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422811

registered interest
date	21/10/2015
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Regional Schools Commissioners: Finance
house id	2
legislature	25277 pref label House of Lords
question text	To ask Her Majesty’s Government what were the costs set initially for the regional schools commissioners, and what are the budgeted running costs.
tabling member printed	Lord Storey
uin	HL2858
answer	answer is ministerial correction date of answer 04/11/2015 answer text <p>The first financial year set up and running costs of the Regional Schools Commissioners (RSC) and their offices were approximately £4.5 million. This includes the election of head teacher boards and their expenses. This was not new additional funding, but was met from within the Department for Education’s existing budget envelope.</p><p>The budgeted running costs for 2015-16 are approximately £6 million. These costs have been provided from the department’s allocated funding, following a robust business planning exercise.</p> answering member printed Lord Nash question first answered 04/11/2015 17:02:47 answering member 4270 label Biography information for Lord Nash
tabling member	4238 label Biography information for Lord Storey

422812

registered interest
date	21/10/2015
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Schools: Standards
house id	2
legislature	25277 pref label House of Lords
question text	To ask Her Majesty’s Government how many schools were placed in special measures in (1) 2013–14, and (2) 2014–15.
tabling member printed	Lord Storey
uin	HL2859
answer	answer is ministerial correction date of answer 04/11/2015 answer text <p>This is a matter for Her Majesty’s Chief Inspector, Sir Michael Wilshaw. I have asked him to write to you and a copy of his reply will be placed in the libraries of the House of Commons.</p> answering member printed Lord Nash question first answered 04/11/2015 16:33:57 answering member 4270 label Biography information for Lord Nash
tabling member	4238 label Biography information for Lord Storey

