Top PDF House of Commons Library: Briefing paper: Number 6972, 13 March 2017: Faith Schools in England: FAQs

House of Commons Library: Briefing paper: Number 6972, 13 March 2017: Faith Schools in England: FAQs

House of Commons Library: Briefing paper: Number 6972, 13 March 2017: Faith Schools in England: FAQs

Performance was higher on average at faith schools across all the other headline performance indicators. However, pupil intake differs between in faith and non-faith schools, both background characteristics (such as free school meal eligibility) and their prior attainment, so headline results may not give us the most meaningful comparisons. The table below summarises a range of 2016 secondary performance data for faith and non-faith schools and gives some background data on intake. Pupils at faith schools were less likely to have low prior attainment when starting secondary school, more likely to have high prior attainment and less likely to be eligible for free school meals or be looked after by their local authority. When the attainment 8 results are broken down by prior attainment bands the faith/non-faith gap falls to a single percentage point in each band. There were similar gaps in the English and maths measure. Progress 8 takes prior attainment into account and while the average at faith schools was higher and statistically significant the absolute difference was small at around one grade higher per subject for one in every fourteen pupils. 25
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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

highest proportion of pupils attending faith schools in 2017 at 42% and 36% respectively. Outer London (20%) had the lowest. At secondary level the North West (31%) and inner London (26%) and had the highest proportion of faith schools and the East of England (12%) and the South West (13%) had the lowest. At a local authority level more than 55% of primary pupils in Rutland, Wigan, Wiltshire, Blackburn, Knowsley and Dorset attended a faith school. In Leicester, Southend, Newham, Waltham Forest, Thurrock, Luton and Nottingham 10-11% did so. The smaller number of secondary schools means that patterns tend to be more extreme. More than half of secondary pupils attended faith schools in Westminster, Kensington and Chelsea, Liverpool, Bolton and Hammersmith and Fulham. There were six authorities that had no religious secondary schools in 2017. 21
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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)

I oppose the Bill in principle. Parents who do not want their children to have the values of their teacher inflicted on them when they may be against the values of those parents should be supported by this Parliament in being able to remove their children from such lessons if they see fit. Parental responsibility, parental choice and the freedom of parents to allow children to be brought up with their values should be protected in this House, not just trampled over because we happen to have different individual opinions. 61

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House of Commons Library: Briefing paper: Number 6710, 13 June 2017: Initial teacher training in England

House of Commons Library: Briefing paper: Number 6710, 13 June 2017: Initial teacher training in England

Around 30,000 individuals enter one of several ITT routes each year. Although they vary in other ways too, the main distinctions between the different ITT routes are whether they are ‘school-centred’ (for example, the School Direct programme and Teach First) or ‘higher education- centred’ (for example, a university-based PGCE course), and whether the trainee pays tuition fees or receives a salary. All courses include time spent teaching in at least two schools and lead to QTS. They can also all (except undergraduate) include a postgraduate qualification, usually a Postgraduate Certificate of Education (PGCE).
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House of Commons Library: Briefing paper: Number 06962, 31 March 2017: GCSE, AS and A level reform (England)

House of Commons Library: Briefing paper: Number 06962, 31 March 2017: GCSE, AS and A level reform (England)

From 2015, the AS-level will be decoupled as a stand-alone, linear qualification and will remain at the same level of challenge as existing AS qualifications. That means that schools and colleges can decide whether to teach the AS-level over one year or two years. If schools and colleges decide to teach the AS in any given subject in one year, that would give them the opportunity, which I think the hon. Member for Scunthorpe (Nic Dakin) was seeking— it is a valid concern—to co-teach the AS and the new A-level together, if that meets the needs of the students and if it is a sensible way for those institutions to ensure that they can deliver education for all young people who want to access both A-levels and the AS.
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House of Commons Library: Briefing paper: Number 6962, 31 March 2017: GCSE, AS and A level reform (England)

House of Commons Library: Briefing paper: Number 6962, 31 March 2017: GCSE, AS and A level reform (England)

