Asked by: David Amess (Conservative - Southend West)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps her Department is taking to monitor the effect on children's fitness and activity levels of the Primary PE and Sport Premium.
Answered by Edward Timpson
We want all pupils to be healthy and active. We have ring-fenced over £450 million to improve PE and sport in primary schools (2013/14 - 2015/16), and committed to doubling the primary PE and sport premium to £320 million a year from September 2017 using revenue from the soft drinks industry levy. Schools have the freedom to decide how to use the funding based on the needs of their pupils, and can choose to target funding on the least active and children from poorer socio-economic backgrounds. Schools are accountable for their spending through Ofsted inspections and are required to report plans and impact online.
We have evaluated the impact and schools’ use of the premium through the independent research company, NatCen. Evidence indicates the funding is having a positive impact and schools reported almost universally that the PE and sport premium had had a positive impact on physical fitness (99%), healthy lifestyles (99%), skills (98%) and behaviour of pupils (96%).[1].
We are currently exploring options for future evaluation once the premium is doubled. Further details will be announced in due course.
[1] Evidence from the 2015 report, based on findings of a two year study between 2013 – 2015: https://www.gov.uk/government/publications/pe-and-sport-premium-an-investigation-in-primary-schools
Asked by: David Amess (Conservative - Southend West)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment she has made of the potential merits of highlighting play as a key strand of the Government's policy on parenting and life chances.
Answered by Sam Gyimah
The Department for Education recognises that play has an important role in supporting all young children to develop and prepare for later learning.
Play is integral in the early years and is covered in the statutory Early Years Foundation Stage framework which states: “Play is essential for children’s development, building their confidence as they learn to explore, to think about problems, and relate to others.” The framework is attached and available on GOV.UK at: https://www.gov.uk/government/publications/early-years-foundation-stage-framework--2
The Government’s forthcoming Life Chances Strategy will set out a comprehensive plan to fight disadvantage and extend opportunity. Within this, we are considering how we can support early years and parenting to give children the best start in life.
Asked by: David Amess (Conservative - Southend West)
Question to the Department for Education:
To ask the Secretary of State for Education, if she will provide ring-fenced funding to local authorities to ensure they can effectively meet the Government's childcare provision targets.
Answered by Sam Gyimah
We have already announced over £1bn more for the early years entitlements within the ring-fenced Dedicated Schools Grant by 2019-20, which includes £300m to uplift the funding rate to providers. The increase to the funding rate is based on robust evidence from the Review of the Cost of Childcare. We have made clear our commitment to maximise the amount of this funding which reaches front line childcare providers, and will consult on proposals for achieving this as part of our consultation on early years funding reform later this year.
Asked by: David Amess (Conservative - Southend West)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps she has taken to ensure there is adequate funding for children with special educational needs in early years education.
Answered by Sam Gyimah
We have already announced over £1bn more for the early years entitlements within the ring-fenced Dedicated Schools Grant by 2019-20, which includes £300m to uplift the funding rate to providers. We are also providing protection for high needs funding that will make sure that the level of funding rises in proportion to the number of children, including those under 5. This will make sure that local authorities continue to have the flexibility to target funding where it is most needed to help children with special educational needs and disabilities and their families, including the youngest children. Further consideration will be given to funding for children with special educational needs in early years education as part of consultation later this year.
Local authorities are required by law to secure free entitlement places for parents that want their child to take them up. The Government is committed to ensuring that all families have access to high quality, flexible and affordable childcare and parents with children with special educational needs should have the same opportunities as other parents through access to high quality childcare. The Children and Families Act requires local authorities to have a ‘local offer’ which includes a statement on how they intend to tailor the childcare on offer for children with special educational needs and disabilities. Early implementation of 30 hours from September 2016 provides a real opportunity to develop innovative approaches to providing flexible childcare for working parents whose children are disabled or have special educational needs.
