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1011250

	registered interest
	date	20/11/2018
	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 data they hold related to the delivery of the Music National Curriculum in England in (1) primary schools, and (2) secondary schools.
	tabling member printed	Lord German
	uin	HL11611
	answer	answer is ministerial correction date of answer 04/12/2018 answer text <p>Music is compulsory in the national curriculum for 5 to 14 year olds. Data from the Omnibus Survey in 2017 reveals that the average amount of teaching time in primary schools was broadly similar to the amount of time spent teaching history and geography. At secondary schools, the data from the school workforce census shows that the proportion of time spent teaching music between 2010 and 2017 has remained broadly stable. In 2010 2.4% of total teaching hours were spent teaching music, compared with 2.3% in 2017. Full details are in the table below.</p><p> </p><table><tbody><tr><td colspan="8"><p><strong>Proportion of total teaching hours spent on music in years 7-13 in state-funded secondary schools per week</strong></p></td></tr><tr><td><p>2010</p></td><td><p>2011</p></td><td><p>2012</p></td><td><p>2013</p></td><td><p>2014</p></td><td><p>2015</p></td><td><p>2016</p></td><td><p>2017</p></td></tr><tr><td><p>2.4%</p></td><td><p>2.4%</p></td><td><p>2.4%</p></td><td><p>2.4%</p></td><td><p>2.4%</p></td><td><p>2.4%</p></td><td><p>2.3%</p></td><td><p>2.3%</p></td></tr></tbody></table><p> </p><p>The network of music education hubs have four core roles, including ensuring that every child aged 5-18 has the opportunity to learn to play a musical instrument in whole classes. Data published recently by Arts Council England shows that in 2016-17, 91% of primary schools and 88% of secondary schools worked with their music education hub on at least one of the hubs’ core roles. It also shows that 711,241 pupils in state-funded schools learned to play instruments in lessons for whole classes that were provided or supported by music education hubs.</p><p> </p><p>Academies are not obliged to follow the national curriculum, but they are required to provide a broad and balanced curriculum.</p><p> </p> answering member printed Lord Agnew of Oulton grouped question UIN HL11612 question first answered 04/12/2018 16:55:55 answering member 4689 label Biography information for Lord Agnew of Oulton
	tabling member	4163 label Biography information for Lord German

1011251

	registered interest
	date	20/11/2018
	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 steps they are taking to promote the teaching of music in academies across all key stages, and particularly in key stage 3.
	tabling member printed	Lord German
	uin	HL11612
	answer	answer is ministerial correction date of answer 04/12/2018 answer text <p>Music is compulsory in the national curriculum for 5 to 14 year olds. Data from the Omnibus Survey in 2017 reveals that the average amount of teaching time in primary schools was broadly similar to the amount of time spent teaching history and geography. At secondary schools, the data from the school workforce census shows that the proportion of time spent teaching music between 2010 and 2017 has remained broadly stable. In 2010 2.4% of total teaching hours were spent teaching music, compared with 2.3% in 2017. Full details are in the table below.</p><p> </p><table><tbody><tr><td colspan="8"><p><strong>Proportion of total teaching hours spent on music in years 7-13 in state-funded secondary schools per week</strong></p></td></tr><tr><td><p>2010</p></td><td><p>2011</p></td><td><p>2012</p></td><td><p>2013</p></td><td><p>2014</p></td><td><p>2015</p></td><td><p>2016</p></td><td><p>2017</p></td></tr><tr><td><p>2.4%</p></td><td><p>2.4%</p></td><td><p>2.4%</p></td><td><p>2.4%</p></td><td><p>2.4%</p></td><td><p>2.4%</p></td><td><p>2.3%</p></td><td><p>2.3%</p></td></tr></tbody></table><p> </p><p>The network of music education hubs have four core roles, including ensuring that every child aged 5-18 has the opportunity to learn to play a musical instrument in whole classes. Data published recently by Arts Council England shows that in 2016-17, 91% of primary schools and 88% of secondary schools worked with their music education hub on at least one of the hubs’ core roles. It also shows that 711,241 pupils in state-funded schools learned to play instruments in lessons for whole classes that were provided or supported by music education hubs.</p><p> </p><p>Academies are not obliged to follow the national curriculum, but they are required to provide a broad and balanced curriculum.</p><p> </p> answering member printed Lord Agnew of Oulton grouped question UIN HL11611 question first answered 04/12/2018 16:55:55 answering member 4689 label Biography information for Lord Agnew of Oulton
	tabling member	4163 label Biography information for Lord German