From 2015, the AS-level will be decoupled as a stand-alone, linear qualification and will remain at the same level of challenge as existing AS qualifications. That means that schools and colleges can decide whether to teach the AS-level over one year or two years. If schools and colleges decide to teach the AS in any given subject in one year, that would give them the opportunity, which I think the hon. Member for Scunthorpe (Nic Dakin) was seeking— it is a valid concern—to co-teach the AS and the new A-level together, if that meets the needs of the students and if it is a sensible way for those institutions to ensure that they can deliver education for all young people who want to access both A-levels and the AS.
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House of Commons Library: Briefing paper: Number 8050, 13 September 2017: New early years funding formula from 2017-18, including maintained nursery schools (England)

House of Commons Library: Briefing paper: Number 8050, 13 September 2017: New early years funding formula from 2017-18, including maintained nursery schools (England)

When the DfE issued its consultation on the new formula in August 2016, it noted that: Maintained nursery schools (MNS) have a well-deserved reputation for providing high quality early years education and childcare. In March 2016, of 406 MNSs inspected, 60% were rated as outstanding by Ofsted (compared with 17% nursery / preschools and 13% childminders) and 39% rated as good (compared with 73% nursery / preschools and 70% childminders). The majority of them are based in disadvantaged areas, and they therefore make valuable contributions to the improvement of the life chances of the children who live there.
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House of Commons Library : Briefing Paper: Number 5108, 18 January 2017: Home education in England

House of Commons Library : Briefing Paper: Number 5108, 18 January 2017: Home education in England

Flexi-schooling describes an approach which offers part-time attendance at school to parents who may wish to part-educate their child at home. In February 2013, the Department for Education issued “categorical” advice that a school could not agree to a flexi-schooling arrangement. However, in March 2013 this advice was amended to state that “where parents have entered in to flexi-schooling arrangements, schools may continue to offer those arrangements”. 27 The then Parliamentary Under-

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House of Commons Library: Briefing paper: Number 7070, 9 March 2017: Recent policy developments: Grammar schools in England

House of Commons Library: Briefing paper: Number 7070, 9 March 2017: Recent policy developments: Grammar schools in England

[response to Q260] Justine Greening: I think the first thing to say is that for the children in grammars, particularly children on free school meals, their progress comes on in leaps and bounds. The grammars are closing the attainment gap that we have between disadvantaged children who are on free school meals and other children and doing a great job of that. They absolutely have something to offer in helping us make sure that children do not get left behind, but if they have been left behind, catch up. The real prize is making sure that they do that, but at the same time play a role bettering other schools around them as well. That is the real prize and that is what we were consulting on, Michelle, because it is important that we get both of those issues
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House of Commons Library: Briefing paper: Number 07169, 20 April 2017: The School System in England

House of Commons Library: Briefing paper: Number 07169, 20 April 2017: The School System in England

Faith schools (‘schools with a religious character’). Around one third of state-funded schools in England have a faith designation. Faith schools can either be maintained by the local authority, or have academy status. Faith schools are mostly run like other state schools, but they have particular freedoms, for instance in teaching religious studies, where they are free to teach only about their own religion. Their admissions and staffing policies may use faith-based criteria, although anyone can apply for a place.
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House of Commons Library: Briefing paper: Number 5440, 20 March 2017: Higher Education Finance Statistics

House of Commons Library: Briefing paper: Number 5440, 20 March 2017: Higher Education Finance Statistics

The responsibility for funding teaching in England has been shifted further away from the public sector towards the individual (graduate). The financial impact on the sector as a whole need not be negative if they can raise enough through additional tuition fees (backed by publicly subsidised loans). The impact on individual institutions is much more open to question and it depends on what fee levels they charge and changes in student numbers. These in turn depend on the types of courses they offer, the ‘value’ placed on a degree from that institution by potential students and the extent and type of student choice and competition introduced into the sector. Changes to higher education funding and student support from 2012/13 gives some background to the freeing up of places from 2012 and more recent detail is given in HE in England from 2012: Student numbers and Higher Education Student Numbers.
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House of Commons Library: Briefing paper: Number 07972, 30 May 2018: Independent schools (England)

House of Commons Library: Briefing paper: Number 07972, 30 May 2018: Independent schools (England)

a young person may have the right to make their own decisions,” and that a blanket right for parents to withdraw their child from sex education is no longer consistent with English caselaw (or with the ECHR and UNCRC). The outcome will be set out in regulations which will be subject to consultation and debate. See Department for Education, Policy Statement: Relationships Education, Relationships and Sex Education, and Personal, Social, Health, and Economic Education, March 2017

