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753269

	registered interest
	date	18/07/2017
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	house id	2
	legislature	25277 pref label House of Lords
	question text	Her Majesty's Government how many, and what proportion of, schools in the UK have a library; and how they assess the quality of such libraries and their staff.
	tabling member printed	Lord Bird
	uin	HL957
	answer	answer is ministerial correction date of answer 28/07/2017 answer text <p>School libraries play an important role in encouraging pupils to read for pleasure. We believe that it should be for schools to decide whether to provide and maintain a library service for their pupils.</p><p>Head teachers do recognise the role libraries can play in improving young people’s literacy, and ensure that suitable library facilities are provided. It is also up to schools to decide how they run their library. While many head teachers, especially those in secondary schools, choose to employ a qualified librarian, this is not a statutory requirement.</p><p>We do not collect data on school library provision. However, the Progress in International Reading Literacy Study (PIRLS) indicated in 2011 that 92% of pupils in Year 5 in England were attending a school where there was a library. This was above the international average of 86%.</p> answering member printed Lord Nash grouped question UIN HL956 question first answered 28/07/2017 11:34:14 answering member 4270 label Biography information for Lord Nash
	tabling member	4564 label Biography information for Lord Bird

753268

	registered interest
	date	18/07/2017
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	house id	2
	legislature	25277 pref label House of Lords
	question text	Her Majesty's Government whether they will ensure that every school has an adequate library with qualified staff.
	tabling member printed	Lord Bird
	uin	HL956
	answer	answer is ministerial correction date of answer 28/07/2017 answer text <p>School libraries play an important role in encouraging pupils to read for pleasure. We believe that it should be for schools to decide whether to provide and maintain a library service for their pupils.</p><p>Head teachers do recognise the role libraries can play in improving young people’s literacy, and ensure that suitable library facilities are provided. It is also up to schools to decide how they run their library. While many head teachers, especially those in secondary schools, choose to employ a qualified librarian, this is not a statutory requirement.</p><p>We do not collect data on school library provision. However, the Progress in International Reading Literacy Study (PIRLS) indicated in 2011 that 92% of pupils in Year 5 in England were attending a school where there was a library. This was above the international average of 86%.</p> answering member printed Lord Nash grouped question UIN HL957 question first answered 28/07/2017 11:34:14 answering member 4270 label Biography information for Lord Nash
	tabling member	4564 label Biography information for Lord Bird

755103

	registered interest
	date	20/07/2017
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Horticulture: Education
	house id	2
	legislature	25277 pref label House of Lords
	question text	Her Majesty's Government whether they intend to promote the benefits of horticulture and gardening-based social activities (1) nationally, and (2) in schools and colleges, including as part of any reforms to the national curriculum; and if so, how.
	tabling member printed	Lord Bird
	uin	HL1111
	answer	answer is ministerial correction date of answer 28/07/2017 answer text <p>Almost all primary schools in England offer gardening based activities in one form or another. In primary, the National Curriculum for science sets out that pupils must be taught to identify and name a variety of common wild and garden plants, including trees. It also recommends that schools should use the local environment throughout the year to explore and answer questions about plants growing in their habitat.</p><p> </p><p>We have no plans to make changes to the National Curriculum, or to promote any specific subject. The Royal Horticultural Society, however, does great work to promote gardening in schools. Their campaign provides free resources to inspire and support schools to provide children with gardening opportunities.</p> answering member printed Lord Nash question first answered 28/07/2017 11:18:02 answering member 4270 label Biography information for Lord Nash
	tabling member	4564 label Biography information for Lord Bird

