We will also extend our additional funding for maintainednurseryschools to at least the end of this Parliament (2019-20).
There were differing views on the universal base rate from some types of providers. In particular, maintainednursery school (MNS) respondents noted that as a result of being constituted as schools, they had additional specific statutory responsibilities such as delivering teacher-led provision. The government recognises that MNS bear costs over and above other providers. For this reason, the government will provide supplementary funding of £55 million a year to local authorities for the duration of this Parliament. This will enable local authorities to maintain their current funding levels for MNS during the wider changes in early years funding, and ensure that the important contribution these schools make to the social mobility of young children in
It is highly disappointing that the NUT conference took this stance towards the Prevent strategy.
The Prevent duty is entirely consistent with schools’ existing
responsibilities and it is irresponsible to suggest that it requires teachers to spy on pupils or close down discussion in the classroom. Good schools will already have been safeguarding children from extremism and promoting fundamental British values long before the Prevent duty came into force. Schools provide a safe space for debate and play a key role in helping young people develop critical thinking skills, which increases their resilience to a range of risks, including extremism. We have published guidance on the Prevent duty and made a wide range of advice and materials available to schools through our Educate Against Hate website.
.• £500,000 of funding for an international marketing campaign for the Tour de Yorkshire 2016.• The government also supports plans to bid to host the Rugby League World Cup in the Northern Powerhouse.
Commenting on these announcements, Emma Boggis, Chief Executive of the Sport and Recreation Alliance, said: “The Budget 2016 has a lot of positive outcomes for sport and recreation. The funding for sport in both primary and secondary schools from the reinvestment of the sugar levy will deliver more opportunities to get children of a young age active, which is crucial if they are to stay active in later life. There is a great opportunity for our members to engage with the education sector to deliver high quality sport and physical activity so that that the
Schools are cutting back on the curriculum; one has removed drama and cut back on modern foreign languages and music. All are now having to use school budgets to pay for shared support services, such as special educational needs outreach, educational psychology and family support services, which were once provided by Liverpool City Council. Others are forced to ask parents for money to make their budgets work. This is a catastrophe and will further disadvantage those pupils who already face barriers. This Queen’s Speech will do nothing to help my constituents who need to be safe from gun crime or who want their children to have a fair chance in education. It is the last desperate effort of a Government who seek only to cling on to office. We will make sure that they do not.
Answering member: Nick Gibb | Party: Conservative Party | Department: Department for Education
The Department for Education sets a requirement that young people who do not achieve a GCSE grade C in English or mathematics by age 16 should continue the study of these subjects. This requirement applies only to 16-19 study programmes funded by the Education Funding Agency (EFA) and is set out in a funding condition for schools and colleges which receive EFA funding. The requirement would therefore apply to any member of the armed forces undertaking EFA-funded 16- 19 programmes. It would not apply to requirements for training provided and funded by the armed forces, which are a matter for the Ministry of Defence.
compassionate, to help reduce those shocking statistics and the often heartbreaking outcomes for those young people?
My hon. Friend is right. No child should suffer the kind of discrimination and harassment she mentioned. In September we set out £2.8 million of funding over the next three years to focus in particular on tackling homophobic, biphobic and transphobic bullying in schools. It is important that, alongside education, we are clear that we need to change attitudes as well.
Made by: Justine Greening (The Secretary of State for Education) The Government is firmly committed to introducing fairer funding for schools, high needs and early years. This is an important reform, which will fairly and transparently allocate funding on the basis of schools’ and children’s actual needs, rather than simply on historic levels of funding tied to out of date local information. Along with the record levels of funding for schools announced at the spending review, and our commitment to the pupil premium for pupils from disadvantaged backgrounds, a fairer funding system will set a common foundation that will enable schools – no longer held back by a funding system that is arbitrary, out of date and unfair – to maximise the potential of every child. It will provide a crucial underpinning for the education system to act as a motor for social mobility and social justice.
Answered by: The Chief Secretary to the Treasury (Mr David Gauke) | Party: Conservative Party | Department: Treasury
The Government are protecting the total core schools budget in real terms. That is possible only through careful management of the economy. As a result, school funding is at its highest ever level, at almost £41 billion in 2017-18. Spending will increase to £42 billion in 2019-20 as pupils numbers rise. We are also delivering our manifesto commitment to implement fairer schoolsfunding. The recent national funding formula consultation includes generous transitional protections for schools that would see a reduction in their funding. The
The Prime Minister went on to explain that universities are better funded now “than they have been for a generation”. She also argued that recent reforms have fairly shared the cost of higher education between the taxpayer and students, and enabled the Government to lift the cap on the number of places available. However the Prime Minister expressed disappointment at the lack of a competitive higher education market, with no variable tuition fees according to cost, quality and length of courses. The review is to look at how future students will contribute to the cost of their studies, including “the level, terms and duration of their contribution.” The Prime Minister discounted the idea of moving back to a fully taxpayer funded system.
