Asked by: Ruth Cadbury (Labour - Brentford and Isleworth)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps he's taken to support access to schooling for children with Chronic Fatigue Syndrome.
Answered by Nadhim Zahawi
We are clear that all pupils with medical conditions are properly supported in school so that they can play a full and active role in school life, remain healthy, achieve their academic potential and have the same opportunities as any other child.
In September 2014, we introduced the duty to require governing bodies to make arrangements to support their pupils with medical conditions and provided statutory guidance that outlines schools’ responsibilities in this area, available at: https://www.gov.uk/government/publications/supporting-pupils-at-school-with-medical-conditions--3.
Schools also have duties under the Equality Act 2010 to make reasonable adjustments and not to discriminate against disabled children, including those with long-term health conditions, in relation to their access to education and associated services. Schools must make reasonable adjustments to their practices, procedures and policies to ensure that they are not putting those with long-term health problems at a substantial disadvantage.
Asked by: Ruth Cadbury (Labour - Brentford and Isleworth)
Question to the Department for Education:
To ask the Secretary of State for Education, when the review on allowing schools to admit summer-born children to reception class at the age of five will be published.
Answered by Nick Gibb
The Department is concerned that some summer born children may be missing the reception year at school. The Department remains committed to amending school admissions policy so that summer born children can be admitted to a reception class aged 5, where parents believe this to be in the best interests of their child. The Department is continuing to review the implications of any changes.
It is encouraging that many admission authorities are now more responsive to requests for delayed entry to the reception year. Data from a survey of local authorities, published by the Department in May 2018, indicated that requests to delay entry are agreed in around 75% of cases. This data is available at: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/707417/Delayed_school_admissions_for_summer-born_pupils.pdf.
Asked by: Ruth Cadbury (Labour - Brentford and Isleworth)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment he has made of the potential merits of expanding the list of non-EEA countries that are recognised for the purposes of awarding Qualified Teacher Status in England.
Answered by Nick Gibb
The Department for Education recognises the valuable contribution made to schools in England by overseas-trained teachers. Teachers from the non-EEA countries Australia, Canada, New Zealand and the USA may apply to have their Qualified Teacher Status (QTS) automatically recognised, as these countries are considered to have education systems suitably similar to that of England. The decision on which non-EEA countries are eligible to apply for QTS automatically is based upon a comprehensive comparative analysis of international initial teacher training systems, conducted by the UK National Academic Recognition Information Centre (NARIC). This assessment concluded that there were no other countries with teacher training systems sufficiently similar to England’s to allow their teachers to apply directly without further training or conditions. However, if teachers from non-EEA countries have significant teaching experience, they may be able to undergo a school-based assessment of their abilities, known as the ‘Assessment Only’ route, which can lead to the award of QTS.
Asked by: Ruth Cadbury (Labour - Brentford and Isleworth)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment his Department has made of the potential merits of conducting a national survey of fostering households.
Answered by Nadhim Zahawi
Local authorities have a duty to ensure there are enough foster parents to meet the diverse needs of the children they look after. However, we are aware that the right type of foster care may not always be available at the time or in the area it is needed.
The government’s independent review into foster care and the Education Select Committee considered sufficiency planning and commissioning practices as well as the recruitment and retention of foster parents. The department will be carefully considering the recommendations from both reports. The government response will be published this spring.
Asked by: Ruth Cadbury (Labour - Brentford and Isleworth)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment his Department has made of the potential merits of standardised cost analyses of Local Authority and IFA foster placements.
Answered by Nadhim Zahawi
The Department for Education is currently considering the Education Select Committee’s recommendation that the government should require standardised cost analyses of local authority and independent fostering agency placements. We are considering these recommendations alongside those of the government’s independent review of fostering, which also considered cost drivers and fees. Our response to both reports will be published in spring 2018.
Asked by: Ruth Cadbury (Labour - Brentford and Isleworth)
Question to the Department for Education:
To ask the Secretary of State for Education, whether his Department has made an assessment of the potential merits of establishing a national fostering college; and if he will make a statement.
Answered by Nadhim Zahawi
The Department for Education is currently considering the recommendation made by the Education Select Committee to establish a national college for foster carers. We are considering these recommendations alongside those of the government’s independent review of fostering. Our formal response to both reports will be published in spring 2018.
