Top PDF House of Commons Library: Briefing paper: Number 08414, 9 October 2018: School uniform costs in England

House of Commons Library: Briefing paper: Number 08414, 9 October 2018: School uniform costs in England

House of Commons Library: Briefing paper: Number 08414, 9 October 2018: School uniform costs in England

2.5 The government wants to ensure that families get the best value for school uniforms. A 2015 Department for Education survey found that nearly one-fifth of parents and carers reported that they had suffered financial hardship as a result of purchasing their child’s school uniform. The survey found that parents and carers are significantly less likely to report that they have experienced hardship if schools allow them to purchase uniforms from a variety of suppliers. The government wants to ensure that effective competition is used to drive better value for money and will therefore put existing best practice guidance for school uniform supply in England on a statutory footing. This will ensure that schools deliver the best value for parents by avoiding exclusivity arrangements unless regular competitions for suppliers are run. (pg 11)
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House of Commons Library briefing paper : Number 08414, 1 August 2019 : School uniform costs in England

House of Commons Library briefing paper : Number 08414, 1 August 2019 : School uniform costs in England

2.5 The government wants to ensure that families get the best value for school uniforms. A 2015 Department for Education survey found that nearly one-fifth of parents and carers reported that they had suffered financial hardship as a result of purchasing their child’s school uniform. The survey found that parents and carers are significantly less likely to report that they have experienced hardship if schools allow them to purchase uniforms from a variety of suppliers. The government wants to ensure that effective competition is used to drive better value for money and will therefore put existing best practice guidance for school uniform supply in England on a statutory footing. This will ensure that schools deliver the best value for parents by avoiding exclusivity arrangements unless regular competitions for suppliers are run. (pg 11)
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House of Commons Library: Briefing paper: Number 05396, 25 October 2018: Constituency casework: schools in England

House of Commons Library: Briefing paper: Number 05396, 25 October 2018: Constituency casework: schools in England

332. Academies must make available on request a procedure for dealing with complaints. The expectation is that this should be published online. For complaints from parents of pupils, this procedure must comply with The Education (Independent School Standards) Regulations 2014. In accordance with the Part 7 of the regulations, the standard about the manner in which complaints are handled is met if the proprietor provides that correspondence, statements and records relating to individual complaints are kept confidential except where the Secretary of State or a body conducting an inspection under section 109 of the 2008 Act requests access to them.
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House of Commons Library: Briefing paper: Number 7222, 17 October 2018: Teacher recruitment and retention in England

House of Commons Library: Briefing paper: Number 7222, 17 October 2018: Teacher recruitment and retention in England

For the 2018-19 academic year, ITT providers were invited to request training places “based on a realistic assessment of local need and minimum sustainability of their ITT programmes” Fixed allocations were given for undergraduate, Early Years, postgraduate Physical Education and Primary School Direct (salaried) courses and providers could not recruit trainees in excess of their allocation. Recruitment controls were lifted for all other postgraduate courses, meaning that ITT providers had automatic permission to recruit above the number of training places they initially requested, with no cap.
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House of Commons Library: Briefing paper: Number 07236, 9 January 2018: Careers guidance in schools, colleges and universities

House of Commons Library: Briefing paper: Number 07236, 9 January 2018: Careers guidance in schools, colleges and universities

[E]very word of the clause is needed because the clause is going to be met with great hostility in every school in the country. They are going to be required, by September, to produce a policy for implementing a right for people to come and tell them about other competitive sources of learning and training. It will require all the resources of the department and the powers of the Secretary of State to ensure that this happens, so that in September and October of this year we should have providers going into all the schools. 12

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House of Commons Library: Briefing paper: Number 8151, 19 February 2018: Higher education tuition fees in England

House of Commons Library: Briefing paper: Number 8151, 19 February 2018: Higher education tuition fees in England

Applicant numbers fell in 2012 with larger falls among those who faced fees of up to £9,000. The total was 7.6% down; accepted applicants were down by 5.5%. Applicant numbers bounced back somewhat in 2013. A record 496,000 were accepted and new records were set for acceptances in each of the three following years. Applicant numbers rose again in 2014, but did not beat their 2011 peak until 2015. Entry rates among 18 year olds from England increased from 29.2% in 2013 to 33.4% in 2017, setting new records in each year. The increase among those from the most disadvantaged areas was even greater, up from 15.1% in 2011 and 2012 to 20.4% in 2017. There was also an increase to a new high in the entry rate for 18 year olds formerly eligible for free school meals in each year from 2011 to 2017. 57
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House of Commons Library: Briefing paper: Number 06972, 6 June 2018: Faith Schools in England: FAQs

House of Commons Library: Briefing paper: Number 06972, 6 June 2018: Faith Schools in England: FAQs

