1-20 of 24 results for subject:Schools
Librarians' tools
- Search time
- 0.174 seconds
- Solr query time
- 0.004 seconds
- Search query
- subject:Schools
- We searched for
- subject_t:Schools OR subject_ses:92916
Type
House
Session
Year
Department
Member
More
Primary member
Answering member
Legislative stage
Legislation
Subject
More
Publisher
I beg to move,
That leave be given to bring in a Bill to require schools in England to provide access to their premises and pupils to representatives from post-16 education establishments and others providing guidance on careers, training and courses; and for connected purposes.
Having a goal is hugely motivational, especially...
I beg to move,
That leave be given to bring in a Bill to require schools in England to provide access to their premises and pupils to representatives from post-16 education establishments and others providing guidance on careers, training and courses; and for connected purposes.
Having a goal is hugely motivational, especially...
Ten minute rule motion for leave to bring in a Bill. Agreed to on question. Presentation and first reading (Bill 148). To be read a second time on 24 March.
Ten minute rule motion for leave to bring in a Bill. Agreed to on question. Presentation and first reading (Bill 148). To be read a second time on 24 March.
To ask the Secretary of State for Education, how long Regional Schools Commissioners (RSCs) have taken, by year and by RSC, to find appropriate sponsors for schools from when they are notified that the school is in special measures to having a sponsor taking over that school.
To ask the Secretary of State for Education, how long Regional Schools Commissioners (RSCs) have taken, by year and by RSC, to find appropriate sponsors for schools from when they are notified that the school is in special measures to having a sponsor taking over that school.
We routinely publish all open academy details and academy projects in development.
These details can be easily accessed online and you can find this information here: https://www.gov.uk/government/publications/open-academies-and-academy-projects-in-development
The ‘Sponsored Pipeline’ tab features a list of sponsored academy projects currently in progress, the local authority in which they are located and, where applicable, the agreed sponsor.
We do not hold data on the time taken to match a sponsor with a school.
Information on school Ofsted inspection outcomes can be found on the following link: https://www.gov.uk/government/statistical-data-sets/monthly-management-information-ofsteds-school-inspections-outcomes
The Secretary of State is to be congratulated on grappling with this issue, but, as she has indicated, the devil is in the detail, and I look forward to looking at it. The education of 16 to 19-year-olds, who are in schools as well as in colleges, had a cut...
The Secretary of State is to be congratulated on grappling with this issue, but, as she has indicated, the devil is in the detail, and I look forward to looking at it. The education of 16 to 19-year-olds, who are in schools as well as in colleges, had a cut...
To ask the Secretary of State for Education, with reference to her Department's report Cost of school uniform 2015, published in June 2015, what steps she is taking to reduce the financial hardship reported by parents and carers as a result of purchasing their child's school uniform; and if she...
To ask the Secretary of State for Education, with reference to her Department's report Cost of school uniform 2015, published in June 2015, what steps she is taking to reduce the financial hardship reported by parents and carers as a result of purchasing their child's school uniform; and if she...
It is for a school’s governing body (or the academy trust) to decide what their school uniform should be and how it should be sourced. The Department has issued guidance for all schools on the need to give highest priority to cost considerations when setting their uniform policy. The guidance emphasises the importance of ensuring that uniform is easily available and affordable for all parents.
Local authorities and academies have discretion within their budgets to provide school clothing grants or to help with the cost of school clothing in cases of financial hardship. Our guidance states that individual schools may also consider running their own schemes to provide assistance.
To ask the Secretary of State for Education, what steps her Department is taking to reduce any financial hardship which parents and carers may face when purchasing school uniforms; and if she will make a statement.
To ask the Secretary of State for Education, what steps her Department is taking to reduce any financial hardship which parents and carers may face when purchasing school uniforms; and if she will make a statement.
It is for a school’s governing body (or the academy trust) to decide what their school uniform should be and how it should be sourced. The Department has issued guidance for all schools on the need to give highest priority to cost considerations when setting their uniform policy. The guidance emphasises the importance of ensuring that uniform is easily available and affordable for all parents.
Local authorities and academies have discretion within their budgets to provide school clothing grants or to help with the cost of school clothing in cases of financial hardship. Our guidance states that individual schools may also consider running their own schemes to provide assistance.
I was in one of the many high-performing comprehensives in my constituency on Friday, and I asked the headteacher what the real challenge is. She told me that it was those young people who are struggling academically but are from families with low aspirations. The Secretary of State’s proposals do...
I was in one of the many high-performing comprehensives in my constituency on Friday, and I asked the headteacher what the real challenge is. She told me that it was those young people who are struggling academically but are from families with low aspirations. The Secretary of State’s proposals do...
I beg to move,
That this House has considered mindfulness in schools.
It is, as always, a great pleasure to serve under your chairmanship, Mr Walker. It is good to be able to highlight the work of those bringing mindfulness training into UK schools. I pay tribute to all those supporting the...
I beg to move,
That this House has considered mindfulness in schools.
It is, as always, a great pleasure to serve under your chairmanship, Mr Walker. It is good to be able to highlight the work of those bringing mindfulness training into UK schools. I pay tribute to all those supporting the...
My hon. Friend is absolutely on the money. If this issue can be tackled in childhood, it will be less of a problem in adulthood. At the moment, the picture in adulthood is not very pretty either. The use of antidepressants among adults has increased by 500% in the past...
My hon. Friend is absolutely on the money. If this issue can be tackled in childhood, it will be less of a problem in adulthood. At the moment, the picture in adulthood is not very pretty either. The use of antidepressants among adults has increased by 500% in the past...
