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Marsden, Gordon
Type
House
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Year
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Primary member
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Marsden, Gordon (10)
Answering member
Legislative stage
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To ask the Secretary of State for Education and Skills what assessment her Department has made of whether there is a link between pupils who move school often and social and economic deprivation.
To ask the Secretary of State for Education and Skills what assessment her Department has made of whether there is a link between pupils who move school often and social and economic deprivation.
Asked by
Gordon Marsden
(Labour)
Answered by
Baroness Smith of Malvern
(Labour)
Answering body
Department for Education and Skills
Type
Written questions
Status
Answered
Tabled on
20 July 2005
For answer on
10 October 2005
Answered on
10 October 2005
The Department commissioned the Pupil Mobility in Schools project to produce a report on the nature and causes of pupil mobility in schools and the implications of high mobility for national strategies to raise achievement. This project identified strong associations between pupil mobility and social deprivation, family break up and moves into and out of temporary accommodation. Mobile pupils are more likely to be eligible for free school meals, have English as an additional language, have a special educational need or have behavioural problems."Dobson/Henthorne/Lynas (2000): Pupil Mobility in Schools—Final report, London: University College London."
Subjects
Pupils; Migration
Date
10 October 2005
Reference
15053; 437 c362W;437 c340W
House
House of Commons
(4) what assessment her Department has made of the impact of high levels of pupil mobility on other children within affected schools;
(4) what assessment her Department has made of the impact of high levels of pupil mobility on other children within affected schools;
Asked by
Gordon Marsden
(Labour)
Answered by
Baroness Smith of Malvern
(Labour)
Answering body
Department for Education and Skills
Type
Written questions
Status
Answered
Tabled on
5 July 2005
For answer on
7 July 2005
Answered on
14 July 2005
We have been considering with our education partners, including representatives of head teachers and local authorities, whether there should be a mobility factor in the national school funding distribution formula, because of schools in some areas facing higher levels of pupil turnover than in others. We expect to announce our decisions on this issue soon. Local authorities are already allowed to take account of mobility in their funding formulae for schools.This work has not included consideration of the costs to schools of high levels of pupil mobility or the impact of pupil mobility on other children in affected schools. We have not commissioned any research looking specifically at the impact of pupil mobility on others, but we did commission a research study ““Pupil Mobility in Schools—Dobson et al 1999—DfEE research report number 168”” which investigated the general issue of pupil mobility.In the current primary school achievement and attainment tables, a mobility indicator is provided alongside each school's value added measure. This provides context for the value added measure by showing the extent to which pupils eligible for the key stage 2 tests were not in the school for the whole of their key stage 2 education.In the secondary tables, a pilot of ““contextual value added”” is taking place in 2005. This will directly take account of a range of contextual factors which are outside the school's control and which are correlated with outcomes even after taking account of prior attainment. Mobility will be one of the factors included, since pupils who move between schools outside of normal transitions make lower progress than non-mobile pupils. A similar pilot is planned for primary schools in 2006.The Department does not collect information from individual schools that is specifically about pupil mobility. However pupils' dates of entry to schools are collected as part of the Pupil Level Annual Schools census. Based upon these dates of entry various mobility rates can be calculated depending upon the definition used.The Department published a school level mobility indicator as part of the 2004 Primary School (Key Stage 2) Achievement and Attainment Tables.This indicator shows the percentage of pupils who were registered at the school for their entire key stage 2 education. However, this indicator has not been defined or calculated at LEA level.
Subjects
Pupils; Migration
Date
14 July 2005
Reference
10751; 436 c1236-7W;436 c1236-7W
House
House of Commons
(2) what representations she has received from (a) teachers' bodies, (b) local education authorities and (c) individual teachers on the effect of high levels of pupil mobility on teachers;
(2) what representations she has received from (a) teachers' bodies, (b) local education authorities and (c) individual teachers on the effect of high levels of pupil mobility on teachers;
Asked by
Gordon Marsden
(Labour)
Answered by
Baroness Smith of Malvern
(Labour)
Answering body
Department for Education and Skills
Type
Written questions
Status
Answered
Tabled on
5 July 2005
For answer on
7 July 2005
Answered on
14 July 2005
We have been considering with our education partners, including representatives of head teachers and local authorities, whether there should be a mobility factor in the national school funding distribution formula, because of schools in some areas facing higher levels of pupil turnover than in others. We expect to announce our decisions on this issue soon. Local authorities are already allowed to take account of mobility in their funding formulae for schools.This work has not included consideration of the costs to schools of high levels of pupil mobility or the impact of pupil mobility on other children in affected schools. We have not commissioned any research looking specifically at the impact of pupil mobility on others, but we did commission a research study ““Pupil Mobility in Schools—Dobson et al 1999—DfEE research report number 168”” which investigated the general issue of pupil mobility.In the current primary school achievement and attainment tables, a mobility indicator is provided alongside each school's value added measure. This provides context for the value added measure by showing the extent to which pupils eligible for the key stage 2 tests were not in the school for the whole of their key stage 2 education.In the secondary tables, a pilot of ““contextual value added”” is taking place in 2005. This will directly take account of a range of contextual factors which are outside the school's control and which are correlated with outcomes even after taking account of prior attainment. Mobility will be one of the factors included, since pupils who move between schools outside of normal transitions make lower progress than non-mobile pupils. A similar pilot is planned for primary schools in 2006.The Department does not collect information from individual schools that is specifically about pupil mobility. However pupils' dates of entry to schools are collected as part of the Pupil Level Annual Schools census. Based upon these dates of entry various mobility rates can be calculated depending upon the definition used.The Department published a school level mobility indicator as part of the 2004 Primary School (Key Stage 2) Achievement and Attainment Tables.This indicator shows the percentage of pupils who were registered at the school for their entire key stage 2 education. However, this indicator has not been defined or calculated at LEA level.
