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My Lords, the latest figures show that 65% of Asian girls and 61% of black girls on free school meals go to university. That is fantastic, and a credit to them and their parents. But the comparable figure for white working-class boys on free school meals is just 15%. Getting on for 70% of young people from some wealthy London boroughs go to university, but the figure is less than 20% in places such as Barrow, Blackpool, the south Wales valleys and Grimsby, for example. What will the Government do to deal with this massive problem of educational inequality?
My Lords, the latest figures show that 65% of Asian girls and 61% of black girls on free school meals go to university. That is fantastic, and a credit to them and their parents. But the comparable figure for white working-class boys on free school meals is just 15%. Getting on for 70% of young people from some wealthy London boroughs go to university, but the figure is less than 20% in places such as Barrow, Blackpool, the south Wales valleys and Grimsby, for example. What will the Government do to deal with this massive problem of educational inequality?
My noble friend is right that white working-class boys are among the lowest-attaining groups in our schools. That links to the point about regional inequality made previously. It is why the opportunity mission is absolutely clear that we need to break the link between background and success. That means more highly qualified teachers in front of our students. It means making sure that children, whatever their background, get to school, are well-fed and are able to learn, which is the reason for our rolling out breakfast clubs in primary schools. It also means that this Government are absolutely focused on raising standards in all our schools for all our children.
My Lords, education ought to be the country’s number one priority, so school budgets should be the very last place the Government look to make savings, particularly after children had such a terrible time during the pandemic. I do not know a single state school that continued to provide a full timetable during lockdown. Children from poor or overcrowded homes, or those with special needs, will find their lives blighted for ever. The Government need to do much more to sort this out.
My Lords, education ought to be the country’s number one priority, so school budgets should be the very last place the Government look to make savings, particularly after children had such a terrible time during the pandemic. I do not know a single state school that continued to provide a full timetable during lockdown. Children from poor or overcrowded homes, or those with special needs, will find their lives blighted for ever. The Government need to do much more to sort this out.
I am not entirely clear what the noble Lord’s question was. The Government do work very closely with schools to support them to do this. The balance that we need to strike is to make sure
that schools are using funding as efficiently as possible, and we need to understand the pressures under which they operate.
My Lords, given all the problems caused by the pandemic, is this not the moment to have a proper review of what children need to learn, how they should be taught it and how they should be assessed? Despite the Minister’s previous answer, there is a case for looking at the need for exams at 16 when young people are remaining in education until they are 18. Should we not specialise at 14, with proper, serious technical and vocational education, as well as more academic subjects for those who want to pursue them, and how should we change the curriculum to take into account new technologies and new ways of learning?
My Lords, given all the problems caused by the pandemic, is this not the moment to have a proper review of what children need to learn, how they should be taught it and how they should be assessed? Despite the Minister’s previous answer, there is a case for looking at the need for exams at 16 when young people are remaining in education until they are 18. Should we not specialise at 14, with proper, serious technical and vocational education, as well as more academic subjects for those who want to pursue them, and how should we change the curriculum to take into account new technologies and new ways of learning?
The noble Lord will be aware that we are planning a White Paper on many of these areas, but our priority in the short term—I am sure the House would support this—is on recovery and catch-up for all children, particularly those who have been most impacted in their learning by the pandemic.
It is not just schools in Dudley that have been inadequately funded. The area overall will have lost over £100 million by next year. Dudley Metropolitan Borough Council’s spending power has been cut by 20%, while Surrey, which the Chancellor represents, has actually had an increase. Why is he treating Dudley so unfairly?
It is not just schools in Dudley that have been inadequately funded. The area overall will have lost over £100 million by next year. Dudley Metropolitan Borough Council’s spending power has been cut by 20%, while Surrey, which the Chancellor represents, has actually had an increase. Why is he treating Dudley so unfairly?
As the hon. Gentleman will know, the national funding formula is providing every local authority with more money for every pupil in every school.
To ask the Secretary of State for International Development, pursuant to the Memorandum of Understanding with the Palestinian Authority (PA), whether her Department has had discussions with the PA on the naming of a school after Salah Khalaf.
To ask the Secretary of State for International Development, pursuant to the Memorandum of Understanding with the Palestinian Authority (PA), whether her Department has had discussions with the PA on the naming of a school after Salah Khalaf.
The UK Government deplores any act of incitement to violence; the Secretary of State and I raised the issue of incitement during our respective bilateral meetings with senior Palestinian counterparts in January 2018. Our partnership with the Palestinian Authority (PA) includes a commitment from the Palestinian leadership to adhere to the principle of non-violence and to tackle language and avoid actions that could incite violence or hatred. The UK continues to urge the Palestinian leadership to uphold this principle.
To ask the Secretary of State for Education, if he will make it his policy to fund pay increases above the one per cent pay cap for (a) teachers and (b) school support staff in 2018-19.
To ask the Secretary of State for Education, if he will make it his policy to fund pay increases above the one per cent pay cap for (a) teachers and (b) school support staff in 2018-19.
The Department will shortly publish evidence on the affordability of increases to teachers’ pay as part of the Department’s input to the School Teachers’ Review Body consideration of teachers’ pay for 2018/19. Support staff pay is negotiated by local authorities and academies.
In July 2017, the Department announced an additional £1.3 billion for schools and high needs across 2018-19 and 2019-20, in addition to the schools budget set at Spending Review 2015. This means funding per pupil for schools and high needs will be maintained in real terms for the next two years. Alongside our substantial investment, the Department is committed to helping schools improve outcomes for pupils and promote social mobility by getting the best value from all of their resources
To ask the Secretary of State for Education, what assessment he has made of the potential effect of the 2018-19 local government pay offer on school finances.
To ask the Secretary of State for Education, what assessment he has made of the potential effect of the 2018-19 local government pay offer on school finances.
Support staff pay is negotiated by local authorities and academies. We are aware of the offer and will continue to support schools in managing their budgets.
The new National Funding Formula, backed by £1.3 billion of additional investment, will allocate, as a minimum, £3,500 per pupil for all primary schools, and £4,800 per pupil for all secondary schools, by 2019-20. As the independent Institute for Fiscal Studies has confirmed, overall schools funding is being protected at a national level in real terms per pupil over the next two years. Alongside this substantial investment, we are committed to helping schools to improve their efficiency, so that they can continue to improve pupil outcomes and promote social mobility.
To ask the Secretary of State for Education, what recent discussions he has held with the Chancellor of the Exchequer on the schools' wage costs.
To ask the Secretary of State for Education, what recent discussions he has held with the Chancellor of the Exchequer on the schools' wage costs.