420568

registered interest
date	12/10/2015
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Pupil Exclusions
house id	2
legislature	25277 pref label House of Lords
question text	To ask Her Majesty’s Government what was the total number of fixed-term exclusions in the academic years (1) 2011–12, (2) 2012–13 and (3) 2013–14, for primary schools and secondary schools in England.
tabling member printed	Lord Storey
uin	HL2543
answer	answer is ministerial correction date of answer 26/10/2015 answer text <p>Information on the number of fixed period exclusions in state-funded primary and secondary schools in England for 2011/12 to 2013/14 is available in the Permanent and fixed-period exclusions in England: 2013 to 2014[1] Statistical First Release.</p><p>The required information is available in Table 2 of the “National tables: SFR27/2015” Excel spreadsheet.</p><p>[1] <a href="https://www.gov.uk/government/statistics/permanent-and-fixed-period-exclusions-in-england-2013-to-2014" target="_blank">https://www.gov.uk/government/statistics/permanent-and-fixed-period-exclusions-in-england-2013-to-2014</a></p><br /><table><tbody><tr><td><p>Table 2</p></td></tr><tr><td><p><strong>Fixed period exclusions by type of school</strong></p></td></tr><tr><td><p><strong>State-funded primary, state-funded secondary and special schools</strong></p></td></tr><tr><td><p>2009/10 - 2013/14</p></td></tr><tr><td><p>England</p></td></tr></tbody></table><table><tbody><tr><td></td><td><p><strong>2009/10</strong></p></td><td><p><strong>2010/11</strong></p></td><td><p><strong>2011/12</strong></p></td><td><p><strong>2012/13</strong></p></td><td><p><strong>2013/14</strong></p></td><td></td></tr><tr><td><p><strong>All schools</strong></p></td></tr><tr><td><p>Number of schools (1)</p></td><td><p>21,345</p></td><td><p>21,227</p></td><td><p>21,113</p></td><td><p>21,154</p></td><td><p>21,195</p></td></tr><tr><td><p>Number of pupils (2)</p></td><td><p>7,466,880</p></td><td><p>7,493,310</p></td><td><p>7,546,460</p></td><td><p>7,616,870</p></td><td><p>7,698,310</p></td></tr><tr><td><p>Number of fixed period exclusions</p></td><td><p>331,380</p></td><td><p>324,110</p></td><td><p>304,370</p></td><td><p>267,520</p></td><td><p>269,480</p></td></tr><tr><td><p>Percentage of fixed period exclusions (3)</p></td><td><p>100.0</p></td><td><p>100.0</p></td><td><p>100.0</p></td><td><p>100.0</p></td><td><p>100.0</p></td></tr><tr><td><p>Percentage of school population (4)</p></td><td><p>4.44</p></td><td><p>4.33</p></td><td><p>4.03</p></td><td><p>3.51</p></td><td><p>3.50</p></td></tr><tr><td><p><strong>State-funded primary schools</strong></p></td></tr><tr><td><p>Number of schools (1)</p></td><td><p>16,971</p></td><td><p>16,884</p></td><td><p>16,818</p></td><td><p>16,833</p></td><td><p>16,833</p></td></tr><tr><td><p>Number of pupils (2)</p></td><td><p>4,096,580</p></td><td><p>4,137,760</p></td><td><p>4,103,960</p></td><td><p>4,309,580</p></td><td><p>4,416,710</p></td></tr><tr><td><p>Number of fixed period exclusions</p></td><td><p>37,210</p></td><td><p>37,790</p></td><td><p>37,790</p></td><td><p>37,870</p></td><td><p>45,010</p></td></tr><tr><td><p>Percentage of fixed period exclusions (3)</p></td><td><p>11.2</p></td><td><p>11.7</p></td><td><p>12.4</p></td><td><p>14.2</p></td><td><p>16.7</p></td></tr><tr><td><p>Percentage of school population (4)</p></td><td><p>0.91</p></td><td><p>0.91</p></td><td><p>0.92</p></td><td><p>0.88</p></td><td><p>1.02</p></td></tr><tr><td><p><strong>State-funded secondary schools</strong></p></td></tr><tr><td><p>Number of schools (1)</p></td><td><p>3,333</p></td><td><p>3,310</p></td><td><p>3,268</p></td><td><p>3,302</p></td><td><p>3,339</p></td></tr><tr><td><p>Number of pupils (2)</p></td><td><p>3,278,490</p></td><td><p>3,262,630</p></td><td><p>3,349,720</p></td><td><p>3,210,120</p></td><td><p>3,181,360</p></td></tr><tr><td><p>Number of fixed period exclusions</p></td><td><p>279,260</p></td><td><p>271,980</p></td><td><p>252,210</p></td><td><p>215,560</p></td><td><p>210,580</p></td></tr><tr><td><p>Percentage of fixed period exclusions (3)</p></td><td><p>84.3</p></td><td><p>83.9</p></td><td><p>82.9</p></td><td><p>80.6</p></td><td><p>78.1</p></td></tr><tr><td><p>Percentage of school population (4)</p></td><td><p>8.52</p></td><td><p>8.34</p></td><td><p>7.53</p></td><td><p>6.72</p></td><td><p>6.62</p></td></tr><tr><td><p><strong>Special schools</strong></p></td></tr><tr><td><p>Number of schools (1)</p></td><td><p>1,041</p></td><td><p>1,033</p></td><td><p>1,027</p></td><td><p>1,019</p></td><td><p>1,023</p></td></tr><tr><td><p>Number of pupils (2)</p></td><td><p>91,820</p></td><td><p>92,920</p></td><td><p>92,780</p></td><td><p>97,170</p></td><td><p>100,240</p></td></tr><tr><td><p>Number of fixed period exclusions</p></td><td><p>14,910</p></td><td><p>14,340</p></td><td><p>14,370</p></td><td><p>14,100</p></td><td><p>13,890</p></td></tr><tr><td><p>Percentage of fixed period exclusions (3)</p></td><td><p>4.5</p></td><td><p>4.4</p></td><td><p>4.7</p></td><td><p>5.3</p></td><td><p>5.2</p></td></tr><tr><td><p>Percentage of school population (4)</p></td><td><p>16.23</p></td><td><p>15.44</p></td><td><p>15.49</p></td><td><p>14.51</p></td><td><p>13.86</p></td></tr></tbody></table><table><tbody><tr><td><p>Source: School Census</p></td></tr></tbody></table><table><tbody><tr><td><p>(1) The number of schools as at January each year plus the number of schools which opened after January and reported exclusions.</p></td></tr><tr><td><p>(2) Includes pupils who are sole or dual main registrations. Includes boarding pupils. Methodology has been updated to include dual registrations in the headcount, this has been applied across all years of data presented in the the table. Therefore, figures may differ slightly to those in previous publications. For further details of these changes, please see Chapter 3 of the &quot;Guide to exclusions statistics&quot;.</p></td></tr><tr><td><p>(3) The number of fixed period exclusions for each school type expressed as a percentage of the total number of fixed period exclusions.</p></td></tr><tr><td colspan="7"><p>(4) The number of fixed period exclusions expressed as a percentage of the number of pupils in January each year. As pupils can receive more than one fixed period exclusion, there can be pupil duplicates in the numerator, for a measure of the number of pupils with a fixed period exclusions please see the figure for pupils with one or more fixed period exclusions.</p></td></tr></tbody></table><br /><table><tbody><tr><td><p><br></p></td></tr></tbody></table> answering member printed Lord Nash question first answered 26/10/2015 17:11:15 answering member 4270 label Biography information for Lord Nash
tabling member	4238 label Biography information for Lord Storey

