1-11 of 11 results for subject:Literacy
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Primary member
X
Hoban, Mark
Type
House
Session
Year
Department
Member
Primary member
More
Hoban, Mark (11)
Answering member
Legislative stage
Legislation
Subject
Publisher
To ask the Secretary of State for Children, Schools and Families how many children (a) have participated in the Every Child a Reader programme in each financial year since its inception and (b) are expected to participate in the Every Child a Reader programme in each financial year until 2010-11.
To ask the Secretary of State for Children, Schools and Families how many children (a) have participated in the Every Child a Reader programme in each financial year since its inception and (b) are expected to participate in the Every Child a Reader programme in each financial year until 2010-11.
Asked by
Mark Hoban
(Conservative)
Answered by
Lord Brennan of Canton
(Labour)
Answering body
Department for Children, Schools and Families
Type
Written questions
Status
Answered
Tabled on
24 July 2007
For answer on
26 July 2007
Answered on
3 September 2007
Since the inception of the three year Every Child a Reader (ECAR) pilot, 542 children participated in the pilot in 2005-06, 1,750 children in 2006-07 and we estimate that 2,340 children will participate in 2007-08.The Every Child a Reader programme will roll-out nationally from 2008-09. no decisions about the delivery have yet been taken but 30,000 children will benefit from the programme by 2010-11.
Subjects
Primary education; Literacy
Date
3 September 2007
Reference
153367; 463 c1723-4W
House
House of Commons
To ask the Secretary of State for Education and Skills what estimate she has made of how many adults lacked basic (a) literacy and (b) numeracy skills in (i) 1997 and (ii) 2005 in (A) Hampshire, (B) Portsmouth, (C) Southampton, (D) the Isle of Wight and (E) each (1) borough...
To ask the Secretary of State for Education and Skills what estimate she has made of how many adults lacked basic (a) literacy and (b) numeracy skills in (i) 1997 and (ii) 2005 in (A) Hampshire, (B) Portsmouth, (C) Southampton, (D) the Isle of Wight and (E) each (1) borough...
Asked by
Mark Hoban
(Conservative)
Answered by
Phil Hope
(Labour)
Answering body
Department for Education and Skills
Type
Written questions
Status
Answered
Tabled on
26 January 2006
For answer on
31 January 2006
Answered on
1 February 2006
[holding answer 31 January 2006]: The Department does not collect annual data on adult literacy and numeracy skills and it is therefore not possible to provide estimates for 1997 and 2005. However, in 2002/03, the Department for Education and Skills conducted the ‘Skills for Life Survey'. This is a national needs and impact survey of literacy and numeracy, which provides estimates of the level of basic skills within England among adults aged 16–65 years old.The assessment levels correspond to the literacy and numeracy National Standards: these were introduced in 2002 to provide a framework for all adult screening tests, diagnostic tools, programmes of study and qualifications. Learners are assessed for levels of literacy and numeracy from Entry Level 1 to Level 2. Level 2 is broadly equivalent to a higher grade GCSE (A*-C).The survey provides estimates for Learning and Skills Council areas and districts. Within the Learning and Skills Council area of Hampshire and The Isle of Wight, the Skills for Life Survey estimates that around 7 per cent. of adults had literacy levels below Level 1 (equivalent to a GCSE D-G) and around 43 per cent. had numeracy levels below Level 1 (Table 1 and 2).
At a district level, the Skills for Life Survey estimates around 10 per cent. of adults have literacy levels below Level 1 (equivalent to a GCSE D-G) within Portsmouth, Southampton and the Isle of Wight and around 50 per cent. have numeracy levels below level 1 (Table 3 and 4).