My hon. Friend is absolutely spot on. The opportunity for reflection, attention, thought and pause is encouraged through mindfulness training.
At the launch of our all-party group, it was wonderful to see 10-year-olds and teenagers showing an impressive understanding of the workings of the brain, demonstrating absolutely the point made by...
My hon. Friend is absolutely spot on. The opportunity for reflection, attention, thought and pause is encouraged through mindfulness training.
At the launch of our all-party group, it was wonderful to see 10-year-olds and teenagers showing an impressive understanding of the workings of the brain, demonstrating absolutely the point made by...
That is a very good idea. I suspect that the Minister will be delighted to seize the opportunity when he responds to the debate. I thank my hon. Friend for her intervention—she is right that seeing such programmes being delivered is inspirational.
Teachers need the training to deliver the courses. This...
That is a very good idea. I suspect that the Minister will be delighted to seize the opportunity when he responds to the debate. I thank my hon. Friend for her intervention—she is right that seeing such programmes being delivered is inspirational.
Teachers need the training to deliver the courses. This...
I will give way—
I will give way—
The hon. Lady, though late, makes a good contribution. Unions such as the National Union of Teachers in Wales offer their members massively discounted rates for mindfulness classes.
The hon. Lady, though late, makes a good contribution. Unions such as the National Union of Teachers in Wales offer their members massively discounted rates for mindfulness classes.
I will give way.
I will give way.
Absolutely—another intervention that was worth taking, although my hon. Friend was a little tardy in arriving.
Before the recess, I chaired a meeting in Parliament at which Professor Craig Hassed of Monash University, Melbourne, informed MPs about work he has been doing for 25 years to introduce trainee doctors and teachers...
Absolutely—another intervention that was worth taking, although my hon. Friend was a little tardy in arriving.
Before the recess, I chaired a meeting in Parliament at which Professor Craig Hassed of Monash University, Melbourne, informed MPs about work he has been doing for 25 years to introduce trainee doctors and teachers...
Motion, That this House has considered mindfulness in schools. Agreed to on question.
Motion, That this House has considered mindfulness in schools. Agreed to on question.
To ask the Secretary of State for Education, what work her Department is undertaking to determine how effectively schools use assessment data to improve educational outcomes.
To ask the Secretary of State for Education, what work her Department is undertaking to determine how effectively schools use assessment data to improve educational outcomes.
We trust schools to implement an assessment system that uses data effectively to support teaching and improve educational outcomes. Following the removal of levels, schools now have the freedom to determine their own system for non-statutory assessment between key stages, tailored to the needs of their pupils and their curriculum.
The Department supports and encourages the use of assessment to support effective teaching. This has included setting up the Commission on Assessment Without Levels to provide guidance for schools when devising and implementing their systems for non-statutory assessment. The Commission completed and published its final report in September 2015 and is available at: https://www.gov.uk/government/publications/commission-on-assessment-without-levels-final-report.
As part of the Government’s ‘Workload Challenge’, the Department set up three independent review groups to address ineffective marking, use of planning and resources and data management. These reports included clear messages to empower classroom teachers and school leaders to challenge unproductive practice. They also included specific recommendations for Government, which we have accepted. The workload review reports were published on 26 March 2016 and can be found here: https://www.gov.uk/government/publications/reducing-teachers-workload/reducing-teachers-workload.
Assessment was also one of the areas considered by the independent expert group, chaired by Stephen Munday CBE, which has developed a framework of core content for initial teaching training (ITT). The group’s report, including the new framework of core content for ITT, was published on 12 July 2016 and can be found here: https://www.gov.uk/government/publications/initial-teacher-training-government-response-to-carter-review.
To ask the Secretary of State for Education, what assessment her Department has made of the potential merits of (a) getting young people engaged in sport and fitness early and (b) encouraging schools to implement initiatives such as The Daily Mile in order to help combat obesity in children.
To ask the Secretary of State for Education, what assessment her Department has made of the potential merits of (a) getting young people engaged in sport and fitness early and (b) encouraging schools to implement initiatives such as The Daily Mile in order to help combat obesity in children.
This government is committed to promoting physical activity among young people and we want all pupils to be healthy and active. PE remains a compulsory subject at all four key stages in the national curriculum, and this sets out the expectation that pupils should be physically active for sustained periods of time. Schools have the flexibility to use the primary PE and sport premium, worth £160m this year, to improve the quality of the physical activity offer to their pupils. From 2017 we are doubling the primary PE and sport premium to £320m a year, and the forthcoming childhood obesity strategy will contain a number of measures which will complement our existing policies to promote physical activity for primary pupils.
To ask the Secretary of State for Education, what the process is for (a) ensuring that religious education is taught to all pupils in all schools and (b) reporting schools that are not teaching religious education.
To ask the Secretary of State for Education, what the process is for (a) ensuring that religious education is taught to all pupils in all schools and (b) reporting schools that are not teaching religious education.
Religious education (RE) is compulsory in all state-funded schools, including academies and free schools. As part of Ofsted school inspections, inspectors consider whether schools are providing a broad and balanced curriculum, which meets pupils’ needs and statutory requirements. If it becomes evident during the course of an inspection that a school is not teaching RE, this should be reflected in the school’s inspection report. Faith schools are required to arrange a separate inspection of denominational religious education and collective worship, leading to published reports.
Every school must have a complaint procedure. If an individual is concerned that a school is not teaching religious education, they should follow the schools’ complaint procedure in the first instance. If the complaint is not resolved, then the issue can be escalated to the Department’s School Complaints Unit for maintained schools, or the Education Funding Agency for academies, free schools, university technical colleges or studio schools. Information about complaint procedures for schools can be found at www.gov.uk/complain-about-school.