The number of state funded faith schools in England broken down by level and religion is given in the table at the end of this section. Church of England schools were the most common type among primary schools (26% of all primaries); Roman Catholic schools the most numerous type of faith school at secondary level (9%). Non-Christian schools were very much in the minority; there were 48 Jewish, 27 Muslim, 11 Sikh and 5 Hindu schools at the start of January 2017. While the number of Christian schools has fallen slightly since 2007 the number of non- Christian schools has increased. Between January 2007 and September 2017 the number of Jewish schools increased by 11, Muslim schools by 20, Sikh schools by 9 and all the Hindu schools have opened since 2008. 19
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House of Commons Library: Briefing paper: Number 7222, 19 January 2018: Teacher recruitment and retention in England

House of Commons Library: Briefing paper: Number 7222, 19 January 2018: Teacher recruitment and retention in England

On 4 October 2016, the then Education Secretary, Justine Greening, announced £60 million of funding for six ‘Opportunity Areas’ to help them “address the biggest challenges they face”. The six areas were Blackpool, Derby, Norwich, Oldham, Scarborough, and West Somerset. It was stated that the areas would be given prioritised access to a wider support package, including a £75 million teaching and leadership innovation fund “focused on supporting teachers and school leaders in challenging areas to develop.” 61 £10 million of the funding is available for teachers in opportunity areas and category 5 and
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House of Commons Library: Briefing paper: Number 6710, 17 October 2018: Initial teacher training in England

House of Commons Library: Briefing paper: Number 6710, 17 October 2018: Initial teacher training in England

Experienced teachers with a degree can achieve QTS without having to do any further training through the assessment only route. This is only available to unqualified teachers who have taught in at least two schools and have taken the professional skills tests (see section 2.5). To achieve QTS through the assessment only route, individuals are required to present evidence that they meet the QTS standards. Their teaching is assessed in a school by an accredited assessment only provider. Further information is available on the Get Into Teaching website and on the Gov.uk website at: Assessment only route to QTS.
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House of Commons Library: Briefing Paper: Number 07148, 5 April 2019: The School Day and Year (England)

House of Commons Library: Briefing Paper: Number 07148, 5 April 2019: The School Day and Year (England)

The Prime Minister: First, I think we should all pay tribute to the work that our teachers and headteachers do across the country. I am pleased that 1.9 million more children are now in good or outstanding schools. We are backing schools with an extra £1.3 billion over the next two years. Per-pupil funding is being protected in real terms. But we are doing more than that. The Department for Education is working with schools to help reduce their non-staffing costs—that includes up to £1 billion through better procurement—so teachers will be able to do what they do best, which is carry on teaching.
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House of Commons Library: Briefing paper: Number 07914, 29 March 2017: Medical school places in England from September 2018

House of Commons Library: Briefing paper: Number 07914, 29 March 2017: Medical school places in England from September 2018

It is interesting that Health Education England estimates that we were training about 6,500 a year and we needed to train about 8,000 a year to be self-sufficient. I believe we will always want to welcome the brightest and the best doctors from all over the world, but none the less we should as a country be training the doctors we need. WHO thinks there is a global shortage of about 2 million doctors. Interestingly, even being able to import as many doctors as we want freely from the rest of the EU, as we currently can, we still have doctor shortages. That is why it is important to get our doctor and nurse training right.
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House of Commons Library: Briefing paper: Number 6836, 10 October 2018: Physical education and sport in schools

House of Commons Library: Briefing paper: Number 6836, 10 October 2018: Physical education and sport in schools

The 2015 Sport Strategy, Sporting Future, stated that a working group would be established in early 2016 to advise on how to ensure that no child leaves school unable to meet a minimum capability in swimming. The report of the Curriculum Swimming and Water Safety Review Group was published in July 2017. It stated that almost a third (31 per cent) of Year 6 pupils finish primary schools without being able to swim and without basic water safety skills. The report made 16 recommendations for Government, the education sector and the leisure industry aimed at ensuring that “all children leave primary school with an appropriate level of swimming and water safety ability.” 4 In the second annual
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House of Commons Library: Briefing paper: Number 7222, 4 June 2018: Teacher recruitment and retention in England

House of Commons Library: Briefing paper: Number 7222, 4 June 2018: Teacher recruitment and retention in England

A report published by the National Foundation for Educational Research (NFER) in May 2018 looking at the characteristics of London’s teacher supply market. The report stated that “London’s teacher labour market faces a particularly acute challenge over the coming decade”. It added that this challenge “is specific to London rather than a general pattern across other large English cities.” While London seems to initially attract younger teachers, the report said, factors such as higher housing costs discourage teachers from remaining in London in their thirties and beyond. The report highlighted five areas as likely to offer the most effective remedies to the issues faced:
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House of Commons Library: Briefing paper: Number 6710, 10 January 2018: Initial teacher training in England

House of Commons Library: Briefing paper: Number 6710, 10 January 2018: Initial teacher training in England

