argyrotsipi/train-dataset huggingface dataset:
Good and Outstanding Schools: Places — House of Commons, 2016-12-19
Topic: Education
Neil Carmichael (Conservative, Centre-right): Good and outstanding secondary school provision must include the provision of technical and professional education, which is essential for our skills base for the future. Does the Secretary of State agree that university technical colleges play a really important role in that and can and should be good or outstanding?
Good and Outstanding Schools: Places — House of Commons, 2016-12-19
Topic: Education
Justine Greening (Conservative, Centre-right): I agree. As with all schools, we expect them to deliver high standards. I had the chance recently to go to Didcot UTC, which provides a fantastic education—a very different education perhaps, but one that works for them and their interests. It is getting very good results because of that.
Good and Outstanding Schools: Places — House of Commons, 2016-12-19
Topic: Education
Justine Greening (Conservative, Centre-right): We are committed to ensuring, when we see schools not achieving the results they need for their children, that we have a strong approach that steadily improves the schools and works with them to improve. Where they cannot improve, we want to ensure that, through academisation, changes take place in terms of leadership and school sponsorship that mean schools have the flexibility and the freedom to be able to get better.
Good and Outstanding Schools: Places — House of Commons, 2016-12-19
Topic: Education
Justine Greening (Conservative, Centre-right): As the hon. Lady recognises, I very much enjoyed living in Acton. It is important to raise standards in Acton schools. I will look very carefully at the particular issue she raises and perhaps write to her to find out what we can do to speed things up.
Good and Outstanding Schools: Places — House of Commons, 2016-12-19
Topic: Education
Kevin Paul Hollinrake (Conservative, Centre-right): Easingwold school in my constituency—I must declare an interest as two of my children attend this school, but so do 1,000 other children—has been placed in special measures and will now, of course, become an academy, which I support. The choice of academy has been announced and subsequently retracted, pending surveys of the school. Clearly, either the process is flawed or the way this has been handled is flawed. Will the Secretary of State look at this matter urgently to resolve these problems?
Good and Outstanding Schools: Places — House of Commons, 2016-12-19
Topic: Education
Justine Greening (Conservative, Centre-right): I am aware of this matter, because my hon. Friend has played his role as a fantastic local MP and already raised it with me. The Department is looking to see whether we can make sure the barriers preventing the school from getting a great sponsor that will help to improve it, not just for his own children but for all the children, can be quickly removed.
Special Needs Schools Multi-academy Trusts — House of Commons, 2016-12-19
Topic: Education
Anthony Edward Timpson (Conservative, Centre-right): Multi-academy trusts enable the sharing of staff and expertise that can help to foster truly excellent special educational needs provision. Special schools can be successful both in multi-academy trusts that specialise wholly in supporting children with special education needs, as well as in multi-academy trusts that offer special provision alongside mainstream provision. Some examples of multi-academy trusts that offer special provision can be found in our new good practice guidance, published on 9 December.
Special Needs Schools Multi-academy Trusts — House of Commons, 2016-12-19
Topic: Education
James Philip Duddridge (Conservative, Centre-right): I was going to ask the Minister to issue further guidance. I do not think the 9 December guidance had been issued when I tabled the question, so I am grateful for that and encourage him to look at special needs schools operating within multi-academy trusts solely as special needs schools. There is an enormous difference in special needs schools between thousands of pupils and hundreds of pupils.
Special Needs Schools Multi-academy Trusts — House of Commons, 2016-12-19
Topic: Education
Anthony Edward Timpson (Conservative, Centre-right): I expect nothing less from my hon. Friend in terms of the pressure he is able to bring to bear on the Government. He raises an important issue. We continue to support and provide guidance for the growing number of MATs in this area. I encourage any newly forming MATs to get in touch with their regional schools commissioner, who will be able to support them and help to direct them towards further sources of support.
