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1078957

registered interest
date	27/02/2019
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	2
legislature	25277 pref label House of Lords
question text	To ask Her Majesty's Government what proportion of GCSE pupils (1) entered, and (2) passed, the English Baccalaureate in (a) 2014, and (b) 2018.
tabling member printed	Lord Black of Brentwood
uin	HL14080
answer	answer is ministerial correction date of answer 11/03/2019 answer text <p>The proportion of pupils entered for the English Baccalaureate (EBacc), and the proportion of pupils who achieved all components, can be found in the table below.</p><table><tbody><tr><td colspan="5"><p><strong>Proportion of pupils entered for the English Baccalaureate (EBacc), and the proportion of pupils who achieved all components</strong></p></td></tr><tr><td><p> </p></td><td colspan="2"><p>Pupils at end key stage 4[1] (All schools[2])</p></td><td colspan="2"><p>Pupils at end key stage 4[2] (State-funded schools[3])</p></td></tr><tr><td><p> </p></td><td><p>2013/14</p></td><td><p>2017/18[4]</p></td><td><p>2013/14</p></td><td><p>2017/18[5]</p></td></tr><tr><td><p> </p></td><td><p> </p></td><td><p> </p></td><td><p> </p></td><td><p> </p></td></tr><tr><td><p><strong>Number of pupils</strong></p></td><td><p>618,437</p></td><td><p>583,617</p></td><td><p>558,432</p></td><td><p>523,626</p></td></tr><tr><td><p> </p></td><td><p> </p></td><td><p> </p></td><td><p> </p></td><td><p> </p></td></tr><tr><td><p><strong>Percentage of pupils entered for the EBacc<strong>[5]</strong>:</strong></p></td><td><p>36.3%</p></td><td><p>35.2%</p></td><td><p>38.7%</p></td><td><p>38.4%</p></td></tr><tr><td><p> </p></td><td><p> </p></td><td><p> </p></td><td><p> </p></td><td><p> </p></td></tr><tr><td><p><strong>Percentage of pupils who achieved all <br>components of the EBacc: <br>(grades A*-C/9-4)[5], [6]</strong></p></td><td><p>22.9%</p></td><td><p>22.2%</p></td><td><p>24.2%</p></td><td><p>24.1%</p></td></tr></tbody></table><p>Source: Key stage 4 and multi-academy trust performance 2018 (revised) series.[7]</p><p> </p><p> </p><p>[1] Including entries and achievements in previous academic years.</p><p>[2] All schools includes state-funded schools, independent schools, independent special schools, non-maintained special schools, hospital schools, pupil referral units and alternative provision. Alternative provision includes academy and free school alternative provision.</p><p>[3] State-funded schools include academies, free schools, city technology colleges, further education colleges with provision for 14 to 16 year-olds and state-funded special schools. They exclude independent schools, independent special schools, non-maintained special schools, hospital schools and alternative provision. Alternative provision includes academy and free school alternative provision.</p><p>[4] Figures for 2017/18 are revised, all other figures are final.</p><p>[5] As a percentage of pupils at the end of key stage 4.</p><p>[6] In 2013/14, where the English language and English literature option was chosen in EBacc English, exams in both had to be taken and a C grade or above achieved in English language. From 2017, following the introduction of the reformed 9 to 1 GCSEs in English, exams in both English Language and English Literature had to be taken and a grade 4 or above achieved in either subject. Further 9 to 1 reforms in New GCSEs in other EBacc subjects were phased in from September 2016.</p><p>[7] The full Key stage 4 and multi-academy trust performance 2018 (revised) series can be found here: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/772852/2018_National_tables.xlsx.</p> answering member printed Lord Agnew of Oulton question first answered 11/03/2019 15:02:27 answering member 4689 label Biography information for Lord Agnew of Oulton
tabling member	4171 label Biography information for Lord Black of Brentwood

