Asked by: Justin Tomlinson (Conservative - North Swindon)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps he is taking to increase the number of students studying GCSE or equivalent in ICT & Computer Science.
Answered by Nick Gibb
The total number of pupils, at the end of Key Stage 4, achieving grades A*-G in GCSE or equivalent in ICT/ Information Technology or Computer Science since 2009/10 is published in the Department’s statistical first release[1], and is set out below:
Subject |
| 2010 | 2011 | 2012 | 2013 | 2014 | 2015 | 2016 | 2017[2] |
Information Technology[3] |
| 42.8 | 35.9 | 39.4 | 58.3 | 82.7 | 100.9 | 73.5 | 60.9 |
Computer Science[4] |
| - | - | - | - | 15.2 | 32.6 | 60.2 | 65.6 |
Source: Key stage 4 attainment data
The Department reformed the Computer Science GCSE to provide a stronger foundation for further academic and vocational study. The new GCSE was introduced in September 2016 and requires students to understand mathematical principles and concepts such as data representation, Boolean logic and different data types. Students also have to understand the components of computer systems, and write and refine programs. The ICT GCSE was not reformed and ceased to be available for teaching from September 2017.
The Government announced during the Budget that it was investing £84 million of new funding from 2018-23 to deliver a comprehensive programme to improve the teaching of computing in schools and drive up participation in computer science at GCSE. This new programme will include retraining up to 8,000 secondary teachers to teach computer science GCSE, a National Centre for Computing Education including a national network of support for schools to provide training and resources to schools, and pilot of targeted activities to improve the gender balance in computer science GCSE and A level.
[1] https://www.gov.uk/government/collections/statistics-gcses-key-stage-4 - Select the revised link for each year (latest for 2017 is provisional), then open the ‘subject tables’. The figures are provided in the first tab (in some years, data on equivalents is provided in table 12).
[2] 2017 figures are based on provisional data. Figures for all other years are final.
[3] Includes Computer Studies, Information Systems and any combined syllabus of which Information Technology is the major part.
[4] Computer science includes all computer science qualifications and is not limited to just those located on the science pillar of the EBacc.
Asked by: Justin Tomlinson (Conservative - North Swindon)
Question to the Department for Education:
To ask the Secretary of State for Education, how many students have left school with a GCSE or equivalent in ICT & Computer Science in each year since 2010.
Answered by Nick Gibb
The total number of pupils, at the end of Key Stage 4, achieving grades A*-G in GCSE or equivalent in ICT/ Information Technology or Computer Science since 2009/10 is published in the Department’s statistical first release[1], and is set out below:
Subject |
| 2010 | 2011 | 2012 | 2013 | 2014 | 2015 | 2016 | 2017[2] |
Information Technology[3] |
| 42.8 | 35.9 | 39.4 | 58.3 | 82.7 | 100.9 | 73.5 | 60.9 |
Computer Science[4] |
| - | - | - | - | 15.2 | 32.6 | 60.2 | 65.6 |
Source: Key stage 4 attainment data
The Department reformed the Computer Science GCSE to provide a stronger foundation for further academic and vocational study. The new GCSE was introduced in September 2016 and requires students to understand mathematical principles and concepts such as data representation, Boolean logic and different data types. Students also have to understand the components of computer systems, and write and refine programs. The ICT GCSE was not reformed and ceased to be available for teaching from September 2017.
The Government announced during the Budget that it was investing £84 million of new funding from 2018-23 to deliver a comprehensive programme to improve the teaching of computing in schools and drive up participation in computer science at GCSE. This new programme will include retraining up to 8,000 secondary teachers to teach computer science GCSE, a National Centre for Computing Education including a national network of support for schools to provide training and resources to schools, and pilot of targeted activities to improve the gender balance in computer science GCSE and A level.
[1] https://www.gov.uk/government/collections/statistics-gcses-key-stage-4 - Select the revised link for each year (latest for 2017 is provisional), then open the ‘subject tables’. The figures are provided in the first tab (in some years, data on equivalents is provided in table 12).
[2] 2017 figures are based on provisional data. Figures for all other years are final.
[3] Includes Computer Studies, Information Systems and any combined syllabus of which Information Technology is the major part.
[4] Computer science includes all computer science qualifications and is not limited to just those located on the science pillar of the EBacc.
Asked by: Justin Tomlinson (Conservative - North Swindon)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps he is taking to increase the number of students studying for a degree in ICT & Computer Science.
