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  • Julie Cooper – 2016 Parliamentary Question to the Department for Education

    Julie Cooper – 2016 Parliamentary Question to the Department for Education

    The below Parliamentary question was asked by Julie Cooper on 2016-01-18.

    To ask the Secretary of State for Education, what steps her Department is taking to encourage schools and students to use Public Health England’s Sugar Smart app.

    Mr Sam Gyimah

    The Department for Education fully supports Public Health England’s current campaign to encourage children to reduce the amount of sugar they eat.

    The Department’s considerable social media reach has been mobilised in support of the campaign. We have been using numerous channels to promote the Sugar Smart app and other materials related to this year’s Change4Life campaign, including the teacher toolkits distributed directly to 16,500 primary schools in England.

  • Oliver Colvile – 2016 Parliamentary Question to the Department for Education

    Oliver Colvile – 2016 Parliamentary Question to the Department for Education

    The below Parliamentary question was asked by Oliver Colvile on 2016-01-18.

    To ask the Secretary of State for Education, what early intervention and education support is available for children who are on the autism spectrum to prevent them developing mental health difficulties later in their school career.

    Edward Timpson

    Our reformed system for meeting the needs of children and young people with Special Educational Needs (SEN) and Disabilities is designed to ensure that their needs are identified at an early stage, that the right support is in place, and that problems do not escalate.

    All early years providers are required to have arrangements in place to identify and support children with SEN or disabilities and to promote equality of opportunity for children in their care. All schools should have a clear approach to identifying and responding to SEN and must use their best endeavours to ensure that children with SEN, including those with autism, get the support they need.

    As part of their Initial Teacher Training, all teachers are expected to learn to identify and address various types of SEN, including autism. The Government is also funding the Autism Education Trust in 2015-16, providing £650,000 to provide tiered training at universal, enhanced and specialist levels for early years, school and post-16 staff to help them understand how best to recognise and support children and young people with autism.

    The Department does not hold data on the numbers of autistic children who are home educated nor the numbers of children who are not in school. The Alternative Provision Census does collect data about children who are not in school or in a pupil referral unit. However, it covers as a single ‘Not in School’ category only those who are educated otherwise than at school under arrangements made and funded by local authorities. The information does not reflect types of special educational need.

    The data may be available from Plymouth City Council, since it has a duty under Section 22 of the Children and Families Act 2014 to carry out its functions with a view to identifying all the children and young people in its area who have or may have special educational needs or a disability, and also a duty to provide children of compulsory school age with an education.

  • Oliver Colvile – 2016 Parliamentary Question to the Department for Education

    Oliver Colvile – 2016 Parliamentary Question to the Department for Education

    The below Parliamentary question was asked by Oliver Colvile on 2016-01-18.

    To ask the Secretary of State for Education, how many young people over the age of 16 who are not in education, employment or training have been diagnosed with an autism spectrum condition or identified as having autism-related needs.

    Nick Boles

    The Department does not hold this information.

    The 0-25 Special Educational Needs and Disability system extends the rights that children with SEND of compulsory school age previously enjoyed to all those who are studying after the age of 16.All further education providers must now have regard to the SEND Code of Practice[1], and must endeavour to meet the needs of students with SEND, including those with autism.

    In 2015-16 the Department is providing funding of £239,502 for Ambitious about Autism to extend their previous grant-funded project, Finished at School, which developed an innovative, integrated model of transition support to enable more young people with complex autism and learning disabilities to access further education and training beyond school.

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

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  • Jim Cunningham – 2016 Parliamentary Question to the Department for Education

    Jim Cunningham – 2016 Parliamentary Question to the Department for Education

    The below Parliamentary question was asked by Jim Cunningham on 2016-01-18.

    To ask the Secretary of State for Education, pursuant to the Answer of 12 January 2016 to Question 22118, what steps her Department is taking to tackle shortfalls of mathematics teachers in state-funded primary schools; and if she will make a statement.