My right hon. Friend the Secretary of State for Education routinely discusses matters of shared interest with Cabinet colleagues, including my right hon. Friend the Chancellor of the Exchequer. The Department will shortly publish evidence on the affordability of increases to teacher pay as part of the input to the School Teachers’ Review Body consideration on teachers’ pay for 2018/19.
In July 2017 the Government announced an additional £1.3 billion for schools and high needs across 2018-19 and 2019-20, in addition to the schools budget set at the Spending Review 2015. This means funding per pupil will be maintained in real terms for the next two years. Following the Government’s announcement in September 2017, under the national funding formula school funding will be distributed based on the individual needs and characteristics of every school in England.
To ask the Secretary of State for Education, what research his Department has (a) undertaken and (b) commissioned on the adequacy of the level of school support staff pay.
To ask the Secretary of State for Education, what research his Department has (a) undertaken and (b) commissioned on the adequacy of the level of school support staff pay.
The Department has not recently undertaken or commissioned any research on school support staff pay, as it is negotiated by local authorities and academies themselves.
In 2011, the Department did publish a topic note on support staff, which is available here: https://www.gov.uk/government/publications/school-support-staff-topic-paper.
To ask the Secretary of State for Education, what recent meetings he has held with (a) schools, (b) the Local Government Association and (c) trade unions on school support staff pay.
To ask the Secretary of State for Education, what recent meetings he has held with (a) schools, (b) the Local Government Association and (c) trade unions on school support staff pay.
Support staff pay is negotiated by local authorities and academies themselves. The Department has no remit in this area and as such has not held any recent meetings on support staff pay.
To ask the Secretary of State for Education, what estimate her Department has made of the number of children who frequently turn up to school not having eaten breakfast.
To ask the Secretary of State for Education, what estimate her Department has made of the number of children who frequently turn up to school not having eaten breakfast.
I am sorry but the department does not collect this data.
We know how important it is for pupils to get a good start in the morning and eat a healthy breakfast. We are investing in a breakfast club programme as announced in the Childhood Obesity Plan in August 2016. This committed £10 million a year of the Soft Drinks Industry Levy to expand breakfast club provision in up to 1,600 schools. Further details of the programme will be announced in due course.
To ask the Secretary of State for Education, if she will list the schools that opened since 2010 that have closed; and how many pupils were on the school roll in each school at the time of closing.
To ask the Secretary of State for Education, if she will list the schools that opened since 2010 that have closed; and how many pupils were on the school roll in each school at the time of closing.
The current school system has delivered places where they are needed, on time, to ensure that every child has a school place, with 735,000 new school places created between 2010 and 2016.
39 schools have been opened and then closed since 2010. These are listed in the attached table. The Department does not record the number of pupils on a school roll at the time of closing.
To ask the Secretary of State for Education, if she will list the schools that opened since 2010 that have closed in the middle of the school year; and how many pupils were on the school roll in each school at the time of closing.
To ask the Secretary of State for Education, if she will list the schools that opened since 2010 that have closed in the middle of the school year; and how many pupils were on the school roll in each school at the time of closing.
The current school system has delivered places where they are needed, on time, to ensure that every child has a school place, with 735,000 new school places created between 2010 and 2016.
The 13 schools that have been opened and have since closed in the middle of a school year since 2010 are listed in the table below. The Department does not record the number of pupils on a school roll at the time of closing.
Name of School | Opening Date | Closure Date | Type of School | |
1. Weston Academy[1] | 01/04/2012 | 31/12/2015 | Academy Converter | |
2. Discovery New School | 08/09/2011 | 03/04/2014 | Free School | |
3. The Durham Free School | 02/09/2013 | 31/03/2015 | Free School | |
4. Southwark Free School | 01/02/2012 | 09/02/2017 | Free School | |
5. Children's Support Centre, Wivenhoe | 01/01/2010 | 31/03/2011 | PRU | |
6. Children's Support Centre, Hadleigh | 01/01/2010 | 31/03/2011 | PRU | |
7. Riverside | 15/02/2010 | 01/02/2011 | PRU | |
8. Clissold Park School | 01/09/2010 | 31/12/2012 | PRU | |
9. The KS3 Pupil Referral Unit Burley Park Centre | 01/09/2010 | 01/05/2016 | PRU | |
10. Manchester KS3 and 4 PRU | 01/02/2011 | 30/04/2011 | PRU | |
11. Riverside | 03/01/2012 | 31/12/2013 | PRU | |
12. North Personalised Education Centre (NPEC) | 01/08/2012 | 01/02/2013 | PRU | |
13. Bassetlaw Learning Centre | 31/08/2012 | 31/12/2014 | PRU | |
[1] Weston Academy was an existing LA Community School that converted to become an academy and then closed during the period.
To ask the Secretary of State for Foreign and Commonwealth Affairs, what discussions his Department has had with the Palestinian Authority on President Abbas' appointment of Imad Hamato as dean of the Al-Azhar institutes.
To ask the Secretary of State for Foreign and Commonwealth Affairs, what discussions his Department has had with the Palestinian Authority on President Abbas' appointment of Imad Hamato as dean of the Al-Azhar institutes.
While we have not raised this specific issue with the Palestinian Authority, we regularly push the Palestinian leadership to tackle language that could incite violence or hatred, including anti-Semitic language. The UK abhors and condemns the use of anti-Semitic or any racist language.
To ask the Secretary of State for Education, if the Government will make an assessment of the financial effect of making personal, social and health education compulsory in all schools.
To ask the Secretary of State for Education, if the Government will make an assessment of the financial effect of making personal, social and health education compulsory in all schools.
The Secretary of State for Education confirmed the Government’s ambition to support all young people to stay safe and prepare for life in modern Britain by making Relationships Education (Primary), Relationships and Sex Education (RSE - Secondary) and, subject to the outcome of a thorough consideration of the subject, Personal, Social, Health and Economic Education (PSHE - both) statutory in all schools. The government amended the Children and Social Work Bill on 1 March 2017, and intends the new statutory subjects to come into effect from September 2019.
In advance, the Department for Education intends to conduct thorough and wide-ranging engagement on the subjects – considering subject content, school practice and quality of delivery - to determine the content of the regulations and statutory guidance, which will then be consulted on.
This process will look closely at potential associated costs, taking into consideration the fact that most schools are already delivering PSHE in some form and there is extensive existing good practice to learn from. The Department has been clear that schools will continue to be supported to deliver high-quality teaching.
To ask the Secretary of State for International Development, whether UK direct or multilateral aid to the Palestinian Authority provides any financial or in-kind support to schools named after terrorists.
To ask the Secretary of State for International Development, whether UK direct or multilateral aid to the Palestinian Authority provides any financial or in-kind support to schools named after terrorists.
