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1125442

	registered interest
	date	08/05/2019
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Pupils: Absenteeism
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, whether his Department has made an estimate of the number of school days missed by pupils due to (a) gang involvement and (b) incidents of violence in the latest period for which data is available.
	tabling member constituency	Lewisham, Deptford
	tabling member printed	Vicky Foxcroft
	uin	252102
	answer	answer is ministerial correction date of answer 16/05/2019 answer text <p>The information requested is not held centrally regarding data on the number of school days missed due to gang involvement or incidents of violence.</p><p>A Ministry of Justice study, ‘Examining the Educational Background of Young Knife Possession Offenders,’ showed that around 80% of young knife possession offenders had been persistently absent from education at some point over a five year period. Education is clearly a protective factor for young people, and regular attendance at school or at other education provision is important in ensuring every pupil can meet their full potential. The measures set out in the Government’s response to the Timpson review of school exclusion will play a key role in ensuring that every young person is safe and free to fulfil their potential away from violent crime.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 16/05/2019 14:19:03 answering member 111 label Biography information for Nick Gibb
	tabling member	4491 label Biography information for Vicky Foxcroft

1125639

	registered interest
	date	09/05/2019
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Literacy: Essex
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, what steps his Department is taking to raise levels of literacy in Essex.
	tabling member constituency	Witham
	tabling member printed	Priti Patel
	uin	252537
	answer	answer is ministerial correction date of answer 16/05/2019 answer text <p>The Government is committed to continuing to raise literacy standards, ensuring all children can read fluently and with understanding. Building on the success of our phonics partnerships and phonics roadshows programmes, in 2018 the Department launched a £26.3 million English Hubs Programme. The Department has appointed 34 primary schools across England as English Hubs. Hub schools are taking a leading role in improving the teaching of early reading through systematic synthetic phonics, early language development, and reading for pleasure.</p><p>There is a substantial body of evidence that shows that systematic phonics is the most effective method for teaching early reading. Reflecting this, the Department introduced the light touch phonics screening check for year 1 pupils in 2012. Phonics performance is improving: in 2018, there were 163,000 more six-year-olds on track to become fluent readers compared to 2012. This represented 82% of pupils meeting the expected standard in the phonics screening check, compared to just 58% when the check was introduced in 2012.</p><p>The Department have appointed Myland Community Primary school as an English Hub in Colchester, and Elmhurst Primary School in Newham. Both of these hubs will work with schools in Essex to improve the teaching of early reading.</p><p> </p><p>In 2016, new tests and frameworks for teacher assessment were brought in at Key Stage 1 and Key Stage 2, following the introduction of a new, more challenging National Curriculum that set higher expected standards for reading, writing and mathematics. These changes mean that the expected standard from 2016 is higher and not comparable with the expected levels used in previous years' statistics. It is not possible to make direct comparisons between the results before and after the changes in 2016.</p><p> </p><p>The number and percentage of state-funded pupils, at the end of Key Stage 1, 2 and 4, who did not achieve the expected level of literacy[1] in Witham, Essex and England are in the attached tables. Figures relate to academic years 2013/14 to 2017/18. The Department does not produce statistics for Wales, Scotland or Northern Ireland, or the UK as a whole, and therefore these figures relate to England only.</p><p> </p><p>[1] There is not a definitive definition of ‘expected level of literacy’ for each key stage. Figures have been provided for achievement in English, or English subjects, in the headline or additional measures that were used for that key stage, in each academic year.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb grouped question UIN 252538 question first answered 16/05/2019 14:43:04 answering member 111 label Biography information for Nick Gibb attachment 1 file name 252537_252538_Literacy_Attainment_KS1_KS2_KS4.xls title 252537_252538_Tables
	tabling member	4066 label Biography information for Priti Patel