Special Needs Schools Multi-academy Trusts — House of Commons, 2016-12-19
Topic: Education
Martin John Vickers (Conservative, Centre-right): I thank the Minister for meeting me a few weeks ago to discuss the contents of my ten-minute rule Bill on special needs and, in particular, on the admission of autistic children to schools. He mentioned at that time that the arrangements were not ideal and needed some adjustment. He mentioned a consultation. Can he please give us any more information on that?
Improving Educational Outcomes — House of Commons, 2016-12-19
Topic: Education
Justine Greening (Conservative, Centre-right): Great teachers are critical to improving educational outcomes. Teaching is a profession, and we support the professional development of teachers, including through the new £74.2 million teaching and leadership innovation fund and the new charter college of teaching. We are also investing in improving curriculum expertise and specialism, particularly in maths, which I saw for myself first hand on a recent visit to Shanghai, China.
Improving Educational Outcomes — House of Commons, 2016-12-19
Topic: Education
Lucy Claire Leigh (Frazer) (Conservative, Centre-right): I thank the Secretary of State for that answer. In "Education Excellence Everywhere", a paper produced in March 2016, there was a good proposal for a free national teacher vacancy website to ensure that the costs of recruitment were kept down for schools. What progress is the Secretary of State making on that proposal?
Improving Educational Outcomes — House of Commons, 2016-12-19
Topic: Education
Justine Greening (Conservative, Centre-right): My hon. and learned Friend mentions the commitment we made in the March White Paper to a website offering a free route for schools to advertise teacher vacancies and, in doing so, providing teachers with easier access to information about job opportunities. We have worked closely with schools and teachers, and we are testing out different approaches to how to deliver that website most effectively, so we can make sure that it will be of maximum value to all schools.
Improving Educational Outcomes — House of Commons, 2016-12-19
Topic: Education
Justine Greening (Conservative, Centre-right): I was very clear in my first Education Committee appearance that I felt this was an area that we needed actively to look at, which is what we are doing. It is not just a question of updating the guidance; it is about the schools where it is taught—and, I would say, the quality of the teaching that happens as well.
Improving Educational Outcomes — House of Commons, 2016-12-19
Topic: Education
Questions: As someone who did pure maths and applied maths, as well as physics and English at A-level, I am very keen on mathematics teaching, and I was just wondering what is the Secretary of State’s assessment of the recent mathematics teacher exchange between the United Kingdom and China.
Justine Greening (Conservative, Centre-right): I think it has worked fantastically well so far. Over the last two years, we have seen 131 teachers from England visiting Shanghai and 127 teachers from Shanghai visiting English schools, and through that exchange our teachers have observed Shanghai teaching methods. In the 48 schools participating in the study, the teachers have implemented changes, which have led to increased enthusiasm for mathematics—hopefully as strong as my hon. Friend’s was at school—deeper engagement, increased confidence and, critically, higher attainment.
Improving Educational Outcomes — House of Commons, 2016-12-19
Topic: Education
Questions: As someone who did pure maths and applied maths, as well as physics and English at A-level, I am very keen on mathematics teaching, and I was just wondering what is the Secretary of State’s assessment of the recent mathematics teacher exchange between the United Kingdom and China.
Andrew William Murrison (Conservative, Centre-right): The Secretary of State will know how traumatic it is for students and teachers to get children through GCSE maths and English resits, which can often blight their post-GCSE studies. Can we have a curriculum that is vocationally based for numeracy and literacy, which would give people the skills they need for work—without having to go through this traumatic and often wasteful experience?
Improving Educational Outcomes — House of Commons, 2016-12-19
Topic: Education
Questions: As someone who did pure maths and applied maths, as well as physics and English at A-level, I am very keen on mathematics teaching, and I was just wondering what is the Secretary of State’s assessment of the recent mathematics teacher exchange between the United Kingdom and China.
