1-20 of 37 results for subject:Reading
Librarians' tools
- Search time
- 0.197 seconds
- Solr query time
- 0.005 seconds
- Search query
- subject:Reading
- We searched for
- subject_t:Reading OR subject_ses:92748
Type
House
Session
Month
Department
Member
More
Primary member
Answering member
Legislative stage
Legislation
Subject
More
Publisher
To ask the Secretary of State for Education how many school support staff (a) nationally and (b) working in schools in (i) Reading and (ii) Reading West constituency made applications to the special educational needs support scholarship programme in the latest period for which figures are available.
[119554]
To ask the Secretary of State for Education how many school support staff (a) nationally and (b) working in schools in (i) Reading and (ii) Reading West constituency made applications to the special educational needs support scholarship programme in the latest period for which figures are available.
[119554]
The National Scholarship Fund for Teachers was launched in June 2011. This year, the fund has been extended to SEN support staff. The fund has been introduced to encourage and support school support staff in continuing to improve their knowledge of SEN and disability (SEN/D) and enhance their ability to support the teaching and learning of pupils with SEN/D. It is expected that this will also lead to the sharing of learning, knowledge and expertise across the school system, and to increasing public perception of SEN support staff as scholars.
Applications from school support staff are assessed against defined criteria and verified by an expert panel of eminent educationalists.
(a) This year, we received 482 applications from school support staff nationally. Funding was awarded to 274 support staff.
(b) (i) This year, we did not receive any applications from school support staff in Reading; (ii) we received three applications from school support staff in Reading West. These applications were unsuccessful.
Bill passed and returned to the Commons with amendments.
Bill passed and returned to the Commons with amendments.
To ask the Secretary of State for Education what his policy is on teaching children to (a) read through phonics and (b) decode phonics.
[120251]
To ask the Secretary of State for Education what his policy is on teaching children to (a) read through phonics and (b) decode phonics.
[120251]
Research shows clearly that phonics is the best way to teach young children to read. This is why we are strongly encouraging schools to use phonics, and have made available up to £3,000 of match-funding to enable schools with Key Stage 1 pupils to buy high-quality systematic synthetic phonics resources and/or training. The Year 1 phonics screening check which we have introduced will help teachers to identify which children are able to decode accurately using phonics, and which children need further support.
My Lords, I refer the House to the Register with my interest in autism charities. It is a great privilege to follow my noble friend who has brought the debate to the Floor of the House today. He is a passionate advocate, particularly for those with dyslexia, and also always...
My Lords, I refer the House to the Register with my interest in autism charities. It is a great privilege to follow my noble friend who has brought the debate to the Floor of the House today. He is a passionate advocate, particularly for those with dyslexia, and also always...
My Lords, I sincerely congratulate the noble Lord on winning the ballot for this very important debate on the disabled. I want to widen the range of his examples, because there are others who are disabled in different ways and there are general lessons to be learnt from the problems...
My Lords, I sincerely congratulate the noble Lord on winning the ballot for this very important debate on the disabled. I want to widen the range of his examples, because there are others who are disabled in different ways and there are general lessons to be learnt from the problems...
My Lords, I, too, congratulate my noble friend Lord Addington on securing this important debate.
When reading the briefing material that came to those of us who had our names down to speak in this debate, there was one particular statistic that jumped out at me. It was that, in a...
My Lords, I, too, congratulate my noble friend Lord Addington on securing this important debate.
When reading the briefing material that came to those of us who had our names down to speak in this debate, there was one particular statistic that jumped out at me. It was that, in a...
My Lords, I, too, thank the noble Lord, Lord Addington, and congratulate him on obtaining this debate. Like other noble Lords, I admire the determination with which he has pursued these issues on many occasions in the House. I welcome the fact that we are debating this issue with the...
My Lords, I, too, thank the noble Lord, Lord Addington, and congratulate him on obtaining this debate. Like other noble Lords, I admire the determination with which he has pursued these issues on many occasions in the House. I welcome the fact that we are debating this issue with the...
My Lords, we are indeed indebted to the noble Lord, Lord Addington, for securing this debate and also for the very powerful advocacy that he displayed when he opened it this afternoon. Finding a job is difficult enough these days, especially if you are a young person. Consider how much...
My Lords, we are indeed indebted to the noble Lord, Lord Addington, for securing this debate and also for the very powerful advocacy that he displayed when he opened it this afternoon. Finding a job is difficult enough these days, especially if you are a young person. Consider how much...
My Lords, I join other noble Lords in congratulating my noble friend Lord Addington on initiating this debate. Like them, I commend him on his consistency and persistency on these topics over many years. I must first of all declare an interest as the honorary president of Ambitious about Autism,...
My Lords, I join other noble Lords in congratulating my noble friend Lord Addington on initiating this debate. Like them, I commend him on his consistency and persistency on these topics over many years. I must first of all declare an interest as the honorary president of Ambitious about Autism,...