No UK bilateral financial assistance to the Palestinian Authority is used to provide finance or in-kind support to schools. UK bilateral funding contributes to the salaries of all vetted health and education Palestinian Authority public servants on the EU PEGASE list, including Palestinian Authority teachers in the West Bank regardless of which school they are employed in. The UK does not earmark core contributions to UN agencies and other multilaterals.
To ask the Secretary of State for Education, what the average unit cost was to a (a) school and (b) local authority of employing a teacher in 2015-16; and what estimates she has made of such costs in (i) 2016-17, (ii) 2017-18, (iii) 2018-19 and (iv) 2019-20.
To ask the Secretary of State for Education, what the average unit cost was to a (a) school and (b) local authority of employing a teacher in 2015-16; and what estimates she has made of such costs in (i) 2016-17, (ii) 2017-18, (iii) 2018-19 and (iv) 2019-20.
I would refer the honourable member to my response to PQ60334 which I have laid out below:
Statistics on the average salaries of teachers employed by schools and local authorities in England are published in Tables 9a to 9d of the ‘School Workforce in England: November 2015’ statistical release which is available at the following link: https://www.gov.uk/government/statistics/school-workforce-in-england-november-2015
The figures show that the average salary for all full and part-time teachers is £37,800.
The latest data, for November 2015, shows the average salary for a full-time teaching assistant is £19,200.
The Department’s pay reforms have given schools greater flexibility to decide how much to pay their teachers and how quickly their pay progresses over time.
Future salaries of teachers will be informed by the annual recommendations of the School Teachers Pay Review Body. The pay of teaching assistants and school support staff are set by schools themselves. The Department does not produce forecasts of future average pay for these staff.
To ask the Secretary of State for Education, what assessment her Department has made of the preparedness of schools for the new numerical GCSE grading system.
To ask the Secretary of State for Education, what assessment her Department has made of the preparedness of schools for the new numerical GCSE grading system.
Ofqual’s Perceptions Survey published in June 2016, shows 93% of teachers are aware of the new GCSE grading system. The Department continues to work closely with Ofqual, the exam boards and key sector bodies to communicate to key audiences the changes to GCSEs, including the new 9-1 grading scale.
The National Foundation for Educational Research conducted its Teacher Voice survey in November 2015. It found that around 85% of school leaders said that the start of teaching for new GCSEs in English language, English literature and mathematics – the first to be examined this year - had gone well.
To ask the Secretary of State for Education, what the average unit cost was to a (a) school and (b) local authority of employing a (i) teacher and (ii) classroom assistant in the most recent year for which figures are available; and what estimate she has made of such costs...
To ask the Secretary of State for Education, what the average unit cost was to a (a) school and (b) local authority of employing a (i) teacher and (ii) classroom assistant in the most recent year for which figures are available; and what estimate she has made of such costs...
Further to our response to the honourable member’s previous question, (60334), we can only provide details of salary costs, which are as quoted in the previous response.
The latest available statistics on the average salaries of teaching assistants employed by schools and local authorities in England were published in PQ 60334 in January 2017 in Hansard at the following link:
To ask the Secretary of State for Education, what the average cost was to a (a) school and (b) local authority of employing a (i) teacher and (ii) classroom assistant in the most recent period for which figures are available; and what estimate she has made of such costs in...
To ask the Secretary of State for Education, what the average cost was to a (a) school and (b) local authority of employing a (i) teacher and (ii) classroom assistant in the most recent period for which figures are available; and what estimate she has made of such costs in...
Statistics on the average salaries of teachers employed by schools and local authorities in England are published in Tables 9a to 9d of the ‘School Workforce in England: November 2015’ statistical release which is available at the following link: https://www.gov.uk/government/statistics/school-workforce-in-england-november-2015
The figures show that the average salary for all full and part-time teachers is £37,800.
The latest data, for November 2015, shows the average salary for a full-time teaching assistant is £19,200.
The Department’s pay reforms have given schools greater flexibility to decide how much to pay their teachers and how quickly their pay progresses over time.
Future salaries of teachers will be informed by the annual recommendations of the School Teachers Pay Review Body. The pay of teaching assistants and school support staff are set by schools themselves. The Department does not produce forecasts of future average pay for these staff.
To ask the Secretary of State for Education, what recent estimate her Department has made of the average capital cost of a new secondary school place (a) in and (b) outside London.
To ask the Secretary of State for Education, what recent estimate her Department has made of the average capital cost of a new secondary school place (a) in and (b) outside London.
New school places are delivered through a variety of programmes across England and supporting local authorities to create sufficient school places is one of the Government’s top priorities. The Government has already committed £7 billion for school places, which along with our investment in 500 new free schools we expect to deliver 600,000 new places by 2021.
The cost of building new places varies significantly depending on local factors including: the size of the project; forecasts of construction inflation; and regional variations in the cost of construction. All of these are subject to change over time.
Local authorities report the cost per place of providing new school places through the annual School Capacity data collection. The Department is currently reviewing cost data for secondary schools for 2014/15 and expects to publish this information in due course.
To ask the Secretary of State for Education, pursuant to the Answer of 17 October 2016 to Question 48450, which local authorities have teaching schools.
To ask the Secretary of State for Education, pursuant to the Answer of 17 October 2016 to Question 48450, which local authorities have teaching schools.
There is a teaching school in all but four local authorities in England. Brighton and Hove, Isle of Wight, Isle of Scilly and City of London do not yet have a designated teaching school. Support is offered to schools in these four local authorities by teaching schools from neighbouring areas.
Brighton and Hove and Isle of Wight have been identified as target areas in the November 2016 recruitment round for teaching schools.
To ask the Secretary of State for Education, what assessment she has made of the potential effect on children's safety of changes to Building Bulletin 100 guidance relating to sprinkler systems in school buildings.
To ask the Secretary of State for Education, what assessment she has made of the potential effect on children's safety of changes to Building Bulletin 100 guidance relating to sprinkler systems in school buildings.
The requirement for a proper fire risk assessment to determine the need for sprinklers in new schools has not changed. We are currently consulting on updating the Fire Safety Design for Schools – Building Bulletin 100 (BB100) guidance as it is nearly 10 years old.
It remains the case that all new schools are assessed on a case-by-case basis for fire safety and, where it is concluded that sprinklers must be fitted to protect property or keep children safe, they will be. The proper standard of fire safety, to protect life and property, is essential in our schools. All schools must comply with building and fire safety regulations.
To ask the Secretary of State for Education, whether her Department sought legal advice in advance of redrafting the Building Bulletin 100 guidance relating to sprinkler systems in school buildings; and what assessment her Department made of that advice.
To ask the Secretary of State for Education, whether her Department sought legal advice in advance of redrafting the Building Bulletin 100 guidance relating to sprinkler systems in school buildings; and what assessment her Department made of that advice.