Subjects
Pupils; Migration
Date
14 July 2005
Reference
10750; 436 c1236-7W;436 c1236-7W
House
House of Commons
(7) what information her Department collects about pupil mobility at individual school level.
(7) what information her Department collects about pupil mobility at individual school level.
Asked by
Gordon Marsden
(Labour)
Answered by
Baroness Smith of Malvern
(Labour)
Answering body
Department for Education and Skills
Type
Written questions
Status
Answered
Tabled on
5 July 2005
For answer on
7 July 2005
Answered on
14 July 2005
We have been considering with our education partners, including representatives of head teachers and local authorities, whether there should be a mobility factor in the national school funding distribution formula, because of schools in some areas facing higher levels of pupil turnover than in others. We expect to announce our decisions on this issue soon. Local authorities are already allowed to take account of mobility in their funding formulae for schools.This work has not included consideration of the costs to schools of high levels of pupil mobility or the impact of pupil mobility on other children in affected schools. We have not commissioned any research looking specifically at the impact of pupil mobility on others, but we did commission a research study ““Pupil Mobility in Schools—Dobson et al 1999—DfEE research report number 168”” which investigated the general issue of pupil mobility.In the current primary school achievement and attainment tables, a mobility indicator is provided alongside each school's value added measure. This provides context for the value added measure by showing the extent to which pupils eligible for the key stage 2 tests were not in the school for the whole of their key stage 2 education.In the secondary tables, a pilot of ““contextual value added”” is taking place in 2005. This will directly take account of a range of contextual factors which are outside the school's control and which are correlated with outcomes even after taking account of prior attainment. Mobility will be one of the factors included, since pupils who move between schools outside of normal transitions make lower progress than non-mobile pupils. A similar pilot is planned for primary schools in 2006.The Department does not collect information from individual schools that is specifically about pupil mobility. However pupils' dates of entry to schools are collected as part of the Pupil Level Annual Schools census. Based upon these dates of entry various mobility rates can be calculated depending upon the definition used.The Department published a school level mobility indicator as part of the 2004 Primary School (Key Stage 2) Achievement and Attainment Tables.This indicator shows the percentage of pupils who were registered at the school for their entire key stage 2 education. However, this indicator has not been defined or calculated at LEA level.
Subjects
Pupils; Migration
Date
14 July 2005
Reference
10747; 436 c1236-7W;436 c1236-7W
House
House of Commons
To ask the Secretary of State for Education and Skills (1) what assessment she has made of the merits of targeting funding to schools or local education authorities with high levels of pupil mobility;
To ask the Secretary of State for Education and Skills (1) what assessment she has made of the merits of targeting funding to schools or local education authorities with high levels of pupil mobility;
Asked by
Gordon Marsden
(Labour)
Answered by
Baroness Smith of Malvern
(Labour)
Answering body
Department for Education and Skills
Type
Written questions
Status
Answered
Tabled on
5 July 2005
For answer on
7 July 2005
Answered on
14 July 2005
We have been considering with our education partners, including representatives of head teachers and local authorities, whether there should be a mobility factor in the national school funding distribution formula, because of schools in some areas facing higher levels of pupil turnover than in others. We expect to announce our decisions on this issue soon. Local authorities are already allowed to take account of mobility in their funding formulae for schools.This work has not included consideration of the costs to schools of high levels of pupil mobility or the impact of pupil mobility on other children in affected schools. We have not commissioned any research looking specifically at the impact of pupil mobility on others, but we did commission a research study ““Pupil Mobility in Schools—Dobson et al 1999—DfEE research report number 168”” which investigated the general issue of pupil mobility.In the current primary school achievement and attainment tables, a mobility indicator is provided alongside each school's value added measure. This provides context for the value added measure by showing the extent to which pupils eligible for the key stage 2 tests were not in the school for the whole of their key stage 2 education.In the secondary tables, a pilot of ““contextual value added”” is taking place in 2005. This will directly take account of a range of contextual factors which are outside the school's control and which are correlated with outcomes even after taking account of prior attainment. Mobility will be one of the factors included, since pupils who move between schools outside of normal transitions make lower progress than non-mobile pupils. A similar pilot is planned for primary schools in 2006.The Department does not collect information from individual schools that is specifically about pupil mobility. However pupils' dates of entry to schools are collected as part of the Pupil Level Annual Schools census. Based upon these dates of entry various mobility rates can be calculated depending upon the definition used.The Department published a school level mobility indicator as part of the 2004 Primary School (Key Stage 2) Achievement and Attainment Tables.This indicator shows the percentage of pupils who were registered at the school for their entire key stage 2 education. However, this indicator has not been defined or calculated at LEA level.