1078958

registered interest
date	27/02/2019
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Universities: Admissions
house id	2
legislature	25277 pref label House of Lords
question text	To ask Her Majesty's Government, further to the Written Answer by Viscount Younger of Leckie on 3 December 2018 (HL11550), what further discussions have taken place between the Department for Education and the Russell Group of universities regarding adding music to their list of facilitating subjects; and what progress has been made in that regard.
tabling member printed	Lord Black of Brentwood
uin	HL14081
answer	answer is ministerial correction date of answer 11/03/2019 answer text <p>This government recognises the importance of arts subjects, including music. Universities are autonomous from government and consequently control the criteria used to determine admissions. We are aware that the Russell Group, which comprises 24 of the UK’s leading universities, publish guidance designed to assist applicants in identifying the A level subjects most likely to facilitate entry to one of their member universities. From engagement with the Russell Group, we understand they are currently reviewing their guidance.</p><p>The ability for students to make informed choices is at the heart of our recent reforms to higher education. We are increasing the information available to students to ensure they can make informed choices about what and where to study.</p> answering member printed Viscount Younger of Leckie question first answered 11/03/2019 15:05:34 answering member 4169 label Biography information for Viscount Younger of Leckie
tabling member	4171 label Biography information for Lord Black of Brentwood

1078962

registered interest
date	27/02/2019
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Free School Meals
house id	2
legislature	25277 pref label House of Lords
question text	To ask Her Majesty's Government, further to the Written Answer by the Parliamentary Under Secretary for Education on 19 February (HC219512), whether they plan to seek to increase the number of eligible pupils who claim free school meals; and what assessment they have made of a no-deal Brexit on the number of children eligible for those meals.
tabling member printed	Baroness Boycott
uin	HL14084
answer	answer is ministerial correction date of answer 11/03/2019 answer text <p>Leaving the European Union with a deal remains the government’s top priority. Our eligibility criteria for free school meals (FSM) support children from the most disadvantaged backgrounds by providing a free and healthy school meal each day. This is an important benefit for disadvantaged children. We have no plans to change these criteria, including under a no-deal scenario for exiting the European Union, and have made no assessment of any potential impact on the number of children eligible for FSM in a no-deal scenario.</p><p> </p><p>We want to make sure as many eligible pupils as possible are claiming their FSM and to make it as simple as possible for schools and local authorities to determine eligibility. All local authorities have access to the Eligibility Checking System, which significantly reduces the time otherwise taken to check eligibility. We have also shared a model registration form and guidance, which schools can use as part of their enrolment process. In addition, we provide guidance to work coaches so that they can make Universal Credit recipients and those on income-related legacy benefits aware that they may also be entitled to wider benefits, including FSM.</p><p> </p> answering member printed Lord Agnew of Oulton grouped question UIN HL14086 question first answered 11/03/2019 15:03:48 answering member 4689 label Biography information for Lord Agnew of Oulton
tabling member	4704 label Biography information for Baroness Boycott

1078964

registered interest
date	27/02/2019
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Pupils: Health
house id	2
legislature	25277 pref label House of Lords
question text	To ask Her Majesty's Government, following the publication on 26 February of the report Implications for Business and Trade of a No Deal Exit on 29 March 2019, what plans they have to mitigate the impact of a 6.3 to 9 per cent shrinking of the UK economy on pupils’ health and wellbeing; and what assessment they have made of a temporary increase in eligibility for free school meal provision to all children from families receiving (1) Universal Credit, and (2) other benefits.
tabling member printed	Baroness Boycott
uin	HL14086
answer	answer is ministerial correction date of answer 11/03/2019 answer text <p>Leaving the European Union with a deal remains the government’s top priority. Our eligibility criteria for free school meals (FSM) support children from the most disadvantaged backgrounds by providing a free and healthy school meal each day. This is an important benefit for disadvantaged children. We have no plans to change these criteria, including under a no-deal scenario for exiting the European Union, and have made no assessment of any potential impact on the number of children eligible for FSM in a no-deal scenario.</p><p> </p><p>We want to make sure as many eligible pupils as possible are claiming their FSM and to make it as simple as possible for schools and local authorities to determine eligibility. All local authorities have access to the Eligibility Checking System, which significantly reduces the time otherwise taken to check eligibility. We have also shared a model registration form and guidance, which schools can use as part of their enrolment process. In addition, we provide guidance to work coaches so that they can make Universal Credit recipients and those on income-related legacy benefits aware that they may also be entitled to wider benefits, including FSM.</p><p> </p> answering member printed Lord Agnew of Oulton grouped question UIN HL14084 question first answered 11/03/2019 15:03:48 answering member 4689 label Biography information for Lord Agnew of Oulton
tabling member	4704 label Biography information for Baroness Boycott

