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971899

registered interest
date	11/09/2018
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Managers: Apprentices
house id	2
legislature	25277 pref label House of Lords
question text	To ask Her Majesty's Government, further to the final funding band review of 15 August for the Chartered Manager Degree Apprenticeship standard, what items from the nominated training providers’ cost estimates were removed by that review as being ineligible.
tabling member printed	Lord Lucas
uin	HL10261
answer	answer is ministerial correction date of answer 18/09/2018 answer text <p>This is a matter for the Institute for Apprenticeships. I have asked its Chief Executive, Sir Gerry Berragan, to write to my noble Friend and a copy of his reply will be placed in the Libraries of both Houses.</p> answering member printed Lord Agnew of Oulton question first answered 18/09/2018 14:52:10 answering member 4689 label Biography information for Lord Agnew of Oulton
tabling member	1879 label Biography information for Lord Lucas

969559

registered interest
date	07/09/2018
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 measures they have taken to reduce the number of school exclusions in secondary schools in England.
tabling member printed	Lord Storey
uin	HL10195
answer	answer is ministerial correction date of answer 18/09/2018 answer text <p>The department supports head teachers in the use of school exclusion where it is warranted.</p><p>In March, the government launched an externally-led review of exclusions practice, led by Edward Timpson CBE. The review will explore how head teachers use exclusion, and why pupils with particular characteristics are more likely to be excluded from school. It will also consider the differences in exclusion rates across primary and secondary schools in England.</p><p>The review will aim to report by the end of the year. The full terms of reference for the review can be found here: <a href="https://www.gov.uk/government/publications/school-exclusions-review-terms-of-reference" target="_blank">https://www.gov.uk/government/publications/school-exclusions-review-terms-of-reference</a>.</p><p> </p> answering member printed Lord Agnew of Oulton question first answered 18/09/2018 11:40:06 answering member 4689 label Biography information for Lord Agnew of Oulton attachment 1 file name HL10195_A_Review_of_School_Exclusion-terms_of_reference.pdf title HL10195_A_Review_of_School_Exclusion-terms_of_refe
tabling member	4238 label Biography information for Lord Storey

967417

registered interest
date	04/09/2018
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Children in Care
house id	2
legislature	25277 pref label House of Lords
question text	To ask Her Majesty's Government whether they plan to require local authorities seeking to place looked-after children outside their own area to consult the local authority where a placement is being sought.
tabling member printed	Lord Beecham
uin	HL9917
answer	answer is ministerial correction date of answer 18/09/2018 answer text <p>The Children’s Homes and Looked After Children (Miscellaneous Amendments) (England) Regulations 2013 placed additional duties on local authorities seeking to place children out of the authority’s area.</p><p>Under the amended regulations, any decision to place a child outside of the local authority’s area must be approved by a nominated officer, or, if that placement is a distant one, by the Director of Children’s Services. The regulations further require that when considering making a distant placement, the responsible authority consults with the host authority, and shares information including the child’s care plan.</p><p>It should also be noted that local authorities do place looked-after children in boarding schools from time to time, where it is considered in the child’s best interests. Boarding schools, by their nature, can be outside the responsible local authority’s geographic area.</p> answering member printed Lord Agnew of Oulton question first answered 18/09/2018 15:30:41 answering member 4689 label Biography information for Lord Agnew of Oulton
tabling member	4181 label Biography information for Lord Beecham

967423

registered interest
date	04/09/2018
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Secondary Education: Curriculum
house id	2
legislature	25277 pref label House of Lords
question text	To ask Her Majesty's Government how many hours of (1) art and design, (2) music, (3) drama, (4) design and technology, (5) history, and (6) geography were taught at key stage 4 in state secondary schools in England in each year from 2010 to 2017.
tabling member printed	Baroness Bonham-Carter of Yarnbury
uin	HL9922
answer	answer is ministerial correction date of answer 18/09/2018 answer text <p>The requested information is shown in the attached table.</p><p> </p><p>As the total number of hours taught to key stage 4 year groups varies each year, the percentage of time spent teaching each of the subjects requested has also been provided for context. The figures shown in the attached table cover teaching in years 10 and 11.</p><p>Information on subjects taught at key stage 4 is collected from a large sample of schools, this is then weighted and grossed to provide national totals. The percentage of schools returning this information each year has also been provided for context.</p><p> </p><p>Schools have the freedom to decide how to teach the curriculum, but must make sure it is broad and balanced, offering a range of subjects to help pupils progress through acquiring knowledge, understanding and skills.</p><p> </p><p>Traditionally GCSEs are two year courses of study that pupils start in year 10. The new national curriculum and reformed GCSEs are designed so that key stage 3 plays an important role in preparing pupils for natural progression to GCSEs.</p><p> </p> answering member printed Lord Agnew of Oulton grouped question UIN HL9923 question first answered 18/09/2018 15:12:55 answering member 4689 label Biography information for Lord Agnew of Oulton attachment 1 file name Hl9922_HL9923_Hours_by_subject_KS4.pdf title Hl9922_HL9923_Hours_by_subject_KS4
tabling member	3699 label Biography information for Baroness Bonham-Carter of Yarnbury