Through Early Implementation, York, Northumberland, Newham and Wigan are among 8 LAs delivering the 30 hours entitlement from September 2016, a year earlier than planned. This will include delivering targeted places focusing on children with Special Educational Needs and Disabilities.
They will also be supported by Early Implementer Innovator areas including Brighton and Hove, Hampshire and Trafford, who will test the offer and how it works under specific circumstances, including developing approaches to support children with Special Educational Needs and Disabilities.
Asked by: David Amess (Conservative - Southend West)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment she has made of the potential merits of (a) strategic local approaches to play, and (b) local authorities submitting regional play strategies to her Department.
Answered by Sam Gyimah
The Department for Education recognises that play has an important role in supporting all young children to develop and prepare for later learning.
Play is integral in the early years and is covered in the statutory Early Years Foundation Stage framework which states: “Each area of learning and development must be implemented through planned, purposeful play and through a mix of adult-led and child-initiated activity.” The framework can be found here: https://www.gov.uk/government/publications/early-years-foundation-stage-framework--2
The staff working in early years settings as Early Years Educators (level 3) and Early Years Teachers (graduates) are required to have an understanding different pedagogical approaches, including the role of play in supporting early learning and development. The criteria for the Early Years Educator and standards for Early Years Teacher Status qualifications are set by the department.
Ofsted registers childcare provision on the Early Years Register and the General Childcare Register and conducts a regular cycle of inspection to ensure that provision meets the required quality and safety standards.
In judging the quality and standards of early years provision, Ofsted inspectors must assess the extent to which the learning and care provided by the setting meets the needs of the range of children who attend, including the needs of any children who have special educational needs or disabilities. At August 2015, 85 per cent of providers on the Early Years Register were rated good or outstanding for overall effectiveness. This is an increase of 11 percentage points since 2012.
Local Authorities provide and offer Continuous Professional Development and training to early years settings; some of which may include training on play. However, it is not a requirement for local authorities to deliver regional play training as it is already a requirement in the Early Years Foundation Stage to cover play in a setting.
Asked by: David Amess (Conservative - Southend West)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment she has made of the implications for her policies of the recommendations in the charity Sense's report entitled, Making the Case for Play, for play to be included as part of the ministerial brief for the Parliamentary Under-Secretary of State for Childcare and Education.
Answered by Sam Gyimah
The Department for Education recognises that play has an important role in supporting all young children to develop and prepare for later learning. The importance of play is already recognised within the early years legislation covered by Parliamentary Under-Secretary of State for Childcare and Education’s portfolio.
Play is covered in the statutory Early Years Foundation Stage framework and states: “Each area of learning and development must be implemented through planned, purposeful play and through a mix of adult-led and child-initiated activity.” The framework can be found here: https://www.gov.uk/government/publications/early-years-foundation-stage-framework--2
Staff working in early years settings as Early Years Educators (level 3) and Early Years Teachers (graduates) are required to have an understanding of different pedagogical approaches, including the role of play in supporting early learning and development. The criteria for the Early Years Educator and standards for Early Years Teacher Status qualifications are set by the department. However, it is the responsibility of early years settings to provide play opportunities for their children and pupils, including those with special educational needs and disabilities.
Ofsted registers childcare provision on the Early Years Register and the General Childcare Register and conducts a regular cycle of inspection to ensure that provision meets the required quality and safety standards.
In judging the quality and standards of early years provision, Ofsted inspectors must assess the extent to which the learning and care provided by the setting meets the needs of the range of children who attend, including the needs of any children who have special educational needs or disabilities. At August 2015, 85 per cent of providers on the Early Years Register were rated good or outstanding for overall effectiveness. This is an increase of 11 percentage points since 2012.
Asked by: David Amess (Conservative - Southend West)
Question to the Department for Education:
To ask the Secretary of State for Education, pursuant to the Answer of 27 October 2015 to Question 13645, how and by whom each (a) headteacher and (b) school was recommended; and if she will make a statement.