420569

registered interest
date	12/10/2015
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Academies: Governing Bodies
house id	2
legislature	25277 pref label House of Lords
question text	To ask Her Majesty’s Government what steps they are currently taking to encourage parents to be involved in the governance of academies.
tabling member printed	Lord Storey
uin	HL2544
answer	answer is ministerial correction date of answer 26/10/2015 answer text <p>The Governors’ Handbook makes clear that meaningful and effective engagement between the board of an academy and parents is vital. Governing boards should ensure that appropriate structures and arrangements are in place for parental engagement and focus the membership of the board on individuals with the necessary skills for this important strategic role.</p><br /><p>The Department for Education’s model articles of association for academy trusts require there to be two parents on the board, or in the case of a multi-academy trust, either on the board or on each local governing body. In general, however, the government believes that academy trusts are best placed to decide for themselves on the governance arrangements that will be most effective for them and their schools. Skilled and experienced parents can provide a pool of potential volunteers for trusts to draw on. Parents are also often closely involved in setting up and running free schools.</p> answering member printed Lord Nash question first answered 26/10/2015 12:37:59 answering member 4270 label Biography information for Lord Nash
tabling member	4238 label Biography information for Lord Storey

418794

registered interest
date	15/09/2015
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Teachers: Training
house id	2
legislature	25277 pref label House of Lords
question text	To ask Her Majesty’s Government what was the total number of those on Teach First schemes in 2014–15, and how many of them (1) did not take up a teaching career, and (2) did not continue a teaching career after their first year of teaching.
tabling member printed	Lord Storey
uin	HL2229
answer	answer is ministerial correction date of answer 30/09/2015 answer text <p>The Teach First Leadership Development Programme lasts for two years. The first year is school-based initial teacher training (ITT) where trainees teach a reduced hours timetable; the second year is teaching as a newly-qualified teacher (NQT). Its focus is on bringing into teaching high-quality graduates who are trained to make an impact on children’s attainment over the two-year duration of the scheme.</p><p> </p><p>In the 2014 cohort, 1,387 trainees started Summer Institute training. Of these, 1,372 started teaching in schools in September and 1,272 completed year one and gained qualified teacher status (QTS).</p><p> </p> answering member printed Baroness Evans of Bowes Park question first answered 30/09/2015 15:29:56 answering member 4329 label Biography information for Baroness Evans of Bowes Park
tabling member	4238 label Biography information for Lord Storey

418796

registered interest
date	15/09/2015
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Primary Education
house id	2
legislature	25277 pref label House of Lords
question text	To ask Her Majesty’s Government what steps they are taking to promote education on careers and work in primary schools.
tabling member printed	Lord Storey
uin	HL2231
answer	answer is ministerial correction date of answer 25/09/2015 answer text <p>The government wants to see improvements to the extent and quality of the careers advice, guidance and inspiration that young people receive throughout their education, helping them to be better prepared for the world of work and able to take advantage of the opportunities available to them. Children who can see the relationship between what they are learning and the possibilities it opens up for them in later life are likely to be far more motivated to achieve and we are committed to broadening their aspirations to do this.</p><p> </p><p>It is not easy for children of primary age to make a connection between what they learn in the classroom and how it relates to the world of work. The government is delighted to support Primary Futures, a programme which is intended to change that. The national initiative, led by the Education and Employers Taskforce and the National Association of Head Teachers, enables volunteers from a wide range of professions to visit primary schools to inspire pupils.</p><p> </p> answering member printed Lord Nash question first answered 25/09/2015 13:30:41 answering member 4270 label Biography information for Lord Nash
tabling member	4238 label Biography information for Lord Storey