Experienced teachers with a degree can achieve QTS without having to do any further training through the assessment only route. This is only available to unqualified teachers who have taught in at least two schools and have taken the professional skills tests (see section 2.5). To achieve QTS through the assessment only route, individuals are required to present evidence that they meet the QTS standards. Their teaching is assessed in a school by an accredited assessment only provider. Further information is available on the Get Into Teaching website and on the Gov.uk website at: Assessment only route to QTS.
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House of Commons Library: Briefing paper: Number 6710, 6 June 2018: Initial teacher training in England

House of Commons Library: Briefing paper: Number 6710, 6 June 2018: Initial teacher training in England

undergraduate and postgraduate trainees on non-salaried routes can apply for funding under the standard undergraduate student support system. In addition, a range of bursaries and scholarships are available to some trainees, depending on the subject they are training in and, for postgraduates, the class of their first degree. For 2018-19 the Government is also piloting early-career retention payments for maths teachers. Under the scheme, eligible individuals will receive early-career payments of £5,000 each (£7,500 in some areas) in their third and fifth year of teaching in addition to a £20,000 bursary during their training.
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House of Commons Library: Briefing paper: Number 07388, 19 December 2018: Language teaching in schools (England)

House of Commons Library: Briefing paper: Number 07388, 19 December 2018: Language teaching in schools (England)

As noted in section 2.1, the 2011 Ofsted report identified good teaching in two thirds of the lessons observed in primary school, with primary teachers’ subject knowledge and their teaching methods described as predominantly good. Some weaknesses lay in the assessment, and the monitoring and evaluation of provision, often because school leaders did not feel competent enough to judge language provision. The 2011 report stated that in many of the secondary schools visited, opportunities for students to listen to and communicate in the target language were often limited by many teachers’ unpreparedness to use it, and that teaching in Key Stage 4 was focused on achieving good examination results, but this did not always prepare students sufficiently for study at a more advanced level, post-16. However, teaching and learning were good in most of the post-16 providers visited, and the relatively small numbers of students on modern language courses achieved well. 11
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House of Commons Library: Briefing paper: Number 04195, 5 April 2018: Schools meals and nutritional standards (England)

House of Commons Library: Briefing paper: Number 04195, 5 April 2018: Schools meals and nutritional standards (England)

3.4 To enable a greater number of children to benefit from free school meals, we are proposing a net earnings threshold of £7,400 per annum for a household’s eligibility for free school meals. We estimate that, under this threshold, an extra 50,000 children would become eligible for free school meals, compared to today’s number of claimants. It is important to note that the net earnings threshold does not represent a household’s total income, as it does not include their income from benefits, which significantly increase a household’s overall income. A typical family earning around £7,400 per annum would, depending on their exact circumstances, have a total household income of between £18,000 and £24,000 once benefits are taken into account. 12
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House of Commons Library briefing paper : Number 07091, 5 August 2019 : School inspections in England : Ofsted

House of Commons Library briefing paper : Number 07091, 5 August 2019 : School inspections in England : Ofsted

Mainstream primary and secondary schools that were judged as outstanding at their last full section 5 inspection are exempt from further inspection under section 5. This does not apply to special schools, pupil referral units, or maintained nursery schools judged outstanding, which are still eligible for inspection under section 5. Exemption from routine inspection doesn’t mean that outstanding schools will never be inspected. Circumstances in which they might receive a further inspection (under section 8 of the 2005 Act) are outlined in paragraphs 16 to 23 of Ofsted’s Section 5 School inspection handbook.
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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

consumption. Graduates are less likely to drink heavily, to smoke and to be obese. Overall, going to university appears to add eight years to your life. A 30-year old graduate is likely to live a further 51 years as against a further 43 years for a non-graduate.12 If we try to value these non-economic effects in financial terms the results are rather striking: the non-economic gains are actually larger in scale than the conventional economic effects. These non-economic benefits do not just accrue to individual graduates but to society as a whole. Graduates are, for example, less likely to commit crime and this feeds through into lower rates of incarceration and prison costs. It looks as if the children of graduates also benefit from their parents’ education and this feeds through into better health outcomes for the children too. 40
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House of Commons Library: Briefing paper: Number 07236, 8 October 2018: Careers guidance in schools, colleges and universities

House of Commons Library: Briefing paper: Number 07236, 8 October 2018: Careers guidance in schools, colleges and universities

I have consistently heard calls from both employers and schools and colleges to help them navigate this complex landscape and to spread the good practice that is happening in some parts of the country to all. Today I am answering those calls. I am pleased to tell the House that Christine Hodgson, chair of Capgemini UK and someone with a strong track record of developing young talent, will chair a new careers and enterprise company for schools. This will transform the provision of careers education and advice for young people and inspire them to take control of and shape their own futures.
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