1012148

	registered interest
	date	21/11/2018
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Special Educational Needs: Pupil Exclusions
	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 number of children with special needs being excluded from school, the implications for their education, and the risk of such children being vulnerable to involvement in anti-social behaviour as a result.
	tabling member printed	Lord Ouseley
	uin	HL11675
	answer	answer is ministerial correction date of answer 05/12/2018 answer text <p>In 2016-17 there were 3,605 permanent exclusions and 171,580 fixed period exclusions for pupils with special educational needs (SEN). Pupils with identified SEN accounted for 46.7% of all permanent exclusions and 44.9% of fixed period exclusions.</p><p>In March, the government launched an externally led review of exclusions practice, led by Edward Timpson CBE. The review will consider how schools use exclusion and how this affects all pupils, but in particular why some groups of children, such as those with special needs, are more likely to be excluded from school. The government will respond to this review after it is published at the beginning of 2019.</p><p>The attached 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> answering member printed Lord Agnew of Oulton question first answered 05/12/2018 12:51:14 answering member 4689 label Biography information for Lord Agnew of Oulton attachment 1 file name A_Review_of_School_Exclusion_Terms_Of_Reference.pdf title A_Review_of_School_Exclusion_Terms_Of_Reference
	tabling member	2170 label Biography information for Lord Ouseley

1012541

	registered interest
	date	22/11/2018
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Schools: Finance
	house id	2
	legislature	25277 pref label House of Lords
	question text	To ask Her Majesty's Government how much was the education services grant to local authorities in (1) 2013–14, (2) 2014–15, (3) 2015–16, and (4) 2016–17.
	tabling member printed	Lord Storey
	uin	HL11733
	answer	answer is ministerial correction date of answer 06/12/2018 answer text <p>The table below shows the education services grants (ESG) allocated to local authorities in each financial year from 2013-2014 to 2016-2017:</p><p> </p><table><tbody><tr><td colspan="2"><p><strong>Education services grant allocated to local authorities in England</strong></p></td></tr><tr><td><p><strong>Financial Year </strong></p></td><td><p><strong> Allocation (£ millions)</strong></p></td></tr><tr><td><p>2013-2014</p></td><td><p>799.46</p></td></tr><tr><td><p>2014-2015</p></td><td><p>717.12</p></td></tr><tr><td><p>2015-2016</p></td><td><p>563.10</p></td></tr><tr><td><p>2016-2017</p></td><td><p>496.94</p></td></tr></tbody></table><p> </p><p>The removal of the ESG as of September 2017 was announced at the 2015 Spending Review – there was a note to this effect in the attached document (attachment 1).</p><p>The note states that the rationale for the removal was “making around £600 million savings from the ESG and supporting schools to realise efficiencies” and “Savings of around £600 million will be made on the ESG, including phasing out the additional funding schools receive through the ESG.”</p><p>Data sources:</p><p>2013-14 <a href="https://www.gov.uk/government/publications/education-services-grant" target="_blank">https://www.gov.uk/government/publications/education-services-grant</a>.</p><p>2014-15 <a href="https://www.gov.uk/government/publications/education-services-grant-2014-to-2015" target="_blank">https://www.gov.uk/government/publications/education-services-grant-2014-to-2015</a>.</p><p>2015-16 <a href="https://www.gov.uk/government/publications/education-services-grant-2015-to-2016" target="_blank">https://www.gov.uk/government/publications/education-services-grant-2015-to-2016</a>.</p><p>2016-17 <a href="https://www.gov.uk/government/publications/education-services-grant-esg-2016-to-2017" target="_blank">https://www.gov.uk/government/publications/education-services-grant-esg-2016-to-2017</a>.</p><p> </p> answering member printed Lord Agnew of Oulton question first answered 06/12/2018 15:44:50 answering member 4689 label Biography information for Lord Agnew of Oulton attachment 1 file name HL11733 attachment 1 doc..pdf title Attachment 1 for HL11733
	tabling member	4238 label Biography information for Lord Storey

