Top PDF House of Commons Library: Briefing Paper: Number CBP07802: 2 December 2016: Social Work Regulation (England)

House of Commons Library: Briefing Paper: Number CBP07802: 2 December 2016: Social Work Regulation (England)

House of Commons Library: Briefing Paper: Number CBP07802: 2 December 2016: Social Work Regulation (England)

Whilst there is evidence of much good social work practice in England, a number of serious case reviews and inspections have highlighted inconsistency in practice across the country, and in some cases have pointed to failings in practice including: “variability in leadership, supervision and line management; accountability and governance structures that work better in some areas than others; and, a weakness in the overall system’s ability to learn effectively from good practice and from mistakes”. 28 Two independent reviews of social work education in 2014 highlighted the need for improvement in social worker initial education and continuous development. 29 In October 2016 the National Audit Office published a report criticising the Government’s progress in improving children’s services:
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House of Commons Library: Briefing paper: Number 917, 2 December 2016: Tuition Fee Statistics

House of Commons Library: Briefing paper: Number 917, 2 December 2016: Tuition Fee Statistics

Neither of the first two falls changed the overall upward trends, they were dips linked to changes in fees. Applicant numbers recovered more quickly after the introduction of variable fees in 2006. There is no way to assign a set proportion of these changes to tuition fees. Variations in applicants and acceptances across the home countries since 2006 can help focus on the impact of higher fees to some extent. The number of applicants who lived in Scotland (and hence were not liable for variable fees at institutions in Scotland) increased by 2% in 2006, compared to a 4% fall among those living in England. However, after then the increase in applicants has been larger in England and the total increase between 2004 and 2011 was 28% in England compared with 15% in Scotland. 44 These comparisons are far from perfect as they exclude the impact of underlying demographics and differences in the courses covered by UCAS in each country. They provide no evidence that variable fees caused a major ongoing decline or downward shift in overall numbers of applicants or entrants to higher education in England. Similarly there is no evidence that those from ‘lower’ socio-economic groups or (deprived) areas with historically low levels of participation have been adversely affected by tuition fees. The proportion of students from these groups has increased over this period. The note Higher education and social class looks at this subject in detail. A report from the funding council concluded that there have been substantial and sustained increases in participation among young people from disadvantaged 45 areas in England. More of the increase in participation since the mid-
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House of Commons Library: Briefing paper: Number 1079, 2 December 2016: Student Loan Statistics

House of Commons Library: Briefing paper: Number 1079, 2 December 2016: Student Loan Statistics

[…] But the expansion of higher education relies on funding being put onto a sustainable footing. The government must therefore ask graduates to meet more of the cost of their degrees once they are earning. From the 2016-17 academic year, maintenance grants will be replaced with maintenance loans for new students from England, paid back only when their earnings exceed £21,000 a year, saving £2.5 billion by 2020-21. To ensure that the long term costs of the student loan book remain affordable and transparent, the government will consult on freezing the loan repayment threshold for five years and review the discount rate applied to student loans and other transactions to bring it into line with the government’s long-term cost of borrowing.
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House of Commons Library: Briefing paper: Number 917, 2 December 2016: Tuition Fee Statistics

House of Commons Library: Briefing paper: Number 917, 2 December 2016: Tuition Fee Statistics

Neither of the first two falls changed the overall upward trends, they were dips linked to changes in fees. Applicant numbers recovered more quickly after the introduction of variable fees in 2006. There is no way to assign a set proportion of these changes to tuition fees. Variations in applicants and acceptances across the home countries since 2006 can help focus on the impact of higher fees to some extent. The number of applicants who lived in Scotland (and hence were not liable for variable fees at institutions in Scotland) increased by 2% in 2006, compared to a 4% fall among those living in England. However, after then the increase in applicants has been larger in England and the total increase between 2004 and 2011 was 28% in England compared with 15% in Scotland. 44 These comparisons are far from perfect as they exclude the impact of underlying demographics and differences in the courses covered by UCAS in each country. They provide no evidence that variable fees caused a major ongoing decline or downward shift in overall numbers of applicants or entrants to higher education in England. Similarly there is no evidence that those from ‘lower’ socio-economic groups or (deprived) areas with historically low levels of participation have been adversely affected by tuition fees. The proportion of students from these groups has increased over this period. The note Higher education and social class looks at this subject in detail. A report from the funding council concluded that there have been substantial and sustained increases in participation among young people from disadvantaged 45 areas in England. More of the increase in participation since the mid-
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House of Commons Library: Briefing paper: Number 7033, 2 December 2016: Free schools statistics

