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1665747

registered interest
date	18/10/2023
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Schools: Discipline
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, whether she has plans to update guidance to schools on the use of seclusion rooms.
tabling member constituency	The Wrekin
tabling member printed	Mark Pritchard
uin	203258
answer	answer is ministerial correction date of answer 26/10/2023 answer text <p>The Behaviour in Schools guidance, updated in 2022, provides advice on situations that may warrant the removal of pupils from the classroom due to serious misbehaviour, and to maintain the safety of all pupils. The removed pupil should never be isolated but taken to a supervised space where they can regain calm and continue to engage in their education. The guidance is available at: <a href="https://www.gov.uk/government/publications/behaviour-in-schools--2" target="_blank">https://www.gov.uk/government/publications/behaviour-in-schools--2</a>.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 26/10/2023 10:52:53 answering member 111 label Biography information for Nick Gibb
tabling member	1576 label Biography information for Mark Pritchard

1650433

registered interest
date	05/07/2023
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Schools: Discipline
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what steps her Department is taking to improve school behaviour.
tabling member constituency	Portsmouth South
tabling member printed	Stephen Morgan
uin	192632
answer	answer is ministerial correction date of answer 14/07/2023 answer text <p>Behaviour is a priority for the Government. All schools should be calm, safe and supportive environments where all pupils and staff can work in safety and are respected.</p><p>The Department has an ambitious programme of work on improving behaviour in schools which aims to provide clarity and support for headteachers and staff. This includes the recently updated suite of guidance: ‘Behaviour in Schools’ guidance, available at: <a href="https://www.gov.uk/government/publications/behaviour-in-schools--2" target="_blank">https://www.gov.uk/government/publications/behaviour-in-schools--2</a>, the ‘Suspension and Permanent Exclusion’ guidance, available at: <a href="https://www.gov.uk/government/publications/school-exclusion" target="_blank">https://www.gov.uk/government/publications/school-exclusion</a>, and the ‘Searching, Screening and Confiscation’ guidance, available at: <a href="https://www.gov.uk/government/publications/searching-screening-and-confiscation" target="_blank">https://www.gov.uk/government/publications/searching-screening-and-confiscation</a>. These are practical tools to help schools create environments which young people want to attend.</p><p>The Department is investing £10 million through the Behaviour Hubs programme to enable schools with exemplary behaviour cultures to support schools that want and need to turn around their behaviour, alongside a central offer of support and taskforce of advisers. The programme will support up to 700 partner schools during the three years it is scheduled to run.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 14/07/2023 12:51:26 answering member 111 label Biography information for Nick Gibb
tabling member	4653 label Biography information for Stephen Morgan

1589077

registered interest
date	24/02/2023
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Schools: Discipline
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, if she will make an assessment of the potential impact of strict disciplinary regimes in schools on children with anxiety.
tabling member constituency	York Central
tabling member printed	Rachael Maskell
uin	152280
answer	answer is ministerial correction date of answer 06/03/2023 answer text <p>Strong behaviour cultures and boundaries have a positive impact on the wellbeing of pupils and staff. Schools need to manage behaviour well so that they can provide calm, safe and supportive environments where pupils and staff can work in safety and are respected. No pupil should miss out on teaching because their lesson is disrupted.</p><p>Where behaviour is poor, pupils can suffer from issues as diverse as lost teaching time, child-on-child abuse, anxiety, bullying, violence, and distress. It can cause some children to stay away from school, missing vital education.</p><p>The Behaviour in Schools guidance, published in 2022, focuses on how schools can proactively support pupils to behave appropriately through explicit teaching of what good behaviour looks like, and highlights the need for mutual respect and kindness between staff and pupils. It acknowledges that positive relationships can be built in environments where there is predictability, fairness and trust, and in these environments, pupils with additional needs can be better supported to meet a school’s behaviour expectations.</p><p>Any school behaviour policy must be lawful, proportionate and reasonable and comply with the school’s duties under the Equality Act 2010 and the Education and Inspections Act 2006. Account must be taken of a pupil’s age, any special educational needs and disabilities (SEND) they may have, and any religious requirements affecting them.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb grouped question UIN 152281 question first answered 06/03/2023 16:00:34 answering member 111 label Biography information for Nick Gibb
tabling member	4471 label Biography information for Rachael Maskell