Justine Greening (Conservative, Centre-right): It is important that all children leave our education system with something to show for their names, particularly in maths and English—ideally at a level congruent with their potential. We brought in the GCSE resit policy, because we think that students who achieved a D grade and were therefore pretty close to the better standard should have another go at doing so. However, the functional skills qualifications have been well received by employers and we want to look at how they can also play a role in enabling all our young people to show their accomplishments.
Improving Educational Outcomes — House of Commons, 2016-12-19
Topic: Education
Questions: As someone who did pure maths and applied maths, as well as physics and English at A-level, I am very keen on mathematics teaching, and I was just wondering what is the Secretary of State’s assessment of the recent mathematics teacher exchange between the United Kingdom and China.
Justine Greening (Conservative, Centre-right): The consultation finished last week, and we will now look at the responses. However, I think we should recognise that we need an education system that provides more good school places, especially for children living in parts of the country that do not have access to them. I hope that, rather than carping without making any suggestions, we can have a good debate following the consultation, and also provide those additional grammar school places.
Teacher Shortages — House of Commons, 2016-12-19
Topic: Education
Nicolas John Gibb (Conservative, Centre-right): The school workforce census reports a fairly constant vacancy rate of 0.2% of teachers in post. New analysis, published in September, of the proportion of schools with at least one vacancy showed some variation between regions since 2010, with London consistently having the highest proportion of vacancies. The Department is trying to identify the schools that are experiencing the greatest teacher shortages and help them to meet those challenges.
Teacher Shortages — House of Commons, 2016-12-19
Topic: Education
Nicolas John Gibb (Conservative, Centre-right): We have protected the core schools budget in real terms throughout this Parliament and the last. Moreover, we have grasped the nettle and introduced fair funding, which the Labour party failed to do throughout its time in office. One of the elements of that fair funding is ensuring that there are sufficient funds to tackle disadvantage and lower prior attainment.
Teacher Shortages — House of Commons, 2016-12-19
Topic: Government Operations
Nicolas John Gibb (Conservative, Centre-right): My hon. Friend is right. Authorities around the country, particularly those in the f40 group, have been underfunded for many years. As I said to the hon. Member for Houghton and Sunderland South (Bridget Phillipson), we were the first Government to grasp the nettle and introduce a much fairer system to replace those historic, anachronistic and unfair national funding formulas.
Teacher Shortages — House of Commons, 2016-12-19
Topic: Macroeconomics
Nicolas John Gibb (Conservative, Centre-right): The national funding formula has been introduced to ensure that we have a fair funding system. We shall be consulting on that fair funding system over the next 14 weeks, and I am sure that the hon. Gentleman will send in his representations.
Teacher Shortages — House of Commons, 2016-12-19
Topic: Education
Nicolas John Gibb (Conservative, Centre-right): My right hon. Friend has raised an important point. The national fair funding formula will help schools to acquire the resources that will enable them to use the discretion that we have given them in respect of how they reward teachers, especially teachers of certain subjects whom it is difficult to recruit.
Teacher Shortages — House of Commons, 2016-12-19
Topic: Education
Nicolas John Gibb (Conservative, Centre-right): We are prioritising teacher recruitment. We met 94% of our target last year and 93% this year, and we are recruiting more teachers in sciences than before. I think that the hon. Lady should take account of the number of teachers who are entering teacher training. She should also acknowledge that there are 456,000 teachers in our schools today, which is an all-time high, and that there are 15,000 more teachers today than there were in 2010.
Careers Advice — House of Commons, 2016-12-19
Topic: Education
Robert Henry Halfon (Conservative, Centre-right): May I take this opportunity to thank the hon. Gentleman for the work he does in the all-party group on education Helping all young people to get the careers education and guidance they need to climb the ladder of opportunity is crucial to delivering real social mobility, and that is why we are investing £90 million over the Parliament to ensure that every young person has access to advice and inspiration to fulfil their potential. This includes further funding for the Careers & Enterprise Company to continue the excellent work it has started, including £1 million for the first six opportunity areas.
