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1166719

registered interest
date	28/10/2019
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 his Department is taking to limit the use of isolation booths in schools.
tabling member constituency	Newcastle-under-Lyme
tabling member printed	Paul Farrelly
uin	6248
answer	answer is ministerial correction date of answer 31/10/2019 answer text <p>All schools are required by law to have a behaviour policy which outlines measures to encourage good behaviour and prevent all forms of bullying amongst pupils. The school’s behaviour policy should set out the behaviour expected of pupils, the sanctions that will be imposed for misbehaviour, and rewards for good behaviour. This should be communicated to all pupils, school staff, and parents.</p><p>To help schools develop effective strategies, the Department has produced advice for schools which covers what should be included in the behaviour policy. This advice can be viewed here:</p><p><a href="https://www.gov.uk/government/publications/behaviour-and-discipline-in-schools" target="_blank">https://www.gov.uk/government/publications/behaviour-and-discipline-in-schools</a>.</p><p>Existing guidance makes clear that schools can adopt a policy which allows disruptive pupils to be placed in isolation away from other pupils for a limited period. If a school uses isolation rooms as a disciplinary penalty, this should be made clear in their behaviour policy. As with other disciplinary penalties, schools must act lawfully, reasonably and proportionately in all cases. The school must also ensure the health and safety of pupils.</p><p>It is for individual schools to decide how long a particular pupil should be kept in isolation and for the staff member in charge to determine what pupils may and may not do during the time they are there. Schools should ensure that pupils are kept in isolation no longer than is necessary and their time spent there is used as constructively as possible. Schools must allow pupils time to eat or use the toilet.</p><p>The Department has made no recent assessment of trends in the level of the use of isolation booths in schools, and has no plans to collect national data on their use.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb grouped question UIN 6249 6250 question first answered 31/10/2019 16:23:42 answering member 111 label Biography information for Nick Gibb
tabling member	1436 label Biography information for Paul Farrelly

1166721

registered interest
date	28/10/2019
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 his Department plans to collect information on the use of isolation booths by schools.
tabling member constituency	Newcastle-under-Lyme
tabling member printed	Paul Farrelly
uin	6249
answer	answer is ministerial correction date of answer 31/10/2019 answer text <p>All schools are required by law to have a behaviour policy which outlines measures to encourage good behaviour and prevent all forms of bullying amongst pupils. The school’s behaviour policy should set out the behaviour expected of pupils, the sanctions that will be imposed for misbehaviour, and rewards for good behaviour. This should be communicated to all pupils, school staff, and parents.</p><p>To help schools develop effective strategies, the Department has produced advice for schools which covers what should be included in the behaviour policy. This advice can be viewed here:</p><p><a href="https://www.gov.uk/government/publications/behaviour-and-discipline-in-schools" target="_blank">https://www.gov.uk/government/publications/behaviour-and-discipline-in-schools</a>.</p><p>Existing guidance makes clear that schools can adopt a policy which allows disruptive pupils to be placed in isolation away from other pupils for a limited period. If a school uses isolation rooms as a disciplinary penalty, this should be made clear in their behaviour policy. As with other disciplinary penalties, schools must act lawfully, reasonably and proportionately in all cases. The school must also ensure the health and safety of pupils.</p><p>It is for individual schools to decide how long a particular pupil should be kept in isolation and for the staff member in charge to determine what pupils may and may not do during the time they are there. Schools should ensure that pupils are kept in isolation no longer than is necessary and their time spent there is used as constructively as possible. Schools must allow pupils time to eat or use the toilet.</p><p>The Department has made no recent assessment of trends in the level of the use of isolation booths in schools, and has no plans to collect national data on their use.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb grouped question UIN 6248 6250 question first answered 31/10/2019 16:23:42 answering member 111 label Biography information for Nick Gibb
tabling member	1436 label Biography information for Paul Farrelly

1147975

registered interest
date	02/10/2019
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Equality: Education
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 ensure that all schools teach every part of the Equality Act 2010.
tabling member constituency	Newcastle-under-Lyme
tabling member printed	Paul Farrelly
uin	293491
answer	answer is ministerial correction date of answer 07/10/2019 answer text <p>We know that many schools choose to teach pupils about the Equality Act and the protected characteristics under that Act in the context of duties on schools, such as the requirements to promote both fundamental British values and the spiritual, moral, social and cultural development of their pupils. Schools are entitled to teach about the Equality Act in this context, and the Department thinks it is right that pupils leave school with a proper understanding of the importance of equality and respecting difference.</p><p>From September 2020 Relationships Education will be compulsory for all primary pupils and Relationships and Sex Education (RSE) will be compulsory for all secondary pupils. These subjects will give pupils the knowledge they need to stay safe and develop respectful, caring relationships of all kinds. The guidance on these subjects can be found here:</p><p><a href="https://www.gov.uk/government/publications/relationships-education-relationships-and-sex-education-rse-and-health-education" target="_blank">https://www.gov.uk/government/publications/relationships-education-relationships-and-sex-education-rse-and-health-education</a>.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 07/10/2019 18:49:21 answering member 111 label Biography information for Nick Gibb
tabling member	1436 label Biography information for Paul Farrelly

