific membership or the frequency and timing of meetings.

  • Callum McCaig – 2016 Parliamentary Question to the Department for Energy and Climate Change

    Callum McCaig – 2016 Parliamentary Question to the Department for Energy and Climate Change

    The below Parliamentary question was asked by Callum McCaig on 2016-01-19.

    To ask the Secretary of State for Energy and Climate Change, what level of domestic content her Department expects to be used in the construction of the Hinkley Point C nuclear power plant.

    Andrea Leadsom

    Work to enable the British supply chain to compete for contracts means that we expect more than 60% of the project’s construction value to go to UK companies.

    The construction and operation of Hinkley Point C will create 25,000 employment opportunities with a peak workforce of 5,600 people and thousands more in the supply chain. At least 5,000 people from Somerset are expected to work directly on the project. The project aims to create 1,000 apprenticeships alongside £14 million of EDF Energy investment in education and training. When operating, 900 jobs and £40 million a year is expected to be delivered to the local economy for 60 years, through wages and supply contracts.

  • Daniel Zeichner – 2016 Parliamentary Question to the Department for Education

    Daniel Zeichner – 2016 Parliamentary Question to the Department for Education

    The below Parliamentary question was asked by Daniel Zeichner on 2016-01-19.

    To ask the Secretary of State for Education, if she will take steps to (a) include understanding of the signs for attention deficit hyperactivity disorder in teacher training and (b) encourage earlier identification, assessment and positive intervention in relation to that disorder.

    Edward Timpson

    All initial teacher training (ITT) programmes must ensurethat trainees can meet the Teachers’ Standards[1] at the appropriate level.This requires trainees to have a clear understanding of the needs of all pupils, including those with special educational needs (SEN). The standards also require teachers to be able to adapt their teaching to the needs of all pupils, and to have an understanding of the factors that can inhibit learning and how to overcome such barriers. No trainee can be recommended for qualified teacher status (QTS) until they have satisfied the standards in full.

    Schools are responsible for determining how best their staff can meet the needs of children with SEN and disabilities within their approaches to school improvement, professional development, and performance.

    Following Sir Andrew Carter’s review of the quality of ITT last year, the Government commissioned an independent working group to develop a framework of core ITT content. The group is made up of expert representatives from the sector, including SEN specialists. This will support those who deliver ITT, as well as applicants and trainees, to have a better understanding of the essential elements of good ITT core content, based on the existing Teachers’ Standards. We have also asked the behaviour expert Tom Bennett to develop core content for ITT on effective behaviour management. Both groups are expected to report to Ministers in spring 2016.

    The 0-25 years Special Educational Needs and Disability Code of Practice, which came into force in September 2014, and was updated in May 2015, emphasises the importance of schools identifying the underlying causes of behaviour issues, whether or not these require special educational provision. The Code details principles which support a set of aims, including the early identification of children and young people’s needs and early intervention to support them. Schools can determine when to assess; this decision is based on knowledge of their pupils, working closely with other agencies, and working with pupils’ families.

    The importance of early assessment is also emphasised in other statutory guidance, including guidance on exclusion, with headteachers being expected to consider the use of multi-agency assessment for pupils who demonstrate persistent disruptive behaviour.

    [1] Published on GOV.UK: https://www.gov.uk/government/publications/teachers-standards

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  • Richard Benyon – 2016 Parliamentary Question to the Department for Education

    Richard Benyon – 2016 Parliamentary Question to the Department for Education

    The below Parliamentary question was asked by Richard Benyon on 2016-01-19.

    To ask the Secretary of State for Education, what assessment she has made of the potential effect on school budgets of the National Living Wage.

    Mr Sam Gyimah

    We want to reward people in work, so we are introducing a national living wage in April 2016 which raises the current minimum rate by 50p per hour. Over a million workers will benefit directly from the increase, many by up to £900 a year.