Answered by: Nicky Morgan | Department: Education
The hon. Gentleman is absolutely right to say that when somebody in a family, particularly a younger person, is struck with mental ill health, it affects the whole family. That is why funding through the voluntary and community sector programme and organisations such as Mind and Place2Be, as well as the MindEd website, which provides resources for parents, are important. I strongly encourage any parents who are worried about the mental health of their children to have an early conversation with people in their schools, including headteachers and teachers, so that they can then make the referrals.
such as delivering teacher-led provision. The government recognises that MNS bear costs over and above other providers. For this reason, the government will provide supplementary funding of £55 million a year to local authorities for the duration of this Parliament. This will enable local authorities to maintain their current funding levels for MNS during the wider changes in early years funding, and ensure that the important contribution these schools make to the social mobility of young children in disadvantaged areas and the wider early years sector continues. As the universal base rate is introduced, we will allow local authorities to continue to provide a higher level of funding to maintainednurseryschools. We remain committed to consulting in regard to the future role of maintainednurseryschools and how best to secure their high quality provision for the longer term. 35
Answered by: Jackie Doyle-Price, 12 November 2018 Work on developing mental health support teams for school’s forms part of the work to implement the proposals set out in the Green Paper, ‘Transforming children and young people’s mental health provision’. The first wave of recruitment for the Educational Mental Health Practitioners who will form part of these teams is now under way and 210 people will take their places on specialist training courses from January 2019. These trainees will start working in schools during 2019. The initial local areas, or trailblazer sites, that will trial the Green Paper proposals will be announced by the end of the year. As stated in the Green Paper, we plan to roll out the teams to between a fifth and a quarter of the country by 2022/23.
psychological wellbeing and build resilience.
Answering member: Jackie Doyle-Price | Department:
Department of Health and Social Care
Across Government, we are clear for the need to take action to tackle the increase in cyberbullying and are incorporating such action within related work streams across health, education and culture. The Department of Education is clear that all schools are legally required to have a behaviour policy with measures to prevent all forms of bullying - including cyberbullying - and recognise that bullying of any kind can now, just as easily, occur online as face to face.
While the Department has estimated the pressures from inflation and increased pay-related costs, it has not assessed the financial impact for schools of its policy changes. The Department compiles a list of future policy changes that it expects will affect schools but has no plans to assess the financial implications for schools of these changes. It does not therefore have assurance that its policies are affordable within current spending plans without adversely affecting educational outcomes. It leaves schools and multi-academy trusts to manage the consequences individually.
Mental health support teams will work closely with schools and colleges. They can build on the steps the government has already taken to improve access to speech and language therapy. The government introduced through the Children and Families Act 2014, a framework for ensuring that children with special educational needs and disabilities (SEND), including those with speech language and communication needs, are identified early and receive the support they require to succeed in education and move into independent adult life.
8.3 Of the remaining responses there were 516 on whether the changes to the SMSC [spiritual, moral, social and cultural]
standard are required to ensure the active promotion of fundamental British values and respect for other people. A significant number of respondents indicated that they disagreed with the proposed changes, but analysis of the related comments revealed that this was because of misunderstanding the effect or raising issues that were not part of the consultation. For example, some responses questioned the definition of the fundamental British values and requested that this be opened up for further debate; others maintained that the changes extend the equality agenda and will result in the marginalisation of Christianity; and others considered that the changes are not necessary, that the standards were only amended in January 2013, and that many schools are already doing this.
My Lords, I would be more than happy to accept the noble Baroness’s assessment that this is withering and the figures are astronomical if we were talking about figures that related to the children who are likely to benefit today. A lot of this £3.9 billion—sorry, £3.8 billion; there are different figures according to different things—goes back a very long way to the 1993 scheme. Some of it goes back before the reforms introduced in 2003 by the Government of whom the noble Baroness was a member, and some of it goes back before 2008. If the noble Baroness thinks about the number of years that have passed, she will realise that those children are now grown up and will not benefit from recovering that money. It is very sad that absent parents have behaved badly. The only people who have lost out—as the noble Baroness put it—are those children. However, we are concerned about the children of today and to make sure that matters operate properly now, and that the money owed by absent parents, where the department has a role in trying to enforce that, gets paid to the caring parent so
The governing body should be able to demonstrate how best value has been achieved and keep the cost of supplying the uniform under review.
When considering how the school uniform should be sourced, governing bodies should give highest priority to the consideration of cost and value for money for parents. The school uniform should be easily available for parents to purchase and schools should seek to select items that can be purchased cheaply, for example in a supermarket or other good value shop. Schools should keep compulsory branded items to a minimum and avoid specifying expensive items of uniform e.g. expensive outdoor coats. 31
Westminster Academy. 3 Further details were set out in the schools white paper, The Importance of Teaching, published in November 2010:
4.21 In most European countries school students are expected to pursue a broad and rounded range of academic subjects until the age of 16. Even in those countries such as the Netherlands where students divide between academic and vocational routes all young people are expected, whatever their ultimate destiny, to study a wide range of traditional subjects. So we will introduce a new award – the English Baccalaureate – for any student who secures good GCSE or iGCSE passes in English, mathematics, the sciences, a modern or ancient foreign language and a humanity such as history or geography. This combination of GCSEs at grades A*-C will entitle the student to a certificate recording their
organisations from gaining influence over schools and strengthening regulatory frameworks.
The Department has carried out due diligence checks to establish the suitability of individuals and organisations seeking to become involved in schools and in other activity involving children and young people. Work on strengthening regulatory frameworks includes, but is not limited to, amending the standards applying to institutions, teachers and governors to require them to conduct themselves in a way which is compatible with fundamental British values and enabling the Secretary of State and others to take action where they fail to do so. Ofsted has strengthened the school inspections handbook so that inspectors take account of how well schools promote fundamental British values, and protect pupils from the risks of extremism and radicalisation, when judging their effectiveness.