1013193

	registered interest
	date	23/11/2018
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Apprentices
	house id	2
	legislature	25277 pref label House of Lords
	question text	To ask Her Majesty's Government what percentage of those undertaking apprenticeships are from isolated communities, as defined in the Integrated Communities Strategy green paper, published on 14 March.
	tabling member printed	Lord Murphy of Torfaen
	uin	HL11753
	answer	answer is ministerial correction date of answer 05/12/2018 answer text <p>A definition for ‘isolated communities’ is not available in the Communities Strategy green paper, and as such a percentage of apprenticeship starts for this cohort cannot be provided. However, The Ministry of Housing, Communities and Local Government has set an action which builds on the proposal set out in March’s green paper to “use targeted local communications and community ambassadors, including employers, to ensure minority ethnic groups are applying, getting and completing apprenticeships, and that local employers are recruiting apprentices.” The government will respond to the consultation on the Integrated Communities Strategy green paper later this year.</p><p>The department does publish apprenticeship data on under-represented groups, and we have provided apprenticeship starts by a breakdown of detailed ethnicity to provide an alternative categorisation of cohorts which may fall under the ‘isolated communities’ definition. The table below provides apprenticeship starts broken down by detailed ethnicity from August 2017 to April 2018 as first reported for the 2017/18 academic year:</p><table><tbody><tr><td><p><strong>Detailed Ethnicity</strong></p></td><td><p><strong>Starts</strong></p></td><td><p><strong>Percentage of total</strong></p></td></tr><tr><td><p>African</p></td><td><p>4,530</p></td><td><p><em>1.6%</em></p></td></tr><tr><td><p>Any other Asian Background</p></td><td><p>2,830</p></td><td><p><em>1.0%</em></p></td></tr><tr><td><p>Any other Black/African/Caribbean Background</p></td><td><p>1,760</p></td><td><p><em>0.6%</em></p></td></tr><tr><td><p>Any other ethnic group</p></td><td><p>2,000</p></td><td><p><em>0.7%</em></p></td></tr><tr><td><p>Any other Mixed / multiple ethnic background</p></td><td><p>2,020</p></td><td><p><em>0.7%</em></p></td></tr><tr><td><p>Any Other White Background</p></td><td><p>12,850</p></td><td><p><em>4.4%</em></p></td></tr><tr><td><p>Arab</p></td><td><p>320</p></td><td><p><em>*</em></p></td></tr><tr><td><p>Bangladeshi</p></td><td><p>1,930</p></td><td><p><em>0.7%</em></p></td></tr><tr><td><p>Caribbean</p></td><td><p>2,760</p></td><td><p><em>1.0%</em></p></td></tr><tr><td><p>Chinese</p></td><td><p>440</p></td><td><p><em>*</em></p></td></tr><tr><td><p>English / Welsh / Scottish / Northern Irish / British</p></td><td><p>239,480</p></td><td><p><em>82.4%</em></p></td></tr><tr><td><p>Gypsy or Irish Traveller</p></td><td><p>130</p></td><td><p><em>*</em></p></td></tr><tr><td><p>Indian</p></td><td><p>4,000</p></td><td><p><em>1.4%</em></p></td></tr><tr><td><p>Irish</p></td><td><p>1,090</p></td><td><p><em>*</em></p></td></tr><tr><td><p>Not Provided</p></td><td><p>5,070</p></td><td><p><em>1.7%</em></p></td></tr><tr><td><p>Pakistani</p></td><td><p>4,080</p></td><td><p><em>1.4%</em></p></td></tr><tr><td><p>White and Asian</p></td><td><p>1,430</p></td><td><p><em>0.5%</em></p></td></tr><tr><td><p>White and Black African</p></td><td><p>900</p></td><td><p><em>*</em></p></td></tr><tr><td><p>White and Black Caribbean</p></td><td><p>2,870</p></td><td><p><em>1.0%</em></p></td></tr><tr><td><p><strong>Totals</strong></p></td><td><p><strong> 290,470 </strong></p></td><td><p><strong><em>100.0%</em></strong></p></td></tr></tbody></table><p>1) Volumes are rounded to the nearest ten, whilst ‘*’ indicates a percentage of less that 0.5.</p><p>2) The data source is the Individualised Learner Record (ILR).</p><p>These figures are published and are available in the further education data library: <a href="https://www.gov.uk/government/collections/fe-data-library" target="_blank">https://www.gov.uk/government/collections/fe-data-library</a>.</p> answering member printed Lord Agnew of Oulton question first answered 05/12/2018 12:22:05 answering member 4689 label Biography information for Lord Agnew of Oulton
	tabling member	546 label Biography information for Lord Murphy of Torfaen