We are currently consulting on updating the Fire Safety Design for Schools – Building Bulletin 100 (BB100) guidance as it is nearly 10 years old. However, there is no change to the policy regarding the installation of sprinklers in new school buildings, and the requirement for a proper fire risk assessment to determine the need for sprinklers in new schools is consistent with the BB100 guidance from 2007.
All new schools are assessed on a case-by-case basis for fire safety and, where it is concluded that sprinklers must be fitted to protect property or keep children safe, they will be. All schools must comply with building and fire safety regulations.
As there has been no change in policy, no legal advice was required in the development of the draft updated BB100 guidance.
To ask the Secretary of State for Education, what discussions her Department has held with (a) fire services, (b) the Fire Brigades Union and (c) other organisations on its current consultation on Building Bulletin 100 guidance.
To ask the Secretary of State for Education, what discussions her Department has held with (a) fire services, (b) the Fire Brigades Union and (c) other organisations on its current consultation on Building Bulletin 100 guidance.
The Department has received responses in relation to the consultation to revise the Fire Safety Design for Schools - Building Bulletin 100 (BB100) from a number of stakeholders. These include 15 fire services, the Chief Fire Officers Association (CFOA) and the Fire Brigades Union (FBU).
Departmental officials are in the process of arranging follow-up meetings with a range of stakeholders, including the CFOA, the FBU, the National Union of Teachers, and sprinkler profession networks, to ensure that we explore the evidence base fully.
To ask the Secretary of State for Education, what steps her Department has taken to manage the levels of stress experienced by school support staff.
To ask the Secretary of State for Education, what steps her Department has taken to manage the levels of stress experienced by school support staff.
When well deployed and supported, teaching assistants can make a valuable contribution to the education of our children. They are entitled to a suitable work-life balance and it is regrettable if they are experiencing excessive stress in their work.
Responsibility for managing teaching assistants and other support staff rests at local level. Head teachers best understand the needs of their schools and the support staff who work within them.
The Education Endowment Foundation’s (EEF) guidance report; “Making Best Use Of Teaching Assistants”, offers the latest evidence and makes a number of recommendations to help schools make best use of their teaching assistants. The EEF report is available at: https://educationendowmentfoundation.org.uk/uploads/pdf/TA_Guidance_Report_Interactive.pdf.
To ask the Secretary of State for Education, with reference to the letter from the Minister of State for Schools to local authorities and schools of 8 September 2015 on the admission to school of summer born children, if she will amend the School Admissions Code to ensure that parents...
To ask the Secretary of State for Education, with reference to the letter from the Minister of State for Schools to local authorities and schools of 8 September 2015 on the admission to school of summer born children, if she will amend the School Admissions Code to ensure that parents...
We have announced our intention to amend the School Admissions Code to support summer born children by allowing them to delay entry to the reception year until they are five and for those children to remain with that cohort as they progress through school.
We are currently considering whether any additional changes to the admissions system are necessary. Full details of proposed changes and of the consultation, including timings, will be announced in due course.
To ask the Secretary of State for Education, when she plans to publish her Department's consultation on the changes to the School Admissions Code proposed in September 2015 on allowing parents to defer their summer born children's entry into school by a year.
To ask the Secretary of State for Education, when she plans to publish her Department's consultation on the changes to the School Admissions Code proposed in September 2015 on allowing parents to defer their summer born children's entry into school by a year.
We have announced our intention to amend the School Admissions Code to support summer born children by allowing them to delay entry to the reception year until they are five and for those children to remain with that cohort as they progress through school.
We are currently considering whether any additional changes to the admissions system are necessary. Full details of proposed changes and of the consultation, including timings, will be announced in due course.
To ask the Secretary of State for Education, how many funding agreements have been terminated by each regional schools commissioner.
To ask the Secretary of State for Education, how many funding agreements have been terminated by each regional schools commissioner.
A funding agreement is contract between the Secretary of State and an academy trust. The model funding agreement states that the agreement can be terminated under the following grounds: termination by either party; by warning notice; by the Secretary of State after inspection; by the Secretary of State; and a change of control.
The Regional Schools Commissioners (RSCs) are civil servants, and as such, carry out their duties in the name of the Secretary of State. The RSCs have powers to make a decision, on behalf of the Secretary of State, to replace a sponsor or trust, where they have not been able to secure necessary improvements. In some circumstances, the funding agreement may be terminated as part of the process.
As with other areas of their responsibility, RSCs escalate decisions to the National Schools Commissioner or the relevant minister where they are sensitive, raise issues of interpretation of government policy, or relate to urgent safeguarding or extremism concerns.
The decision to terminate a funding agreement that results in the closure of an academy is made by the Secretary of State.
Listed below are the numbers of academy closures and re-brokerages by region since the RSCsâ appointment in September 2014:
RSC | Re-brokered | Closed | Total |
East Midlands & Humber | 28 | 7 | 35 |
Lancashire & West Yorkshire | 15 | 3 | 18 |
North | 6 | 3 | 9 |
North East London & East | 15 | 2 | 17 |
North West London & South Central | 10 | 2 | 12 |
South London & South East | 9 | 4 | 13 |
South West | 28 | 1 | 29 |
West Midlands | 11 | 3 | 14 |
Total | 122 | 25 | 147 |
To ask the Secretary of State for Education, if she will make applications for EU structural funds for the purposes of alleviating pressure on school places caused by migration from other EU countries.
To ask the Secretary of State for Education, if she will make applications for EU structural funds for the purposes of alleviating pressure on school places caused by migration from other EU countries.
The Government has no plans to make applications for EU structural funds to support investment in additional school places.
We have committed £23 billion to create 600,000 new school places, open 500 new free schools and address essential maintenance needs between 2016 and 2021. This includes sufficient funding to create the places required between now and the 2021/22 academic year.
To ask the Secretary of State for Education, if she will estimate the number of schools which have been built using EU funds.
To ask the Secretary of State for Education, if she will estimate the number of schools which have been built using EU funds.
The department does not hold information on the number of schools which have been built using EU funds, nor does it hold information on the number of schools which have received funds from EU sources for improvements or maintenance.
To ask the Secretary of State for Education, if she will estimate the number of schools which have received funds from EU sources for improvements or maintenance in the last 10 years.
To ask the Secretary of State for Education, if she will estimate the number of schools which have received funds from EU sources for improvements or maintenance in the last 10 years.
The department does not hold information on the number of schools which have been built using EU funds, nor does it hold information on the number of schools which have received funds from EU sources for improvements or maintenance.
To ask the Secretary of State for Education, how many and what proportion of short school inspections carried out last term were converted into a full section 5 inspection; and if she will list those inspections.
