Show Search Form

Search Results

registered interest	true false
date	exactly: or between: and
answering body
answering dept id
answering dept short name
answering dept sort name
hansard heading
house id
legislature	pref label
question text
tabling member printed
uin
answer	is ministerial correction true false date of answer exactly: or between: and answer text answering member printed grouped question UIN question first answered answering member label attachment file name file name title title
tabling member	label

Search

1126322

	registered interest
	date	13/05/2019
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Maintained Schools: Special Educational Needs
	house id	2
	legislature	25277 pref label House of Lords
	question text	To ask Her Majesty's Government what percentage of mainstream maintained schools in England offered Key Stage 4 alternatives to GCSEs, suitable for children with special educational, health or social care needs; how many children took such courses, in each of the last five years for which records are available; what are the most popular of those non-GCSE courses; and which organisations create them.
	tabling member printed	Lord Lucas
	uin	HL15682
	answer	answer is ministerial correction date of answer 22/05/2019 answer text <p>There is not a range of non-GCSE qualifications taught at key stage 4 designed specifically for pupils with special educational needs (SEN). Pupils should have access to a broad and balanced curriculum. The national curriculum inclusion statement states that teachers should set high expectations for every pupil, whatever their prior attainment. Teachers should use appropriate assessment to set targets which are deliberately ambitious. Potential areas of difficulty should be identified and addressed at the outset. Lessons should be planned to address potential areas of difficulty and to remove barriers to pupil achievement. In many cases, such planning will mean that pupils with SEN and disabilities will be able to study the full national curriculum.</p><p> </p><p>The department holds information on entries to non-GCSE qualifications included in the school performance tables, analysis of which is provided below.</p><p> </p><p>The percentage of schools (mainstream[1]) with at least one pupil at the end of key stage 4[2] entering[3] non-GCSE qualifications[4], in each of the last 5 years, is shown in the table below:</p><p> </p><table><tbody><tr><td><p> </p></td><td><p>2017/18[5]</p></td><td><p>2016/17</p></td><td><p>2015/16</p></td><td><p>2014/15</p></td><td><p>2013/14</p></td></tr><tr><td><p>Number of mainstream schools</p></td><td><p>3,175</p></td><td><p>3,153</p></td><td><p>3,113</p></td><td><p>3,069</p></td><td><p>3,037</p></td></tr><tr><td><p>Percentage of mainstream schools</p></td><td rowspan="3"><p>95</p></td><td rowspan="3"><p>97</p></td><td rowspan="3"><p>99</p></td><td rowspan="3"><p>99</p></td><td rowspan="3"><p>99</p></td></tr><tr><td><p>with at least one pupil entering</p></td></tr><tr><td><p>a non-GCSE qualification (%)</p></td></tr></tbody></table><p> </p><p> </p><p>The percentage of mainstream school pupils entering at least one non-GCSE qualification, in each of the last 5 years, is shown in the table below:</p><table><tbody><tr><td><p> </p></td><td><p>2017/18</p></td><td><p>2016/17</p></td><td><p>2015/16</p></td><td><p>2014/15</p></td><td><p>2013/14</p></td></tr><tr><td><p>Pupil cohort</p></td><td><p>513,356</p></td><td><p>517,756</p></td><td><p>530,580</p></td><td><p>543,314</p></td><td><p>548,290</p></td></tr><tr><td><p>Percentage of mainstream pupils who sat</p></td><td rowspan="2"><p>40</p></td><td rowspan="2"><p>52</p></td><td rowspan="2"><p>72</p></td><td rowspan="2"><p>71</p></td><td rowspan="2"><p>68</p></td></tr><tr><td><p>at least one non-GCSE subject (%)</p></td></tr></tbody></table><p> </p><p>Tables showing the 10 most entered non-GCSE qualifications in all state-funded mainstream schools are included in the attached spreadsheet.</p><p> </p><p>[1] State-funded mainstream schools include academies, free schools, city technology colleges and further education colleges with provision for 14 to 16 year olds. They exclude state-funded special schools, independent schools, independent special schools, non-maintained special schools, hospital schools, pupil referral units and alternative provision (AP) (including pupil referral units, AP free schools and AP academies as well as state-funded AP placements in other institutions).</p><p>[2] Pupils are identified as being at the end of key stage 4 if they were on roll at the school and in year 11 at the time of the January school census for that year. Age is calculated as at 31 August for that year, and the majority of pupils at the end of key stage 4 were age 15 at the start of the academic year. Some pupils may complete this key stage in an earlier or later year group.</p><p>[3] The department does not collect data on which qualifications are offered by schools, instead figures based on which qualifications have been entered by pupils has been used as a proxy. There may be some qualifications offered by a school that no pupils sat exams in for each year.</p><p>[4] Figures only include qualifications included in performance tables.</p><p>[5] 2017/18 figures are revised figures. All other figures are final figures.</p> answering member printed Lord Agnew of Oulton question first answered 22/05/2019 14:24:26 answering member 4689 label Biography information for Lord Agnew of Oulton attachment 1 file name HL15682_most_entered_non-GCSE_qualifications_mainstream_schools.xls title HL15682_Tables
	tabling member	1879 label Biography information for Lord Lucas