1125640

	registered interest
	date	09/05/2019
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Pupils: Literacy
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, how many pupils at the end of (a) Key Stage 1, (b) Key Stage 2 and (c) Key Stage 4 did not meet the expected level of literacy in (i) Witham constituency, (ii) Essex, and (iii) the UK in the last five years for which data is available.
	tabling member constituency	Witham
	tabling member printed	Priti Patel
	uin	252538
	answer	answer is ministerial correction date of answer 16/05/2019 answer text <p>The Government is committed to continuing to raise literacy standards, ensuring all children can read fluently and with understanding. Building on the success of our phonics partnerships and phonics roadshows programmes, in 2018 the Department launched a £26.3 million English Hubs Programme. The Department has appointed 34 primary schools across England as English Hubs. Hub schools are taking a leading role in improving the teaching of early reading through systematic synthetic phonics, early language development, and reading for pleasure.</p><p>There is a substantial body of evidence that shows that systematic phonics is the most effective method for teaching early reading. Reflecting this, the Department introduced the light touch phonics screening check for year 1 pupils in 2012. Phonics performance is improving: in 2018, there were 163,000 more six-year-olds on track to become fluent readers compared to 2012. This represented 82% of pupils meeting the expected standard in the phonics screening check, compared to just 58% when the check was introduced in 2012.</p><p>The Department have appointed Myland Community Primary school as an English Hub in Colchester, and Elmhurst Primary School in Newham. Both of these hubs will work with schools in Essex to improve the teaching of early reading.</p><p> </p><p>In 2016, new tests and frameworks for teacher assessment were brought in at Key Stage 1 and Key Stage 2, following the introduction of a new, more challenging National Curriculum that set higher expected standards for reading, writing and mathematics. These changes mean that the expected standard from 2016 is higher and not comparable with the expected levels used in previous years' statistics. It is not possible to make direct comparisons between the results before and after the changes in 2016.</p><p> </p><p>The number and percentage of state-funded pupils, at the end of Key Stage 1, 2 and 4, who did not achieve the expected level of literacy[1] in Witham, Essex and England are in the attached tables. Figures relate to academic years 2013/14 to 2017/18. The Department does not produce statistics for Wales, Scotland or Northern Ireland, or the UK as a whole, and therefore these figures relate to England only.</p><p> </p><p>[1] There is not a definitive definition of ‘expected level of literacy’ for each key stage. Figures have been provided for achievement in English, or English subjects, in the headline or additional measures that were used for that key stage, in each academic year.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb grouped question UIN 252537 question first answered 16/05/2019 14:43:04 answering member 111 label Biography information for Nick Gibb attachment 1 file name 252537_252538_Literacy_Attainment_KS1_KS2_KS4.xls title 252537_252538_Tables
	tabling member	4066 label Biography information for Priti Patel

1125671

	registered interest
	date	09/05/2019
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Teachers: Harassment
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, what steps his Department is taking to tackle abuse directed at teachers from parents (a) online and (b) in person.
	tabling member constituency	South Antrim
	tabling member printed	Paul Girvan
	uin	252620
	answer	answer is ministerial correction date of answer 16/05/2019 answer text <p>The majority of schools and colleges provide safe and secure working environments for teaching staff.</p><p> </p><p>All staff should be able to work in an environment in which pupils can develop, and staff can have fulfilling careers free from harassment and bullying. Schools and colleges have a duty and a responsibility to protect both pupils and staff. Any bullying of staff, including cyberbullying, is unacceptable and it is important that schools and colleges take measures to prevent and tackle this.</p><p> </p><p>The Department provides specific guidance for headteachers and staff on how to protect themselves from cyberbullying and how to tackle it if it happens. The guidance is available here: <a href="https://www.gov.uk/government/publications/preventing-and-tackling-bullying" target="_blank">https://www.gov.uk/government/publications/preventing-and-tackling-bullying</a>.</p><p> </p><p>My right hon. Friend, the Secretary of State for Education has recently announced that this guidance will be reviewed and updated.</p><p> </p><p>The Department’s guidance “keeping children safe in education” also makes it clear that online safety training for staff should be integral to a school's safeguarding approach, and that appropriate filters and monitoring systems should be in place to help to safeguard the whole school community. This guidance is available here: <a href="https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/741314/Keeping_Children_Safe_in_Education__3_September_2018_14.09.18.pdf" target="_blank">https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/741314/Keeping_Children_Safe_in_Education__3_September_2018_14.09.18.pdf</a>.</p><p> </p><p>To prevent abusive behaviour in schools, the Department’s guidance on controlling access to premises also makes it clear that it is a criminal offence for a person who is on school premises without lawful authority to cause or permit a nuisance or disturbance. The guidance makes it clear that a school may consider that aggressive, abusive or insulting behaviour, or language from a parent presents a risk to staff or pupils. This guidance can be found at: <a href="https://www.gov.uk/government/publications/controlling-access-to-school-premises" target="_blank">https://www.gov.uk/government/publications/controlling-access-to-school-premises</a>.</p><p> </p><p>The Department is currently developing new school and college security guidance which will be published later this year. This will include references to help deal with violent crime, and encourage the development of policies and culture to help reduce and address any violence-related incidents.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 16/05/2019 13:01:03 answering member 111 label Biography information for Nick Gibb
	tabling member	4633 label Biography information for Paul Girvan

1125424

	registered interest
	date	08/05/2019
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Schools: Racial Discrimination
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, what steps his Department is taking to tackle racist behaviour in schools.
	tabling member constituency	Upper Bann
	tabling member printed	David Simpson
	uin	251990
	answer	answer is ministerial correction date of answer 16/05/2019 answer text <p>Schools are required by law to have a behaviour policy that outlines measures to prevent racist and other forms of bullying. The Department produces guidance for head teachers and school staff on developing school behaviour policy. The full guidance can be viewed at: <a href="https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/488034/Behaviour_and_Discipline_in_Schools_-_A_guide_for_headteachers_and_School_Staff.pdf" target="_blank">https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/488034/Behaviour_and_Discipline_in_Schools_-_A_guide_for_headteachers_and_School_Staff.pdf</a>.</p><p> </p><p>Under the Equalities Act 2010, schools are under a duty take steps to eliminate harassment, foster good relations, and advance equality of opportunity.</p><p> </p><p>Ofsted considers how a school complies with its statutory duties and promotes equality of opportunity, and holds schools to account for racism or other behaviour issues.</p><p> </p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 16/05/2019 13:02:03 answering member 111 label Biography information for Nick Gibb
	tabling member	1597 label Biography information for David Simpson