To ask the Secretary of State for Education, how many and what proportion of short school inspections carried out last term were converted into a full section 5 inspection; and if she will list those inspections.
This is a matter for Her Majesty’s Chief Inspector, Sir Michael Wilshaw. I have asked him to write to you and a copy of his reply will be placed in the House Libraries.
To ask the Secretary of State for Education, what criteria her Department used to identify the 312 schools that had been classified as having fallen beneath the floor target in the school performance tables in England for 2014 to 2015, published in January 2016.
To ask the Secretary of State for Education, what criteria her Department used to identify the 312 schools that had been classified as having fallen beneath the floor target in the school performance tables in England for 2014 to 2015, published in January 2016.
In 2014/15, 312 schools were below the 5+ A*-C including English and mathematics and expected progress floor standard. Schools were deemed to be below the floor standard if:
- Fewer than 40% of pupils achieved five or more GCSEs at grade A*-C or equivalent, including both English and mathematics; and
- The school had a below median score for the percentage of pupils making expected progress between key stage 2 and key stage 4 in English; and
- The school had a below median score for the percentage of pupils making expected progress between key stage 2 and key stage 4 in mathematics.
From 2016 Progress 8 will replace the existing 5 A*-C headline measure. Progress 8 will show pupils’ progress to a suite of 8 qualifications compared to other pupils with the same starting point at the end of key stage 2. The new measure will reward better teaching of all pupils and make the system of measuring performance fairer for schools.
To ask the Secretary of State for Education, what assessment she has made of the adequacy of sports facilities at the High Arcal Academy in Dudley.
To ask the Secretary of State for Education, what assessment she has made of the adequacy of sports facilities at the High Arcal Academy in Dudley.
The Department does not hold a record of the adequacy of sports facilities at the High Arcal academy in Dudley.
To ask the Secretary of State for Education, if she will meet representatives of High Arcal Academy in Dudley to discuss its Condition Improvement Fund bid for a new sports hall.
To ask the Secretary of State for Education, if she will meet representatives of High Arcal Academy in Dudley to discuss its Condition Improvement Fund bid for a new sports hall.
Applications to the Condition Improvement Fund closed on 16 December 2015 and we can confirm that The High Arcal School’s application for a new sports hall has been received. Applications are now being assessed against our published criteria to ensure that those with the greatest need receive funding. In the interests of fairness to all applicants in what is a competitive process, my noble Friend the Parliamentary Under-Secretary of State for Schools will be unable to meet school representatives during assessment.
We expect to notify all schools of their bid outcomes by the end of March and my noble Friend will ensure that The High Arcal School is contacted.
White working-class boys are three times less likely to go on to university than their counterparts from wealthier families, so should this review not be about closing that gap and addressing the social mobility crisis that exists in our country, instead of being about some sort of crude, one-size-fits-all, national standard, which is what the Members behind the Secretary of State are clearly urging her to introduce?
White working-class boys are three times less likely to go on to university than their counterparts from wealthier families, so should this review not be about closing that gap and addressing the social mobility crisis that exists in our country, instead of being about some sort of crude, one-size-fits-all, national standard, which is what the Members behind the Secretary of State are clearly urging her to introduce?
As I have said, there will be a full consultation, but I think that the hon. Gentleman has got the wrong end of the stick. The funding formula to be consulted on will absolutely take into account the needs of disadvantaged pupils. If he wants to talk about working-class boys, let me say that it cannot be right that there are schools in Knowsley that are receiving hundreds of pounds less than schools in Wandsworth, and that is just one such example. We must end that inequity, and this Government have taken the difficult decision to do that.
To ask the Secretary of State for Education, what recent assessment she has made of the effectiveness of Ofsted in improving standards in schools; what data she uses to make that assessment; and if she will publish that data.
To ask the Secretary of State for Education, what recent assessment she has made of the effectiveness of Ofsted in improving standards in schools; what data she uses to make that assessment; and if she will publish that data.
Responsibility for improving standards in schools lies with head teachers. Ofsted inspection is one of a range of measures which support accountability and school improvement.
Ofsted has recently introduced new school inspection arrangements and has increased the proportion of inspectors which are current school leaders. Ofsted will monitor the impact of these changes.
To ask the Secretary of State for Education, what assessment she has made of the case for enabling schools to pay an allowance to school governors in recognition of their time, expertise and service.
To ask the Secretary of State for Education, what assessment she has made of the case for enabling schools to pay an allowance to school governors in recognition of their time, expertise and service.
The government recognises the crucial role of governors and values their expertise and dedication. As we move towards an increasingly school-led system, governance will need to be more effective with more highly skilled people governing groups of individual schools. The government, however, remains committed to the principle of voluntary service for governors and we have no plans to enable governors to be paid beyond the specific circumstances set out in section 7.6 of the Governors’ Handbook. This handbook can be found online at: www.gov.uk/government/publications/governors-handbook--3
Academy trusts are independent charities. Their governors are therefore also charity trustees who must comply with Charity Law. This means that they can only receive payment for carrying out trustee duties if this payment is specifically allowed by the academy’s governing document or has express authorisation from the Charity Commission. Any change to allow payment to trustees would need Charity Commission authorisation.
Governors in maintained schools and academies can receive allowances or expenses to cover costs they have incurred because of serving as a governor.
I am absolutely delighted that the brilliant headteacher at Ellowes Hall school in Dudley, Andy Griffiths, was honoured with an OBE at the weekend. Popular and successful schools such as his have to turn away countless children every year because they do not have enough space. Will the Secretary of State update the House on the discussions that he and I had with her predecessor and Lord Nash about putting parents in charge, thereby enabling well run over-subscribed and financially sound schools to provide the places that are needed and to pay off the loans with the revenue that the extra pupils will bring?
I am absolutely delighted that the brilliant headteacher at Ellowes Hall school in Dudley, Andy Griffiths, was honoured with an OBE at the weekend. Popular and successful schools such as his have to turn away countless children every year because they do not have enough space. Will the Secretary of State update the House on the discussions that he and I had with her predecessor and Lord Nash about putting parents in charge, thereby enabling well run over-subscribed and financially sound schools to provide the places that are needed and to pay off the loans with the revenue that the extra pupils will bring?
I thank the hon. Gentleman for his question. I too welcome the honour awarded to the former headteacher of Ellowes Hall sports college. He and I have discussed that matter already; we want to look at it again. Academies can apply for loans for capital works as part of the condition improvement fund. I understand that the college did not apply for such a loan in the last CIF round, and it is something that we will consider further.
To ask the Secretary of State for Education what estimate he has made of the number of teaching assistants that administer medicine to children in local authority schools in England.