1126325

	registered interest
	date	13/05/2019
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Special Educational Needs: Finance
	house id	2
	legislature	25277 pref label House of Lords
	question text	To ask Her Majesty's Government what action they intend to take, if any, in the next Spending Review to ensure that councils can continue to meet their statutory duties towards those with Special Educational Needs and Disabilities.
	tabling member printed	Lord Porter of Spalding
	uin	HL15685
	answer	answer is ministerial correction date of answer 23/05/2019 answer text <p>We recognise that high needs budgets are under pressure and that is why we allocated an additional £250 million in high needs funding for 2018-19 and 2019-20 in December. This brings the total allocation for high needs this year to £6.3 billion.</p><p>My right hon. Friend, the Chancellor of the Exchequer has announced that the government will hold a Spending Review alongside the Budget where spending plans beyond 2019-20 will be agreed. The government will need to balance competing priorities across a broad range of areas, but we will be taking careful account of the importance of providing the right funding for education, and for high needs in particular. My right hon. Friend, the Secretary of State for Education has made clear that as we approach the next Spending Review, he will back head teachers to ensure they have the resources they need to deliver a world class education.</p><p> </p> answering member printed Lord Agnew of Oulton question first answered 23/05/2019 11:34:51 answering member 4689 label Biography information for Lord Agnew of Oulton
	tabling member	4555 label Biography information for Lord Porter of Spalding

1126720

	registered interest
	date	14/05/2019
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	School Day
	house id	2
	legislature	25277 pref label House of Lords
	question text	To ask Her Majesty's Government, following the report by the UCL Institute of Education School break times and young people’s social lives: A follow-up national study, published in May, what assessment they have made of the impact of shortening school break times on (1) childhood obesity, (2) academic performance, and (3) children’s social lives; and what steps they are taking to address any such impact.
	tabling member printed	Lord Pendry
	uin	HL15737
	answer	answer is ministerial correction date of answer 22/05/2019 answer text <p>The government has not made a specific assessment of the impact of the length of school break times on obesity, academic performance or children’s social lives. Schools have the autonomy to make decisions about the structure and duration of their school day to suit their own circumstances. However, the department is clear that pupils should be given an appropriate break and expects school leaders to make sure this happens.</p><p> </p><p>The government recognises the importance of physical activity in schools to improve physical and mental wellbeing and support attainment. That is why our Childhood Obesity strategy reflects the Chief Medical Officer’s guidelines that primary age children should get at least 60 minutes of moderate to vigorous physical activity a day and the aim that 30 minutes of that should be during the school day.</p><p> </p> answering member printed Lord Agnew of Oulton question first answered 22/05/2019 15:39:32 answering member 4689 label Biography information for Lord Agnew of Oulton
	tabling member	457 label Biography information for Lord Pendry