1146663

registered interest
date	26/09/2019
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Children: Day Care
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what progress he is making to increase the recruitment and retention of childcare professionals.
tabling member constituency	Newcastle-under-Lyme
tabling member printed	Paul Farrelly
uin	291283
answer	answer is ministerial correction date of answer 01/10/2019 answer text <p>The Department continues to support employer trailblazer groups to develop new apprenticeship standards for the early years workforce and to access funding for apprenticeship training. Organisations with a pay bill of less than £3 million each year are only required to pay 5% of the training costs for apprentices (within the relevant funding band). Alongside this, the Department is investing £20 million for in-service professional development and training for pre-reception early years practitioners in targeted disadvantaged areas from 53 local authorities.</p><p> </p><p>The Department also continues to work closely with the sector to look at issues that might be affecting recruitment and retention in the early years workforce. For example, the Fatherhood Institute has been awarded a grant to develop tools and resources aimed at increasing gender diversity in the early years sector. In partnership with Ofsted the Department has also supported a project led by the Early Years Alliance to explore and respond to workload burdens in the sector.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 01/10/2019 16:30:11 answering member 111 label Biography information for Nick Gibb
tabling member	1436 label Biography information for Paul Farrelly

1146676

registered interest
date	26/09/2019
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	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what steps his Department has taken to reduce the number of exclusions of young people from mainstream education.
tabling member constituency	Newcastle-under-Lyme
tabling member printed	Paul Farrelly
uin	291284
answer	answer is ministerial correction date of answer 01/10/2019 answer text <p>The Department is clear that permanent exclusion should only be used as a last resort and exclusion from school should not mean exclusion from education.</p><p>The Department is taking forward an ambitious programme of reform which will respect head teachers’ powers to use exclusion, while equipping schools to support children at risk of exclusion and ensuring excluded children continue to receive a good education.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 01/10/2019 16:39:48 answering member 111 label Biography information for Nick Gibb
tabling member	1436 label Biography information for Paul Farrelly

1146197

registered interest
date	25/09/2019
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Music: GCSE
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what recent steps he has taken to increase the number of pupils taking GCSE music.
tabling member constituency	Newcastle-under-Lyme
tabling member printed	Paul Farrelly
uin	290976
answer	answer is ministerial correction date of answer 30/09/2019 answer text <p>The Government believes that music is an important subject and that all pupils should receive a high quality music education, up until at least the age of 14. The subject is compulsory in the National Curriculum, and the Government is providing funding of over £300 million for music education hubs between 2016 and 2020.</p><p> </p><p>The Department hopes all pupils who want to study music at GCSE will have the opportunity to do so. Since 2009-10, the percentage of the GCSE cohort in state funded schools who take music GCSE has fluctuated but remained broadly stable between 6 and 7%. It currently stands at 6%.</p><p> </p><p>In order to ensure all pupils are able to enjoy a high quality music education, the Department is developing and publishing a non-statutory model music curriculum for Key Stages 1-3.</p><p> </p><p>The model curriculum will provide pupils with the knowledge and skills which enable them to embark with confidence on a GCSE course of study.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 30/09/2019 13:56:49 answering member 111 label Biography information for Nick Gibb
tabling member	1436 label Biography information for Paul Farrelly