1013194

	registered interest
	date	23/11/2018
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Education: Asylum
	house id	2
	legislature	25277 pref label House of Lords
	question text	To ask Her Majesty's Government what steps they are taking to help improve the educational attainment of asylum-seeking unaccompanied minors at (1) Key Stage 4 level, and (2) all other key stages.
	tabling member printed	Lord Murphy of Torfaen
	uin	HL11754
	answer	answer is ministerial correction date of answer 07/12/2018 answer text <p>Unaccompanied asylum seeking children are ‘looked-after children’ and local authorities have a duty under the Children Act to promote their education. The government’s statutory guidance ‘Promoting the education of looked-after and previously looked-after children’ attached makes clear that local authorities should have procedures in place to promote and monitor their educational progress. This includes the statutory requirement for local authorities to appoint a Virtual School Head (VSH) to discharge their duty to promote the educational achievement of all looked-after children. The statutory guidance also stresses the importance of providing stability and continuity in education, particularly at Key Stage 4. Looked-after children are one of the groups of pupils that attract Pupil Premium Plus funding. This is additional funding provided to schools to help improve the attainment of looked-after children and close the attainment gap between them and their peers. The VSH monitors how this funding is spent.</p><p> </p><p>The Department for Education has also contributed £1.3 million through the Government’s Controlling Migration Fund over two years, to enable six local authorities to address the education needs of unaccompanied children so that their specific needs can be addressed through their Personal Education Plan. The local authorities are also developing tools and resources to share with all other local authorities through the National Association of Virtual School Headteachers.</p><p> </p> answering member printed Lord Agnew of Oulton question first answered 07/12/2018 12:28:27 answering member 4689 label Biography information for Lord Agnew of Oulton attachment 1 file name Promoting_the_education_of_looked-after_children_and_previously_looked-after_children.pdf title Promoting_the_education_of_looked-after_children
	tabling member	546 label Biography information for Lord Murphy of Torfaen

