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64611

registered interest
date	30/06/2014
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 how many secondary school pupils who were (1) permanently excluded, or (2) excluded for one or more fixed periods since 2000, subsequently passed a GCSE in (a) one, (b) two, or (c) three or more subjects.
tabling member printed	Lord Quirk
uin	HL694
answer	answer is ministerial correction date of answer 09/07/2014 answer text <p>The information requested is only available at disproportionate cost.</p><p> </p><p>All children, regardless of circumstance or setting deserve a good education. We have taken a range of actions to drive up the quality of education for those children who are educated in alternative provision (AP) following an exclusion, including through the introduction of AP academies and AP free schools.</p><p> </p><p>Information on the number of permanent and fixed period exclusions since 2000 is published in the “Permanent and fixed period exclusions from schools in England: 2011 to 2012 academic year” Statistical First Release[1]. Information on fixed period exclusions was collected for the first time in 2003/04. Information for 2012/13 will be published on 31 July 2014.</p><p> </p><p>[1]<a href="https://www.gov.uk/government/publications/permanent-and-fixed-period-exclusions-from-schools-in-england-2011-to-2012-academic-year" target="_blank">https://www.gov.uk/government/publications/permanent-and-fixed-period-exclusions-from-schools-in-england-2011-to-2012-academic-year</a></p> answering member printed Lord Nash question first answered 09/07/2014 12:42:54 answering member 4270 label Biography information for Lord Nash
tabling member	3254 label Biography information for Lord Quirk

64612

registered interest
date	30/06/2014
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	2
legislature	25277 pref label House of Lords
question text	To ask Her Majesty's Government what plans they have to address the conclusion of the recent Organisation for Economic Co-operation and Development report that 40 per cent of classrooms in England are "not favourable to learning" because of bad behaviour.
tabling member printed	Lord Quirk
uin	HL695
answer	answer is ministerial correction date of answer 14/07/2014 answer text <p>Good behaviour and discipline are key to effective teaching and learning. The recent OECD report identified that serious disciplinary problems in England are unusual and in most schools the learning environment is good. Just 21% of teachers in England agree or strongly agree that they have to wait quite a long time at the start of their class for students to quieten down. This is less than the median for all countries of 27% and below all but one of the high-performing countries. England is typically very close to the international average on other measures of classroom disciplinary environment, including disruptive noise and interruptions in the classroom.</p><p> </p><p>This Government has never been complacent in trying to equip schools with the tools they need to manage discipline in the classroom. That is why we gave schools the powers to impose same-day detentions, extended their powers to search for items that could cause harm or offence, made clear that schools should not have a ‘no touch' policy and clarified the use of reasonable force. The Government also introduced a system of independent review panels which, unlike the previous system, cannot undermine schools' decisions on permanent exclusion. In September 2012 we introduced the New National Professional Qualification for Headship with more robust content on behaviour management. In addition, Ofsted have begun implementing no-notice follow-up school monitoring inspections where concerns were previously identified about standards of behaviour.</p><p> </p><p>More recently, in February 2014, and following results from the Teacher Voice Survey (2013) which showed that one in three secondary teachers lacked confidence in their powers to discipline pupils, we:</p><p>· issued updated behaviour advice to make clear that tough but proportionate sanctions, including litter picking in the playground, removing graffiti, writing lines or an essay, are all valid punishments;</p><p>· produced a series of case studies showing how good schools manage behaviour, ranging from the use of inclusion art projects, having a specially modified curriculum, using Saturday detentions and increased visibility of senior staff around school throughout the day.</p><p> </p><p>We remain determined to support schools in providing safe, calm and orderly classrooms where pupils can learn effectively.</p> answering member printed Lord Nash question first answered 14/07/2014 16:11:27 answering member 4270 label Biography information for Lord Nash
tabling member	3254 label Biography information for Lord Quirk

64613

registered interest
date	30/06/2014
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Schools
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 impact of having school children face each other in small groups, rather than facing the teacher, on (1) attentiveness, (2) learning, and (3) behaviour.
tabling member printed	Lord Quirk
uin	HL696
answer	answer is ministerial correction date of answer 09/07/2014 answer text <p>The Department for Education has made no assessment of the impact of children facing, or not facing, the teacher.</p><p>The Department believes that teachers should have a plan for pupil seating arrangements in classrooms, rather than leaving it to pupil preference or chance. Where and how pupils are seated will depend entirely on the lesson and its objectives. Teachers are best placed to take these decisions.</p> answering member printed Lord Nash question first answered 09/07/2014 15:49:41 answering member 4270 label Biography information for Lord Nash
tabling member	3254 label Biography information for Lord Quirk

