Asked by: Steve Rotheram (Labour - Liverpool, Walton)
Question to the Department for Education:
To ask the Secretary of State for Education, how many pupils are registered with (a) high and complex needs and (b) special educational needs in (i) Liverpool and (ii) Liverpool Walton.
Answered by Edward Timpson
The information requested can be found in the table below:
Number of pupils with special educational needs, based on where the pupil attends school, January 2016, England (1) (2)
| Total pupils | Pupils with statement or EHC plan (3) | Pupils on SEN support | Total pupils with SEN | |||
Number | % (4) | Number | % (4) | Number | % (4) | ||
ENGLAND | 8,559,540 | 236,806 | 2.8 | 991,981 | 11.6 | 1,228,787 | 14.4 |
Liverpool local authority | 71,183 | 1,702 | 2.4 | 10,777 | 15.1 | 12,479 | 17.5 |
Liverpool Walton constituency | 16,473 | 467 | 2.8 | 2,852 | 17.3 | 3,319 | 20.1 |
Source: School Census
(1) Includes maintained and direct grant nursery schools, maintained primary and secondary schools, city technology colleges, primary and secondary academies including free schools, special schools, special academies including free schools, pupil referral units, general hospital schools, alternative provision academies including free schools and independent schools.
(2) Includes pupils who are sole or dual main registrations.
(3) Education, Health and Care (EHC) plans were introduced from September 2014 as part of a range of SEND reforms.
(4) Expressed as a percentage of the total number of pupils in all schools.
Percentages are rounded to the nearest 0.1.
Asked by: Steve Rotheram (Labour - Liverpool, Walton)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment she has made of the adequacy of the work experience provision for 14 to 19 year-olds in education.
Answered by Nick Boles
It is essential that we ensure young people leave school or college prepared for life in modern Britain. This will be achieved through a range of reforms, including improving the quality of existing qualifications and giving employers greater influence over the content of courses.
We ensure schools and colleges have the freedom and autonomy to decide how best to put in place work experience provision for 14-19 year olds. In August 2013 the government reformed the post-16 curriculum and funding system to incentivise education and training providers to offer high quality work experience to young people as part of 16-19 study programmes.
Work experience elements of study programmes and traineeships are now inspected and reported on as an integral part of the inspection of provision for 16-19 year olds (and up to age 24 for traineeships) against the Common Inspection Framework for Further Education and Skills 2015.
Our focus is on ensuring sufficient support is in place, and we have recently announced new funding for our careers strategy which will include continued funding for The Careers and Enterprise Company to help young people access the best advice and inspiration, for example by building on the national network of enterprise advisers to broker strong local links between schools, colleges and employers.
Asked by: Steve Rotheram (Labour - Liverpool, Walton)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment she has made of the effect of the National Funding Formula on (a) schools, (b) teachers and (c) pupils in Liverpool.
Answered by Sam Gyimah
The government is committed to meeting our manifesto pledge to make school funding fairer. At the Spending Review we announced our intention to deliver this by introducing a National Funding Formula in 2017, so that the money we provide for schools is fairly matched to need. As we develop our plans we will consider the effect of the formula on all schools, and we will make sure change is introduced at a pace that is manageable for the sector. We will set out our detailed proposals and consult extensively in the new year.
Asked by: Steve Rotheram (Labour - Liverpool, Walton)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps her Department is taking to improve the provision of technical education.
Answered by Nick Boles
We will put in place clear professional and technical routes to employment, building on the work of the last parliament to ensure only high quality qualifications are approved for performance tables.
For post-16 students we have introduced Tech Levels and Technical Certificates, all of which are backed by employers, trade or professional bodies and cover most practical careers. Employers will be involved in the delivery or assessment of all technical qualifications from September 2017.
Asked by: Steve Rotheram (Labour - Liverpool, Walton)
Question to the Department for Education:
To ask the Secretary of State for Education, for what reasons her Department's funding for a university technical college on the side of the former Anfield Comprehensive School was withdrawn.