Answered by Sam Gyimah
The Higher Education Statistics Agency (HESA) collects and publishes statistics on students obtaining qualifications from UK Higher Education Institutions. The latest statistics refer to the academic year 2016/17 and can be found at: https://www.hesa.ac.uk/news/11-01-2018/sfr247-higher-education-student-statistics/qualifications.
The numbers of first degree qualifiers in computer sciences subjects from the academic year 2010/11 onwards are provided in the table below:
First degree qualifiers1 in Computer Sciences subjects2
UK Higher Education Institutions, academic years 2010/11 to 2016/17
Academic year | Number of qualifiers |
2010/11 | 14,505 |
2011/12 | 15,225 |
2012/13 | 15,565 |
2013/14 | 16,080 |
2014/15 | 15,595 |
2015/16 | 15,280 |
2016/17 | 16,805 |
Source: HESA Student Record
Notes
In relation to increasing the number of students studying for a degree in ICT and computer science, the government is undertaking a range of initiatives to promote digital and computing skills throughout the education system. For example, the government is investing £84 million of new funding over the next five years to deliver a comprehensive programme to improve the teaching of the computing curriculum and increase participation in computer science GCSE.
The government is also seeking to strengthen the role that higher education providers can play in providing digital and computing skills. This will be through supporting the establishment of a new Institute of Coding to serve as a national focus for improving digital skills provision at levels 6 and 7 with a £20 million fund to improve higher-level digital skills, with joint collaborations between universities and businesses, and to focus on computer science and digital skills in related disciplines. This will ensure the courses better meet employers’ needs.
Additionally, there is funding to support universities to develop conversion courses in engineering and computer science that allow graduates from other subjects to undertake further study and pursue careers in engineering and computer science.
Asked by: Justin Tomlinson (Conservative - North Swindon)
Question to the Department for Education:
To ask the Secretary of State for Education, how many students have graduated with a degree in ICT & Computer Science in each year since 2010.
Answered by Sam Gyimah
The Higher Education Statistics Agency (HESA) collects and publishes statistics on students obtaining qualifications from UK Higher Education Institutions. The latest statistics refer to the academic year 2016/17 and can be found at: https://www.hesa.ac.uk/news/11-01-2018/sfr247-higher-education-student-statistics/qualifications.
The numbers of first degree qualifiers in computer sciences subjects from the academic year 2010/11 onwards are provided in the table below:
First degree qualifiers1 in Computer Sciences subjects2
UK Higher Education Institutions, academic years 2010/11 to 2016/17
Academic year | Number of qualifiers |
2010/11 | 14,505 |
2011/12 | 15,225 |
2012/13 | 15,565 |
2013/14 | 16,080 |
2014/15 | 15,595 |
2015/16 | 15,280 |
2016/17 | 16,805 |
Source: HESA Student Record
Notes
In relation to increasing the number of students studying for a degree in ICT and computer science, the government is undertaking a range of initiatives to promote digital and computing skills throughout the education system. For example, the government is investing £84 million of new funding over the next five years to deliver a comprehensive programme to improve the teaching of the computing curriculum and increase participation in computer science GCSE.
The government is also seeking to strengthen the role that higher education providers can play in providing digital and computing skills. This will be through supporting the establishment of a new Institute of Coding to serve as a national focus for improving digital skills provision at levels 6 and 7 with a £20 million fund to improve higher-level digital skills, with joint collaborations between universities and businesses, and to focus on computer science and digital skills in related disciplines. This will ensure the courses better meet employers’ needs.
Additionally, there is funding to support universities to develop conversion courses in engineering and computer science that allow graduates from other subjects to undertake further study and pursue careers in engineering and computer science.
Asked by: Justin Tomlinson (Conservative - North Swindon)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment he has made of the potential merits of doubling the sport premium.
Answered by Nadhim Zahawi
An independent evaluation report into the premium was published in December 2015. It found that:
We know more can be done to improve PE and sport in primary schools, which is why we have doubled the premium to £320 million a year from September 2017 using revenue from the Soft Drinks Industry Levy.
Schools must use the funding to make additional and sustainable improvements to the quality of PE and sport they offer. The premium should develop or add to the PE and sport activities that a school already offers and make improvements now that will benefit pupils joining the school in future years.
Asked by: Justin Tomlinson (Conservative - North Swindon)
Question to the Department for Education:
To ask the Secretary of State for Education, if his Department will make it a condition of any new school funding agreement that the school in question must make its sports facilities available for public use outside the school day.