967424

registered interest
date	04/09/2018
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Secondary Education: Curriculum
house id	2
legislature	25277 pref label House of Lords
question text	To ask Her Majesty's Government what was the annual percentage change in the number of teaching hours for (1) art and design, (2) music, (3) drama, (4) design and technology, (5) history, and (6) geography at key stage 4 in state secondary schools in England in each year from 2010 to 2017.
tabling member printed	Baroness Bonham-Carter of Yarnbury
uin	HL9923
answer	answer is ministerial correction date of answer 18/09/2018 answer text <p>The requested information is shown in the attached table.</p><p> </p><p>As the total number of hours taught to key stage 4 year groups varies each year, the percentage of time spent teaching each of the subjects requested has also been provided for context. The figures shown in the attached table cover teaching in years 10 and 11.</p><p>Information on subjects taught at key stage 4 is collected from a large sample of schools, this is then weighted and grossed to provide national totals. The percentage of schools returning this information each year has also been provided for context.</p><p> </p><p>Schools have the freedom to decide how to teach the curriculum, but must make sure it is broad and balanced, offering a range of subjects to help pupils progress through acquiring knowledge, understanding and skills.</p><p> </p><p>Traditionally GCSEs are two year courses of study that pupils start in year 10. The new national curriculum and reformed GCSEs are designed so that key stage 3 plays an important role in preparing pupils for natural progression to GCSEs.</p><p> </p> answering member printed Lord Agnew of Oulton grouped question UIN HL9922 question first answered 18/09/2018 15:12:55 answering member 4689 label Biography information for Lord Agnew of Oulton attachment 1 file name Hl9922_HL9923_Hours_by_subject_KS4.pdf title Hl9922_HL9923_Hours_by_subject_KS4
tabling member	3699 label Biography information for Baroness Bonham-Carter of Yarnbury

967425

registered interest
date	04/09/2018
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Secondary Education: Admissions
house id	2
legislature	25277 pref label House of Lords
question text	To ask Her Majesty's Government how many students were in key stage 4 in state secondary schools in England in each year from 2010 to 2017; and what was the annual percentage change in the number of students for each of those years.
tabling member printed	Baroness Bonham-Carter of Yarnbury
uin	HL9924
answer	answer is ministerial correction date of answer 18/09/2018 answer text <p>The requested information is shown in the table below:</p><p>Number of pupils by key stages 3 and 4 in secondary schools</p><table><tbody><tr><td><p>year</p></td><td><p>key stage 3</p></td><td colspan="2"><p>% change</p></td><td><p>key stage 4</p></td><td><p>% change</p></td></tr><tr><td><p>2010</p></td><td><p>1,677,023</p></td><td><p>n/a</p></td><td colspan="2"><p>1,134,938</p></td><td><p>n/a</p></td></tr><tr><td><p>2011</p></td><td><p>1,670,486</p></td><td><p>-0.4</p></td><td colspan="2"><p>1,117,700</p></td><td><p>-1.5</p></td></tr><tr><td><p>2012</p></td><td><p>1,640,040</p></td><td><p>-1.8</p></td><td colspan="2"><p>1,121,510</p></td><td><p>0.3</p></td></tr><tr><td><p>2013</p></td><td><p>1,610,360</p></td><td><p>-1.8</p></td><td colspan="2"><p>1,117,765</p></td><td><p>-0.3</p></td></tr><tr><td><p>2014</p></td><td><p>1,585,635</p></td><td><p>-1.5</p></td><td colspan="2"><p>1,100,400</p></td><td><p>-1.6</p></td></tr><tr><td><p>2015</p></td><td><p>1,595,066</p></td><td><p>0.6</p></td><td colspan="2"><p>1,082,750</p></td><td><p>-1.6</p></td></tr><tr><td><p>2016</p></td><td><p>1,630,578</p></td><td><p>2.2</p></td><td colspan="2"><p>1,059,175</p></td><td><p>-2.2</p></td></tr><tr><td><p>2017</p></td><td><p>1,678,497</p></td><td><p>2.9</p></td><td colspan="2"><p>1,043,635</p></td><td><p>-1.5</p></td></tr></tbody></table><p>Source: School Census</p> answering member printed Lord Agnew of Oulton grouped question UIN HL9927 question first answered 18/09/2018 14:09:30 answering member 4689 label Biography information for Lord Agnew of Oulton
tabling member	3699 label Biography information for Baroness Bonham-Carter of Yarnbury

