Top PDF Constituency casework : schools in England

Constituency casework : schools in England

Constituency casework : schools in England

Introductory information about exclusion and the appeal process is provided on the gov.uk School discipline and exclusions website. Under the Education Act 2011 new arrangements for school exclusion came into force in September 2012. These apply to any pupil excluded on or after 1 September 2012 from a maintained school, academy/free school, alternative provision academy/free school or pupil referral unit in England. Independent appeal panels were replaced by independent review panels, which do not have the power to order reinstatement of a pupil. The independent review panels are able to impose financial penalties on schools that exclude pupils unreasonably.
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Constituency casework : schools in England

Constituency casework : schools in England

Introductory information about exclusion and the appeal process is provided on the GOV.UK School discipline and exclusions website. Under the Education Act 2011 new arrangements for school exclusion came into force in September 2012. These apply to any pupil excluded on or after 1 September 2012 from a maintained school, academy school/free school, alternative provision academy/free school or pupil referral unit in England. Independent appeal panels were replaced by independent review panels, which do not have the power to order reinstatement of a pupil. The independent review panels are able to impose financial penalties on schools that exclude pupils unreasonably.
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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

Private independent schools are fee-paying schools and are not part of the state sector. The Secretary of State is responsible for keeping a register of independent schools in England. It is an offence to operate an independent school without registration. The Secretary of State is empowered to set standards that independent schools must meet in order to be registered. Registered schools are subject to inspection. Occasionally, Members are asked about sources of funding for parents who wish to send their children to private independent schools. Parents seeking financial support may wish to ask the individual school if it offers bursaries etc. The Independent Schools Council may be able to provide information about independent school scholarships and bursaries.
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Constituency casework : schools in England

Constituency casework : schools in England

Private independent schools are fee-paying schools and are not part of the state sector. The Secretary of State is responsible for keeping a register of independent schools in England. It is an offence to operate an independent school without registration. The Secretary of State is empowered to set standards that independent schools must meet in order to be registered. Registered schools are subjected to inspection. Occasionally, Members are asked about sources of funding for parents who wish to send their children to private independent schools. Parents seeking financial support may wish to ask the individual school if it offers bursaries etc. The Independent Schools Council may be able to provide information about independent school scholarships and bursaries.
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Constituency casework : schools in England

Constituency casework : schools in England

Private independent schools are fee-paying schools and are not part of the state sector. The Secretary of State is responsible for keeping a register of independent schools in England. It is an offence to operate an independent school without registration. The Secretary of State is empowered to set standards that independent schools must meet in order to be registered. Registered schools are subject to inspection. Occasionally, Members are asked about sources of funding for parents who wish to send their children to private independent schools. Parents seeking financial support may wish to ask the individual school if it offers bursaries etc. The Independent Schools Council may be able to provide information about independent school scholarships and bursaries.
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Personal, social, health and economic education in schools (England)

Personal, social, health and economic education in schools (England)

In March 2017, the Education Secretary, Justine Greening, announced her intention to put Relationships and Sex Education on a statutory footing. She also announced her intention to create a power to make PSHE statutory in future, following further work and consultation. The Children and Social Work Act 2017 provides for PSHE to be made statutory at all schools in England through regulations. A call for evidence on PSHE teaching is running from December 2017 - February 2018.

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Constituency casework: schools

Constituency casework: schools

Under the Education Act 2011 new arrangements for school exclusion came into force in September 2012. These apply to any pupil excluded on or after 1 September 2012 from a maintained school, academy school/free school, alternative provision academy/free school or pupil referral unit in England. Independent appeal panels were replaced by independent review panels, which do not have the power to order reinstatement of a pupil. The independent review panels are able to impose financial penalties on schools that exclude pupils unreasonably.
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Language teaching in schools (England)

Language teaching in schools (England)

The Coalition Government stated that the principal purpose of the new measure was to increase the take-up of ‘core’ academic qualifications that best equipped a pupil for progression to further study and work. During a debate on foreign languages held in the House of Lords in January 2015, the Parliamentary Under-Secretary of State for Schools, Lord Nash, stated that “the inclusion of a foreign language in the English baccalaureate measure has raised entries from pupils in England by 20% since 2012.” 26

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School admissions in England : state-funded schools

School admissions in England : state-funded schools

Where the LA is unable to offer a place at any of the schools a parent nominates on the application form, it may allocate the child in question a place at another school with spare capacity. This could be at a school some distance from the child’s home; information on home-to-school transport and when this must be arranged can be found in Section 6 of a separate Library briefing paper, Constituency casework: schools, updated 29 October 2015.