Answered by Edward Timpson
We selected these headteachers to work with us on this issue because of the high quality of provision of PSHE education in their schools. The group of headteachers and practitioners that we are currently working with includes Carl Ward of Haywood Academy in Stoke on Trent; Cathie Paine of the Reach2 Academy Trust; Jerry Rayner of Rugby Independent School in Warwickshire; Michelle Colledge-Smith of the Outwood Grange Academy Trust; and Vanessa Ogden of Mulberry School in Bethnal Green.
The group has not been asked to advise the Government on the content of PSHE. Their focus is to produce an action plan and recommendations for improving the quality of PSHE teaching. We want to draw on expertise from a range of headteachers and practitioners and will invite others to join the group as appropriate. The Department regularly speaks to a wide range of stakeholders and will continue to do so regarding PSHE.
Asked by: David Amess (Conservative - Southend West)
Question to the Department for Education:
To ask the Secretary of State for Education, pursuant to the Answer of 27 October 2015 to Question 13645, what process was followed in the appointment of each headteacher to assist her Department on improving the provision of PSHE in schools; where each post was advertised; how many people applied for each such post; how many headteachers were short-listed for interview for those posts; whether consideration was given to each candidate's (a) political views and (b) views on (i) PSHE, (ii) contraception and (iii) abortion in the appointment process; how each candidate was appraised in that process; what criteria were adopted by each candidate; how many candidates for each such post were rejected; and if she will make a statement.
Answered by Edward Timpson
We selected these headteachers to work with us on this issue because of the high quality of provision of PSHE education in their schools. The group of headteachers and practitioners that we are currently working with includes Carl Ward of Haywood Academy in Stoke on Trent; Cathie Paine of the Reach2 Academy Trust; Jerry Rayner of Rugby Independent School in Warwickshire; Michelle Colledge-Smith of the Outwood Grange Academy Trust; and Vanessa Ogden of Mulberry School in Bethnal Green.
The group has not been asked to advise the Government on the content of PSHE. Their focus is to produce an action plan and recommendations for improving the quality of PSHE teaching. We want to draw on expertise from a range of headteachers and practitioners and will invite others to join the group as appropriate. The Department regularly speaks to a wide range of stakeholders and will continue to do so regarding PSHE.
Asked by: David Amess (Conservative - Southend West)
Question to the Department for Education:
To ask the Secretary of State for Education, pursuant to the Answer of 27 October 2015 to Question 13645, what the names of each (a) head teacher and (b) school her Department is currently working with to improve the provision of PSHE in schools; and if she will make a statement.
Answered by Edward Timpson
We selected these headteachers to work with us on this issue because of the high quality of provision of PSHE education in their schools. The group of headteachers and practitioners that we are currently working with includes Carl Ward of Haywood Academy in Stoke on Trent; Cathie Paine of the Reach2 Academy Trust; Jerry Rayner of Rugby Independent School in Warwickshire; Michelle Colledge-Smith of the Outwood Grange Academy Trust; and Vanessa Ogden of Mulberry School in Bethnal Green.
The group has not been asked to advise the Government on the content of PSHE. Their focus is to produce an action plan and recommendations for improving the quality of PSHE teaching. We want to draw on expertise from a range of headteachers and practitioners and will invite others to join the group as appropriate. The Department regularly speaks to a wide range of stakeholders and will continue to do so regarding PSHE.
Asked by: David Amess (Conservative - Southend West)
Question to the Department for Education:
To ask the Secretary of State for Education, pursuant to the Answer of 27 October 2015 to Question 13645, (a) how and (b) by whom each head teacher was selected to work with her Department on improving the provision of PSHE in schools; and if she will make a statement.
Answered by Edward Timpson
The Department for Education regularly speaks to a wide range of head teachers, academy chief executives, teachers and subject associations. We invited a group of headteachers and PSHE practitioners to work with us on improving the quality of PSHE.
These individuals were selected because of the high quality provision in their schools. The list of contributors will be known when the report is published.