Asked by: Ruth Cadbury (Labour - Brentford and Isleworth)
Question to the Department for Education:
To ask the Secretary of State for Education, if the Government will use revenues from the soft drinks industry levy to promote walking and cycling for school journeys.
Answered by Edward Timpson
We want all pupils to be healthy and active. Since 2013, we have invested over £600 million of ring-fenced funding to improve PE and sport in primary schools, and have 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. This will enable schools to make further improvements to the quality and breadth of PE and sport they offer.
Schools have the freedom to decide how best to use the funding based on the needs of their pupils, and schools may elect to provide extra-curricular activities for pupils, which may include initiatives designed to encourage journeys involving walking or cycling to and from school.
Cycling proficiency is a core skill that if learnt at an early age can act as a strong incentive for children to remain active as they grow up. It is the Government’s aspiration that all children have the opportunity to learn to ride a bike and to support this aim - the Department for Transport is providing £50 million over the next four years to deliver cycling training for school children through the Bikeability training programme.
Asked by: Ruth Cadbury (Labour - Brentford and Isleworth)
Question to the Department for Education:
To ask the Secretary of State for Education, what effect the change in eligibility criteria for free school meals has had on schools funding in Hounslow in 2016-17.
Answered by Edward Timpson
There has not been a change in the eligibility criteria for free school meals (FSM) since 2013 when Universal Credit was added to the list of qualifying benefits. Nationally, the proportion of pupils eligible for FSM has continued to fall across all age groups due to improvements in the economy over recent years.
FSM rates are used to determine pupil premium funding, and are targeted to each pupil who has been registered for FSM at any point in the last six years. FSM rates can also be used to determine a school’s core budget. Local authorities devise their own formulae through which they distribute the Dedicated Schools Grant to schools in their locality. They must include a deprivation factor, and can allocate this funding on the basis of FSM status, an area level measure of deprivation, or both. The core schools budget has been protected in real terms for the duration of this Parliament.
Asked by: Ruth Cadbury (Labour - Brentford and Isleworth)
Question to the Department for Education:
To ask the Secretary of State for Education, for what reasons her Department acquired the land for the new Nishkam School site in West London before planning permission for that school was granted; and whether the valuation of that land was based on an assumption that planning permission would be granted.
Answered by Edward Timpson
The Syon Lane site was acquired by the Department for Communities and Local Government on behalf of the Education Funding Agency (EFA) as a permanent site for Nishkam School West London. When full, the school will provide 1,400 places for local children.
Where possible, sites for new free schools are secured with exchange subject to planning approval. The decision to proceed with the purchase was taken following confirmation from Hounslow Local Planning Authority that the proposal to develop a school on the site would be consistent with local planning policies, so an argument could be made for such a development.
The land valuation undertaken to inform the purchase took account of its designation as Metropolitan Open Land and an estimation of the value of the land should its planning status change to permit the construction of a school building.
Asked by: Ruth Cadbury (Labour - Brentford and Isleworth)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps her Department is taking to (a) promote the study of creative subjects in secondary schools and (b) address the skills shortage in the UK creative industry sector.
Answered by Nick Gibb
All schools are required to provide a broad and balanced curriculum. The Government recognises that creative arts are an integral part of a child’s education. They develop skills that are important to our economy and help prepare children for adult life.
The national curriculum sets out our expectations of what pupils should be taught and we have reformed GCSE and A level qualifications in a range of subjects, including art and design, music, drama, dance and design & technology. We have made significant changes in particular to design and technology, making this a better preparation for young people to progress into careers in a wide range of engineering and design fields.
Our reforms to technical and vocational education incentivise schools and colleges to teach only those qualifications that meet rigorous quality criteria, develop the skills and knowledge that employers need and enable young people to progress into employment. For 16-18 year olds this includes qualifications in creative subjects that will equip them to apply for a range of jobs in the creative industries.
In November, the Government announced further reforms to technical and professional education that will simplify the skills system and ensure it is understood and valued by employers. The Government will simplify and streamline the number of qualifications so that individuals have a clear set of routes which allow for progression into skilled employment. An independent panel, chaired by Lord Sainsbury, is developing proposals for these reforms and they will report to Government this spring.
In December 2014, the Secretary of State announced funding for a new careers and enterprise company. This employer-led, independent company is strengthening links between employers, schools and colleges and careers and enterprise organisations to inspire young people, assisting them with taking control of their own futures and helping to address skills shortages. The provision of high-quality careers guidance for all young people is a key part of this Government’s commitment to delivering real social justice.