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House of Commons Library: Briefing paper: Number 6103, 2 March 2017: Sex and Relationships Education in Schools (England)

House of Commons Library: Briefing paper: Number 6103, 2 March 2017: Sex and Relationships 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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House of Commons Library: Briefing paper: Number 6836, 1 March 2017: School Sport in England

House of Commons Library: Briefing paper: Number 6836, 1 March 2017: School Sport in England

The premium has enabled schools to enhance both the quality and range of PE teaching and sports provision. As a result of this investment, schools reported a range of positive impacts on pupils including increased pupil engagement and participation in PE and sports as well as impacts on social and inter-personal skills, behaviour, and PE skills and fitness. Schools also perceived positive impacts on the skills and confidence of teachers to deliver PE. The findings of this study have also highlighted challenges for the future of PE and sport in primary schools. To sustain the impact of the premium, schools have used it to invest in training for existing staff. However, a question remains over how to maintain this investment in CPD for new teachers entering the profession, once premium funding ends. Schools also raised issues related to sourcing good quality provision in their local area, and may need further support to robustly assess the quality of the provision available. The survey also found that monitoring and evaluation of the premium was not consistent and schools may require further advice and guidance to support them to first assess impacts and then put in place strategies for continuing quality improvement. 19
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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

Concern over the number of F1 posts has led to heightened focus on student numbers entering year 1 of the medical degree programme. The Medical Schools Council has worked with HEFCE to clarify the guidance on recording new intakes. Members in England are not convinced that the data, on which the decision to impose a 2% cut for 2012 student intake numbers was taken, were robust. More work needs to be done to model the required future medical workforce and thus the required output from UK medical schools. 13

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House of Commons Library: Briefing paper: Number 07059, 30 March 2017: FAQs: Academies and free schools

House of Commons Library: Briefing paper: Number 07059, 30 March 2017: FAQs: Academies and free schools

Academies and free schools are state-funded, non-fee-paying schools in England, independent of local authorities. They operate in accordance with their funding agreements with the Secretary of State, and are independent of local authorities (LAs). Maintained schools, on the other hand, have varying degrees of council involvement. Although academies, free schools and maintained schools share many similarities, there are some important differences in terms of the rules and legislation that apply to them.

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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)

The Department has developed programmes including the ‘Teacher Subject Specialism Training’ (TSST), to attract existing teachers into MFL. TSST aims to enhance the MFL expertise of current teachers and provide more targeted support to help returning teachers and career changers into the profession. The Department is creating expert hubs for languages that will share best practice in pedagogy among schools. These hubs will improve access to high quality, modern MFL teaching. Further details will be announced in due course. 10

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House of Commons Library: Briefing Paper:  Number 07819, 8 March 2018: Constituency casework: schools in Scotland

House of Commons Library: Briefing Paper: Number 07819, 8 March 2018: Constituency casework: schools in Scotland

Members often receive enquiries from constituents about school-related matters. Many of these can be answered from readily available information on the internet or in standard publications. Where complex issues are raised it may be more appropriate to refer the constituent to specialist bodies and organisations or to a solicitor if legal advice is sought. This note gives a very brief overview of the structure of the state-maintained school system, including an outline of the different categories of schools, as often an answer to a school-related constituency question may depend upon the type of school in question. The note provides brief background and key sources on a selection of issues that are typically raised with Members by constituents. Members who have questions on topics not covered here may contact the Social Policy Section for information.
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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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House of Commons Library: Briefing paper: Number 6281, 3 April 2017: Support for postgraduate students in England

House of Commons Library: Briefing paper: Number 6281, 3 April 2017: Support for postgraduate students in England

Students have to pay their tuition fees for the first four years of their course and are not eligible for a tuition fee loan. They may, however, be able to apply to Student Finance England for a maintenance loan. From year five of their training, graduate medical students receive the same support as undergraduate medical students under the NHS bursary scheme. That is, their tuition fees will be paid by the NHS, they will receive a non-means tested grant of £1,000, and they will be able to apply for a means-tested bursary to cover maintenance costs. Students can also apply for a reduced maintenance loan from Student Finance England. 26
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