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Sex and relationships education in schools (England)

Sex and relationships education in schools (England)

On 1 March 2017, the Education Secretary, Justine Greening, announced her intention to put ‘Relationships and Sex Education’ – rather than SRE – on a statutory footing. She also announced her intention to create a power to make personal, social, health and economic education (PSHE) statutory in future, following further work and consultation. The necessary legislation was passed shortly before the dissolution of parliament for the 2017 General Election. It is intended that teaching of reformed RSE will start in September 2019. The relevant sections of the Children and Social Work Act 2017 require: • All primary schools in England to teach age-appropriate
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Language teaching in schools (England)

Language teaching in schools (England)

The Coalition Government stated that the principal purpose of the new measure was to increase the take-up of ‘core’ academic qualifications that best equipped a pupil for progression to further study and work. During a debate on foreign languages held in the House of Lords in January 2015, the Parliamentary Under-Secretary of State for Schools, Lord Nash, stated that “the inclusion of a foreign language in the English baccalaureate measure has raised entries from pupils in England by 20% since 2012.” 26

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Introducing ICT in schools in England : rationale and consequences

Introducing ICT in schools in England : rationale and consequences

Many are prepared to accept that ICT can have an impact on aspects of teaching and learning, for example, helping to make the curriculum more accessible through the use of multi media and interactivity (eg Passey, Rogers, Machell, & McHugh, 2004). Pupils may take pride in the more professional presentation of work created at the computer (Cox et al, 2003) and technology may be particularly welcomed by those with special needs (Higgins, 2003) or disaffected from school (Duckworth, 2005). Going further, it is not difficult to take seriously the view expressed within Harnessing Technology that technology can enhance and extend the range of learning and even make it ‘more exciting’ (DfES, 2005). For example a recent report aimed at showcasing the use of learning platforms in schools in England provided evidence of an impact on parental involvement; encouragement for a more collaborative and learner centred pedagogy;
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Implementation of the national funding formula for schools in England

Implementation of the national funding formula for schools in England

Education announced arrangements for school funding in England in 2018–19 and 2019–20. This confirmed additional annual funding of around £900m by 2019–20 (as compared with pre- election plans) and announced the amended plans for the national funding formula. Under these new proposals, the funding local authorities receive for schools will be linked to local area characteristics; however, a new national school-level formula will now not be in place until at least 2020–21. This is a smaller step than planned prior to the election – although still one in the right direction. The slower pace of reform and additional money
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School Meals in Secondary Schools in England

School Meals in Secondary Schools in England

likely to be seen in girls-only schools than in boys-only schools, where the peer pressures would be more likely to concern increasing body size and muscle mass 24 25 and consequent pressures to eat more foods with high protein and energy contents. It seems unlikely that boys would behave very differently in the mixed or single sex schools any more than girls did. The energy and nutrient content of the meals eaten in the present survey are very similar to those described in other surveys of food consumption in young people. 3 Lastly, there was a 99% co-operation rate amongst pupils approached to participate, far higher than the anticipated 80%. On balance, it is reasonable to conclude that the findings from this report are representative of the catering provision in secondary schools in England and the food choices of their pupils.
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Pupil absence in schools in England: 2013 to 2014

Pupil absence in schools in England: 2013 to 2014

In October 2014 the Department consulted on a change to the methodology used to identify pupils who are persistently absent and a change to the structure of the absence Statistical First Releases to focus on the provision of more time series data via a machine readable CSV format rather than in data tables. The full consultation can be found in Section 9 of the “Pupil absence in schools in England: autumn 2013 and spring 2014” Statistical First Release.