A copy of the full report of this survey has been placed in the House of Commons Library and all geographical estimates are on the Skills for Life website [http://www.dfes.gov.uk/readwriteplus_skillsforlifesurvey/].
| Table 1: Estimates, based on the Skills for Life Survey, of Adult Literacy Levels for Learning and Skills Council: Hampshire and Isle of Wight | ||
|---|---|---|
| Literacy | Number | Percentage |
| Entry Level 1 Skills and below | 6,025 | 1 |
| Entry Level 2 Skills | 5,430 | 0 |
| Entry Level 3 Skills | 61,295 | 6 |
| Total Entry Level Skills | 72,750 | 7 |
| Level 1 Skills | 464,400 | 42 |
| Level 2 Skills and above | 572,100 | 52 |
| Table 2: Estimates, based on the Skills for Life Survey, of Adult Numeracy Levels for Learning and Skills Council: Hampshire and Isle of Wight | ||
|---|---|---|
| Numeracy | Number | Percentage |
| Entry Level 1 Skills and below | 23,400 | 2 |
| Entry Level 2 Skills | 116,730 | 11 |
| Entry Level 3 Skills | 335,470 | 30 |
| Total Entry Level Skills | 475,600 | 43 |
| Level 1 Skills | 339,000 | 31 |
| Level 2 Skills and above | 294,900 | 27 |
| Table 3: Estimates, based on the Skills for Life Survey, of Adult Literacy Levels for Districts | |||||||
|---|---|---|---|---|---|---|---|
| Total Entry Level | Level 1 Skills | Level 2 Skills | |||||
| Literacy | Number | Percentage | Number | Percentage | Number | Percentage | |
| Portsmouth | 10,340 | 9 | 55,890 | 47 | 51,540 | 44 | |
| Southampton | 14,140 | 10 | 63,140 | 45 | 62,850 | 45 | |
| Isle of Wight | 7,820 | 10 | 35,970 | 47 | 32,950 | 43 |
| Table 4: Estimates, based on the Skills for Life Survey, of Adult Numeracy Levels for Districts | |||||||
|---|---|---|---|---|---|---|---|
| Total Entry Level | Level 1 Skills | Level 2 Skills | |||||
| Numeracy | Number | Percentage | Number | Percentage | Number | Percentage | |
| Portsmouth | 62,540 | 53 | 35,900 | 30 | 19,330 | 16 | |
| Southampton | 77,700 | 55 | 41,340 | 30 | 21,080 | 15 | |
| Isle of Wight | 39,010 | 51 | 23,910 | 31 | 13,810 | 18 |
Subjects
Isle of Wight; Southampton; Literacy; Hampshire; Portsmouth; Numeracy
Date
1 February 2006
Reference
47482; 442 c501-2W;442 c501-2W
House
House of Commons
Does the Secretary of State agree with last week's BBC research, which showed that not enough young people in our most improving schools were achieving A* to C grades in English and maths? Does she accept that the foundations of numeracy and literacy are laid at primary school, yet 44 per cent. of children leaving primary school are unable to read, write or count to the desired standard?
Does the Secretary of State agree with last week's BBC research, which showed that not enough young people in our most improving schools were achieving A* to C grades in English and maths? Does she accept that the foundations of numeracy and literacy are laid at primary school, yet 44 per cent. of children leaving primary school are unable to read, write or count to the desired standard?
Asked by
Mark Hoban
(Conservative)
Answering body
Department for Education and Skills
Oral questions - Supplementary
Status
Answered
Answered on
27 October 2005
The hon. Gentleman should study the record a bit more closely. Fifty-seven per cent. of our young people achieve the expected standard in reading, writing and arithmetic by the time they leave primary school. If we turn the clock back eight years, we find that figure reversed to 43 per cent. That achievement has been made after 50 years of no progress at all in raising primary school standards. Yes, I agree that we have to go further with English and maths, but I do not accept that schools have been downgrading their emphasis on those subjects because they are promoting vocational qualifications. Of course they must do more with English and maths; that is why we are making the GCSEs harder and why we are changing the league tables to ensure that schools reflect English and maths qualifications in the five GCSE results.
Subjects
Standards; Literacy; GCSE; Numeracy
Date
27 October 2005
Reference
438 c440
Chamber / Committee
House of Commons chamber
House
House of Commons
To ask the Secretary of State for Education and Skills what criteria are used to assess the functional literacy and numeracy of school leavers.
To ask the Secretary of State for Education and Skills what criteria are used to assess the functional literacy and numeracy of school leavers.