Careers Advice — House of Commons, 2016-12-19
Topic: Education
Robert Henry Halfon (Conservative, Centre-right): The hon. Gentleman makes an incredibly important point: not enough schools are encouraging their children to do not just soft skills, but all skills, and technical education and apprenticeships. We are working hard to change that. We have made sure that schools have to talk about apprenticeships and skills when giving careers advice. As I have said, we are investing many millions of pounds into the Careers & Enterprise Company, which is going to look after 250,000 students in some of the areas of the country that have the least careers provision. We are doing everything we can. In terms of the important event the hon. Gentleman mentions, I will do my best to attend, but will have to check the diary.
Careers Advice — House of Commons, 2016-12-19
Topic: Education
Ben Howlett (Conservative, Centre-right): The Minister is right: the introduction of the Careers & Enterprise Company will do a great deal to improve careers advice among secondary school students. However, to encourage more girls into a science, technology, engineering and maths career we have to start earlier, in primary schools. Can he confirm that increasing diversity in STEM careers that lead to greater productivity will form a central part of the STEM-related industrial strategy, and will he work with the Department for Business, Energy and Industrial Strategy to do so?
Careers Advice — House of Commons, 2016-12-19
Topic: Education
Robert Henry Halfon (Conservative, Centre-right): My hon. Friend is right: we need to do everything possible to ensure that young people do STEM subjects and that we encourage them to do so. That is why we are investing a lot in STEM apprenticeships. It is also why the get in, go far campaign focuses heavily on STEM subjects and encourages more women to do apprenticeships and to have the skills we need.
Careers Advice — House of Commons, 2016-12-19
Topic: Education
Robert Henry Halfon (Conservative, Centre-right): There are alternative qualifications, but I would add that we are creating a state-of-the-art technical education system with 15 different pathways, which will have important technical routes and qualifications. They will have prestige and give employers the qualifications they need.
Careers Advice — House of Commons, 2016-12-19
Topic: Education
Richard Michael John Ogilvie Graham (Conservative, Centre-right): The Minister knows that university technical colleges can be a fantastic route into apprenticeships, degrees and jobs. The proposed Gloucestershire university health UTC will be a magnificent example of this, but when will the delayed deadline for UTC applications be announced?
Careers Advice — House of Commons, 2016-12-19
Topic: Education
Robert Henry Halfon (Conservative, Centre-right): My hon. Friend is right to highlight the importance of UTCs, and he has been an incredible champion of apprenticeships and skills in his own constituency since being elected. I will speak to my noble Friend Lord Nash, the UTC Minister, about the specific question he raises.
Leaving the EU: Funding for Further Education — House of Commons, 2016-12-19
Topic: Education
Questions: What assessment she has made of the effect on further education institutions of the potential loss of access to the (a) European social fund and (b) European regional development fund after the UK leaves the EU.
Robert Henry Halfon (Conservative, Centre-right): Following the European Union referendum on 23 June we are considering all aspects of how the vote of the people of the UK to leave the EU might impact on further education institutions. This includes consideration of institutions’ access to EU funding sources. We are committed to ensuring the FE sector remains effective in delivering learning that provides individuals with the skills the economy needs for growth.
Leaving the EU: Funding for Further Education — House of Commons, 2016-12-19
Topic: International Affairs
Questions: What assessment she has made of the effect on further education institutions of the potential loss of access to the (a) European social fund and (b) European regional development fund after the UK leaves the EU.
Robert Henry Halfon (Conservative, Centre-right): Leaving the European Union will mean that we will want to take our own decisions on how to deliver the policy objectives previously targeted by EU funding. The Government are consulting closely with stakeholders to review all EU funding schemes in the round, to ensure that any ongoing funding commitments best serve the UK’s national interest while ensuring appropriate certainty.