Subjects
Pupils; Migration
Date
14 July 2005
Reference
10748; 436 c1236-7W;436 c1236-7W
House
House of Commons
(6) what pupil mobility rates were in each education authority in England in the last period for which figures are available;
(6) what pupil mobility rates were in each education authority in England in the last period for which figures are available;
Asked by
Gordon Marsden
(Labour)
Answered by
Baroness Smith of Malvern
(Labour)
Answering body
Department for Education and Skills
Type
Written questions
Status
Answered
Tabled on
5 July 2005
For answer on
7 July 2005
Answered on
14 July 2005
We have been considering with our education partners, including representatives of head teachers and local authorities, whether there should be a mobility factor in the national school funding distribution formula, because of schools in some areas facing higher levels of pupil turnover than in others. We expect to announce our decisions on this issue soon. Local authorities are already allowed to take account of mobility in their funding formulae for schools.This work has not included consideration of the costs to schools of high levels of pupil mobility or the impact of pupil mobility on other children in affected schools. We have not commissioned any research looking specifically at the impact of pupil mobility on others, but we did commission a research study ““Pupil Mobility in Schools—Dobson et al 1999—DfEE research report number 168”” which investigated the general issue of pupil mobility.In the current primary school achievement and attainment tables, a mobility indicator is provided alongside each school's value added measure. This provides context for the value added measure by showing the extent to which pupils eligible for the key stage 2 tests were not in the school for the whole of their key stage 2 education.In the secondary tables, a pilot of ““contextual value added”” is taking place in 2005. This will directly take account of a range of contextual factors which are outside the school's control and which are correlated with outcomes even after taking account of prior attainment. Mobility will be one of the factors included, since pupils who move between schools outside of normal transitions make lower progress than non-mobile pupils. A similar pilot is planned for primary schools in 2006.The Department does not collect information from individual schools that is specifically about pupil mobility. However pupils' dates of entry to schools are collected as part of the Pupil Level Annual Schools census. Based upon these dates of entry various mobility rates can be calculated depending upon the definition used.The Department published a school level mobility indicator as part of the 2004 Primary School (Key Stage 2) Achievement and Attainment Tables.This indicator shows the percentage of pupils who were registered at the school for their entire key stage 2 education. However, this indicator has not been defined or calculated at LEA level.
Subjects
Pupils; Migration
Date
14 July 2005
Reference
10749; 436 c1236-7W;436 c1236-7W
House
House of Commons
(3) what assessment her Department has made of the costs to schools of high levels of pupil mobility;
(3) what assessment her Department has made of the costs to schools of high levels of pupil mobility;
Asked by
Gordon Marsden
(Labour)
Answered by
Baroness Smith of Malvern
(Labour)
Answering body
Department for Education and Skills
Type
Written questions
Status
Answered
Tabled on
5 July 2005
For answer on
7 July 2005
Answered on
14 July 2005
We have been considering with our education partners, including representatives of head teachers and local authorities, whether there should be a mobility factor in the national school funding distribution formula, because of schools in some areas facing higher levels of pupil turnover than in others. We expect to announce our decisions on this issue soon. Local authorities are already allowed to take account of mobility in their funding formulae for schools.This work has not included consideration of the costs to schools of high levels of pupil mobility or the impact of pupil mobility on other children in affected schools. We have not commissioned any research looking specifically at the impact of pupil mobility on others, but we did commission a research study ““Pupil Mobility in Schools—Dobson et al 1999—DfEE research report number 168”” which investigated the general issue of pupil mobility.In the current primary school achievement and attainment tables, a mobility indicator is provided alongside each school's value added measure. This provides context for the value added measure by showing the extent to which pupils eligible for the key stage 2 tests were not in the school for the whole of their key stage 2 education.In the secondary tables, a pilot of ““contextual value added”” is taking place in 2005. This will directly take account of a range of contextual factors which are outside the school's control and which are correlated with outcomes even after taking account of prior attainment. Mobility will be one of the factors included, since pupils who move between schools outside of normal transitions make lower progress than non-mobile pupils. A similar pilot is planned for primary schools in 2006.The Department does not collect information from individual schools that is specifically about pupil mobility. However pupils' dates of entry to schools are collected as part of the Pupil Level Annual Schools census. Based upon these dates of entry various mobility rates can be calculated depending upon the definition used.The Department published a school level mobility indicator as part of the 2004 Primary School (Key Stage 2) Achievement and Attainment Tables.This indicator shows the percentage of pupils who were registered at the school for their entire key stage 2 education. However, this indicator has not been defined or calculated at LEA level.