64614

registered interest
date	30/06/2014
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	2
legislature	25277 pref label House of Lords
question text	To ask Her Majesty's Government what assessment they have made of the need for parents to take responsibility for children's behaviour in schools.
tabling member printed	Lord Quirk
uin	HL697
answer	answer is ministerial correction date of answer 09/07/2014 answer text <p>It is vital that teachers have the support and respect of parents to manage pupil behaviour so they can teach in an orderly environment.Good schools recognise the importance of engaging parents and have developed their own approaches according to the particular circumstances of the school.</p><p> </p><p>In response to a question about what teachers viewed as the most common factors causing poor behaviour in schools, excluding special educational needs and other medical factors, 72% considered ‘lack of parental support or poor parenting skills' as the most common factor causing poor behaviour, and ‘parental lack of respect for teachers and authority' was the second most frequently selected factor.</p><p> </p><p>We are aware of research, including that based on data from the National Child Development Study, that shows that parental involvement has a positive effect on children's achievement even when the influence of background factors such as social class and family size have been taken into account.</p><p> </p><p>The 2013 National Foundation for Educational Research (NfER) Teacher Voice Survey, commissioned by the Department for Education, found that 55% of teachers surveyed agreed that parents generally respected a teacher's authority to discipline pupils.</p><p> </p><p>In March 2014, we published a series of case studies on behaviour and bullying, which include examples of what good schools are doing to engage parents in a spirit of openness and shared responsibility. These case studies contain examples of the work good schools do with parents to encourage participation of hard-to-reach groups and are published online at:</p><p><a href="https://www.gov.uk/government/collections/managing-behaviour-and-bullying-in-schools-case-studies" target="_blank">https://www.gov.uk/government/collections/managing-behaviour-and-bullying-in-schools-case-studies</a></p><p> </p> answering member printed Lord Nash question first answered 09/07/2014 13:40:43 answering member 4270 label Biography information for Lord Nash
tabling member	3254 label Biography information for Lord Quirk

64615

registered interest
date	30/06/2014
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Schools: Standards
house id	2
legislature	25277 pref label House of Lords
question text	To ask Her Majesty's Government, further to the remarks by Elizabeth Truss MP, Parliamentary Under Secretary of State for Education and Childcare, that "our 15 year-olds are up to three years behind their peers in the top-performing countries in reading and mathematics", what action they propose to address this.
tabling member printed	Lord Quirk
uin	HL698
answer	answer is ministerial correction date of answer 08/07/2014 answer text <p>The Department for Education believes that improving the quality of teaching in literacy and numeracy is crucial to building the foundation for future study and work. The Government has revised the national curriculum and set more rigorous and challenging content in English and mathematics to match the highest performing countries around the world. The new programmes of study for English and maths will challenge pupils to realise their potential in an increasingly competitive global market.</p><p> </p><p>The new maths GCSE will have more content, be more challenging and – alongside English - will be double weighted in school performance tables. The Department has recently allocated £11 million to fund <del class="ministerial">over</del> 32 new maths hubs to support a more challenging maths GCSE to improve the quality of maths education. This initiative, which includes a teacher exchange programme with Shanghai, will enable every school and college in England, from early years to the post-16 sector, to access locally-tailored support in all areas of maths teaching and learning.</p><p> </p><p>The new national curriculum for English places a greater emphasis on reading and requires pupils to study a range of books, poems and plays.</p><p>The national curriculum for English will give teachers greater flexibility and freedom which will help to raise standards and expectations for all pupils. It has been significantly slimmed down and will free up teachers to use their professional judgement to design curricula that meet the needs of their pupils.</p><p> </p><p>The new English language GCSE will place greater demands on pupils and has more emphasis on those skills demanded by employers. The new English literature GCSE will build on this foundation, and encourage students to read, write and think critically.</p> answering member printed Lord Nash question first answered 08/07/2014 15:42:37 question first ministerially corrected 09/07/2014 15:07:12 answering member 4270 label Biography information for Lord Nash previous answer version 8669 answering member printed Lord Nash answering member 4270 label Biography information for Lord Nash
tabling member	3254 label Biography information for Lord Quirk