Asked by
Mark Hoban
(Conservative)
Answered by
Baroness Smith of Malvern
(Labour)
Answering body
Department for Education and Skills
Type
Written questions
Status
Answered
Tabled on
27 June 2005
For answer on
30 June 2005
Answered on
4 July 2005
The national curriculum sets out a clear, full and statutory entitlement to learning for all pupils up to the age of 16. It determines the content of what will be taught and sets attainment targets for learning. The programmes of study set out what pupils should be taught in each subject at each key stage, and attainment targets set out the knowledge, skills and understanding which pupils of different abilities and maturities are expected to have by the end of each key stage. Functional literacy and numeracy skills are embedded in the English and mathematics programmes of study.At key stage 4 (ages 14–16) GCSE qualifications are the principle means of assessing attainment, including functional literacy and numeracy. The changes to the assessment of functional skills in English and maths GCSE, announced in the White Paper ““14–19 Education and Skills””, will ensure that no one can get a grade C or better in English and maths without mastering the functional elements.
Subjects
School leaving; Literacy; Numeracy
Date
4 July 2005
Reference
436 c160-1W;436 c161-2W; 8465
House
House of Commons
To ask the Secretary of State for Education and Skills if she will make a statement on the actions her Department will take to ensure that children who have not achieved the expected standards of numeracy and literacy at Key Stage 2 receive support at secondary school to achieve these...
To ask the Secretary of State for Education and Skills if she will make a statement on the actions her Department will take to ensure that children who have not achieved the expected standards of numeracy and literacy at Key Stage 2 receive support at secondary school to achieve these...
Asked by
Mark Hoban
(Conservative)
Answered by
Baroness Smith of Malvern
(Labour)
Answering body
Department for Education and Skills
Type
Written questions
Status
Answered
Tabled on
8 June 2005
For answer on
13 June 2005
Answered on
14 June 2005
Children who have not achieved the age-related expectations in numeracy and literacy on transfer to secondary school remain a key priority for this Government. The 14–19 White Paper and our recent manifesto set out our actions and proposals for improving the support for and schools' focus on these pupils. These include reviewing the Key Stage 3 curriculum to create more space to help those who have fallen behind; strengthening the support and guidance already provided to secondary schools by the Secondary National Strategy, and extending it to Key Stage 4; and strengthening the Achievement and Attainment Tables to include English and maths in the GCSE 5A* -C measure.
Subjects
Primary education; Literacy; Numeracy
Date
14 June 2005
Reference
3852; 435 c356-7W;435 c360W
House
House of Commons
To ask the Secretary of State for Education and Skills what assessment she has made of links between low levels of literacy and (a) bullying, (b) poor behaviour and (c) truancy.
To ask the Secretary of State for Education and Skills what assessment she has made of links between low levels of literacy and (a) bullying, (b) poor behaviour and (c) truancy.
Asked by
Mark Hoban
(Conservative)
Answered by
Baroness Smith of Malvern
(Labour)
Answering body
Department for Education and Skills
Type
Written questions
Status
Answered
Tabled on
26 May 2005
For answer on
6 June 2005
Answered on
7 June 2005
From published research and our own statistics we are aware that there are links between bullying, poor behaviour and high levels of absence from school and low attainment, which is why this Government have made tackling bullying and low level disruptive behaviour in schools, and tackling truancy from school, a priority.
Subjects
Discipline; Pupils; Standards; Literacy
Date
7 June 2005
Reference
2315; 434 c472W;434 c474W
House
House of Commons
Supplementary on the national literacy strategy.
Supplementary on the national literacy strategy.
Asked by
Mark Hoban
(Conservative)
Answering body
Department for Education and Skills
Oral questions - 1st Supplementary
Status
Answered
Answered on
9 September 2004
Subjects
Standards; Literacy
Date
9 September 2004
Reference
424 c848
Chamber / Committee
House of Commons chamber
House
House of Commons
To ask the Secretary of State for Defence, what recent assessment he has made of the (a) numeracy and (b) literacy of recruits to each of the three services; and what programmes are available to those who need to raise their level of attainment. - (Holding answer 5 July 2004).
