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To ask the Secretary of State for Education, whats steps the Government is taking to increase the proportion of students in pupil referral units achieving passes in GCSE (a) English and (b) Maths.
To ask the Secretary of State for Education, whats steps the Government is taking to increase the proportion of students in pupil referral units achieving passes in GCSE (a) English and (b) Maths.
There are many reasons why children who attend alternative provision (AP) at Key Stage 4 may face challenges gaining good GCSE grades in English and maths. The Department is currently looking closely at what we need to do to ensure AP provides high quality education and the right support for these children that will enable them to succeed. The Department wants to be as ambitious for them as we are for all children and young people.
As part of this the Department has already launched a £4 million AP Innovation Fund which is delivering nine projects focused on testing ways to improve outcomes for children in AP.
The Department will build on the best practice that my right hon. Friend, the Secretary of State for Education and I have seen on visits to schools like Everton Free School and London East Alternative Provision school in Tower Hamlets.
I congratulate my hon. Friend on securing this timely debate. International students can act as ambassadors for us in a funny sort of way, because they understand the culture of the country. More importantly, the two universities in my constituency, the University of Warwick and the University of Coventry, are...
I congratulate my hon. Friend on securing this timely debate. International students can act as ambassadors for us in a funny sort of way, because they understand the culture of the country. More importantly, the two universities in my constituency, the University of Warwick and the University of Coventry, are...
To ask the Secretary of State for Education, how many and what proportion of teachers in Coventry since 2010 are still teaching English after (a) three, (b) four and (c) five years.
To ask the Secretary of State for Education, how many and what proportion of teachers in Coventry since 2010 are still teaching English after (a) three, (b) four and (c) five years.
Information on the retention of teachers in all state funded schools in England for the years up to November 2017 is available in Table 8 of the publication, ‘School Workforce in England’, November 2017 available at the following link: https://www.gov.uk/government/statistics/school-workforce-in-england-november-2017.
The Department recognises that there are differences in teacher recruitment and retention at a sub-national level and by subject. Information at local authority or regional level comparable to the national figures for 2016 and 2017 is not available. Information is available on the number of qualified teachers entering and leaving the profession by region for the years 2010 to 2015. It is published as part of the statistical release, ‘Local analysis of Teacher Workforce: 2010 to 2015’ which can be found here: https://www.gov.uk/government/statistics/local-analysis-of-teacher-workforce-2010-to-2015.
Information on entrants and leavers rates for secondary school teachers by subject taught is available in the ‘Teachers analysis compendium: 2017’. Information on entrants’ rates by subject is shown in table 2.1, information on leavers’ rates is shown in table 2.2. This publication is available at the following link: https://www.gov.uk/government/statistics/teachers-analysis-compendium-2017.
Regional information on retention broken down by subject taught is not available.
To ask the Secretary of State for Education, how many teachers are qualified English teachers in secondary schools in England.
To ask the Secretary of State for Education, how many teachers are qualified English teachers in secondary schools in England.
As at November 2016, there were 34,400 qualified teachers of mathematics in service in state funded secondary schools in England and 37,600 qualified teachers of English. Of these, 77.7% of mathematics teachers had a relevant post A level qualification and 81.4% of English teachers had a relevant post A level qualification.[1]
A relevant post A level qualification in mathematics is defined as a first degree or higher, BEd degree, PGCE, Certificate of Education or any other qualification at National Qualifications Framework (NQF) level 4 or above in any branch of mathematics including probability and statistics.
A relevant post A level qualification in English is defined as one of the above qualifications in English language or literature, creative writing or linguistics.
[1] See Table 12 of the statistical release, School Workforce in England, which is available at: https://www.gov.uk/government/statistics/school-workforce-in-england-november-2016. November 2017 information is scheduled to be released in June/July this year.
To ask the Secretary of State for Education, what policies her Department has in place to ensure that refugees do not face (a) language and (b) other barriers to entering the education system.
To ask the Secretary of State for Education, what policies her Department has in place to ensure that refugees do not face (a) language and (b) other barriers to entering the education system.