To ask the Secretary of State for Education what estimate he has made of the number of teaching assistants that administer medicine to children in local authority schools in England.
The Department for Education has made no such estimate.
It is for schools to decide how they deploy their staff. We would expect that where schools in England employ support staff, many will have responsibilities to support pupils with medical conditions, including the administration of medicines.
To ask the Secretary of State for Education what assessment he has made of the contribution of school support staff to educational attainment at schools in England.
To ask the Secretary of State for Education what assessment he has made of the contribution of school support staff to educational attainment at schools in England.
The Department for Education's ‘Review of Efficiency in the School System’1 outlines a range of reforms to support and encourage effective work force deployment. The review showed that differences in the impact of teaching assistants on educational attainment can be explained by factors associated with their deployment. We have, therefore, been gathering information from outstanding schools about how they deploy their teaching assistants and we intend to share the findings with all schools to help them make decisions on how best to use these members of staff.
https://www.gov.uk/government/publications/review-of-efficiency -in-the-schools-system
To ask the Secretary of State for Education what estimate he has made of the number of support staff working in schools in (a) England, (b) the West Midlands, (c) Dudley Metropolitan Borough and (d) Dudley North constituency.
To ask the Secretary of State for Education what estimate he has made of the number of support staff working in schools in (a) England, (b) the West Midlands, (c) Dudley Metropolitan Borough and (d) Dudley North constituency.
The School Census gives the full-time equivalent number of school support staff employed in publicly funded schools in (a) England, (b) the West Midlands, (c) Dudley local authority and (d) Dudley North constituency in November 2012. It is available online here:
https://www.gov.uk/government/publications/school-workforce-in-england-november-2012
To ask the Secretary of State for Education what estimate he has made of the total cost to the public purse of human resource services in academies; and what the HR costs of the school system were in (a) 2009-10 and (b) 2012-13.
To ask the Secretary of State for Education what estimate he has made of the total cost to the public purse of human resource services in academies; and what the HR costs of the school system were in (a) 2009-10 and (b) 2012-13.
The Department does not hold records of estimated expenditure by academies at this level of detail. The Department does require academies to submit an estimate of their income and expenditure for both the academic and financial year. The estimated cost of human resource services is included within the broader category of support costs. The Department is unable to extract those costs specific to human resource services.
The Department does not hold records of HR expenditure in the school system. The Department does require all schools maintained by local authorities in England to complete a Consistent Financial Reporting (CFR) return at the end of each financial year. The CFR return includes expenditure on a range of staff costs but the Department is unable to individually identify HR expenditure.
To ask the Secretary of State for the Home Department what steps she is taking to improve the quality of anti-knife crime education in schools.
To ask the Secretary of State for the Home Department what steps she is taking to improve the quality of anti-knife crime education in schools.
I support schools and colleges which take an active role in preventing violent behaviour, including more serious violence such as young people carrying knives. While it is up to schools to decide how best to support their pupils, the Home Office issued practical advice to schools and colleges in August on addressing youth violence and gangs. The document is available at: www.gov.uk website.
To ask the Secretary of State for the Home Department what recent discussions she has had with the Secretary of State for Education on the provision of anti-knife crime education in schools.
To ask the Secretary of State for the Home Department what recent discussions she has had with the Secretary of State for Education on the provision of anti-knife crime education in schools.
The Secretary of State for the Home Department, the right hon. Member for Maidenhead (Mrs May), has not had recent discussions with the Secretary of State for Education, the right hon. Member for Surrey Heath (Michael Gove), on the provision of anti-knife crime education in schools.
The Home Secretary chairs an inter-ministerial group on youth violence which has been attended by Ministers from both the Home Office and the Department for Education where key issues, including knife crime, are discussed as part of the Government's Ending Gang and Youth Violence programme.
To ask the Secretary of State for Culture, Media and Sport what steps she is taking to encourage local football clubs to offer their facilities for the use of (a) community sports groups and (b) schools.
[138983]
To ask the Secretary of State for Culture, Media and Sport what steps she is taking to encourage local football clubs to offer their facilities for the use of (a) community sports groups and (b) schools.
[138983]
Many football clubs already do this through their own community programmes. However, Sport England provides funding to the Football Foundation to improve and develop community sports facilities.
This includes the provision of 3G surfaces. All these facilities are available for community sport use. In addition, as part of the Youth and Community Sport Strategy, Sport England is providing funding to the Football Association to develop 2,000 new multi-sport satellite clubs in secondary schools.
To ask the Secretary of State for Education what plans he has to provide support for long-term sports funding in schools in (a) the West Midlands and (b) Dudley.
[138483]
To ask the Secretary of State for Education what plans he has to provide support for long-term sports funding in schools in (a) the West Midlands and (b) Dudley.
[138483]
All schools in England, including those in the west midlands and Dudley, are funded to deliver a broad and balanced curriculum for their pupils, and PE is part of that. We are exploring a range of measures with other Government Departments to improve school sport and we will make an announcement shortly.
To ask the Secretary of State for Education what information his Department holds on the number of volunteer sports leaders and coaches working in schools to encourage participation in sport in (a) the West Midlands, (b) the Dudley Metropolitan Borough Council area and (c) Dudley North constituency.
[137780]
To ask the Secretary of State for Education what information his Department holds on the number of volunteer sports leaders and coaches working in schools to encourage participation in sport in (a) the West Midlands, (b) the Dudley Metropolitan Borough Council area and (c) Dudley North constituency.
[137780]
The Department does not hold regional data on the number of volunteer sports leaders and coaches working in schools to encourage participation in sport. Sport England coordinated the recruitment and training of sport volunteers for the school games.
To ask the Secretary of State for Education what recent progress his Department has made on enabling community sports clubs to advertise their activities in schools.
[137778]
To ask the Secretary of State for Education what recent progress his Department has made on enabling community sports clubs to advertise their activities in schools.
[137778]
We believe that it is for individual schools to choose what activities they promote. However schools are encouraged to work closely with their local community clubs to provide sporting opportunities for their pupils both in and out of school.
To help support this, Sport England is investing £9 million between 2013 and 2016 to recruit at least one club link maker in each county sport partnership. Their role will be assist national governing bodies of sport to develop satellite clubs in schools—helping pupils make the transition from school to community sport.
To ask the Secretary of State for Education pursuant to the answer to the hon. Member for Gillingham and Rainham of 22 November 2012, Official Report, column 561W, on schools: sports, on what date an announcement on the range of other measures to improve school sport for young people is...
To ask the Secretary of State for Education pursuant to the answer to the hon. Member for Gillingham and Rainham of 22 November 2012, Official Report, column 561W, on schools: sports, on what date an announcement on the range of other measures to improve school sport for young people is...
