Asked by: Lucy Powell (Labour (Co-op) - Manchester Central)
Question to the Department for Education:
To ask the Secretary of State for Education, with reference to the oral evidence taken by the Education Committee on 30 April 2019, HC 341, Question 2041, if he will publish in full the turnaround plan agreed with the Academies Enterprise Trust.
Answered by Nadhim Zahawi
Further to the Education Select Committee questions on 30 April 2019, my noble Friend, the Parliamentary Under-Secretary of State, wrote to the committee on 21 May 2019 with further detail of the turnaround activity agreed with Academies Enterprise Trust.
Asked by: Lucy Powell (Labour (Co-op) - Manchester Central)
Question to the Department for Education:
To ask the Secretary of State for Education, what discussions (a) he (b) Ministers in his Department and (c) officials in his Department have had with AET on the benchmarking exercise for AET secondary schools in London; and whether his Department approved benchmarking process; and if he will place in the Library a copy of the benchmark against which AET secondary schools in London are being assessed.
Answered by Nadhim Zahawi
The department, including ministers and officials, have held no detailed discussions with the Academies Enterprise Trust on a benchmarking exercise for their London Academies. We have not approved a benchmarking process, as this is for the trust to determine, and do not have a copy of any benchmark London Academies are currently being assessed against.
The department does publish a range of financial benchmarking tools, and signposts trusts to these. They include the Schools Financial Benchmarking tool which can be accessed publicly here: https://schools-financial-benchmarking.service.gov.uk/.
Asked by: Lucy Powell (Labour (Co-op) - Manchester Central)
Question to the Department for Education:
To ask the Secretary of State for Education, how many children classified as in scope for the 16-18 English progress measure from (a) disadvantaged and (b) non-disadvantaged backgrounds (i) achieved a grade 4 in English, (ii) made positive progress, (iii) did not enter an approved English qualification by the end of 16-18 study in 2017-18 by each prior attainment grade.
Answered by Nick Gibb
The number of state-funded students in scope for the 16-18 mathematics and English measures and their attainment, split by disadvantage status[1] and prior attainment, are provided in the attached tables. This expands on published data within the Department’s statistical release[2].
[1] Disadvantage status is taken from the census recorded completed for that student’s final year of key stage 4 study.
[2] https://www.gov.uk/government/statistics/a-level-and-other-16-to-18-results-2017-to-2018-revised. Main text, page 30-32.
Asked by: Lucy Powell (Labour (Co-op) - Manchester Central)
Question to the Department for Education:
To ask the Secretary of State for Education, how many children classified as in scope for the 16-18 English progress measure from (a) disadvantaged and (b) non-disadvantaged backgrounds by prior attainment achieved (i) a GCSE grade 3 or D and (ii) other level 2 qualification; and whether they (A) did not enter an approved qualification, (B) achieved a grade 4 or above (or equivalent) and (C) made positive progress in 2017-18.
Answered by Nick Gibb
The number of state-funded students in scope for the 16-18 mathematics and English measures and their attainment, split by disadvantage status[1] and prior attainment, are provided in the attached tables. This expands on published data within the Department’s statistical release[2].
[1] Disadvantage status is taken from the census recorded completed for that student’s final year of key stage 4 study.
[2] https://www.gov.uk/government/statistics/a-level-and-other-16-to-18-results-2017-to-2018-revised. Main text, page 30-32.
Asked by: Lucy Powell (Labour (Co-op) - Manchester Central)
Question to the Department for Education:
To ask the Secretary of State for Education, how many children classified as in scope for the 16-18 English progress measure were from (a) disadvantaged and (b) non-disadvantaged backgrounds in 2017-18 by each prior attainment grade.
Answered by Nick Gibb
The number of state-funded students in scope for the 16-18 mathematics and English measures and their attainment, split by disadvantage status[1] and prior attainment, are provided in the attached tables. This expands on published data within the Department’s statistical release[2].
[1] Disadvantage status is taken from the census recorded completed for that student’s final year of key stage 4 study.
[2] https://www.gov.uk/government/statistics/a-level-and-other-16-to-18-results-2017-to-2018-revised. Main text, page 30-32.
Asked by: Lucy Powell (Labour (Co-op) - Manchester Central)
Question to the Department for Education:
To ask the Secretary of State for Education, how many children classified as in scope for the 16-18 maths progress measure from (a) disadvantaged and (b) non-disadvantaged backgrounds achieved a grade 4 in maths by the end of 16-18 study in 2017-18 by each prior attainment grade.
Answered by Nick Gibb
The number of state-funded students in scope for the 16-18 mathematics and English measures and their attainment, split by disadvantage status[1] and prior attainment, are provided in the attached tables. This expands on published data within the Department’s statistical release[2].
[1] Disadvantage status is taken from the census recorded completed for that student’s final year of key stage 4 study.
[2] https://www.gov.uk/government/statistics/a-level-and-other-16-to-18-results-2017-to-2018-revised. Main text, page 30-32.
Asked by: Lucy Powell (Labour (Co-op) - Manchester Central)
Question to the Department for Education:
To ask the Secretary of State for Education, for a breakdown of the number of children classified as in scope for the 16-18 maths progress measure from (a) disadvantaged and (b) non-disadvantaged backgrounds by prior attainment qualification of (i) GCSE grade 3 or D (ii) other level 2 qualification; and whether they (A) did not enter an approved qualification, (B) achieved a grade 4 or above (or equivalent) and (C) made positive progress in 2017-18.
Answered by Nick Gibb
The number of state-funded students in scope for the 16-18 mathematics and English measures and their attainment, split by disadvantage status[1] and prior attainment, are provided in the attached tables. This expands on published data within the Department’s statistical release[2].
[1] Disadvantage status is taken from the census recorded completed for that student’s final year of key stage 4 study.
[2] https://www.gov.uk/government/statistics/a-level-and-other-16-to-18-results-2017-to-2018-revised. Main text, page 30-32.
Asked by: Lucy Powell (Labour (Co-op) - Manchester Central)
Question to the Department for Education:
To ask the Secretary of State for Education, how many children classified as in scope for the 16-18 maths progress measure were from (a) disadvantaged and (b) non-disadvantaged backgrounds in 2017-18 by each prior attainment grade.
Answered by Nick Gibb
The number of state-funded students in scope for the 16-18 mathematics and English measures and their attainment, split by disadvantage status[1] and prior attainment, are provided in the attached tables. This expands on published data within the Department’s statistical release[2].
[1] Disadvantage status is taken from the census recorded completed for that student’s final year of key stage 4 study.
[2] https://www.gov.uk/government/statistics/a-level-and-other-16-to-18-results-2017-to-2018-revised. Main text, page 30-32.