House of Commons Library: Briefing paper: Number 7033, 2 December 2016: Free schools statistics

needed. This is particularly important at a time of tight public finances and growing demand for new places. The Department for Education has said that 83% of the 213 mainstream free schools approved in waves 5-11 in areas where there was a need for extra school places or there is a projected need for new places in the future. 11 The area is defined as the planning area 12 which the free school located in and those adjacent to it. The underlying data used to inform this assessment compares the expected number of places available in the relevant future year with projected number of pupils. 13 The National Audit Office looked at schools opening up to 2013 and found that almost 90% of the places in primary free schools were in local authority districts forecasting some need for new places, as were 19% of
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House of Commons library: Briefing paper: Number 07819, 2 December 2016: Constituency casework: schools in Scotland

House of Commons library: Briefing paper: Number 07819, 2 December 2016: Constituency casework: schools in Scotland

The Scottish Government guide to Choosing a School states that: If you have a child who is due to start primary school or who will be transferring to secondary school soon, your council will probably suggest that you should use the local school designated by them. Of course most people are happy to do so, but the council must also tell you of your right to choose a different school. It can give you a contact address where you can get information to help in making up your mind. If you write to a council and request a place in a particular school, this is known as a placing request. The council has a duty to grant such a request wherever possible. However, the size of the school, the current roll and number of children who already live in the catchment area and other factors will affect the council's ability to grant a placing request. 7
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House of Commons Library : Briefing paper : Number 07846, 22 December 2016 : Changes to school accountability and 'league tables' in England in 2016

House of Commons Library : Briefing paper : Number 07846, 22 December 2016 : Changes to school accountability and 'league tables' in England in 2016

In a Statement to Parliament on 19 October 2016, Education Secretary Justine Greening gave assurances that 2016 primary data would not be used in isolation in to make decisions about school intervention: Because of the changes to primary assessment, I want to be clear that no decisions on intervention will be made on the basis of the 2016 data alone. Regional Schools Commissioners and local authorities will work together with the current leaders of the small minority of primary schools below the floor or coasting to help and support the schools to move forward in a positive direction. 5
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House of Commons Library : Briefing paper : Number 04195, 7 December 2018 : School meals and nutritional standards (England)

House of Commons Library : Briefing paper : Number 04195, 7 December 2018 : School meals and nutritional standards (England)

The Resolution Foundation considered the FSM eligibility issue in a blog post published on 11 January 2018: So far all families [on Universal Credit] are entitled – because very few working families with children are in the system. Rather than massively expand or severely curtail Free School Meals the government proposes a compromise. It will broadly maintain the status quo with an earnings threshold similar to the tax credit cut off point. But doing so creates an effective £11 a week loss of income when crossing the threshold, and it takes £30 of earnings to claw it back given the UC taper. In reality relatively few will find themselves faced with this cliff-edge. However, a core tenet of UC – that it will always pay to work more – has been sacrificed. 20
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House of Commons Library: Briefing paper: Number 07303, 2 March 2017: Personal, social, health and economic education in schools (England)

House of Commons Library: Briefing paper: Number 07303, 2 March 2017: Personal, social, health and economic education in schools (England)

In March 2015, the then Education Secretary made a speech to the Bright Blue think tank which made announcements on further initiatives on PSHE alongside the PSHE Association: We will establish a new charter mark for schools in conjunction with the PSHE Association. This will be awarded to schools that demonstrate excellence in this area in order to give schools something to strive for in improving their PSHE teaching, and making it easier for schools struggling in this area to work with the best.