Schools take responsibility for ensuring that all of their pupils, regardless of their background, are engaged, challenged and attain to the best of their ability. School funding arrangements give head teachers flexibility over how they use their funding to support their pupils, as they are best placed to decide how to deploy the school’s resources effectively in order to address the specific needs of their pupils.
The national funding formula for schools, which replaced local funding formulae in April 2018, directs funding to schools with pupils on roll who have English as an additional language and have been in the English school system for a maximum of three years. This equates to an additional £515 per primary school pupil and an additional £1,385 per secondary school pupil. In addition, the mobility factor in the national funding formula allocates funding to schools that have a high proportion of pupils joining the school mid-way through the academic year; this totals around £22 million in 2018-19. Where appropriate, schools can also draw on the funding they are allocated to improve the progress and attainment of pupils from financially disadvantaged backgrounds.
Refugee students in 16-19 education settings are considered eligible for funding by the Education and Skills Funding Agency. The inclusion of disadvantage funding as an element of the 16-19 funding formula for school and college places may also benefit refugee students. This funding is allocated to education providers for students with low prior attainment or who live in the most disadvantaged areas, in order to help attract, retain and support disadvantaged young people (and those with lower-level special educational needs and disabilities). Possible uses of this funding include the provision of additional support in English and mathematics; outreach services to attract students; and further learning or pastoral support.
Looking beyond education, the government has set out its vision in the Integrated Communities Strategy green paper to work with civil society to find ways to support the integration of all refugees in the UK, including those granted refugee status after claiming asylum. We will continue to work with civil society to develop solutions and good practice in this area.
I congratulate the right hon. Lady on securing what is a timely debate. Following on from the comments of the hon. Member for Stafford (Jeremy Lefroy), I am sure that the right hon. Lady will find in her surgeries that we often rely on the children, who can speak English,...
I congratulate the right hon. Lady on securing what is a timely debate. Following on from the comments of the hon. Member for Stafford (Jeremy Lefroy), I am sure that the right hon. Lady will find in her surgeries that we often rely on the children, who can speak English,...
Will the right hon. Lady give way?
Will the right hon. Lady give way?
The right hon. Lady is quite right; her constituency is near mine, so she will know that in general terms the west midlands has been valuable in terms of integrating people. She will also know that Coventry, for example, has a very good reputation for integration. People of all different...
The right hon. Lady is quite right; her constituency is near mine, so she will know that in general terms the west midlands has been valuable in terms of integrating people. She will also know that Coventry, for example, has a very good reputation for integration. People of all different...
I am sure my hon. Friend knows that black cabs are actually manufactured in Coventry and on its outskirts. A lot of investment—Chinese investment, actually—has gone into black cabs over the past few years. The developments that he describes may have a consequence for the production of black cabs, meaning...
I am sure my hon. Friend knows that black cabs are actually manufactured in Coventry and on its outskirts. A lot of investment—Chinese investment, actually—has gone into black cabs over the past few years. The developments that he describes may have a consequence for the production of black cabs, meaning...
I am sure my hon. Friend realises that the regulations were actually eased some years ago, under the coalition Government. That makes local authorities powerless to do anything about these issues—Coventry, for example, has the same problem with Uber. Like my hon. Friend the Member for Cardiff South and Penarth...
I am sure my hon. Friend realises that the regulations were actually eased some years ago, under the coalition Government. That makes local authorities powerless to do anything about these issues—Coventry, for example, has the same problem with Uber. Like my hon. Friend the Member for Cardiff South and Penarth...
Will my hon. Friend give way?
Will my hon. Friend give way?
When the right hon. Gentleman was Secretary of State, did he ever look into the disproportionate amount of money distributed to the regions in comparison with London? I am sure the right hon. Gentleman knows that some of the regions are very concerned about that.
When the right hon. Gentleman was Secretary of State, did he ever look into the disproportionate amount of money distributed to the regions in comparison with London? I am sure the right hon. Gentleman knows that some of the regions are very concerned about that.