    Some of those workers are employed in our schools. We will be expecting schools, like all employers, to manage the change within their budgets. To help them do that, we have protected the core schools budget, including the pupil premium, and we have ensured that the extra £390 million allocated in 2015-16 remains in the baseline for future years. Throughout this Parliament we will increase the amount of money for our schools as pupil numbers rise, protecting the total budget in real terms.

    We have committed to target this funding more fairly by introducing a national funding formula. With a fair formula we will be able to fund schools based on their individual needs, so that they can manage cost pressures effectively and make informed decisions about what is best for them and their pupils in the long term. This fairer system will mean schools can keep driving up educational standards while managing their budgets.

  • Stewart Jackson – 2016 Parliamentary Question to the Department for Education

    Stewart Jackson – 2016 Parliamentary Question to the Department for Education

    The below Parliamentary question was asked by Stewart Jackson on 2016-01-19.

    To ask the Secretary of State for Education, what steps she is taking to improve teacher recruitment in local education authority areas with poor educational attainment; and if she will make a statement.

    Nick Gibb

    The Government is committed to achieving educational excellence everywhere so that children in every part of the country, regardless of their background and circumstances, have access to an outstanding education.

    High-quality teachers are central to that ambition, and we have recently announced the establishment of a new National Teaching Service (NTS) that will second outstanding teachers and middle leaders into the schools that most need support, particularly in areas of the country that find it hardest to retain and recruit good teachers. Our ambition is that by 2020 there will be 1,500 NTS teachers/middle leaders in underperforming schools in areas of the country facing particular challenges in terms of teacher quality and recruitment. The NTS will begin with a pilot of 100 outstanding teachers and middle leaders in the North West from September 2016. Following the pilot the national programme will be rolled out from September 2017 where it will be extended into other regions.

    We are also increasing the number of high-achieving graduates teaching in disadvantaged schools by supporting the geographical expansion of Teach First into every region of England. This gives Teach First the scope to reach 90 per cent of eligible schools by 2016, boosting the Government’s commitment to recruit more top teachers throughout England, including in more rural, coastal and disadvantaged areas. We are continuing to increase the proportion of initial teacher training that is led by schools, and our School Direct programme is giving more head teachers the ability to select, train and employ the teachers they need in their local areas.

    The pay reforms that we have introduced since September 2013 give schools greater autonomy and more freedom to decide how much they pay teachers and how quickly pay progresses. Schools may also choose to use their pupil premium funding to attract or retain the best teachers. This increased flexibility gives schools in disadvantaged areas more scope to attract and recruit the high quality teachers that they need to deliver outstanding education in the most challenging circumstances.

  • Helen Jones – 2016 Parliamentary Question to the Department for Education

    Helen Jones – 2016 Parliamentary Question to the Department for Education

    The below Parliamentary question was asked by Helen Jones on 2016-01-19.

    To ask the Secretary of State for Education, what recent representations she has received on changing the way school performance data is published so that data on children in designation provision is disaggregated from data on children in mainstream schooling; and if she will make a statement.

    Edward Timpson

    We have received recent representations on this issue. Most recently we received a letter, on 8th January 2016, from Paul King, the headteacher of Green Lane special school, on behalf of designated provision and special schools in Warrington.

    We do not disaggregate the results of children in designation provision from the results of children in mainstream schooling when publishing performance data as to do so would be at odds with our principle of inclusivity. Designated provision caters for pupils with a wide range of special educational needs (SEN) and ability; disaggregating their results could suggest that we have a different or lower expectation of them. In many schools, children split their time between mainstream and designated provision. Disaggregating results would create an inconsistent approach between schools with separate provision and those where SEN children are integrated. This could create an incentive to either move SEN children from mainstream to designated provision, or to reduce the amount of integration in schools. However, the performance tables do provide additional contextual information on the number and percentage of pupils on roll with SEN.