The Department is still exploring a range of measures to improve school sport with other Government Departments and will make an announcement shortly.
(3) from which Playing For Success schemes his Department has withdrawn funding;
(3) from which Playing For Success schemes his Department has withdrawn funding;
(6) how many Playing For Success study centres (a) he and (b) each other Minister in his Department has visited since May 2010.
(6) how many Playing For Success study centres (a) he and (b) each other Minister in his Department has visited since May 2010.
(4) what assessment he has made of the effectiveness of the Playing For Success partnerships in reducing offending by participants;
(4) what assessment he has made of the effectiveness of the Playing For Success partnerships in reducing offending by participants;
(5) what estimate has been made of the level of savings which will accrue from the withdrawal of funding from the Playing For Success programme;
(5) what estimate has been made of the level of savings which will accrue from the withdrawal of funding from the Playing For Success programme;
(2) what assessment he has made of the effectiveness of the Playing For Success partnerships in increasing academic achievement;
(2) what assessment he has made of the effectiveness of the Playing For Success partnerships in increasing academic achievement;
To ask the Secretary of State for Education (1) what assessment he has made of the effectiveness of the Playing For Success partnerships in increasing attendance at school by participants;
To ask the Secretary of State for Education (1) what assessment he has made of the effectiveness of the Playing For Success partnerships in increasing attendance at school by participants;
To ask the Secretary of State for Education what discussions he has had with the Secretary of State for Culture, Olympics, Media and Sport on the use of school facilities for sport.
To ask the Secretary of State for Education what discussions he has had with the Secretary of State for Culture, Olympics, Media and Sport on the use of school facilities for sport.
To ask the Secretary of State for Culture, Olympics, Media and Sport what assessment he has made of the effects of charging VAT on construction costs incurred by schools which open sports facilities out of hours.
To ask the Secretary of State for Culture, Olympics, Media and Sport what assessment he has made of the effects of charging VAT on construction costs incurred by schools which open sports facilities out of hours.
To ask the Secretary of State for Culture, Olympics, Media and Sport whether Ministers in his Department plan to meet Youth Sport Trust Young Ambassadors when they deliver their petition against changes in his Department's expenditure.
To ask the Secretary of State for Culture, Olympics, Media and Sport whether Ministers in his Department plan to meet Youth Sport Trust Young Ambassadors when they deliver their petition against changes in his Department's expenditure.
To ask the Secretary of State for Education how much of his Department's budget for funding for school buildings and facilities he expects to be spent on sports facilities; and if he will make a statement.
To ask the Secretary of State for Education how much of his Department's budget for funding for school buildings and facilities he expects to be spent on sports facilities; and if he will make a statement.
To ask the Secretary of State for Education what estimate he has made of the likely number of redundancies arising from his Department's reduction in expenditure on school sport in the school year 2011-12.
To ask the Secretary of State for Education what estimate he has made of the likely number of redundancies arising from his Department's reduction in expenditure on school sport in the school year 2011-12.
To ask the Secretary of State for Education what representations he has received from local authorities on planned changes in his Department's expenditure on school sport.
To ask the Secretary of State for Education what representations he has received from local authorities on planned changes in his Department's expenditure on school sport.
To ask the Secretary of State for Education what recent assessment he has made of trends in the level of attainment in examinations by pupils at specialist sports colleges; and if he will make a statement.
To ask the Secretary of State for Education what recent assessment he has made of trends in the level of attainment in examinations by pupils at specialist sports colleges; and if he will make a statement.
| Percentage | ||||
| 2006 | 2007 | 2008 | 2009 | |
| National average | 46 | 47 | 48 | 50 |
| Specialist Sports Colleges | 40 | 42 | 45 | 47 |
To ask the Secretary of State for Education pursuant to the answer of 25 January 2011, Official Report, column 164W, on schools: sports, what steps his Department will take to ensure that the numbers of links between secondary schools and clubs will continue to rise.
To ask the Secretary of State for Education pursuant to the answer of 25 January 2011, Official Report, column 164W, on schools: sports, what steps his Department will take to ensure that the numbers of links between secondary schools and clubs will continue to rise.
To ask the Secretary of State for Education what discussions he has had with the Secretary of State for (a) Communities and Local Government and (b) Culture, Olympics, Media and Sport on the use of sports and leisure facilities at (i) primary, (ii) secondary and (iii) specialist sports schools and...
To ask the Secretary of State for Education what discussions he has had with the Secretary of State for (a) Communities and Local Government and (b) Culture, Olympics, Media and Sport on the use of sports and leisure facilities at (i) primary, (ii) secondary and (iii) specialist sports schools and...
To ask the Secretary of State for Education (1) how many secondary schools had school sports partnerships with links to professional rugby league clubs in the last five years; and if he will make a statement;
To ask the Secretary of State for Education (1) how many secondary schools had school sports partnerships with links to professional rugby league clubs in the last five years; and if he will make a statement;
(2) how many secondary schools had school sports partnerships with links to professional rugby union clubs in the last five years; and if he will make a statement;
(2) how many secondary schools had school sports partnerships with links to professional rugby union clubs in the last five years; and if he will make a statement;
(3) how many secondary schools had school sports partnerships with links to professional football clubs in the last five years; and if he will make a statement.
(3) how many secondary schools had school sports partnerships with links to professional football clubs in the last five years; and if he will make a statement.
(2) what the status of existing agreements between schools and school sports partnerships will be where funding for partnerships is withdrawn; and if he will make a statement.
(2) what the status of existing agreements between schools and school sports partnerships will be where funding for partnerships is withdrawn; and if he will make a statement.
To ask the Secretary of State for Education (1) what the status of existing agreements between his Department and school sports partnerships will be where funding for partnerships is withdrawn; and if he will make a statement;
To ask the Secretary of State for Education (1) what the status of existing agreements between his Department and school sports partnerships will be where funding for partnerships is withdrawn; and if he will make a statement;
To ask the Secretary of State for Education what the average number of sports was to which pupils in (a) secondary schools and (b) specialist sports colleges had access in each year since 2005.
To ask the Secretary of State for Education what the average number of sports was to which pupils in (a) secondary schools and (b) specialist sports colleges had access in each year since 2005.
To ask the Secretary of State for Education what assessment he has made of the likely effect on competitive sport (a) within and (b) between schools of the end of his Department's funding for competition managers.
To ask the Secretary of State for Education what assessment he has made of the likely effect on competitive sport (a) within and (b) between schools of the end of his Department's funding for competition managers.
To ask the Secretary of State for Education pursuant to the answer of 25 January 2011, Official Report, column 164W, on schools: sports, what assessment he has made of the effects of working with sports clubs on the teaching of sport in schools.