1079012

registered interest
date	27/02/2019
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Academies: Governing Bodies
house id	2
legislature	25277 pref label House of Lords
question text	To ask Her Majesty's Government how many academy trusts allow democratic parental involvement on the boards of individual schools within the trust.
tabling member printed	Lord Watson of Invergowrie
uin	HL14129
answer	answer is ministerial correction date of answer 11/03/2019 answer text <p>The department is committed to ensuring that parents play an active role in school governance.</p><p>That is why all academy trusts must have at least 2 parents on each local governing body of their schools. In cases where the trustees have not appointed local governing bodies or no provision is made for at least 2 parents on each established local governing body, there must be a minimum of 2 parents on the academy trust’s board of trustees.</p> answering member printed Lord Agnew of Oulton question first answered 11/03/2019 15:02:53 answering member 4689 label Biography information for Lord Agnew of Oulton
tabling member	1241 label Biography information for Lord Watson of Invergowrie

1078280

registered interest
date	26/02/2019
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Music: Teachers
house id	2
legislature	25277 pref label House of Lords
question text	To ask Her Majesty's Government what percentage of secondary schools in England employ a full-time music teacher.
tabling member printed	Lord German
uin	HL14052
answer	answer is ministerial correction date of answer 11/03/2019 answer text <p>Information on the number of music teachers employed in state funded secondary schools in England is published in table 11 of the publication ‘School workforce in England 2017’, attached. This shows that there were 6,500 music teachers in state funded secondary schools as at November 2017.</p><p>Information at school level is not held centrally.</p><p> </p> answering member printed Lord Agnew of Oulton question first answered 11/03/2019 15:45:22 answering member 4689 label Biography information for Lord Agnew of Oulton attachment 1 file name PQHL14052_Table_11_Head_Count_of_Qualified_Teachers.pdf title PQHL14052_Table_11_Head_Count_of_Teachers
tabling member	4163 label Biography information for Lord German

1078281

registered interest
date	26/02/2019
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Music: Curriculum
house id	2
legislature	25277 pref label House of Lords
question text	To ask Her Majesty's Government what percentage of curriculum time was allocated to music in state schools in Key Stage 3 in (1) 2010 and (2) 2017.
tabling member printed	Lord German
uin	HL14053
answer	answer is ministerial correction date of answer 11/03/2019 answer text <p>In 2010, 60,300 hours were spent teaching music to key stage 3 classes in state-funded secondary schools, which represents 3.3% of all hours taught. In 2017, 53,200 hours were spent teaching music, which represents 3.1% of all hours taught.</p><p>These are national figures and it is up to individual schools to decide how much time to allocate to teaching each subject.</p><p> </p> answering member printed Lord Agnew of Oulton question first answered 11/03/2019 14:51:52 answering member 4689 label Biography information for Lord Agnew of Oulton
tabling member	4163 label Biography information for Lord German