967426

registered interest
date	04/09/2018
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Secondary Education: Curriculum
house id	2
legislature	25277 pref label House of Lords
question text	To ask Her Majesty's Government how many hours of (1) art and design, (2) music, (3) drama,( 4) design and technology, (5) history, and (6) geography were taught at key stage 3 in state secondary schools in England in each year from 2010 to 2017.
tabling member printed	Baroness Bonham-Carter of Yarnbury
uin	HL9925
answer	answer is ministerial correction date of answer 18/09/2018 answer text <p>The requested information is shown in the attached table.</p><p> </p><p>As the total number of hours taught to key stage 3 year groups varies each year, the percentage of time spent teaching each of the subjects requested has also been provided for context. The figures shown in the attached table cover teaching in years 7, 8 and 9.</p><p>Information on subjects taught at key stage 3 is collected from a large sample of schools, this is then weighted and grossed to provide national totals. The percentage of schools returning this information each year has been provided for context.</p><p> </p><p>Schools have the freedom to decide how to teach the curriculum, but must make sure it is broad and balanced, offering a range of subjects to help pupils progress through acquiring knowledge, understanding and skills.</p><p> </p><p>Traditionally GCSEs are two year courses of study that pupils start in year 10. The new national curriculum and reformed GCSEs are designed so that key stage 3 plays an important role in preparing pupils for natural progression to GCSEs.</p><p> </p> answering member printed Lord Agnew of Oulton grouped question UIN HL9926 question first answered 18/09/2018 15:12:08 answering member 4689 label Biography information for Lord Agnew of Oulton attachment 1 file name Hl9925_HL9926_Hours_by_subject_KS3.pdf title Hl9925_HL9926_Hours_by_subject_KS3
tabling member	3699 label Biography information for Baroness Bonham-Carter of Yarnbury

967427

registered interest
date	04/09/2018
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Secondary Education: Curriculum
house id	2
legislature	25277 pref label House of Lords
question text	To ask Her Majesty's Government what was the annual percentage change in the number of teaching hours for (1) art and design, (2) music, (3) drama, (4) design and technology, (5) history, and (6) geography at key stage 3 in state secondary schools in England in each year from 2010 to 2017.
tabling member printed	Baroness Bonham-Carter of Yarnbury
uin	HL9926
answer	answer is ministerial correction date of answer 18/09/2018 answer text <p>The requested information is shown in the attached table.</p><p> </p><p>As the total number of hours taught to key stage 3 year groups varies each year, the percentage of time spent teaching each of the subjects requested has also been provided for context. The figures shown in the attached table cover teaching in years 7, 8 and 9.</p><p>Information on subjects taught at key stage 3 is collected from a large sample of schools, this is then weighted and grossed to provide national totals. The percentage of schools returning this information each year has been provided for context.</p><p> </p><p>Schools have the freedom to decide how to teach the curriculum, but must make sure it is broad and balanced, offering a range of subjects to help pupils progress through acquiring knowledge, understanding and skills.</p><p> </p><p>Traditionally GCSEs are two year courses of study that pupils start in year 10. The new national curriculum and reformed GCSEs are designed so that key stage 3 plays an important role in preparing pupils for natural progression to GCSEs.</p><p> </p> answering member printed Lord Agnew of Oulton grouped question UIN HL9925 question first answered 18/09/2018 15:12:08 answering member 4689 label Biography information for Lord Agnew of Oulton attachment 1 file name Hl9925_HL9926_Hours_by_subject_KS3.pdf title Hl9925_HL9926_Hours_by_subject_KS3
tabling member	3699 label Biography information for Baroness Bonham-Carter of Yarnbury