  • Daniel Zeichner – 2016 Parliamentary Question to the Department for Education

    Daniel Zeichner – 2016 Parliamentary Question to the Department for Education

    The below Parliamentary question was asked by Daniel Zeichner on 2016-01-19.

    To ask the Secretary of State for Education, what steps she is taking to support the academic and socio-emotional needs of children diagnosed with attention deficit hyperactivity disorder.

    Edward Timpson

    This Government is committed to making sure that every child reaches their full potential. Schools and local authorities should work with specialist Child and Adolescent Mental Health Services (CAMHS) in order to support children diagnosed with Attention Deficit Hyperactivity Disorder (ADHD). This collaborative approach aims to ensure the best possible outcome for children and young people with ADHD. Additionally, the Children and Young People’s project for the Improving Access to Psychological Therapies programme aims to increase the choice and availability of evidence based treatments. This includes support therapies such as parent training or education, which is recommended in the NICE guidelines as a first line treatment for ADHD in early years and school aged children.

    In addition, the 0-25 years Special Educational Needs and Disability Code of Practice[1] emphasises the importance of schools identifying the underlying causes of behaviour issues, whether or not these require special educational provision. Early identification of ADHD means that steps can be taken to define the needs of children and young people and put in place appropriate intervention to support them.

    The importance of early assessment of need is also emphasised in other statutory guidance, including statutory guidance on exclusion,[2] with headteachers being expected to consider the use of multi-agency assessment for pupils who demonstrate persistent disruptive behaviour.

    [1] https://www.gov.uk/government/publications/send-code-of-practice-0-to-25

    [2]https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/269681/Exclusion_from_maintained_schools__academies_and_pupil_referral_units.pdf

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  • Nic Dakin – 2016 Parliamentary Question to the Department for Education

    Nic Dakin – 2016 Parliamentary Question to the Department for Education

    The below Parliamentary question was asked by Nic Dakin on 2016-01-19.

    To ask the Secretary of State for Education, what steps her Department is taking to increase the number of qualified teachers.

    Nick Gibb

    Teaching continues to be a hugely popular career. The number of teachers returning to the classroom continues to rise and in 2015/16 we recruited more trainee primary school teachers than our target. We recognise the challenge school leaders face in some parts of the country, and are working to address this with action.

    We are committed to attracting more top graduates into teaching, and have already announced increased bursaries and other financial incentives in those core academic subjects that help children achieve their potential; including tax free bursaries of up to £30,000.

    We have significantly expanded the School Direct teacher training route which gives schools more opportunity to recruit and train their own high-quality teachers and future leaders. This year over 10,000 trainees are starting School Direct courses, up from 9,000 last year.

    We have funded the expansion of Teach First into every region of England. Teach First will have the scope to reach 90 per cent of eligible schools by 2016, boosting our commitment to recruit more top teachers in rural, coastal and disadvantaged areas.

    In addition, the Department recently announced the ‘Supporting Returning Teachers’ pilot, to support secondary schools to improve teacher recruitment in priority subjects by removing the barriers that prevent inactive but qualified teachers from returning to the classroom. As part of this pilot, we are helping schools to provide a tailored package of support for those wishing to return to the profession and offering grant funding of up to £1,900 per teacher recruited.

  • Nic Dakin – 2016 Parliamentary Question to the Department for Education

    Nic Dakin – 2016 Parliamentary Question to the Department for Education

    The below Parliamentary question was asked by Nic Dakin on 2016-01-19.

    To ask the Secretary of State for Education, how much has been deducted from funding allocated by the National College of Teaching and Leadership to higher education institutions who have trained more teachers than places allocated in each academic year since 2010-11.

    Nick Gibb

    The National College for Teaching and Leadership (NCTL) have not reduced the funding for any higher education institutions (HEIs) who have trained more teachers than places allocated since the academic year 2010-11. The NCTL continues to have the right to impose penalties, but have not exercised this previously. The decision to exercise this right in the academic year 2016/17 will be made after institutions submit their trainee registration information.