    Nick Gibb

    The number of primary teachers in state funded primary schools in England is the highest on record, and we exceeded our target for primary postgraduate trainee teachers for 2015/16.

    Excellent mathematics teaching in primary schools is a high priority for this government, and we have taken a number of steps to promote this.

    We have established a national network of 35 Maths Hubs, backed by £11million of funding to raise standards in mathematics. These centres of excellence are helping schools to improve the quality of their mathematics teaching. Through the Maths Hub network we are making improvements via exchanges with Shanghai, as Hubs develop a deep understanding of the ‘mastery’ approach to mathematics teaching and trial its implementation within schools. We also fund good quality mathematics professional development opportunities for primary teachers through The National Centre for Excellence in the Teaching of Mathematics.

    In addition, we have encouraged the development of primary mathematics specialist and specialism initial teacher training (ITT) courses, to allow trainee primary teachers to specialise in the subject. Since 2013/14 we have provided an ITT bursary uplift for trainees on these courses. This means that trainees with a B grade at mathematics A level, or equivalent knowledge, receive a higher bursary than those who train on primary general courses. For courses starting in 2016/17 primary mathematics specialists with a 1st class, 2:1 or 2:2 degree will receive a £6,000 bursary, compared to the maximum £3,000 bursary for primary general trainees.

  • Phil Boswell – 2016 Parliamentary Question to the Department for Education

    Phil Boswell – 2016 Parliamentary Question to the Department for Education

    The below Parliamentary question was asked by Phil Boswell on 2016-01-18.

    To ask the Secretary of State for Education, what assessment she has made of the implications for her policies of the conclusion of the Social Market Foundation report, Educational Inequalities in England and Wales, published in January 2016, that the performance gap between students from the richest and poorest backgrounds has remained persistently large between the mid-1980s and the mid-2000s.

    Mr Sam Gyimah

    We refer the Right Honourable MP to our response to PQ 22192, submitted to Parliament on Tuesday 19 January, which provides information on our policies to deliver educational excellence everywhere so that every child in England reaches their potential, regardless of background.

  • Phil Boswell – 2016 Parliamentary Question to the Department for Education

    Phil Boswell – 2016 Parliamentary Question to the Department for Education

    The below Parliamentary question was asked by Phil Boswell on 2016-01-18.

    To ask the Secretary of State for Education, what assessment she has made of the implication for her policies of the conclusion of the Social Market Foundation report, Educational Inequalities in England and Wales, published in January 2016 that, based upon the performance of 11-year-olds, the geographic area in which a child is born has become a more powerful predictive factor in school performance for those born in 2000 compared to those born in 1970.

    Mr Sam Gyimah

    We refer the Right Honourable MP to our response to PQ 22192, submitted to Parliament on Tuesday 19 January, which provides information on our policies to deliver educational excellence everywhere so that every child in England reaches their potential, regardless of background.

  • Oliver Colvile – 2016 Parliamentary Question to the Department for Education

    Oliver Colvile – 2016 Parliamentary Question to the Department for Education

    The below Parliamentary question was asked by Oliver Colvile on 2016-01-18.

    To ask the Secretary of State for Education, how many children under the age of 16 in Plymouth who have been diagnosed with an autism spectrum condition or have been identified as having autism-related needs are not in education.

    Edward Timpson

    Our reformed system for meeting the needs of children and young people with Special Educational Needs (SEN) and Disabilities is designed to ensure that their needs are identified at an early stage, that the right support is in place, and that problems do not escalate.

    All early years providers are required to have arrangements in place to identify and support children with SEN or disabilities and to promote equality of opportunity for children in their care. All schools should have a clear approach to identifying and responding to SEN and must use their best endeavours to ensure that children with SEN, including those with autism, get the support they need.

    As part of their Initial Teacher Training, all teachers are expected to learn to identify and address various types of SEN, including autism. The Government is also funding the Autism Education Trust in 2015-16, providing £650,000 to provide tiered training at universal, enhanced and specialist levels for early years, school and post-16 staff to help them understand how best to recognise and support children and young people with autism.