967429

registered interest
date	04/09/2018
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Secondary Education: Admissions
house id	2
legislature	25277 pref label House of Lords
question text	To ask Her Majesty's Government how many students were in key stage 3 in state secondary schools in England in each year from 2010 to 2017; and what was the annual percentage change in the number of students for each of those years.
tabling member printed	Baroness Bonham-Carter of Yarnbury
uin	HL9927
answer	answer is ministerial correction date of answer 18/09/2018 answer text <p>The requested information is shown in the table below:</p><p>Number of pupils by key stages 3 and 4 in secondary schools</p><table><tbody><tr><td><p>year</p></td><td><p>key stage 3</p></td><td colspan="2"><p>% change</p></td><td><p>key stage 4</p></td><td><p>% change</p></td></tr><tr><td><p>2010</p></td><td><p>1,677,023</p></td><td><p>n/a</p></td><td colspan="2"><p>1,134,938</p></td><td><p>n/a</p></td></tr><tr><td><p>2011</p></td><td><p>1,670,486</p></td><td><p>-0.4</p></td><td colspan="2"><p>1,117,700</p></td><td><p>-1.5</p></td></tr><tr><td><p>2012</p></td><td><p>1,640,040</p></td><td><p>-1.8</p></td><td colspan="2"><p>1,121,510</p></td><td><p>0.3</p></td></tr><tr><td><p>2013</p></td><td><p>1,610,360</p></td><td><p>-1.8</p></td><td colspan="2"><p>1,117,765</p></td><td><p>-0.3</p></td></tr><tr><td><p>2014</p></td><td><p>1,585,635</p></td><td><p>-1.5</p></td><td colspan="2"><p>1,100,400</p></td><td><p>-1.6</p></td></tr><tr><td><p>2015</p></td><td><p>1,595,066</p></td><td><p>0.6</p></td><td colspan="2"><p>1,082,750</p></td><td><p>-1.6</p></td></tr><tr><td><p>2016</p></td><td><p>1,630,578</p></td><td><p>2.2</p></td><td colspan="2"><p>1,059,175</p></td><td><p>-2.2</p></td></tr><tr><td><p>2017</p></td><td><p>1,678,497</p></td><td><p>2.9</p></td><td colspan="2"><p>1,043,635</p></td><td><p>-1.5</p></td></tr></tbody></table><p>Source: School Census</p> answering member printed Lord Agnew of Oulton grouped question UIN HL9924 question first answered 18/09/2018 14:09:30 answering member 4689 label Biography information for Lord Agnew of Oulton
tabling member	3699 label Biography information for Baroness Bonham-Carter of Yarnbury

967451

registered interest
date	04/09/2018
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Department for Education: Families
house id	2
legislature	25277 pref label House of Lords
question text	To ask Her Majesty's Government how many Department for Education policies have been assessed against the Family Test; and whether they will publish any such assessments.
tabling member printed	Baroness Eaton
uin	HL9947
answer	answer is ministerial correction date of answer 18/09/2018 answer text <p>The Department for Work and Pensions published guidance for departments and officials on how the Family Test should be applied when formulating policy and my department follows that guidance, which is attached and can be found at: <a href="https://www.gov.uk/government/publications/family-test-assessing-the-impact-of-policies-on-families" target="_blank">https://www.gov.uk/government/publications/family-test-assessing-the-impact-of-policies-on-families</a>.</p><p> </p><p>We do not hold a central record of the amount of policies assessed against the Family Test as it is an integral part of the policy making process. It is applied in a proportionate way in the development of all new policy in line with the Family Test guidance. As a result potential impacts of policy on family functioning and relationships have been identified and brought to the attention of Ministers where appropriate, and as part of the normal process of agreeing policy.</p><p>We have published assessments of the impact on families on a number of occasions when legislation was introduced to Parliament.</p><p> </p><p>The Childcare Act 2016 assessment can be found attached and also at: <a href="https://www.gov.uk/government/publications/childcare-bill-impact-assessment" target="_blank">https://www.gov.uk/government/publications/childcare-bill-impact-assessment</a>.</p><p>The Education and Adoption Act 2016 assessment can be found attached and also at: <a href="https://www.gov.uk/government/publications/education-and-adoption-bill-impact-assessment" target="_blank">https://www.gov.uk/government/publications/education-and-adoption-bill-impact-assessment</a>.</p><p>The Higher Education and Research Act 2017 assessment has been placed in the Libraries of both Houses and can also be found at: <a href="https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/528005/bis-16-295-he-research-bill-detailed-impact-assessment.pdf" target="_blank">https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/528005/bis-16-295-he-research-bill-detailed-impact-assessment.pdf</a>.</p><p>The Children &amp; Social Work Act 2017 assessment has been placed in the Libraries of both Houses and can also be found at: <a href="https://www.parliament.uk/documents/impact-assessments/IA16-008.pdf" target="_blank">https://www.parliament.uk/documents/impact-assessments/IA16-008.pdf</a>.</p> answering member printed Lord Agnew of Oulton attachment 1 file name Family Test Guidance.pdf title Family_Test_Guidance 2 file name Childcare_Bill_Impact_Assessment.pdf title Childcare_Impact_Bill_Assessment 3 file name Education_and_adoption_bill_impact_assessment.pdf title Education_and_adoption_bill_impact_assessment question first answered 18/09/2018 15:29:04 answering member 4689 label Biography information for Lord Agnew of Oulton
tabling member	4184 label Biography information for Baroness Eaton