Tag: Barry Sheerman

The below Parliamentary question was asked by Barry Sheerman on 2014-06-12.

To ask the Secretary of State for Education, what assessment he has made of the effect of the current starting age for children entering primary education on the wellbeing and attainment of those born in summer months.

Elizabeth Truss

The Department for Education has not made an assessment of the effect of the current starting age for children entering primary education on the wellbeing and attainment of those born in the summer months.

However, research[1] carried out by the Department has demonstrated that the age at which tests are taken is the dominant reason for month of birth gaps in educational attainment, and not the age at which children start school; it is simply the fact of being younger when tested that accounts for most of the differences observed. The research reported no evidence of a causal relationship between school entry age and attainment.

Parents of summer born children who think their child is not ready to start school can request that their child is admitted outside of their normal age group and be admitted to reception year in the September following their fifth birthday. The school’s admission authority is responsible for making the decision which must be based on the individual circumstance of each case.

[1]https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/182664/DFE-RR017.pdf

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The below Parliamentary question was asked by Barry Sheerman on 2014-06-04.

To ask the Secretary of State for Education, what representations he has received from (a) researchers, (b) academies, (c) pressure groups, (d) parents and (e) people working in education on the appropriate age for children to enter primary education.

Elizabeth Truss

Formal school starting ages vary across OECD member states. However it is useful to compare the state provision of education for young children prior to the start of compulsory education as the majority of children in OECD countries have entered the education system at a young age – participation rates in formal childcare and pre-school are broadly similar across Finland, Norway and the United Kingdom.

Research indicates that most countries have published curricula governing the provision of early years education from the ages four to six years which are consistent in their use of learning objectives and expected outcomes. The Department has commissioned the OECD to carry out an international review of pedagogy and practice in the early years to investigate this issue further. We anticipate a report in autumn 2014.

Research has demonstrated that all-round development is enhanced for those children attending nursery compared to those who don’t before starting school. This suggests that attending a formal learning environment from an earlier age is typically beneficial. Furthermore duration in nursery matters, with every month of nursery experience after age two years linked to better intellectual development and improved independence, concentration and sociability at age five with a continued effect at Key Stage 1.

High quality early years education will help close the attainment gap that already exists by the beginning of primary school between disadvantaged children and their peers. Evidence is clear that children’s learning and development in their early years is crucial to later attainment. The Effective Provision of Pre-School Education Project found that high quality early years education is a strong predictor of achievement in English and mathematics later on in school.

We cannot provide the information requested on representations on this topic. The Department receives a huge volume of mail and representations on education and children’s issues. There would be a disproportionate cost to providing a response in this case.

The below Parliamentary question was asked by Barry Sheerman on 2014-06-12.

To ask the Secretary of State for Foreign and Commonwealth Affairs, what recent discussions he has had with his counterparts and other senior figures in the United Nations and the EU on human rights abuses in Tibet.

Mr Hugo Swire

We remain concerned about the situation in Tibet. Ministers regularly raise their concerns with Chinese counterparts, and we highlight our concerns in the Foreign and Commonwealth Offices Annual Report on Human Rights and Democracy.

We regularly work with international partners on these issues, including the EU and the UN Human Rights Council. We believe that long term stability in Tibet will be best achieved through respect for the universal human rights and genuine autonomy for Tibet within the framework of the Chinese constitution.

The below Parliamentary question was asked by Barry Sheerman on 2014-06-04.

To ask the Secretary of State for Education, what assessment his Department has made of the effect of primary school starting age on (a) intellectual development, (b) social mobility and (c) results in (i) GCSE and (ii) A-level examinations.

Elizabeth Truss

Formal school starting ages vary across OECD member states. However it is useful to compare the state provision of education for young children prior to the start of compulsory education as the majority of children in OECD countries have entered the education system at a young age – participation rates in formal childcare and pre-school are broadly similar across Finland, Norway and the United Kingdom.

Research indicates that most countries have published curricula governing the provision of early years education from the ages four to six years which are consistent in their use of learning objectives and expected outcomes. The Department has commissioned the OECD to carry out an international review of pedagogy and practice in the early years to investigate this issue further. We anticipate a report in autumn 2014.

Research has demonstrated that all-round development is enhanced for those children attending nursery compared to those who don’t before starting school. This suggests that attending a formal learning environment from an earlier age is typically beneficial. Furthermore duration in nursery matters, with every month of nursery experience after age two years linked to better intellectual development and improved independence, concentration and sociability at age five with a continued effect at Key Stage 1.

High quality early years education will help close the attainment gap that already exists by the beginning of primary school between disadvantaged children and their peers. Evidence is clear that children’s learning and development in their early years is crucial to later attainment. The Effective Provision of Pre-School Education Project found that high quality early years education is a strong predictor of achievement in English and mathematics later on in school.

We cannot provide the information requested on representations on this topic. The Department receives a huge volume of mail and representations on education and children’s issues. There would be a disproportionate cost to providing a response in this case.

The below Parliamentary question was asked by Barry Sheerman on 2014-06-12.

To ask the Secretary of State for Health, what steps he is taking to maintain the quality of services provided by children and adolescent mental health services in the UK.

Norman Lamb

NHS England has responsibility for commissioning Tier 4 (in-patient) Child and Adolescent Mental Health Services (CAMHS). Tiers 1-3 CAMHS are commissioned locally by clinical commissioning groups (CCGs). There are a number of measures in place to ensure the quality of Tier 4 CAMHS provided by companies:

– All providers of CAMHS need to be registered with the Care Quality Commission (CQC).

– National service specifications have been developed for Tier 4 CAMHS to which all service providers are required to adhere. These are used as part of the standard National Health Service contract. A copy of these documents can be found on NHS England’s website and accessed via the following links:

www.england.nhs.uk/ourwork/commissioning/spec-services/npc-crg/group-c/c07/

www.england.nhs.uk/wp-content/uploads/2013/06/c07-tier4ch-ado-mh-aut.pdf

– All providers are monitored against the standard contract through evidence based contract meetings. NHS England and the CQC may also undertake visits to the units to assess the quality of service being delivered.

– Where concerns or issues are raised about a particular unit, such matters are referred to the Area Team Quality Surveillance Group, chaired by Directors of Nursing, for consideration and discussion.

– Where there is significant cause for concern, NHS England may restrict or stop referrals to a particular unit. In extreme circumstances, the CQC has the powers to de-register a provider from being able to provide CAMH Services.

The below Parliamentary question was asked by Barry Sheerman on 2014-06-04.

To ask the Minister for the Cabinet Office, how many men have been diagnosed with prostate cancer in each of the last five years.

Mr Nick Hurd

The information requested falls within the responsibility of the UK Statistics Authority. I have asked the Authority to reply.

The below Parliamentary question was asked by Barry Sheerman on 2014-06-16.

To ask the Secretary of State for Transport, what recent estimate he has made of projected ticket prices for rail passengers using the High Speed 2 rail line.

Mr Robert Goodwill

In order to test the case for HS2, current fares were assumed to increase by RPI+1% annually until 2036 after which fares are assumed to grow in line with inflation. No fares differential was applied to services using the high speed infrastructure. This is an assumption which provides an appropriate basis for modelling costs and benefits, but does not represent a prediction of future rail fares, which will be affected by government policy, market and industry changes across the GB rail network over many years.