    The Department does not hold data on the numbers of autistic children who are home educated nor the numbers of children who are not in school. The Alternative Provision Census does collect data about children who are not in school or in a pupil referral unit. However, it covers as a single ‘Not in School’ category only those who are educated otherwise than at school under arrangements made and funded by local authorities. The information does not reflect types of special educational need.

    The data may be available from Plymouth City Council, since it has a duty under Section 22 of the Children and Families Act 2014 to carry out its functions with a view to identifying all the children and young people in its area who have or may have special educational needs or a disability, and also a duty to provide children of compulsory school age with an education.

  • Oliver Colvile – 2016 Parliamentary Question to the Department for Education

    Oliver Colvile – 2016 Parliamentary Question to the Department for Education

    The below Parliamentary question was asked by Oliver Colvile on 2016-01-18.

    To ask the Secretary of State for Education, how many children under the age of 16 in Plymouth who have been diagnosed with an autism spectrum condition or have been identified as having autism-related needs are being home educated.

    Edward Timpson

    Our reformed system for meeting the needs of children and young people with Special Educational Needs (SEN) and Disabilities is designed to ensure that their needs are identified at an early stage, that the right support is in place, and that problems do not escalate.

    All early years providers are required to have arrangements in place to identify and support children with SEN or disabilities and to promote equality of opportunity for children in their care. All schools should have a clear approach to identifying and responding to SEN and must use their best endeavours to ensure that children with SEN, including those with autism, get the support they need.

    As part of their Initial Teacher Training, all teachers are expected to learn to identify and address various types of SEN, including autism. The Government is also funding the Autism Education Trust in 2015-16, providing £650,000 to provide tiered training at universal, enhanced and specialist levels for early years, school and post-16 staff to help them understand how best to recognise and support children and young people with autism.

    The Department does not hold data on the numbers of autistic children who are home educated nor the numbers of children who are not in school. The Alternative Provision Census does collect data about children who are not in school or in a pupil referral unit. However, it covers as a single ‘Not in School’ category only those who are educated otherwise than at school under arrangements made and funded by local authorities. The information does not reflect types of special educational need.

    The data may be available from Plymouth City Council, since it has a duty under Section 22 of the Children and Families Act 2014 to carry out its functions with a view to identifying all the children and young people in its area who have or may have special educational needs or a disability, and also a duty to provide children of compulsory school age with an education.

  • David Winnick – 2016 Parliamentary Question to the Department for Education

    David Winnick – 2016 Parliamentary Question to the Department for Education

    The below Parliamentary question was asked by David Winnick on 2016-01-18.

    To ask the Secretary of State for Education, if she will provide the private office telephone numbers for the ministerial offices of her Department to hon. Members; and for what reasons those numbers are not available to hon. Members.

    Nick Gibb

    The Cabinet Office publishes the list of Ministerial responsibilities, which includes contact details for all Ministers. For Ministers at the Department for Education, the switchboard number is given, and Members will always be put through to the relevant Private Office. Copies are provided to all Members upon publication, and are available in the Vote Office and the Libraries of both Houses. It is also available on GOV.UK: https://www.gov.uk/government/publications/government-ministers-and-responsibilities

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

    Helen Goodman – 2016 Parliamentary Question to the Department for Education

    The below Parliamentary question was asked by Helen Goodman on 2016-01-18.

    To ask the Secretary of State for Education, whether her Department has made an assessment of the number of secondary school pupils who have been unable to participate in a school trip directly related to a statutory aspect of the national curriculum in each of the last three years.

    Nick Gibb

    The Department does not collect data on the number of pupils who are unable to participate in school trips related to a statutory aspect of the national curriculum. All schools have a duty to teach a balanced and broadly based curriculum which, for maintained schools includes the national curriculum. It is the responsibility of schools to decide how best to teach the curriculum and this includes whether school trips could help enhance pupils’ experience and education and allow pupils to achieve better outcomes.