Answered by Nick Gibb
Sports facilities in schools can provide excellent opportunities for communities to be active and take part in sport. Many schools offer use of their facilities for community use outside of the school day: approximately two thirds (62%) of school sports facilities across England are now available for some form of community use.
The Department updated the Governance handbook for academies, multi-academy trusts and maintained schools in 2017 to include advice on the use of extended activities and community services, such as sports facilities.
Sport England has developed an online resource ‘Use Our School’ to support schools in opening their facilities to the community and keeping them open.
Asked by: Justin Tomlinson (Conservative - North Swindon)
Question to the Department for Education:
To ask the Secretary of State for Education, how much schools in (a) North Swindon constituency, (b) Swindon and (c) England have received in Sport Premium in each year since it was established.
Answered by Nadhim Zahawi
Physical Education and Sport Premium funding for all schools in England can be found for the academic years at the links below.
2016/17: https://www.gov.uk/government/publications/pe-and-sport-premium-funding-conditions-for-2016-to-2017.
2014/15: https://www.gov.uk/government/publications/pe-and-sport-premium-allocations-for-2014-to-2015.
2013/14: https://www.gov.uk/government/publications/pe-and-sport-grant-2013-to-2014-allocation-breakdown.
Asked by: Justin Tomlinson (Conservative - North Swindon)
Question to the Department for Education:
To ask the Secretary of State for Education, how much schools in (a) North Swindon constituency and (b) Swindon have received in Pupil Premium in each year since it was established.
Answered by Nadhim Zahawi
Pupil premium funding for all schools, parliamentary constituencies and local authorities in England and in total can be found at the links below.
2017/18: https://www.gov.uk/government/publications/pupil-premium-conditions-of-grant-2017-to-2018.
2016/17: https://www.gov.uk/government/publications/pupil-premium-conditions-of-grant-2016-to-2017.
2015/16: https://www.gov.uk/government/publications/pupil-premium-2015-to-2016-allocations.
2014/15: https://www.gov.uk/government/publications/pupil-premium-2014-to-2015-final-allocations.
2013/14: https://www.gov.uk/government/publications/pupil-premium-2013-to-2014-final-allocation-tables.
Asked by: Justin Tomlinson (Conservative - North Swindon)
Question to the Department for Education:
To ask the Secretary of State for Education, what expenditure her Department has allocated from the Healthy Pupils Capital Fund to (a) the Condition Improvement Fund and (b) the School Condition Allocations for the period 2018-19.
Answered by Robert Goodwill
£100 million of revenue generated from the Soft Drinks Industry Levy will be utilised for the Healthy Pupils Capital Fund (HPCF). This fund is intended to improve children’s and young people’s physical and mental health by enhancing access to facilities for physical activity, healthy eating, mental health and wellbeing and medical conditions, such as kitchens, dining facilities, changing rooms, playgrounds and sports facilities.
The HPCF is available in 2018-19 and will be allocated through the current arrangements for schools condition funding.
Single and small academy trusts and sixth-form colleges have had the opportunity to bid for HPCF through the Condition Improvement Fund in 2018-19. The bidding round ran between 19 October and 14 December 2017. Local authorities, large multi-academy trusts and other bodies receiving School Condition Allocations (SCA) will receive a direct allocation from the HPCF. This direct allocation is in addition to their normal SCA and will be calculated, announced and paid alongside it.
Asked by: Justin Tomlinson (Conservative - North Swindon)
Question to the Department for Education:
To ask the Secretary of State for Education, if her Department will publish the number and details of applications made for the Condition Improvement Fund period 2018-19.
Answered by Robert Goodwill
All successful Condition Improvement Fund (CIF) applicants, including those who receive funding for healthy pupil initiatives through the CIF 2018 to 2019 round, are required to submit project monitoring returns at quarterly intervals throughout the course of the project. In some cases, this will be at monthly intervals informing the Education and Skills Funding Agency (ESFA) of project spend and delivery. Failure to do so results in further instalments being withheld.
All successful projects are also required to submit a completion return providing evidence of the completion of the works and the total project spend. Any changes to the project, including significant delays, changes to the scope of work or the level of funding are required to be approved by the ESFA via a scope change request.
We will publish the number of successful applications, the names of the successful schools and sixth-form colleges and a brief description of the successful project on GOV.UK at https://www.gov.uk/guidance/condition-improvement-fund in April 2018.