Answered by Edward Timpson
In August 2014, approval for the UTC Liverpool Engineering and Logistics project was withdrawn, and the associated funding cancelled. This decision was taken because the Universal Technical College project had made insufficient progress to give the Department for Education confidence that a good quality school would open and flourish. At the time of withdrawal of approval, the preferred location for the UTC was the former Anfield Comprehensive School site.
Asked by: Steve Rotheram (Labour - Liverpool, Walton)
Question to the Department for Education:
To ask the Secretary of State for Education, how many pupils in (a) infant schools, (b) junior schools, (c) secondary schools and (d) sixth form colleges in (i) Liverpool, (ii) the North West and (iii) England are non-UK nationals.
Answered by David Laws
The Department for Education does not collect information on the nationality of pupils and students.
Asked by: Steve Rotheram (Labour - Liverpool, Walton)
Question to the Department for Education:
To ask the Secretary of State for Education, if he will make it his Department's policy to record the number of pupils who are (a) suspended and (b) expelled for cyber-bullying.
Answered by Elizabeth Truss
We have no plans to collect specific data on the number of pupils receiving fixed period exclusions or permanent exclusions for cyberbullying.
The Department for Education does not distinguish between different forms of bullying. The Department already collects data on exclusions for bullying, which would include cyberbullying, as set out in the reply given to the hon. Member on 28 April 2014, Official Report, column 558W, on pupil exclusions: bullying.
Asked by: Steve Rotheram (Labour - Liverpool, Walton)
Question to the Department for Education:
To ask the Secretary of State for Education, how many schools suspended pupils for (a) bullying and (b) cyber-bullying between 2004 and the latest date for which information is available.
Answered by Elizabeth Truss
Figures on the number of schools that excluded one or more of their pupils for bullying since the 2004/05 academic year have been provided in the following table. Information on cyberbullying is not collected by the Department for Education.
STATE-FUNDED PRIMARY, STATE-FUNDED SECONDARY AND SPECIAL SCHOOLS (1)(2)(3)(4)(5)(6) | ||||||||||
NUMBER OF SCHOOLS WITH AT LEAST ONE PUPIL RECEIVING A PERMANENT OR FIXED PERIOD EXCLUSION FOR BULLYING | ||||||||||
England, 2004/05 - 2011/12 (7) | ||||||||||
Number of schools with at least one pupil receiving a permanent exclusion for bullying | Number of schools with at least one pupil receiving a fixed period exclusion for bullying | |||||||||
2004/05 | 109 | 2,321 | ||||||||
2005/068 | 68 | .. | ||||||||
2006/07 | 75 | 2,152 | ||||||||
2007/08 | 66 | 1,871 | ||||||||
2008/09 | 38 | 1,768 | ||||||||
2009/10 | 45 | 1,784 | ||||||||
2010/11 | 45 | 1,666 | ||||||||
2011/12 | 37 | 1,587 | ||||||||
Source: Termly Exclusions Survey and School Census | ||||||||||
(1) Includes middle schools as deemed. | ||||||||||
(2) Includes all primary academies, including free schools. | ||||||||||
(3) Figures relating to permanent exclusions include data for both city technology colleges and all secondary academies, including all through academies and free schools. Information is as reported by schools. | ||||||||||
(4) Figures relating to fixed period exclusions include city technology colleges and all secondary academies, including all through academies and free schools. Information on fixed period exclusions was collected from city technology colleges and academies for the first time in 2005/06. | ||||||||||
(5) Figures for permanent exclusions include maintained special schools, non-maintained special schools and special academies. Excludes general hospital schools. | ||||||||||
(6) Figures for fixed period exclusions include maintained special schools and special academies. Non maintained special schools are included from 2006/07. Excludes general hospital schools. | ||||||||||
(7) Figures relating to permanent exclusions for the years 2004/05 to 2009/10 are estimates based on incomplete pupil-level data. | ||||||||||
(8) In 2005/06 only secondary schools returned fixed period exclusions, therefore, figures for this year are not comparable to other years. | ||||||||||
.. Not available | ||||||||||