To ask the Secretary of State for Defence, what recent assessment he has made of the (a) numeracy and (b) literacy of recruits to each of the three services; and what programmes are available to those who need to raise their level of attainment. - (Holding answer 5 July 2004).
Asked by
Mark Hoban
(Conservative)
Answered by
Ivor Caplin
(Labour)
Answering body
Ministry of Defence
Type
Written questions
Status
Answered
Tabled on
30 June 2004
For answer on
15 July 2004
Answered on
15 July 2004
Mr. Hoban: To ask the Secretary of State for Defence what recent assessment he has made of the (a) numeracy and
(b) literacy of recruits to each of the three services; and what programmes are available to those who need to raise their
level of attainment. [182327]
Mr. Caplin: [holding answer 5 July 2004]: Basic Skills (numeracy and literacy) are assessed on entry to all three Services.
An assessment for the Royal Navy earlier this year, found that some 20 per cent. of recruits were at or below National Basic
Skills Entry Level 3 and an assessment by the Army in October 2003 indicated that some 50 per cent. of their recruits were at
or below this standard. No significant problem has been identified in the RAF.
In the Royal Navy, Basic Skills are addressed within training according to individual need and from September 2004, there will be a
separate training phase for those identified as having a Basic Skills gap. In the Army, Basic Skills support and assistance is
provided locally at around 164 Educational Centres, ICT-based learning centres and Initial Training Units. In the RAF, those who
require improvements to their Basic Skills are given assistance via the RAF Learndirect Hub.
All three Services are major providers of Modem Apprenticeships. These require individuals to achieve at least Key Skills Level 1 in
both numeracy and literacy.
Subjects
Armed forces; Army; Air force; Navy; Standards; Literacy; Numeracy
Date
15 July 2004
Reference
182327; 423 c1240W
House
House of Commons
To ask the Secretary of State for Education and Skills, what role phonics play in the Literacy Strategy at Key Stages (a) 1 and (b) 2.
To ask the Secretary of State for Education and Skills, what role phonics play in the Literacy Strategy at Key Stages (a) 1 and (b) 2.
Asked by
Mark Hoban
(Conservative)
Answered by
Stephen Twigg
(Labour; Co-operative Party)
Answering body
Department for Education and Skills
Type
Written questions
Status
Answered
Tabled on
29 March 2004
For answer on
19 April 2004
Answered on
19 April 2004
Mr. Hoban: To ask the Secretary of State for Education and Skills what role phonics play in the Literacy Strategy at Key Stages
(a) 1 and (b) 2. [165291]
Mr. Stephen Twigg: The National Literacy Strategy puts phonics--both analytic and synthetic--at the heart of literacy teaching in
Key Stages 1 and 2. It advocates a strong emphasis on word level work (particularly phonics) and guided reading in the early years,
with a gradual shift to place more emphasis on sentence level work (particularly composition in writing) in Key Stage 2.
Subjects
Primary education; Literacy; Teaching methods
Date
19 April 2004
Reference
420 c43-4W; 165291
House
House of Commons
To ask the Secretary of State for Education and Skills, what assessment he has made of the effectiveness of phonics in the teaching of reading; and what guidance he has issued concerning its use in primary schools.
To ask the Secretary of State for Education and Skills, what assessment he has made of the effectiveness of phonics in the teaching of reading; and what guidance he has issued concerning its use in primary schools.
Asked by
Mark Hoban
(Conservative)
Answered by
Stephen Twigg
(Labour; Co-operative Party)
Answering body
Department for Education and Skills
Type
Written questions
Status
Answered
Tabled on
29 March 2004
For answer on
19 April 2004
Answered on
19 April 2004
Mr. Hoban: To ask the Secretary of State for Education and Skills what assessment he has made of the effectiveness of phonics in the
teaching of reading; and what guidance he has issued concerning its use in primary schools. [165322]
Mr. Stephen Twigg: From a position where many schools were teaching very little phonics, the National Literacy Strategy has
transformed literacy teaching in primary schools. Its approach is soundly based on international research and best practice. The
teaching of phonics has contributed to primary schools' achievement in maintaining world class standards, with tens of thousands
more seven and 11-year-olds now achieving the expected level in reading for their age.