Subjects
Pupils; Migration
Date
14 July 2005
Reference
10746; 436 c1236-7W;436 c1236-7W
House
House of Commons
(5) what assessment her Department has made of the effectiveness of value added measures of school performance in reflecting the work of schools with high levels of pupil mobility;
(5) what assessment her Department has made of the effectiveness of value added measures of school performance in reflecting the work of schools with high levels of pupil mobility;
Asked by
Gordon Marsden
(Labour)
Answered by
Baroness Smith of Malvern
(Labour)
Answering body
Department for Education and Skills
Type
Written questions
Status
Answered
Tabled on
5 July 2005
For answer on
7 July 2005
Answered on
14 July 2005
We have been considering with our education partners, including representatives of head teachers and local authorities, whether there should be a mobility factor in the national school funding distribution formula, because of schools in some areas facing higher levels of pupil turnover than in others. We expect to announce our decisions on this issue soon. Local authorities are already allowed to take account of mobility in their funding formulae for schools.This work has not included consideration of the costs to schools of high levels of pupil mobility or the impact of pupil mobility on other children in affected schools. We have not commissioned any research looking specifically at the impact of pupil mobility on others, but we did commission a research study ““Pupil Mobility in Schools—Dobson et al 1999—DfEE research report number 168”” which investigated the general issue of pupil mobility.In the current primary school achievement and attainment tables, a mobility indicator is provided alongside each school's value added measure. This provides context for the value added measure by showing the extent to which pupils eligible for the key stage 2 tests were not in the school for the whole of their key stage 2 education.In the secondary tables, a pilot of ““contextual value added”” is taking place in 2005. This will directly take account of a range of contextual factors which are outside the school's control and which are correlated with outcomes even after taking account of prior attainment. Mobility will be one of the factors included, since pupils who move between schools outside of normal transitions make lower progress than non-mobile pupils. A similar pilot is planned for primary schools in 2006.The Department does not collect information from individual schools that is specifically about pupil mobility. However pupils' dates of entry to schools are collected as part of the Pupil Level Annual Schools census. Based upon these dates of entry various mobility rates can be calculated depending upon the definition used.The Department published a school level mobility indicator as part of the 2004 Primary School (Key Stage 2) Achievement and Attainment Tables.This indicator shows the percentage of pupils who were registered at the school for their entire key stage 2 education. However, this indicator has not been defined or calculated at LEA level.
Subjects
Pupils; Migration
Date
14 July 2005
Reference
10745; 436 c1236-7W;436 c1236-7W
House
House of Commons
To ask the Secretary of State for Foreign and Commonwealth Affairs, what plans his Department has to increase its engagement with Maghreb countries during the UK's EU presidency in 2005.
To ask the Secretary of State for Foreign and Commonwealth Affairs, what plans his Department has to increase its engagement with Maghreb countries during the UK's EU presidency in 2005.
Asked by
Gordon Marsden
(Labour)
Answered by
Denis MacShane
(Labour)
Answering body
Foreign and Commonwealth Office
Oral questions - Lead
Status
Answered
Tabled on
5 October 2004
For answer on
12 October 2004
Answered on
12 October 2004
Subjects
Migration; EU external relations; EU aid; Maghreb
Date
12 October 2004
Reference
425 c140-1; 190320
Chamber / Committee
House of Commons chamber
House
House of Commons
1st supplementary on need to assist in building the economic and financial infrastructure of these countries.
1st supplementary on need to assist in building the economic and financial infrastructure of these countries.
Asked by
Gordon Marsden
(Labour)
Answering body
Foreign and Commonwealth Office
Oral questions - 1st Supplementary
Status
Answered
Answered on
12 October 2004
Subjects
Migration; EU external relations; EU aid; Maghreb
Date
12 October 2004
Reference
425 c140-1
Chamber / Committee
House of Commons chamber
House
House of Commons