712011

	registered interest
	date	16/03/2017
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Children: Poverty
	house id	2
	legislature	25277 pref label House of Lords
	question text	To ask Her Majesty’s Government in the light of <i>An evidence review of the drivers of child poverty for families in poverty now and for poor children growing up to be poor adults</i> (Cm 8781), published in January 2014, which stated that much of the difference in attainment between pupils relates to their individual characteristics rather than the effectiveness of the school they attend, and the closure of the Child Poverty Unit, what steps they are taking in respect of children’s primary school tuition, other than ensuring an effective education, to improve the outcomes of poor children and alleviate the cycle of poverty.
	tabling member printed	Lord Bird
	uin	HL6149
	answer	answer is ministerial correction date of answer 30/03/2017 answer text <p>Since 2011 schools have received significant extra funding through the pupil premium to accelerate the progress and development of their poorest pupils. Schools assess the needs of each eligible pupil and, using the evidence of what works best, choose the most effective approaches to overcome barriers to achievement. The government has established the Education Endowment Foundation to research how best to accelerate progress and share the findings with schools.</p><p>Since the introduction of the pupil premium the gap between disadvantaged pupils and their peers has decreased by 9.3% in primary schools. By introducing a new progress measure for pupil performance in 2016 we are ensuring that schools focus on realising the potential of every one of their pupils, rather than concentrating on achievement alone.</p> answering member printed Lord Nash question first answered 30/03/2017 16:11:54 answering member 4270 label Biography information for Lord Nash
	tabling member	4564 label Biography information for Lord Bird

649404

	registered interest
	date	01/12/2016
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Apprentices: Social Enterprises
	house id	2
	legislature	25277 pref label House of Lords
	question text	To ask Her Majesty’s Government what plans they have to support social enterprise training providers to improve social mobility through apprenticeship programmes.
	tabling member printed	Lord Bird
	uin	HL3767
	answer	answer is ministerial correction date of answer 12/12/2016 answer text <p>We are committed to ensuring that apprenticeships are as accessible as possible to all people from all backgrounds. We are increasing numbers of traineeships to further support young people, including those from areas of disadvantage, into apprenticeships and further work. We are also encouraging a wide range of people from all backgrounds into apprenticeships through our ‘Get In Go Far’ campaign aimed at 14-24 year-olds, their parents, teachers and employers.</p><p>In the apprenticeship funding policy published in October, we announced extra payments for 16-18 year olds and 19-24 year olds formerly in care or with an Education, Health and Care Plan. Employers and providers will receive a payment of £1,000 to support additional costs associated with these apprentices. Additionally, the Government will make an additional payment to providers for training an apprentice who lives in an area amongst the 27% most deprived. The payments will be £600 for areas amongst the 1-10% most deprived, £300 for the next 11-20%, and £200 for the next 21-27%. These payments will be in place for one year while we review the system for supporting people from disadvantaged backgrounds.</p><p>We want all types of employers and providers to benefit from this funding including social enterprise providers who can help make it easier for businesses to employ people from disadvantaged backgrounds.</p><p>In addition, the Government already pays £150 a month to providers where an apprentice with a learning difficulty or disability requires additional learning support. We are also trialling a two year project worth £2 million per year tailoring Access to Work support to apprentices with mental health problems in the workplace.</p><p>We are committed to ensuring apprentices with learning difficulties and disabilities find apprenticeships as accessible as possible, which is why the Government accepted all of the recommendations made by Paul Maynard’s taskforce earlier this year – and why we’re working to implement them now.</p> answering member printed Lord Nash question first answered 12/12/2016 15:35:34 answering member 4270 label Biography information for Lord Nash
	tabling member	4564 label Biography information for Lord Bird

649402

	registered interest
	date	01/12/2016
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Outdoor Education
	house id	2
	legislature	25277 pref label House of Lords
	question text	To ask Her Majesty’s Government, further to the Youth Hostels Association England and Wales report <i>A year of positive change: Our Impact Review 2015/16</i>, what plans they have to ensure that every child experiences outdoor and residential learning opportunities as part of a primary school education.
	tabling member printed	Lord Bird
	uin	HL3765
	answer	answer is ministerial correction date of answer 15/12/2016 answer text <p>Outdoor and residential education can play an important role in children’s development. When activities are structured and organised effectively, they can provide young people with stimulating experiences which build on the knowledge and understanding they gain through classroom lessons.</p><p> </p><p>Schools have the freedom to plan and deliver curriculums that meet the educational needs and interests of their pupils, provided that they meet any statutory requirements. School leaders and teachers are in the best position to use their professional judgement to decide whether outdoor education meets the needs of their pupils, and to plan lessons and use their budgets accordingly.</p> answering member printed Lord Nash question first answered 15/12/2016 15:13:12 answering member 4270 label Biography information for Lord Nash
	tabling member	4564 label Biography information for Lord Bird