1126721

	registered interest
	date	14/05/2019
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	History: Curriculum
	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 merits of revising the history curriculum to provide an honest and critical portrayal of the UK’s colonial history.
	tabling member printed	Lord Pendry
	uin	HL15738
	answer	answer is ministerial correction date of answer 22/05/2019 answer text <p>The current national curriculum programmes of study for history, which have been taught since September 2014, set the framework for the teaching of the subject in maintained schools in terms of the broad time periods and themes to be taught. Academies may design and follow their own curricula.</p><p> </p><p>The government does not specify what the content of lessons on particular topics should be or how teachers should present information. We trust teachers, as professionals, to plan their own lessons and select their own resources.</p><p> </p><p>However, the curriculum does aim to make sure that pupils know and understand how Britain has influenced and been influenced by the wider world. Therefore, Empire and colonialism is a significant theme, and a suggested topic within the ‘challenges for Britain, Europe and the wider world 1901 to the present day’ theme is ‘Indian independence and end of Empire’.</p><p> </p><p>Programmes of study also require at least one study of a significant society or issue in world history and its interconnections with other world developments. While not mandatory, a suggested topic is ‘China’s Qing dynasty 1644-1911’, which encompasses the period within which the Opium Wars took place.</p><p> </p><p>The national curriculum programmes of study for history for key stages 1-3 are attached and are available here: <a href="https://www.gov.uk/government/publications/national-curriculum-in-england-history-programmes-of-study" target="_blank">www.gov.uk/government/publications/national-curriculum-in-england-history-programmes-of-study</a>.</p><p> </p><p>We have no current plans to change the history curriculum. In order to provide a period of stability to schools, my right hon. Friend, the Secretary of State for Education has committed to making no new changes to the national curriculum during this Parliament.</p> answering member printed Lord Agnew of Oulton attachment 1 file name HL15739_HL15738_KS1_KS2_national_curriculum_history.pdf title HL15739_HL15738_PDF 2 file name HL15739_HL15738_KS3_national_curriculum_history.pdf title HL15739_HL15738_PDF grouped question UIN HL15739 question first answered 22/05/2019 14:28:16 answering member 4689 label Biography information for Lord Agnew of Oulton
	tabling member	457 label Biography information for Lord Pendry

1126722

	registered interest
	date	14/05/2019
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	History: Curriculum
	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 merits of including the Opium Wars in the history curriculum in order to facilitate a greater understanding of (1) the UK’s colonial history, and (2) UK–Chinese relations.
	tabling member printed	Lord Pendry
	uin	HL15739
	answer	answer is ministerial correction date of answer 22/05/2019 answer text <p>The current national curriculum programmes of study for history, which have been taught since September 2014, set the framework for the teaching of the subject in maintained schools in terms of the broad time periods and themes to be taught. Academies may design and follow their own curricula.</p><p> </p><p>The government does not specify what the content of lessons on particular topics should be or how teachers should present information. We trust teachers, as professionals, to plan their own lessons and select their own resources.</p><p> </p><p>However, the curriculum does aim to make sure that pupils know and understand how Britain has influenced and been influenced by the wider world. Therefore, Empire and colonialism is a significant theme, and a suggested topic within the ‘challenges for Britain, Europe and the wider world 1901 to the present day’ theme is ‘Indian independence and end of Empire’.</p><p> </p><p>Programmes of study also require at least one study of a significant society or issue in world history and its interconnections with other world developments. While not mandatory, a suggested topic is ‘China’s Qing dynasty 1644-1911’, which encompasses the period within which the Opium Wars took place.</p><p> </p><p>The national curriculum programmes of study for history for key stages 1-3 are attached and are available here: <a href="https://www.gov.uk/government/publications/national-curriculum-in-england-history-programmes-of-study" target="_blank">www.gov.uk/government/publications/national-curriculum-in-england-history-programmes-of-study</a>.</p><p> </p><p>We have no current plans to change the history curriculum. In order to provide a period of stability to schools, my right hon. Friend, the Secretary of State for Education has committed to making no new changes to the national curriculum during this Parliament.</p> answering member printed Lord Agnew of Oulton attachment 1 file name HL15739_HL15738_KS1_KS2_national_curriculum_history.pdf title HL15739_HL15738_PDF 2 file name HL15739_HL15738_KS3_national_curriculum_history.pdf title HL15739_HL15738_PDF grouped question UIN HL15738 question first answered 22/05/2019 14:28:16 answering member 4689 label Biography information for Lord Agnew of Oulton
	tabling member	457 label Biography information for Lord Pendry