1143416

registered interest
date	02/09/2019
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Education: Disadvantaged
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, with reference to the findings of the annual report by the Education Policy Institute, published in July 2019, what steps he will take to tackle the education disadvantage gap.
tabling member constituency	Newcastle-under-Lyme
tabling member printed	Paul Farrelly
uin	284935
answer	answer is ministerial correction date of answer 05/09/2019 answer text <p>The Department welcomes the focus this report brings and will consider its recommendations carefully, given the Department’s commitment to closing the attainment gap between disadvantaged children and their peers.</p><p> </p><p>Since 2011, the attainment gap has narrowed by more than 9% at age 16 and more than 13% at age 11. The Department’s reforms and the extra support funded by the pupil premium have contributed to this improvement.</p><p>The Department established the Education Endowment Foundation (EEF) with £137 million to research in hundreds of English schools the most effective ways of using pupil premium, and promote these so that all schools can make a difference to their disadvantaged pupils’ futures. In June 2019, the EEF published a ‘Pupil Premium Guide’ that gives schools clear advice about how best to use the pupil premium grant. The Department encourages all schools to use this guide, which can be accessed here: <a href="https://educationendowmentfoundation.org.uk/evidence-summaries/pupil-premium-guide/" target="_blank">https://educationendowmentfoundation.org.uk/evidence-summaries/pupil-premium-guide/</a>.</p><p> </p><p>The Department seeks to ensure no pupils are left behind – hence the targeted support in some of the most socially immobile areas of the country through the £72 million opportunity areas programme and the Department’s commitment to halve the proportion of children who finish reception year without the communication and reading skills they need to thrive.</p><p> </p><p> </p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 05/09/2019 15:54:00 answering member 111 label Biography information for Nick Gibb
tabling member	1436 label Biography information for Paul Farrelly

1143482

registered interest
date	02/09/2019
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Equality: Education
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 ensure that all schools teach every part of the Equality Act 2010.
tabling member constituency	Newcastle-under-Lyme
tabling member printed	Paul Farrelly
uin	285214
answer	answer is ministerial correction date of answer 09/09/2019 answer text <p>It has not proved possible to respond to the hon. Member in the time available before Prorogation.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 09/09/2019 16:41:37 answering member 111 label Biography information for Nick Gibb
tabling member	1436 label Biography information for Paul Farrelly

1142085

registered interest
date	25/07/2019
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Languages: Education
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, whether he has made an assessment of the implications for his policies of the British Council's annual Language Trends Report 2019; and what steps he is taking to increase the opportunity for children of all social backgrounds to learn foreign languages and participate in international experiences.
tabling member constituency	Newcastle-under-Lyme
tabling member printed	Paul Farrelly
uin	282236
answer	answer is ministerial correction date of answer 03/09/2019 answer text <p>The Department wants to see more pupils taking a language GCSE. Since September 2014, the reformed national curriculum makes it compulsory for pupils in maintained schools to be taught a modern or classical language in Key Stage 2. The Department introduced the English Baccalaureate (EBacc) performance measure in 2010, where entry into both modern and ancient language GCSEs counts towards the languages element of the EBacc.</p><p>The Department has introduced a number of programmes to increase participation in modern foreign languages (MFL). The £4.8 million MFL Pedagogy Pilot commenced in December 2018 and is managed by a Centre for Excellence. The Pilot is run through nine school-led hubs, is aiming to improve uptake and attainment in languages at Key Stages 3 and 4, and to share best practice, especially in disadvantaged areas. The Department has also launched a pilot project in languages undergraduate mentoring for secondary school pupils to increase participation in the subject, specifically targeting areas of high disadvantage to extend access to languages for all pupils.</p><p> </p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb grouped question UIN 282237 question first answered 03/09/2019 07:21:14 answering member 111 label Biography information for Nick Gibb
tabling member	1436 label Biography information for Paul Farrelly

1142086

registered interest
date	25/07/2019
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Languages: Education
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, with reference to the British Council's annual Language Trends Report 2019, what steps his Department is taking to increase the number of children learning foreign languages.
tabling member constituency	Newcastle-under-Lyme
tabling member printed	Paul Farrelly
uin	282237
answer	answer is ministerial correction date of answer 03/09/2019 answer text <p>The Department wants to see more pupils taking a language GCSE. Since September 2014, the reformed national curriculum makes it compulsory for pupils in maintained schools to be taught a modern or classical language in Key Stage 2. The Department introduced the English Baccalaureate (EBacc) performance measure in 2010, where entry into both modern and ancient language GCSEs counts towards the languages element of the EBacc.</p><p>The Department has introduced a number of programmes to increase participation in modern foreign languages (MFL). The £4.8 million MFL Pedagogy Pilot commenced in December 2018 and is managed by a Centre for Excellence. The Pilot is run through nine school-led hubs, is aiming to improve uptake and attainment in languages at Key Stages 3 and 4, and to share best practice, especially in disadvantaged areas. The Department has also launched a pilot project in languages undergraduate mentoring for secondary school pupils to increase participation in the subject, specifically targeting areas of high disadvantage to extend access to languages for all pupils.</p><p> </p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb grouped question UIN 282236 question first answered 03/09/2019 07:21:14 answering member 111 label Biography information for Nick Gibb
tabling member	1436 label Biography information for Paul Farrelly