692685

	registered interest
	date	21/02/2017
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Education: Standards
	house id	2
	legislature	25277 pref label House of Lords
	question text	To ask Her Majesty’s Government, further to the remarks by Lord Nash on 20 February (HL Deb, col 3), what assessment they have made of the Joseph Rowntree Foundation analysis, <i>Brexit vote explained: poverty, low skills and lack of opportunities, </i>regarding the correlation between low educational attainment and voting leave in the EU referendum; and what action, if any, they plan to take to address educational inequalities across the UK.
	tabling member printed	Lord Bird
	uin	HL5498
	answer	answer is ministerial correction date of answer 28/02/2017 answer text <p>We want to create a country where everyone has a fair chance to go as far as their talents will take them, and education is at the heart of this. We recognise that too often, background or where you live limits access to opportunities, which lead to success in later life.</p><p>The Joseph Roundtree Foundation’s report, “Brexit vote explained”, examines the importance of poverty, educational opportunity and life experiences. We are committed to investing in more good school places, reforming technical education to deliver the skills employers need, and tackling educational inequality and increasing opportunity.</p><p>Thanks to our reforms, there are nearly 1.8 million more children in schools rated good or outstanding than in 2010, while the attainment gap between disadvantaged children and their peers is narrowing. We know, however, that there is more to do.</p><p>We will continue to provide the pupil premium, worth around £2.5 billion this year, and invest £137 million through the Education Endowment Foundation to expand the evidence base on what works in education for disadvantaged pupils.</p><p>The report’s analysis places particular emphasis on ‘place’ in examining inequality of opportunity. As a Department, we too recognise that geography plays a significant role in equality of opportunity.</p><p>As part of our reforms, we have set out plans to create more good school places, in more parts of the country, by ending the ban on new grammar schools, where we know bright children from disadvantaged backgrounds thrive, and harnessing the resources and expertise of our universities, independent and faith schools.</p><p>To target regional disadvantage, we are introducing a fairer funding system to rectify the historic and unfair postcode lottery in how school funding is distributed in England.</p><p>Opportunity Areas are at the vanguard of our efforts to tackle geographic disadvantage and increase social mobility. We will be investing £72 million of new funding into our ‘Opportunity Areas’ strategy, promoting social mobility in areas facing challenges, along with a new £3.5m programme for the Education Endowment Foundation to establish a Research School for each Opportunity Area. We are also investing £70m to support the Northern Powerhouse Schools Strategy.</p><p>As we prepare to leave the European Union, we understand the importance of levelling up opportunity, so that everyone is included in Britain’s future, regardless of where they start in life.</p> answering member printed Lord Nash question first answered 28/02/2017 17:40:20 answering member 4270 label Biography information for Lord Nash
	tabling member	4564 label Biography information for Lord Bird

692181

	registered interest
	date	20/02/2017
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Teaching Methods
	house id	2
	legislature	25277 pref label House of Lords
	question text	To ask Her Majesty’s Government what assessment they have made of the pedagogical rationale and practices of the Ralston-Semler Foundation Lumiar schools, with specific reference to their mosaic curricula.
	tabling member printed	Lord Bird
	uin	HL5475
	answer	answer is ministerial correction date of answer 02/03/2017 answer text <p>The Department has not made any direct assessment of the Ralston-Semler Foundation Lumiar schools.</p><p> </p><p>The mosaic curricula the Lumiar schools have developed is a personalised project based curriculum that focuses on developing skills and competencies.</p><p> </p><p>The Education Endowment Foundation (EEF) has undertaken research on individualised instruction but has not evaluated the mosaic curricula or these schools. The EEF rate individualised instruction as low impact based on a moderate strength of evidence: <a href="https://educationendowmentfoundation.org.uk/resources/teaching-learning-toolkit/individualised-instruction/" target="_blank">https://educationendowmentfoundation.org.uk/resources/teaching-learning-toolkit/individualised-instruction/</a></p><p> </p><p>The Sutton Trust and Durham University have also published an overview of effective pedagogy which notes that discovery learning is not supported by research evidence. This can be found in the attached document.</p> answering member printed Lord Nash question first answered 02/03/2017 16:54:24 answering member 4270 label Biography information for Lord Nash attachment 1 file name What-makes-great-teaching-FINAL-4.11.14.pdf title what_makes_great_teaching
	tabling member	4564 label Biography information for Lord Bird