1127013

	registered interest
	date	15/05/2019
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Climate Change: Education
	house id	2
	legislature	25277 pref label House of Lords
	question text	To ask Her Majesty's Government, following the Catholic Bishops’ Conference of England and Wales in 2002 and Pope Francis’ encyclical on climate change Laudato Si: On Care for Our Common Home, published in 2015, what assessment they have made of the priority that teaching on climate change has been given in Catholic schools; and what steps they are taking to give increased priority to the teaching of climate change in state schools.
	tabling member printed	Lord Pendry
	uin	HL15774
	answer	answer is ministerial correction date of answer 22/05/2019 answer text <p>The government has not made any specific assessment of the priority that Catholic schools give to teaching about climate change. Like all schools, faith schools are required to teach a broad and balanced curriculum that includes science.</p><p>The government believes it is vital that all children are informed about climate change. For this reason, relevant topics are included throughout the geography and science national curriculum and qualifications. For example, as part of the science curriculum in secondary schools, pupils will consider the evidence for human causes of climate change. In addition, as part of GCSE geography they will study the spatial and temporal characteristics of climatic change and evidence for different causes, including human activity.</p> answering member printed Lord Agnew of Oulton question first answered 22/05/2019 14:25:35 answering member 4689 label Biography information for Lord Agnew of Oulton
	tabling member	457 label Biography information for Lord Pendry

1127240

	registered interest
	date	16/05/2019
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Arts: Vocational 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 ensure that businesses continue to have access to a workforce with sufficient creative and design-linked skills.
	tabling member printed	Baroness Blackstone
	uin	HL15793
	answer	answer is ministerial correction date of answer 22/05/2019 answer text <p>Our reforms to professional and technical education and apprenticeships are aimed at ensuring that people of all ages get access to the education and training that businesses across the sectors need.</p><p> </p><p>Both apprenticeships and T levels, when they are introduced, can be a valuable way of developing skills for the creative and design sectors.</p><p> </p><p>Employer-designed T levels will give students the skills needed to enter work or higher level technical study, helping young people to get a head-start in their potential careers. The first 3 T levels will be delivered in 2020, and we will confirm the timetable for the rollout of courses in creative and design before the end of this year.</p><p> </p><p>New apprenticeship standards across all levels are being designed and driven by industry – creating higher quality training that will lead to a more skilled and productive economy. There are 23 Creative and Design Apprenticeship Standards approved for delivery with 6 standards currently in development.</p><p> </p><p>The National College for Creative Industries, opened in September 2016, is one of 4 national colleges which we are establishing to set new standards for higher-level technical training.</p><p> </p> answering member printed Lord Agnew of Oulton question first answered 22/05/2019 15:40:22 answering member 4689 label Biography information for Lord Agnew of Oulton
	tabling member	3561 label Biography information for Baroness Blackstone