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The Effectiveness and Equity of Grammar Schools in England

The Effectiveness and Equity of Grammar Schools in England

Single-sex schools are common in many societies’ education systems. A popular claim in support of single-sex schools is that based on the differentiated learning and behaving patterns of boys and girls, teachers can better accommodate the needs of each gender if boys and girls are separate. Along with this perception, there is evidence that girls in single-sex schools are more confident, and more willing to participate in classroom discussion (Jackson, 2002). It has been reported that boys in single-sex schools benefit as well, because teachers are able to reshape curricula to suit their learning pace (Arnot & Gubb, 2001). Furthermore, single-sex schools are also regarded as effective in countering traditional gender stereotypes in subject choice and future aspirations. However, opposing voices point out the negative influence of single-sex schools. For example, separated into different schools at an early age, young people lose the opportunity to interact with the opposite sex. Meanwhile, there are also concerns over the clustering of advantaged pupils in single-sex schools. Single-sex schools (especially girls’ schools) are often over-subscribed because of their high test scores. This renders entry application to these schools more difficult, which may exclude certain social groups who are less likely to devote large amounts of time to school choice. The limited availability of single- sex schools within local areas also creates problems such as increasing home-school distance’s salience in stratifying social groups (Spielhofer, Benton & Schagen, 2004).
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Sex and relationship education in schools (England)

Sex and relationship education in schools (England)

The report’s recommendation that PSHE be made part of the curriculum was part of the Children, Schools and Families Bill, Session 2009-10. The Library research paper 09/95 on the Bill sets out the proposals of the then Labour Government. The PSHE provisions and sex education generally were discussed during the Public Bill Committee – pp 13 and 14 of the Library research paper 10/12 give an account of the debates. However, many of the key provisions of the Bill were removed during the consideration of Lords Amendments on 8 April 2010 immediately before the dissolution of Parliament for the general election. The provisions removed included the introduction of compulsory PSHE, and the provision that all children receive at least one year of sex and relationship education. Incidentally, the provisions in the Bill that did survive are now contained in the Children, Schools and Families Act 2010 .
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Educational Isolation: A challenge for schools in England

Educational Isolation: A challenge for schools in England

The case study research arising from the survey was undertaken in the summer term of 2018 and was conducted by Katie Theobald and Bobbie Mills, researchers from Ambition School Leadership (ASL). The school leaders who expressed willingness to participate were approached via email, which included an explanation of the research for the case study. Of the five school leaders that responded, two proceeded to interview and became the case studies for this research. For each case study, the headteacher or principal was interviewed and then nominated a member of their senior leadership for a separate interview. It is notable, however, that interviewees from Case Study 2 stated that the school was not educationally isolated, even though the school leader had identified the school as being educationally isolated in the questionnaire responses. This changed perception of the school’s isolated position was from an urban school and resonates with our research findings that urban schools experienced less educational isolation than rural and coastal schools. We have also incorporated findings from three case-study telephone interviews from ASL’s Talented Leaders Programme in this report. Interviews were conducted in early 2018, with participants selected by positive change in school outcomes. Data from these interviews do not represent an evaluation of the programme, but provide examples of the ways in which other school leaders have experienced and responded to educational isolation and have been included for this reason.
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Sex and relationships education in schools (England)

Sex and relationships education in schools (England)

8.2 In relation to equality legislation, the proposals are that schools should encourage pupils to respect other people, even if they do not agree with them. This does not extend equality requirements or discriminate against Christianity or religious freedoms. The amended standard would not require a school to do anything that they are not currently required to do by the Equality Act 2010 (which applies to independent schools). 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.
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Personal, social, health and economic education in schools (England)

Personal, social, health and economic education in schools (England)

Measures to legislate for these proposals were included in the Children, Schools and Families Bill before Parliament shortly before the 2010 General Election. For background see Library research paper 09/95 on the Children, Schools and Families Bill, Session 2009-10 (pages 23-27). Many of the Bill’s provisions, including the introduction of compulsory PSHE education and the provision that all children receive at least one year of sex and relationship education were removed during the consideration of Lords Amendments on 8 April 2010 immediately before the dissolution of Parliament for the General Election. The provisions in the Bill that did survive are now contained in the Children, Schools and Families Act 2010.
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