1589078

registered interest
date	24/02/2023
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Schools: Discipline
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, if she will make an assessment of the potential impact of strict disciplinary regimes in schools on children with (a) autism and (b) attention deficit hyperactivity disorder.
tabling member constituency	York Central
tabling member printed	Rachael Maskell
uin	152281
answer	answer is ministerial correction date of answer 06/03/2023 answer text <p>Strong behaviour cultures and boundaries have a positive impact on the wellbeing of pupils and staff. Schools need to manage behaviour well so that they can provide calm, safe and supportive environments where pupils and staff can work in safety and are respected. No pupil should miss out on teaching because their lesson is disrupted.</p><p>Where behaviour is poor, pupils can suffer from issues as diverse as lost teaching time, child-on-child abuse, anxiety, bullying, violence, and distress. It can cause some children to stay away from school, missing vital education.</p><p>The Behaviour in Schools guidance, published in 2022, focuses on how schools can proactively support pupils to behave appropriately through explicit teaching of what good behaviour looks like, and highlights the need for mutual respect and kindness between staff and pupils. It acknowledges that positive relationships can be built in environments where there is predictability, fairness and trust, and in these environments, pupils with additional needs can be better supported to meet a school’s behaviour expectations.</p><p>Any school behaviour policy must be lawful, proportionate and reasonable and comply with the school’s duties under the Equality Act 2010 and the Education and Inspections Act 2006. Account must be taken of a pupil’s age, any special educational needs and disabilities (SEND) they may have, and any religious requirements affecting them.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb grouped question UIN 152280 question first answered 06/03/2023 16:00:34 answering member 111 label Biography information for Nick Gibb
tabling member	4471 label Biography information for Rachael Maskell

1589079

registered interest
date	24/02/2023
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Schools: Discipline
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, whether her Department has provided guidance to Ofsted on assessing the potential impact of discipline on the wellbeing of children.
tabling member constituency	York Central
tabling member printed	Rachael Maskell
uin	152282
answer	answer is ministerial correction date of answer 06/03/2023 answer text <p>Good behaviour in schools is central to a good education, and strong behaviour cultures and boundaries have a positive impact on the wellbeing of pupils and staff. Schools need to manage behaviour well, so that they can provide calm, safe and supportive environments where pupils and staff can work in safety and are respected. No pupil should miss out on education because they feel unsafe or miss out on teaching because their lesson is disrupted.</p><p>Where behaviour is poor, pupils can suffer from issues as diverse as lost teaching time, child-on-child abuse, anxiety, bullying, violence, and distress. It can cause some children to stay away from school, missing vital education.</p><p>The Department has published non-statutory guidance on behaviour and mental health in schools, entitled ‘Behaviour in Schools’. This is the primary source of help and support for schools on developing and implementing a behaviour policy that can create a school culture with high expectations of behaviour.</p><p>Ofsted’s guidance to inspectors, outlined in its published School Inspection Handbook, sets out that inspectors will consider how leaders and staff set high expectations for behaviour, and how well these are communicated and understood. Inspectors will look at whether there is a safe, calm, orderly and positive environment in the school, and will consider the effect this has on the behaviour and attitudes of pupils. Inspectors will also want to see that schools are supporting the development of pupils’ confidence, resilience, and knowledge to help support their wellbeing.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 06/03/2023 16:23:15 answering member 111 label Biography information for Nick Gibb
tabling member	4471 label Biography information for Rachael Maskell

1567172

registered interest
date	16/01/2023
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Schools: Discipline
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what estimate she has made of recent trends in the number of children (a) placed in isolation and (b) excluded (i) nationally and (ii) in York.
tabling member constituency	York Central
tabling member printed	Rachael Maskell
uin	124001
answer	answer is ministerial correction date of answer 24/01/2023 answer text <p>The Department publishes figures on the proportion of pupils permanently excluded or suspended from schools in England. The most recent full academic year figures, covering academic years up to 2020/21, can be found here: <a href="https://explore-education-statistics.service.gov.uk/find-statistics/permanent-and-fixed-period-exclusions-in-england/2020-21" target="_blank">https://explore-education-statistics.service.gov.uk/find-statistics/permanent-and-fixed-period-exclusions-in-england/2020-21</a>. The following link includes a table showing the rate of permanent exclusions and suspensions at state funded schools in England and in York between 2015/16 and 2020/21: <a href="https://explore-education-statistics.service.gov.uk/data-tables/permalink/42028c56-89de-42d4-02ad-08daf870ec67" target="_blank">https://explore-education-statistics.service.gov.uk/data-tables/permalink/42028c56-89de-42d4-02ad-08daf870ec67</a>. Note that this is the most recently published full academic year data.</p><p>The Department does not hold data on pupils placed in isolation by their school.</p><p> </p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 24/01/2023 10:55:26 answering member 111 label Biography information for Nick Gibb
tabling member	4471 label Biography information for Rachael Maskell

1352432

registered interest
date	03/09/2021
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Schools: Discipline
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, if he plans to consult young people in addition to teachers and parents in the current call for evidence on behaviour in schools.
tabling member constituency	Sheffield, Heeley
tabling member printed	Louise Haigh
uin	41998
answer	answer is ministerial correction date of answer 08/09/2021 answer text <p>The Department will consult with young people as part of the consultation regarding the revisions to the Behaviour and Discipline Guidance and the Suspensions and Permanent Exclusions guidance later this year.</p><p>The call for evidence on behaviour management, in-school units and managed moves closed on 10 August 2021 and the Department has received responses directly from young people and from organisations who represent their interests.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 08/09/2021 16:21:19 answering member 111 label Biography information for Nick Gibb
tabling member	4473 label Biography information for Louise Haigh