64616

registered interest
date	30/06/2014
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Schools: Textbooks
house id	2
legislature	25277 pref label House of Lords
question text	To ask Her Majesty's Government what assessment they have made of recent discussions on the case for schools in the United Kingdom to switch back from work sheets to text books.
tabling member printed	Lord Quirk
uin	HL699
answer	answer is ministerial correction date of answer 14/07/2014 answer text <p>The Department for Education has made it clear that a return to textbooks would support the new national curriculum. High-quality textbooks can prevent teachers from spending unnecessary time creating plans from scratch, and they provide well-planned stretching activities for pupils. England has very low textbook use compared with many other countries, including high-performing countries like Singapore, where mathematics textbooks play an important part in the success of their pupils. The efficacy studies of the Marshall Cavendish mathematics textbooks are compelling, and the Department is delighted that these textbooks are being adapted for the English market.</p> answering member printed Lord Nash question first answered 14/07/2014 16:12:27 answering member 4270 label Biography information for Lord Nash
tabling member	3254 label Biography information for Lord Quirk

57585

registered interest
date	04/06/2014
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	2
legislature	25277 pref label House of Lords
question text	To ask Her Majesty's Government, further to the Written Answer by Lord Nash on 14 May (WA 532) stating that the Ofsted Report for 2013 found there were 700,000 pupils in schools where behaviour is "just not good enough", how many of these pupils were (1) under 10, (2) between 10 and 13, (3) over 13, (4) in local authority schools, (5) in academies, and (6) boys.
tabling member printed	Lord Quirk
uin	HL58
answer	answer is ministerial correction date of answer 12/06/2014 answer text <p>Ofsted's annual report (2012/13) indicates that around 700,000 pupils are in schools where behaviour needs to improve.</p><p>This figure is based on Ofsted's behaviour inspection judgement for 2013, which shows that nationally 8 per cent of schools in England are rated less than ‘good', and the number of pupils on roll in schools taken from the rounded January 2013 School Census Data. Information in the form requested is not held by the Department.</p><p> </p> answering member printed Lord Nash question first answered 12/06/2014 14:27:00 answering member 4270 label Biography information for Lord Nash
tabling member	3254 label Biography information for Lord Quirk

57586

registered interest
date	04/06/2014
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	2
legislature	25277 pref label House of Lords
question text	To ask Her Majesty's Government, further to the Written Answer by Lord Nash on 14 May (WA 532), of the just under a third of teachers who "did not have the confidence...to discipline pupils for unacceptable behaviour", what proportion of those teachers were in (1) primary schools, (2) secondary schools, (3) local authority schools, and (4) academies.
tabling member printed	Lord Quirk
uin	HL59
answer	answer is ministerial correction date of answer 12/06/2014 answer text <p>29 per cent of secondary school teachers did not feel confident using disciplinary powers, compared to 17 per cent of primary school teachers. The Department for Education does not hold separate data for local authority schools and academies.</p> answering member printed Lord Nash question first answered 12/06/2014 14:26:04 answering member 4270 label Biography information for Lord Nash
tabling member	3254 label Biography information for Lord Quirk

57587

registered interest
date	04/06/2014
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, further to the Written Answer by Lord Nash on 14 May (WA 533), if school exclusion data for the years 1980 and 1990 are not held by the Department for Education, from where they can be obtained.
tabling member printed	Lord Quirk
uin	HL60
answer	answer is ministerial correction date of answer 12/06/2014 answer text <p>Permanent exclusions data was first collected in 1994/95. Information on fixed period exclusions was only collected from 2003/04.</p><p>Information on exclusion rates prior to 2005/06 was collected via the Termly Exclusions Survey rather than the School Census.</p> answering member printed Lord Nash question first answered 12/06/2014 14:25:40 answering member 4270 label Biography information for Lord Nash
tabling member	3254 label Biography information for Lord Quirk

57588

registered interest
date	04/06/2014
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 whether it has been their policy for fixed-period exclusions from school to remain broadly constant over the past decade and for permanent exclusions to fall sharply year by year; if so, how they assess the outcome; and if not, how they account for the difference.
tabling member printed	Lord Quirk
uin	HL61
answer	answer is ministerial correction date of answer 12/06/2014 answer text <p>Exclusion is a decision for headteachers alone to take. The Government does not set targets or expected levels for exclusion. Rather, the Government's policy is that headteachers need to ensure good discipline in schools, in the interest of all their pupils, and should feel confident in using exclusion where they believe this is warranted by a pupil's behaviour.</p> answering member printed Lord Nash question first answered 12/06/2014 14:25:00 answering member 4270 label Biography information for Lord Nash
tabling member	3254 label Biography information for Lord Quirk