To ask the Secretary of State for Education pursuant to the answer of 25 January 2011, Official Report, column 164W, on schools: sports, what assessment he has made of the effects of working with sports clubs on the teaching of sport in schools.
To ask the Secretary of State for Education how many school sports hall facilities were (a) built and (b) refurbished in (i) England, (ii) the West Midlands and (iii) Dudley borough in each of the last 10 years.
To ask the Secretary of State for Education how many school sports hall facilities were (a) built and (b) refurbished in (i) England, (ii) the West Midlands and (iii) Dudley borough in each of the last 10 years.
To ask the Secretary of State for Education what estimate he has of the average number of sports clubs a secondary school has worked with in each of the last five years.
To ask the Secretary of State for Education what estimate he has of the average number of sports clubs a secondary school has worked with in each of the last five years.
| PE and sport surveys | 2005-06 | 2006-07 | 2007-08 | 2008-09 | 2009-10 |
| Average number of listed sports and activities¹ for which secondary schools had links to clubs | 10.6 | 11.2 | 11.9 | 12.7 | 13.8 |
| Number of secondary schools | 2,627 | 3,117 | 3,114 | 3,387 | 3,325 |
| ¹ This is based on a list of 50 sports and activities, with a further box for schools to mark if they have links to clubs who do 'other' sports or activities. |
To ask the Secretary of State for Education what estimate he has made of the number of all-weather sports pitches in use by (a) primary and (b) secondary schools.
To ask the Secretary of State for Education what estimate he has made of the number of all-weather sports pitches in use by (a) primary and (b) secondary schools.
To ask the Secretary of State for Education how many specialist sports (a) schools and (b) colleges the Parliamentary Under-Secretary of State for Children and Families has visited since his appointment; what assessment he made of the work of each such establishment; and if he will make a statement.
To ask the Secretary of State for Education how many specialist sports (a) schools and (b) colleges the Parliamentary Under-Secretary of State for Children and Families has visited since his appointment; what assessment he made of the work of each such establishment; and if he will make a statement.
To ask the Secretary of State for Education what estimate he has made of the number of schools participating in Go Ride schemes; and if he will make a statement.
To ask the Secretary of State for Education what estimate he has made of the number of schools participating in Go Ride schemes; and if he will make a statement.
To ask the Secretary of State for Education what his policy is on the level of participation of pupils in competitive activity between schools; and if he will make a statement.
To ask the Secretary of State for Education what his policy is on the level of participation of pupils in competitive activity between schools; and if he will make a statement.
To ask the Secretary of State for Education if the Parliamentary Under-Secretary of State for Children and Families will take steps to increase the number of schools in which children are able to take part in cycling as part of their physical education provision.
To ask the Secretary of State for Education if the Parliamentary Under-Secretary of State for Children and Families will take steps to increase the number of schools in which children are able to take part in cycling as part of their physical education provision.
To ask the Secretary of State for Education pursuant to the oral answer to the hon. Member for Chesterfield of 15 November 2010, Official Report, column 628, on secondary school standards, if he will estimate the change in the level of resources schools will allocate to school sport as a...
To ask the Secretary of State for Education pursuant to the oral answer to the hon. Member for Chesterfield of 15 November 2010, Official Report, column 628, on secondary school standards, if he will estimate the change in the level of resources schools will allocate to school sport as a...
To ask the Secretary of State for Education what estimate he made of the proportion of school children who undertook two hours of sport or physical activity at school in each of the last 10 years; and if he will make a statement.
To ask the Secretary of State for Education what estimate he made of the proportion of school children who undertook two hours of sport or physical activity at school in each of the last 10 years; and if he will make a statement.
| Percentage | |||||
| 2003/04 | 2004/05 | 2005/06 | 2006/07 | 2007/08 | |
| 5 to 16-year-olds taking part in at least two hours high quality PE and sport each week | 62 | 69 | 80 | 86 | 90 |
| Percentage | ||
| 2008/09 | 2009/10 | |
| 5 to 16-year-olds taking part in at least three hours high quality PE and sport each week | 51 | 57 |
| Percentage | ||
| Regular intra-school sport | Regular inter-school sport | |
| Percentage of pupils in years 3-13 taking part in regular competitive sport | 39 | 21 |
To ask the Secretary of State for Education (1) whether he has had recent discussions on the installation of (a) CCTV, (b) listening devices and (c) other surveillance equipment in schools; and if he will make a statement;
To ask the Secretary of State for Education (1) whether he has had recent discussions on the installation of (a) CCTV, (b) listening devices and (c) other surveillance equipment in schools; and if he will make a statement;
(2) whether the Parliamentary Under-Secretary of State for Children and Families has had discussions on the installation of (a) CCTV equipment, (b) listening devices and (c) other surveillance equipment in schools; and if he will make a statement.
(2) whether the Parliamentary Under-Secretary of State for Children and Families has had discussions on the installation of (a) CCTV equipment, (b) listening devices and (c) other surveillance equipment in schools; and if he will make a statement.
To ask the Secretary of State for Education what schools which are members of School Sports Partnerships each Minister in his Department has visited since their appointment; what assessment was made of the work of each of those institutions; and if he will make a statement.
To ask the Secretary of State for Education what schools which are members of School Sports Partnerships each Minister in his Department has visited since their appointment; what assessment was made of the work of each of those institutions; and if he will make a statement.
To ask the Secretary of State for Education what specialist sports schools and colleges he has visited since his appointment; what assessment was made of the work of each of those institutions; and if he will make a statement.
To ask the Secretary of State for Education what specialist sports schools and colleges he has visited since his appointment; what assessment was made of the work of each of those institutions; and if he will make a statement.
To ask the Secretary of State for Transport what estimate he has made of the number of children who have participated in the Bikeability scheme in each year since 2007.
To ask the Secretary of State for Transport what estimate he has made of the number of children who have participated in the Bikeability scheme in each year since 2007.
| Number | |||||
| 2006-07 | 2007-08 | 2008-09 | 2009-10 | Total | |
| Local authorities | 9,000 | 27,000 | 74,000 | 102,000 | 212,000 |
| School sports partnerships | 4,000 | 8,000 | 21,000 | 66,000 | 99,000 |
| Total | 13,000 | 35,000 | 95,000 | 168,000 | 311,000 |
| Note: 1. Figures are rounded up to the nearest 1,000. |
To ask the Secretary of State for Education what plans he has for the future of the Black Country Challenge programme; and if he will make a statement.
To ask the Secretary of State for Education what plans he has for the future of the Black Country Challenge programme; and if he will make a statement.
To ask the Secretary of State for Education and Skills what support his Department gives to schools to help immigrants’ children to learn English.
To ask the Secretary of State for Education and Skills what support his Department gives to schools to help immigrants’ children to learn English.