Guidance to teachers on the use of phonics is included in the strategy's framework for teaching and a supplement to the "Progression
in Phonics" training material will be available for schools in the summer term.
Subjects
Primary education; Reading; Literacy; Teaching methods
Date
19 April 2004
Reference
420 c44W; 165322
House
House of Commons
To ask the Secretary of State for Education and Skills, what proportion of (a) leadership incentive, (b) national literacy and numeracy strategy, (c) Key Stage 3 Strategy, (d) ethnic minority achievements, (e) school support staff and (f) information communication technology in schools: infrastructure grants are allocated directly to schools; and...
To ask the Secretary of State for Education and Skills, what proportion of (a) leadership incentive, (b) national literacy and numeracy strategy, (c) Key Stage 3 Strategy, (d) ethnic minority achievements, (e) school support staff and (f) information communication technology in schools: infrastructure grants are allocated directly to schools; and...
Asked by
Mark Hoban
(Conservative)
Answered by
David Miliband
(Labour)
Answering body
Department for Education and Skills
Type
Written questions
Status
Answered
Tabled on
2 March 2004
For answer on
8 March 2004
Answered on
8 March 2004
Mr. Hoban: To ask the Secretary of State for Education and Skills (1) what proportion of (a) leadership incentive,
(b) national literacy and numeracy strategy, (c) Key Stage 3 Strategy, (d) ethnic minority achievements,
(e) school support staff and (f) information communication technology in schools: infrastructure grants are allocated
directly to schools; and on what basis; [159184]
(2) what proportion of Standards Funds grants are paid directly to schools. [159185]
Mr. Miliband :[holding answer 5 March 2004]:
Standards Fund grants are allocated to local education authorities, not directly to schools. For some grants a minimum proportion
must be devolved by local education authorities to their schools. The total proportion of the Standards Fund required to be devolved
to schools through the Standards Fund in 2003-04 is 83 per cent.
The proportions required to be devolved to schools in 2003-04 for the particular grants referred to are:
_________________________________________________________________________________________________.
Grant Proportion required to be devolved (percentage)
Leadership Incentive Grant 100
National Literacy and Numeracy Strategies 70
Key Stage 3 Strategy 66
Ethnic Minority Achievement 85
School Support Staff 100
Information Communication Technology in Schools:
Infrastructure 96
_________________________________________________________________________________________________.
These grants are devolved to schools on the following basis:
Leadership Incentive Grant
£125,000 to each secondary school in Excellence in Cities Areas, Education Action Zones and Excellence Clusters and secondary
schools outside those areas where fewer than 30 per cent. of Year-11 pupils attain at least five A*-C grades at GCSE or where
more than 35 per cent. of pupils are eligible for free school meals. All schools in receipt of the grant must agree a
collaborative plan with their local education authority.
National Literacy and Numeracy Strategies
Grant is allocated to schools based on numbers of pupils and distance to the LEA's 2004 Key Stage 2 targets, KS1 reading and maths
results, and the number of teachers attending five day maths courses, literacy priority training and training for Year 3 teachers.
Key Stage 3 Strategy
Allocated to schools to deliver core training and support to schools across the five strands of the Strategy, plus training for the
behaviour and attendance programme. The grant also includes an allocation for training, support to schools identified for additional
intensive support and schools with leading professionals and teachers, and schools whose pupils face the greatest challenge in
achieving the standards of learning expected of their age.
Ethnic Minority Achievement
Local education authorities can determine their own formula for allocating this grant to schools, after consultation with the local
Schools Forum.
School Support Staff
Local education authorities can determine their own formula for allocating this grant to schools, after consultation with the local
Schools Forum.
Information Communication Technology (ICT) in Schools: Infrastructure
Local education authorities allocate the grant to schools in line with their ICT Development Plan to deliver improved computer:pupil
ratios as well as provide a range of equipment and support.
Subjects
ICT; Classroom assistants; Finance; Grants; Standards; Literacy; Schools; Secondary education; Numeracy; Standards Fund
Date
8 March 2004
Reference
418 c1360-1W;418 c1362-3W; 159184;159185
House
House of Commons