1078289

registered interest
date	26/02/2019
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Personal, Social, Health and Economic Education
house id	2
legislature	25277 pref label House of Lords
question text	To ask Her Majesty's Government, further to the statement on relationships, sex and health education by Lord Agnew of Oulton on 25 February (HL Deb, cols 69–79), what plans they have to ensure that such education balances the emphasis on an individual's safety and well-being with the safety and well-being of other persons.
tabling member printed	Lord Hylton
uin	HL14061
answer	answer is ministerial correction date of answer 11/03/2019 answer text <p>We want to support all young people to be happy, healthy and safe, in order for them to be equipped for adult life and to make a positive contribution to society. That is why we are making Relationships Education compulsory for all primary school pupils and Relationships and Sex Education (RSE) compulsory for all secondary school pupils. From 2020, Health Education will also be compulsory for all pupils in state-funded schools.</p><p> </p><p>We have recently published the updated draft guidance, which contains information on what schools should cover when teaching these subjects. The guidance, attached, is available here: <a href="https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/781150/Draft_guidance_Relationships_Education__Relationships_and_Sex_Education__RSE__and_Health_Education2.pdf" target="_blank">https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/781150/Draft_guidance_Relationships_Education__Relationships_and_Sex_Education__RSE__and_Health_Education2.pdf</a>.</p><p> </p><p>The guidance includes an equal focus on teaching children and young people appropriate behaviour with other people and on being safe online. For example, pupils should be taught about making sure that they treat others respectfully when they are online as well as recognising potential risks to themselves. In RSE, pupils are taught that there are a range of strategies for identifying and managing sexual pressure, including understanding and resisting peer pressure, and not pressurising others. We have made clear that, at all stages, it will be important to balance teaching children about making sensible decisions to stay safe whilst being clear that abuse is never the fault of a child who is abused and that victim blaming is always wrong.</p><p><strong><br> </strong></p> answering member printed Lord Agnew of Oulton question first answered 11/03/2019 14:56:47 answering member 4689 label Biography information for Lord Agnew of Oulton attachment 1 file name HL14061_Draft_Guidance_Relationships_Education_Relationships_and_Sex_Education_And_Health_Education.pdf title HL14061_Draft_Guidance_Relationships_RSE_Health_Ed
tabling member	2018 label Biography information for Lord Hylton

1078290

registered interest
date	26/02/2019
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Teachers: Training
house id	2
legislature	25277 pref label House of Lords
question text	To ask Her Majesty's Government what plans they have to ensure that the development of a common shared civic morality forms part of any future professional training of teachers.
tabling member printed	Lord Hylton
uin	HL14062
answer	answer is ministerial correction date of answer 11/03/2019 answer text <p>Teachers are expected to maintain high standards of ethics and behaviour throughout their career.</p><p> </p><p>The Teachers’ Standards, a copy of which is attached, make clear that ‘Teachers make the education of their pupils their first concern, and are accountable for achieving the highest possible standards in work and conduct.’</p><p><br> The Standards cover various aspects of teaching. Standard 8 on wider professional responsibilities sets out an expectation for teachers to make a positive contribution to the wider life and ethos of the school. Part Two of the Standards, ‘Personal and Professional Conduct’, sets out that a teacher is expected to demonstrate consistently high standards of personal and professional conduct, including maintaining high standards of ethics and behaviour.</p><p> </p><p>The Teachers’ Standards are used to assess all trainees working towards Qualified Teaching Status, and all those completing their statutory induction period.</p><p> </p><p>The recently announced Early Career Framework (ECF) was developed against the Teachers’ Standards, including Standard 8 (fulfil wider professional responsibilities). Part Two of the Teachers’ Standards must always be met and stands alongside the ECF. Once rolled out nationally in September 2021, the ECF will underpin an entitlement to a two year package of structured training and support for early career teachers. A copy of the ECF can be found attached.</p> answering member printed Lord Agnew of Oulton attachment 1 file name HL14062_Early_Career_Framework.pdf title HL14062_Early_Career_Framework 2 file name HL14062_Teachers__Standards.pdf title HL14062_Teachers__Standards question first answered 11/03/2019 14:48:12 answering member 4689 label Biography information for Lord Agnew of Oulton
tabling member	2018 label Biography information for Lord Hylton