1125340

	registered interest
	date	08/05/2019
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	English Baccalaureate
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, what assessment his Department has made of the effect of the English Baccalaureate on UK performance within international league tables.
	tabling member constituency	Romford
	tabling member printed	Andrew Rosindell
	uin	251964
	answer	answer is ministerial correction date of answer 16/05/2019 answer text <p>The English Baccalaureate (EBacc) measures pupils’ performance against a range of core academic subjects, and keeps young people’s options open for further study and future careers. The international comparisons studies that the Department participates in assess pupils’ performance in reading, mathematics and science.</p><p> </p><p>The proportion of pupils in state-funded schools taking the EBacc combination of subjects has increased from 22% in 2010 to 38% in 2018. In particular, the proportion of pupils taking history or geography has increased from 48% to 78%.</p><p> </p><p>A Sutton Trust report, available at <a href="https://www.suttontrust.com/research-paper/changing-the-subject/" target="_blank">https://www.suttontrust.com/research-paper/changing-the-subject/</a>, shows that pupils in 300 schools which had increased EBacc take up were more likely to achieve good GCSEs in maths and English, and that pupils eligible for the pupil premium also benefited. A study by the Centre for Longitudinal Studies, available at <a href="https://cls.ucl.ac.uk/wp-content/uploads/2017/09/CLS-WP-201711-Incentivising-specific-combinations-of-subjects-does-it-make-any-difference-to-university-access.pdf" target="_blank">https://cls.ucl.ac.uk/wp-content/uploads/2017/09/CLS-WP-201711-Incentivising-specific-combinations-of-subjects-does-it-make-any-difference-to-university-access.pdf</a>, found that studying the EBacc combination of GCSE subjects increases the likelihood that a pupil will stay on in full-time education.</p><p>The latest Programme for International Student Assessment (PISA) results for 2015 showed that our 15 year olds continue to perform significantly above the Organisation for Economic Co-operation and Development (OECD) average in science, at the OECD average for mathematics, and, for the first time, above the OECD average in reading. Results for PISA 2018 will be available in December 2019.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 16/05/2019 12:26:46 answering member 111 label Biography information for Nick Gibb
	tabling member	1447 label Biography information for Andrew Rosindell

1125341

	registered interest
	date	08/05/2019
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Pupils: Discipline
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, what steps he is taking to reduce disruptive behaviour in the classroom.
	tabling member constituency	Romford
	tabling member printed	Andrew Rosindell
	uin	251965
	answer	answer is ministerial correction date of answer 16/05/2019 answer text <p>All schools are required by the law to develop and publish a behaviour policy. The Department for Education produces guidance for head teachers and school staff on developing school behaviour policy and explains the powers members of staff have to maintain discipline in the classroom. The full guidance can be viewed at: <a href="https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/488034/Behaviour_and_Discipline_in_Schools_-_A_guide_for_headteachers_and_School_Staff.pdf" target="_blank">https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/488034/Behaviour_and_Discipline_in_Schools_-_A_guide_for_headteachers_and_School_Staff.pdf</a>.</p><p> </p><p>In 2016, the Government commissioned behaviour expert Tom Bennett to conduct an independent review on behaviour management in schools. His report ‘Creating a culture’, published in 2017, focused on leadership, culture and systems used to tackle disruptive pupil behaviour, and provides practical advice for head teachers about creating a school culture that prevents low level disruption, maintains good discipline and promotes pupils’ education, focus and wellbeing. The full report can be viewed at: <a href="https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/602487/Tom_Bennett_Independent_Review_of_Behaviour_in_Schools.pdf" target="_blank">https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/602487/Tom_Bennett_Independent_Review_of_Behaviour_in_Schools.pdf</a>.</p><p> </p><p>Building on this review the Department announced a £10 million investment to support schools and teachers to share best practice and knowledge on behaviour management and classroom management. As part of this Tom Bennett, has been appointed our lead Behaviour Adviser, supporting the Department to set up and run these new behaviour support networks.</p><p> </p><p>Most recently, as part of our response to the Timpson review of school exclusion, published on 7 May 2019, the Department committed to revising guidance which offers clearer, more consistent guidance on managing behaviour, the use of in-school units and the sorts of circumstances where it may appropriate to use exclusion. A copy of the review and the Government response can be found at: <a href="https://www.gov.uk/government/consultations/school-exclusions-review-call-for-evidence" target="_blank">https://www.gov.uk/government/consultations/school-exclusions-review-call-for-evidence</a>.</p><p> </p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 16/05/2019 13:04:34 answering member 111 label Biography information for Nick Gibb
	tabling member	1447 label Biography information for Andrew Rosindell