1344625

registered interest
date	07/07/2021
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Schools: Discipline
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what assessment he has made of the effectiveness of special provisions in the Behaviour Hubs programme for pupils with ADHD and other neurodiverse conditions.
tabling member constituency	Ealing, Southall
tabling member printed	Mr Virendra Sharma
uin	29009
answer	answer is ministerial correction date of answer 12/07/2021 answer text <p>The behaviour hubs programme is designed to support the development and implementation of positive whole-school behaviour cultures which benefit all children, including those with attention deficit hyperactivity disorder (ADHD) and other neurodiverse conditions.</p><p>The behaviour hubs programme pairs lead schools and multi academy trusts (MATs) that have exemplary behaviour practices with partner schools or MATs who want and need to improve pupil behaviour.</p><p>Lead schools and MATs have been selected from across the school sector, and include primary, secondary, alternative provision, special schools and MATs. This provides partner schools and MATs with access to good practice across different types of provision, including specialist provision. Experienced senior leaders and executive teams that have implemented strong, positive behaviour cultures within their schools will be able to support the specific challenges that a partner school is facing, including those relating to pupils with special educational needs and disabilities (SEND).</p><p>All schools on the programme have access to training on specific issues, common problems, and effective approaches led by expert advisers that can be implemented in their school context. Training modules have been developed and reviewed by experts from across the school sector. The training includes a mandatory module on SEND, which covers how to ensure behaviour policies and practices are inclusive and take reasonable adjustments into account, including any adjustments required for those who are neurodiverse.</p><p>The programme is designed and delivered by the Department’s taskforce of behaviour advisers. The behaviour advisers bring experience from across the school sector, including alternative provision and special schools, providing broad representation of all schools and their specific needs, including SEND.</p><p>The Department has procured an independent evaluator to assess the effectiveness of the programme. Where possible, analysis from all components of the evaluation will seek to provide insights by school type (such as secondary, alternative provision and special schools) and characteristics of the schools and the pupils at those schools (for example the proportion of pupils with SEND or eligible for free school meals).</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 12/07/2021 14:21:33 answering member 111 label Biography information for Nick Gibb
tabling member	1604 label Biography information for Mr Virendra Sharma

1341435

registered interest
date	28/06/2021
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Schools: Discipline
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, pursuant to the Answer of 25 January 2021 to Question 138427 on Schools: Discipline, what progress his Department has made on establishing the criteria for assessing the effectiveness of the behaviour hubs programme; and if he will publish (a) those criteria and (b) the advice his Department received from the independent evaluator it procured to assess the effectiveness of that behaviour hubs programme.
tabling member constituency	North East Bedfordshire
tabling member printed	Richard Fuller
uin	23144
answer	answer is ministerial correction date of answer 06/07/2021 answer text <p>The Department has procured an independent evaluator to assess the effectiveness of the behaviour hubs programme. The evaluator is in the process of developing an evaluation framework and set of indicators that will underpin the study. Key measures of success are likely to include improved school behaviour cultures and fewer incidents of disruption, truancy, and bullying. In the longer term, key measures of success are likely to include improved pupil attainment and outcomes, pupil and staff wellbeing, staff recruitment and retention.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 06/07/2021 16:47:54 answering member 111 label Biography information for Nick Gibb
tabling member	3912 label Biography information for Richard Fuller

1308469

registered interest
date	13/04/2021
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Schools: Discipline
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, with reference to his article entitled There is nothing Dickensian about a well-ordered, disciplined classroom published in the Telegraph newspaper on 6 April 2021, what (a) assessment his department made and (b) research his Department commissioned on the effect of lack of regular structure and discipline while schools were closed during the covid-19 outbreak on classroom behaviour.
tabling member constituency	St Albans
tabling member printed	Daisy Cooper
uin	180614
answer	answer is ministerial correction date of answer 19/04/2021 answer text <p>All schools should be calm and orderly environments. The Government is pursuing an ambitious programme of work to improve behaviour in schools. Earlier this month we commenced the Behaviour Hubs programme, investing £10 million to help schools develop and sustain a culture where good behaviour is the norm. We are reforming training as part of the Early Career Framework, so that all new teachers will be shown how to effectively manage behaviour in their first two years in the profession from September 2021. We will be consulting on how we can help head teachers remove phones from the school day and other revisions to the Department’s behaviour and discipline and expulsions guidance later in the year.</p><p>The Department’s programme of work to improve behaviour is in response to Ofsted judgements, Department for Education teacher surveys and wider research conducted prior to the COVID-19 outbreak which consistently show that managing pupil behaviour has been a longstanding and serious challenge for some schools, and particularly so in a secondary context.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 19/04/2021 14:25:20 answering member 111 label Biography information for Nick Gibb
tabling member	4769 label Biography information for Daisy Cooper