My Lords, I, too, thank my noble friend Lord Addington not just for securing this debate but for his passion in making sure at every opportunity that these matters are at the forefront of our consideration. I am sure that his determination will succeed.
I declare an interest as a practising...
My Lords, I, too, thank my noble friend Lord Addington not just for securing this debate but for his passion in making sure at every opportunity that these matters are at the forefront of our consideration. I am sure that his determination will succeed.
I declare an interest as a practising...
My Lords, I thank the noble Lord, Lord Addington, for initiating this debate today. He has an impressive track record of campaigning on these issues and both he and a number of noble Lords have given some very well informed and passionate contributions this afternoon. I really appreciated the opportunity...
My Lords, I thank the noble Lord, Lord Addington, for initiating this debate today. He has an impressive track record of campaigning on these issues and both he and a number of noble Lords have given some very well informed and passionate contributions this afternoon. I really appreciated the opportunity...
My Lords, in the few moments remaining to me in this debate, I would like to thank all those who have spoken. I could speak again at considerable length, but I do not think that would be wise. The only thing I would say is something that we used to...
My Lords, in the few moments remaining to me in this debate, I would like to thank all those who have spoken. I could speak again at considerable length, but I do not think that would be wise. The only thing I would say is something that we used to...
My Lords, first, I thank everyone who has taken the trouble to put their names down for this debate. I must also declare a series of interests. I am not only dyslexic but vice-president of the British Dyslexia Association and patron of the Adult Dyslexia Organisation, and I work for...
My Lords, first, I thank everyone who has taken the trouble to put their names down for this debate. I must also declare a series of interests. I am not only dyslexic but vice-president of the British Dyslexia Association and patron of the Adult Dyslexia Organisation, and I work for...
The opposite!
The opposite!
My noble friend says “the opposite”. I look forward to hearing from him later on.
It is something that stays with you, and you have a different developmental pattern. Sir Jim Rose said in his report:
“Dyslexia is a learning difficulty that primarily affects the skills involved in accurate and fluent word...
My noble friend says “the opposite”. I look forward to hearing from him later on.
It is something that stays with you, and you have a different developmental pattern. Sir Jim Rose said in his report:
“Dyslexia is a learning difficulty that primarily affects the skills involved in accurate and fluent word...
My Lords, I would congratulate my noble friend Lord Addington but I think he has had enough praise already this afternoon. He spoke, as I knew he would, with a great deal of knowledge. We all know the passion that he brings to the subject. I was grateful to him...
My Lords, I would congratulate my noble friend Lord Addington but I think he has had enough praise already this afternoon. He spoke, as I knew he would, with a great deal of knowledge. We all know the passion that he brings to the subject. I was grateful to him...
Lords debate on motion to take note of accessible education and training for those with hidden disabilities such as dyslexia and autism. Agreed to on question.
Lords debate on motion to take note of accessible education and training for those with hidden disabilities such as dyslexia and autism. Agreed to on question.
I take a simple view on these matters. Children need to learn to read before they can read to learn.
I take a simple view on these matters. Children need to learn to read before they can read to learn.
If the Secretary of State believes in trusting professionals and autonomy in schools, why is a centrally directed Department for Education forcing teachers to teach reading through synthetic phonics alone? What is wrong with all the other methods, which we know and the evidence suggests are just as good?
If the Secretary of State believes in trusting professionals and autonomy in schools, why is a centrally directed Department for Education forcing teachers to teach reading through synthetic phonics alone? What is wrong with all the other methods, which we know and the evidence suggests are just as good?
If the Secretary of State believes in trusting professionals and autonomy in schools, why is a centrally directed Department for Education forcing teachers to teach reading through synthetic phonics alone? What is wrong with all the other methods, which we know and the evidence suggests are just as good?
I take a simple view on these matters. Children need to learn to read before they can read to learn.
To ask Her Majesty’s Government what action is being taken to secure pupils’ early reading skills by the end of key stage 1 in response to the Ofsted Report Moving English Forward.[HL156]
To ask Her Majesty’s Government what action is being taken to secure pupils’ early reading skills by the end of key stage 1 in response to the Ofsted Report Moving English Forward.[HL156]
Securing pupils’ early reading skills is a top priority for the Government. In particular, we are committed to promoting the use of systematic synthetic phonics in the teaching of early reading. To do this we are providing up to £3,000 of match-funding for phonics products and training to schools with key stage 1 pupils. The products include materials that will help children who need additional support in reading to catch up, and the training will enable teachers to embed and refine their teaching practice.
From June this year, all pupils in year 1 will sit a phonics screening check to assess their ability to decode and read words using phonics. The check will be carried out by teachers, and will help them to identify those children in need of additional support.
The Government have also published core criteria that define the key features of effective systematic synthetic phonics programmes to assist schools in selecting resources.