1013195

	registered interest
	date	23/11/2018
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	English Language: Education
	house id	2
	legislature	25277 pref label House of Lords
	question text	To ask Her Majesty's Government what data they monitor and assess on students studying English as an additional language.
	tabling member printed	Lord Murphy of Torfaen
	uin	HL11755
	answer	answer is ministerial correction date of answer 07/12/2018 answer text <p>The department monitors and publishes various sets of data relating to pupils in state-funded primary and secondary schools in England who are classed as having English as an additional language (EAL). The most recent statistics on the number of EAL pupils, as identified through the January 2018 school census, are included in the “Schools, pupils and their characteristics” statistical publication, available here: <a href="https://www.gov.uk/government/statistics/schools-pupils-and-their-characteristics-january-2018" target="_blank">https://www.gov.uk/government/statistics/schools-pupils-and-their-characteristics-january-2018</a>.</p><p>Published statistics also show the academic performance of pupils whose first language is other than English in national assessments during year 1 and at the end of key stage 1, which are available here: <a href="https://www.gov.uk/government/statistics/phonics-screening-check-and-key-stage-1-assessments-england-2018" target="_blank">https://www.gov.uk/government/statistics/phonics-screening-check-and-key-stage-1-assessments-england-2018</a>.</p><p>Published statistics collected at the end of key stage 2 are available here: <a href="https://www.gov.uk/government/statistics/national-curriculum-assessments-key-stage-2-2017-revised" target="_blank">https://www.gov.uk/government/statistics/national-curriculum-assessments-key-stage-2-2017-revised</a>.</p><p>Published statistics collected at the end of key stage 4 can be found here: <a href="https://www.gov.uk/government/statistics/revised-gcse-and-equivalent-results-in-england-2016-to-2017" target="_blank">https://www.gov.uk/government/statistics/revised-gcse-and-equivalent-results-in-england-2016-to-2017</a>.</p><p> </p><p>In addition, data on pupil entries to qualifications in English for speakers of other languages are included in the key stage 4 qualification data that can be downloaded from the school performance tables webpages here: <a href="https://www.compare-school-performance.service.gov.uk/download-data" target="_blank">https://www.compare-school-performance.service.gov.uk/download-data</a>.</p><p>The department also publishes data on the number of adults who are accessing English for Speakers of Other Languages (ESOL) courses, based on Individualised Learner Record data supplied by further education providers and can be found in table 6 here: <a href="https://www.gov.uk/government/statistics/further-education-and-skills-november-2017" target="_blank">https://www.gov.uk/government/statistics/further-education-and-skills-november-2017</a>.</p><p> </p><p>The data sets and analysis found at the above links contain many tables and documents that we are, therefore, unable to attach.</p><p> </p><p> </p> answering member printed Lord Agnew of Oulton question first answered 07/12/2018 11:50:30 answering member 4689 label Biography information for Lord Agnew of Oulton
	tabling member	546 label Biography information for Lord Murphy of Torfaen

1013196

	registered interest
	date	23/11/2018
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Vocational Guidance
	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 effectiveness of the Careers Strategy: making the most of everyone’s skills and talents, published on 4 December 2017.
	tabling member printed	Lord Murphy of Torfaen
	uin	HL11756
	answer	answer is ministerial correction date of answer 05/12/2018 answer text <p>Working closely with the Careers &amp; Enterprise Company and the National Careers Service, we are making good progress in delivering the commitments in the careers strategy.</p><p>We have created 20 new Careers Hubs, each with a Hub Lead and central hub fund, the majority of which are coordinated by the Local Enterprise Partnership or Combined Authority. We recently announced that we will create a further 20 Careers Hubs, bringing the total to 40. We have also brought in a requirement for all maintained schools to publish information about their careers programme on their website, including the name and contact details of the Careers Leader. Additionally, we have selected 14 high quality training providers to deliver Careers Leaders training. We have offered the first 500 training bursaries to fund Careers Leaders to attend this training and we recently announced new investment to increase our offer to approximately 1400 training bursaries for schools and colleges.</p><p>We have also launched a £2.5 million investment fund to invest in personal guidance for young people and Continuing Professional Development for careers guidance professionals. We have procured a new National Careers Service, which will provide high quality bespoke support for those who need it most, including people with low qualification levels and those with learning difficulties and special educational needs and disabilities.</p><p>The Careers &amp; Enterprise Company recently published their ‘State of the Nation’ report which measures school and college careers programmes in relation to the eight Gatsby Benchmarks of Good Career Guidance. This evaluation mentioned that Compass is a free online tool for schools and colleges in England to self-assess against the Gatsby Benchmarks. For the 946 schools that have completed Compass more than once, the average number of benchmarks achieved has increased from 1.9 to 2.9. Approximately 600 schools matched with an Enterprise Adviser and completed Compass in both the period of 2016 to 2017 and the period of 2017 to 2018. For these schools, performance against Benchmark 5 (employer encounters) has increased from approximately 40% to approximately 55%.</p><p> </p> answering member printed Lord Agnew of Oulton question first answered 05/12/2018 14:42:40 answering member 4689 label Biography information for Lord Agnew of Oulton
	tabling member	546 label Biography information for Lord Murphy of Torfaen