I am sure the hon. Gentleman would agree that in any other business, whatever it might be—even local government—those outside salary levels would be tested. The market is always tested when setting salaries.
I am sure the hon. Gentleman would agree that in any other business, whatever it might be—even local government—those outside salary levels would be tested. The market is always tested when setting salaries.
To ask the Secretary of State for Business, Innovation and Skills, how many adult learners participated in government-funded (a) mathematics and (b) English courses in each of the last three years.
To ask the Secretary of State for Business, Innovation and Skills, how many adult learners participated in government-funded (a) mathematics and (b) English courses in each of the last three years.
Information on the number of adult learners participating in government-funded further education, and specifically English and maths, in each of the last three years is published as part of a Statistical First Release.
Information on Skills Funding Agency spending on the Adult Skills Budget is outlined in their Annual Report and Accounts which can be found at the following links:
rose—
rose—
Will the hon. Gentleman give way?
Will the hon. Gentleman give way?
The hon. Gentleman is making a very interesting speech. What is the reason for the Government not deporting these people to their countries of origin, particularly to Europe?
The hon. Gentleman is making a very interesting speech. What is the reason for the Government not deporting these people to their countries of origin, particularly to Europe?
To ask the Secretary of State for the Home Department what current level of English language proficiency is required for those arriving on (a) ICT Long term staff, (b) ICT Short term staff, (c) ICT Graduate Trainee and (d) ICT Skills Transfer visas; and what such levels will be following...
To ask the Secretary of State for the Home Department what current level of English language proficiency is required for those arriving on (a) ICT Long term staff, (b) ICT Short term staff, (c) ICT Graduate Trainee and (d) ICT Skills Transfer visas; and what such levels will be following...
[holding answer 14 October 2013]: The changes in Immigration Rules laid on 6 September (HC 628) came into force on 1 October.
Before that date, the only English language requirement for Intra-Company Transfers (ICTs) was for those in the ICT Long Term Staff category applying to extend their stay in the UK beyond three years. This was set at a basic user standard—level A1 on the Council of Europe's Common European Framework for Language Learning.
From 1 October, that language requirement has been removed, so there are now no English language requirements for ICT categories. This provides additional flexibility for employers and reflects ICT’s' temporary status. Since 2010 we have reformed the ICT route so that it is now time-limited, and we have brought in a cooling-off period to ensure that migrants do not undertake repeated ICT periods in the UK. For these reasons, English language is less relevant than it is for those intending to migrate to the UK permanently.
To ask the Secretary of State for Education (1) what meetings he has had with the AQA exam board on the recent GCSE English exam results;
[120091]
To ask the Secretary of State for Education (1) what meetings he has had with the AQA exam board on the recent GCSE English exam results;
[120091]
[holding answers 7 September 2012]: I have had no meetings with AQA, or any other awarding organisation, on the subject of this year's GCSE results.
Procedures relating to the marking and grading of GCSEs are matters for awarding organisations and the independent regulator, Ofqual, which is accountable to Parliament. Ofqual published its initial report on 2012 GCSE English awards on 31 August 2012, which is available at:
http://www.ofqual.gov.uk/files/2012-08-31-gcse-english-awards-2012-a-regulatory-report.pdf
That this House regards the ability to read, write and speak English as an essential basic skill for all workers in the UK; welcomes the contribution to the UK economy and to the diversity of the population that migrant workers make; recognises that many migrant workers need basic training in English to help them integrate, be aware of their rights and to make a full contribution to society; further welcomes the role that trade unions and employers make in promoting and facilitating lifelong learning opportunities for all workers, including migrant workers; is concerned that funding for training in English for Speakers of Other Languages (ESOL) is due to be cut back at the end of this academic year; is further concerned that, as a consequence, low paid and vulnerable migrant workers will lose access to ESOL learning; and calls on the Government to reinstate appropriate funding for ESOL learning particularly for those least able to afford to pay for their own training.
That this House regards the ability to read, write and speak English as an essential basic skill for all workers in the UK; welcomes the contribution to the UK economy and to the diversity of the population that migrant workers make; recognises that many migrant workers need basic training in...