1127242

	registered interest
	date	16/05/2019
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Students: Ethnic Groups
	house id	2
	legislature	25277 pref label House of Lords
	question text	To ask Her Majesty's Government what is the role of the Office for Students Evidence and Impact Exchange in promoting best practice in universities to address the attainment gap between BAME and other students.
	tabling member printed	Lord Boateng
	uin	HL15795
	answer	answer is ministerial correction date of answer 23/05/2019 answer text <p>The government has asked the Office for Students to set up an Evidence and Impact Exchange to help transform our understanding of what works in driving access and successful participation among disadvantaged and underrepresented students. The new centre, known as the Centre for Transforming Access and Student Outcomes (TASO) in higher education (HE), is an affiliate what works centre, and part of the UK government’s what works movement.</p><p> </p><p>TASO will commission, share and support the take-up of evidence on ‘what works’ to improve access and participation in HE in different settings and for different groups of students, including Black, Asian and Minority Ethnic students. It will act as a central hub for a wide variety of evidence, helping to ensure that HE spend to widen access and participation by under-represented and disadvantaged students has as big an impact as possible.</p><p> </p><p>TASO has already made its first call for evidence, inviting providers to submit examples of impact evaluation across the student life-cycle.</p><p> </p> answering member printed Viscount Younger of Leckie question first answered 23/05/2019 14:22:04 answering member 4169 label Biography information for Viscount Younger of Leckie
	tabling member	147 label Biography information for Lord Boateng

1127243

	registered interest
	date	16/05/2019
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Students: Ethnic Groups
	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 role of the Race Disparity Audit in addressing inequalities in higher education.
	tabling member printed	Lord Boateng
	uin	HL15796
	answer	answer is ministerial correction date of answer 23/05/2019 answer text <p>At the launch of the Race Disparity Audit in October 2017, the government committed to “explain or change” the ethnic disparities on the audit’s Ethnicity facts and figures website.</p><p>Since October 2017 the government has taken action, including on tackling disparities in access to and participation in higher education (HE) for ethnic minority students.</p><p>The audit’s ethnicity facts and figures website has been continually updated and extended to allow the public to see if ethnic disparities are improving or not, across over 160 important areas of public life. This has included the publication of data on undergraduate degree results and entrants at different HE providers with high, medium and low entry tariffs.</p><p>On February 1, the government announced action to tackle disparities in access to, and successful participation in, HE for ethnic minority students; and disparities in recruitment and progression for ethnic minority academics. This included plans to work with league table compilers on how they might consider performance on tackling inequalities between ethnic groups in university rankings, promoting the new transparency condition, and encouraging HE providers to make use of tools such as the Race at Work charter and the Race Equality Charter in their efforts to address inequality.</p> answering member printed Viscount Younger of Leckie question first answered 23/05/2019 14:14:06 answering member 4169 label Biography information for Viscount Younger of Leckie
	tabling member	147 label Biography information for Lord Boateng

1127244

	registered interest
	date	16/05/2019
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Students: Ethnic Groups
	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 implications for university funding of the disparity of outcomes for BAME students in higher education.
	tabling member printed	Lord Boateng
	uin	HL15797
	answer	answer is ministerial correction date of answer 23/05/2019 answer text <p>Improving access and outcomes in higher education (HE) for students from disadvantaged or under-represented groups is a priority for the government. Through the Higher Education and Research Act 2017, the government has introduced sweeping reforms to tackle equality of opportunity.</p><p>All HE providers in England that register with the Office for Students (OfS) who want to charge more than the basic annual amount for tuition (£6000+) (known as approved fee cap providers), must have an access and participation plan approved by the OfS. Through these plans providers set out what activities they intend to take to ensure students from disadvantaged backgrounds or under-represented groups — such as Black, Asian and Minority Ethnic (BAME) students — can access, participate in, succeed in and progress from higher education. Guidance provided to the OfS, by my right hon. Friend, the Secretary of State for Education, identified ensuring BAME students can not only access, but succeed in higher education as a priority.</p><p>This year HE providers will, for the first time, be required to publish applications, offer, acceptance, dropout and attainment rates of students by ethnicity, gender and socio-economic background.</p><p> </p> answering member printed Viscount Younger of Leckie question first answered 23/05/2019 14:29:05 answering member 4169 label Biography information for Viscount Younger of Leckie
	tabling member	147 label Biography information for Lord Boateng