1013197

	registered interest
	date	23/11/2018
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Vocational Guidance
	house id	2
	legislature	25277 pref label House of Lords
	question text	To ask Her Majesty's Government what progress they have made on the Careers Strategy pilot scheme for routes into careers for vulnerable groups.
	tabling member printed	Lord Murphy of Torfaen
	uin	HL11757
	answer	answer is ministerial correction date of answer 05/12/2018 answer text <p>To target more support on those who need it most, the government has invested £5 million during 2018 in a new round of the Careers &amp; Enterprise Company’s funding. This will help disadvantaged pupils to receive the additional support that they need to prepare for work, including opportunities for mentoring and personal guidance from a qualified careers professional. We have also established 20 Careers Hubs focused on groups of young people and areas most in need of targeted support and we have announced a further 20 Careers Hubs for 2019.</p><p>The government is also providing funding of £1.7 million to test new approaches and produce resources to improve careers information, advice and guidance for individuals who are disadvantaged or vulnerable. We want to broaden aspirations and raise awareness of pathways into training and work for young people with special educational needs and disabilities; looked after children and care leavers; and young people from Gypsy, Roma and Traveller communities. Organisations have been recruited and work with these groups will start in January 2019.</p><p> </p> answering member printed Lord Agnew of Oulton question first answered 05/12/2018 12:27:19 answering member 4689 label Biography information for Lord Agnew of Oulton
	tabling member	546 label Biography information for Lord Murphy of Torfaen

1013198

	registered interest
	date	23/11/2018
	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 what plans they have to promote character education in schools.
	tabling member printed	Lord Murphy of Torfaen
	uin	HL11758
	answer	answer is ministerial correction date of answer 07/12/2018 answer text <p>World-class education is not only about having the highest standards in academic and technical education, it also means ensuring that education builds character. The government wants children and young people to believe that they can achieve; to have the tenacity to persevere with a task; to be able to recover from adversity; and to link their efforts with uncertain or distant rewards. Developing these character traits means children and young people are more likely to have positive education and labour market outcomes. The department supports young people to participate in a range of activities that can help develop character, such as the National Citizen Service, the Cadet Expansion Programme, and competitive sport.</p><p>Almost 500,000 young people have taken part in the National Citizen Service since it was launched in 2011 and we want all young people to have the opportunity to take part in this life changing programme. ​The Cadet Expansion Programme was launched in June 2012 with the aim to deliver 100 new Cadet units in English state‐funded schools by September 2015. This target was achieved ahead of schedule, with 100 approvals by March 2015, and led to a commitment to grow the total number of cadet units parading in schools to a total of 500 units across the UK by April 2020. We are on track to meet this target and there are currently 471 approved units.</p><p>Additionally, we are investing £22 million in an Essential Life Skills programme in the 12 Opportunity Areas to enable disadvantaged children and young people living in some of the most deprived parts of the country to participate in regular extra-curricular activities and develop their character and to further drive social mobility.</p><p>Ofsted is currently developing proposals for new education inspection arrangements, and plans to consult on these in January 2019. This will include a proposal for a graded judgement on pupils’ personal development. The department is engaging with Ofsted as it develops its proposals, including in relation to coverage of pupil character.</p> answering member printed Lord Agnew of Oulton question first answered 07/12/2018 12:32:28 answering member 4689 label Biography information for Lord Agnew of Oulton
	tabling member	546 label Biography information for Lord Murphy of Torfaen