Leaving the EU: Funding for Further Education — House of Commons, 2016-12-19
Topic: International Affairs
Questions: What assessment she has made of the effect on further education institutions of the potential loss of access to the (a) European social fund and (b) European regional development fund after the UK leaves the EU.
Robert Henry Halfon (Conservative, Centre-right): The hon. Gentleman makes an important point. As I have just said, the fact that the British people voted to leave the EU means that the United Kingdom Government will decide how best to spend the money that was previously going to the European Union.
Leaving the EU: Funding for Further Education — House of Commons, 2016-12-19
Topic: International Affairs
Questions: What assessment she has made of the effect on further education institutions of the potential loss of access to the (a) European social fund and (b) European regional development fund after the UK leaves the EU.
Robert Henry Halfon (Conservative, Centre-right): I find it interesting, given that the hon. Lady’s party’s position is to campaign for more powers to go from Westminster to Scotland, that she would rather have funding decisions made by an authority in the European Union than by one in Scotland. Having said that, she will know that the Chancellor has announced that the Treasury will guarantee structural and investment funding bids that are signed before the UK leaves the EU. This includes funding for projects agreed after the autumn statement, provided that they represent good value for money and are in line with the Government’s strategic priorities, even if they continue beyond the UK’s departure from the EU.
Leaving the EU: Funding for Further Education — House of Commons, 2016-12-19
Topic: Education
Questions: What assessment she has made of the effect on further education institutions of the potential loss of access to the (a) European social fund and (b) European regional development fund after the UK leaves the EU.
Robert Henry Halfon (Conservative, Centre-right): I had hoped that, in the spirit of Christmas, the hon. Gentleman might have welcomed the 900,000 apprenticeship participation figure, the highest on record in our island’s history. As I have said, access to European funding is just one aspect of college business that will be impacted by the decision to leave the European Union. We are considering all the aspects of how FE colleges could be affected. It is also worth noting that, by 2020, the adult FE budget will be the highest in the nation’s history if we include apprenticeships and adult learner loans in the budget as a whole.
Apprenticeships — House of Commons, 2016-12-19
Topic: Education
Robert Henry Halfon (Conservative, Centre-right): I mentioned that we are putting £60 million into deprived areas to encourage trainers to take apprentices from the most disadvantaged backgrounds. We are putting a lot of funding into helping 16 to 18-year-olds into apprenticeships by supporting businesses and providers. We are supporting health and social care apprenticeships if the local authority has a health and social care plan. We are also supporting apprentices with disabilities and giving £12 million to the Union Learning Fund. This Government are committed to ensuring that the most disadvantaged people can do apprenticeships and get on the ladder of opportunity for the jobs and skills of the future.
Apprenticeships — House of Commons, 2016-12-19
Topic: Education
Robert Henry Halfon (Conservative, Centre-right): I am of course happy to meet the hon. Lady, but the whole idea of the apprenticeship levy is to change behaviours and ensure that we become an apprenticeship and skills nation. If the school that she describes has apprentices that meet the needs of the levy, not only will they not pay any levy but they will get 10% on top.
Apprenticeships — House of Commons, 2016-12-19
Topic: Labor
Mark Julian Francis Pawsey (Conservative, Centre-right): Small businesses often give apprentices the best experience, but they find it difficult to offer the time and resources to support them. What steps is the Minister taking to encourage small businesses in particular to take on more apprentices?
Apprenticeships — House of Commons, 2016-12-19
Topic: Education
Robert Henry Halfon (Conservative, Centre-right): The hon. Gentleman makes a good point, as he so often does. Wherever I go around the country to meet apprentices, I often find that they have not been encouraged by their schools. We are looking hard at how to ensure that careers guidance encourages skills apprenticeships and technical education. As I said, we are investing £90 million in careers, including in the Careers & Enterprise Company, which has some 1,300 advisers in schools around the country getting kids to do work experience and acquire the skills they need.