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House of Commons Library : Briefing paper : Number 7845, 22 December 2016 : Work and Health Programme

House of Commons Library : Briefing paper : Number 7845, 22 December 2016 : Work and Health Programme

… For me, coming in fresh to this Department, rather than rushing towards a White Paper, I think there is a need to take a step back and I think that’s consistent with what I told the House on that first Monday after I was appointed, about wanting to restart the conversation with disability organisations and disabled people themselves about how best we—as a Government—can work with them to close the disability employment gap, and support people who have sicknesses and other conditions into employment. So I won’t be rushing towards a White Paper with firm legislative proposals; I want to take a step back and have a much more discursive Green Paper that starts to reframe the issue and points the way towards more meaningful, long-term reform. 9
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House of Commons Library : Briefing paper : Number 7847, 29 December 2016 : UK Funding from the EU

House of Commons Library : Briefing paper : Number 7847, 29 December 2016 : UK Funding from the EU

subsequent parliamentary question asking about the conditions for continuation of funding received the following response: “The Chancellor announced that the Treasury will provide a guarantee for all new structural and investment fund projects, signed after Autumn Statement, and before we leave the EU, where they provide value for money and support domestic strategic priorities. Each government department will take responsibility for the allocation of money to projects in line with these conditions and the wider rules on public spending. The Treasury will work with departments to embed this approach.” 41 Various other PQs have been asked on the subject of the ESI funds, to which the Government has reiterated these commitments.
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House of Commons Library : Briefing paper : Number 7834, 13 December 2016 : The impact of leaving the EU on higher education

House of Commons Library : Briefing paper : Number 7834, 13 December 2016 : The impact of leaving the EU on higher education

Research and innovation are key drivers of this country’s global competitiveness and key sources of economic advantage for us. Our HE sector can be proud not only of UK science: the universities across our nations are also leaders in social sciences and the arts and humanities. But we are not complacent about our success. We recognise that the EU referendum has brought uncertainty for our universities and their students and staff, particularly the non-UK EU nationals among them. We have taken steps to mitigate that uncertainty where we can, be it in relation to the terms on which EU students can access finance or the terms on which we can underwrite research funding.
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House of Commons Library: Briefing paper: Number SN04223, 21 December 2018: Research & Development spending

House of Commons Library: Briefing paper: Number SN04223, 21 December 2018: Research & Development spending

The House of Commons Library research service provides MPs and their staff with the impartial briefing and evidence base they need to do their work in scrutinising Government, proposing legislation, and supporting constituents. As well as providing MPs with a confidential service we publish open briefing papers, which are available on the Parliament website.

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House of Commons Library : Briefing paper : Number 7782, 20 December 2016 : Technical and Further Education Bill: Committee Stage Report

House of Commons Library : Briefing paper : Number 7782, 20 December 2016 : Technical and Further Education Bill: Committee Stage Report

debate on this amendment, followed by a division. The amendment was defeated 5 votes to 8. Speaking to this amendment, Gordon Marsden said that Clause 23 raised some important issues about what would happen to the transfer of assets from a FE body to a private company. He referred to the Dissolution of Further Education Corporations and Sixth Form Colleges Corporations (Prescribed Bodies) Regulation 2012 and to information produced by the Department for Innovation and Skills (BIS) 111 on the dissolution of an FE corporation. This BIS document specified that assets should be transferred only to charitable bodies; “where the bodies are not charities then it must be transferred in accordance with the charitable purposes of the trust” 112 and provided a link to a list of prescribed bodies to which assets could be transferred, including sixth form colleges and governing bodies. It was on that point that the Opposition focused its remarks.
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House of Commons Library briefing paper : number 7951, 21 December 2018 : T Levels : reforms to technical education

House of Commons Library briefing paper : number 7951, 21 December 2018 : T Levels : reforms to technical education

In addition to this economic rationale, the report outlined a social need for change: that individuals should have access to a national system of technical qualifications that is easy to understand, has credibility with employers and remains stable over time. The current system, it argued, failed on all three counts, comprising “a confusing and ever-changing multitude of qualifications”, many of which “hold little value in the eyes of individuals and are not understood or sought by employers.” The report added that learners, teachers and the public have “long regarded technical education qualifications as inferior to academic qualifications”, and higher level technical qualifications “have too often become
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House of Commons Library: Briefing Paper Number 08083: 9 May 2019: Gypsies and Travellers

House of Commons Library: Briefing Paper Number 08083: 9 May 2019: Gypsies and Travellers

As the Prime Minister has said, to leave the EU does not mark an ending. It marks a new beginning for the UK and our relationship with our European allies. We will continue to advance Roma integration within broader social inclusion and integration policies, and champion race equality at international level in a wide range of settings, collaborating with the Council of Europe and the United Nation. This invites views on the Government’s vision for building strong integrated communities where people – whatever their background – live, work, learn and socialise together, based on shared rights, responsibilities and opportunities. We encourage
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House of Commons Library: Briefing Paper Number 08083: 9 May 2019: Gypsies and Travellers

House of Commons Library: Briefing Paper Number 08083: 9 May 2019: Gypsies and Travellers

As the Prime Minister has said, to leave the EU does not mark an ending. It marks a new beginning for the UK and our relationship with our European allies. We will continue to advance Roma integration within broader social inclusion and integration policies, and champion race equality at international level in a wide range of settings, collaborating with the Council of Europe and the United Nation. This invites views on the Government’s vision for building strong integrated communities where people – whatever their background – live, work, learn and socialise together, based on shared rights, responsibilities and opportunities. We encourage
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House of Commons Library briefing paper : Number 7647, 11 July 2019 : Early Intervention

House of Commons Library briefing paper : Number 7647, 11 July 2019 : Early Intervention

of local, statutory Health and Wellbeing Boards with dedicated sub- groups for children and young people: This allows for a specific focus on this group and prevents other issues or population groups from overshadowing their needs. It also enables membership from a wider range of partners involved in the children’s agenda, while maintaining strong governance arrangements to a senior partnership group. Many LAs have some form of children’s partnership sub-group that gives specific attention to Early Intervention from conception to age five. 128 Local authorities, as well as implementing national early intervention schemes, often pilot programmes of their own, targeting social problems that are more prevalent in their local area. For example, Luton’s Flying Start Strategy for under-fives included specific plans to target low birth weights, of which Luton had the second highest prevalence in UK. It also sought to work with the diverse population of the area:
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House of Commons Library: Briefing paper: Number 8389, 19 September 2018: Returns to a degree

House of Commons Library: Briefing paper: Number 8389, 19 September 2018: Returns to a degree

consistent across the OECD. These gaps in outcomes generally increase with every additional stage of education studied. It is important to realise that these associations are not necessarily causal. For instance, better levels of reported health are not necessarily due to going to higher education, even in part. There could be other factors which are linked separately to both indicators. This is particularly the case with such social outcomes which will always have multiple contributory factors. If there are causal associations then these could potentially be linked to ‘cultural’ benefits attending university as well as improved employment/ earnings. The direction of cause and effect could also work in the other direction with, for instance, lower levels of higher education participation among those with pre-existing health problems
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House of Commons Library : Briefing paper : Number 07714, 1 February 2017 : The Family Test

House of Commons Library : Briefing paper : Number 07714, 1 February 2017 : The Family Test

Answered by: Mr Duncan Smith | Department for Work and Pensions This test will be reviewed through the Social Justice Cabinet Committee, which I chair. We intend, and the Prime Minister intends, that it will have teeth. We want to see an improvement in family life and greater support for those who have to juggle care for their children, care for elderly relatives and work. Through that process we hope to improve their lives. 9

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