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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

45494

	registered interest
	date	26/03/2014
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	house id	2
	legislature	25277 pref label House of Lords
	question text	To ask Her Majesty's Government, further to the remark by Lord Nash on 9 July 2013 (HL Deb, col 225), that they "are focusing heavily on ensuring that teachers have the resources to deliver the new curriculum," how they have (1) identified, and (2) supplied, the resources needed by teachers of (a) maths, and (b) English.
	tabling member printed	Lord Quirk
	uin	HL6359
	answer	answer is ministerial correction date of answer 07/04/2014 answer text <p>The new national curriculum sets out very clearly what should be taught to pupils. However, it deliberately gives teachers the flexibility to decide how to teach it. We expect schools to identify the support that they need to prepare for the new curriculum, recognising that different schools will face different challenges.</p><p> </p><p>The Department for Education has provided funding to teaching schools to work with their alliances and beyond, and we have been signposting schools to the range of free support that is available in English and mathematics including the resources developed by the National Literacy Trust and the National Centre for Excellence in the Teaching of Mathematics. The sector-led expert subject groups have been providing audit tools and guidance, and publishers are bringing a variety of new materials to market.</p><p> </p><p>The Government is funding a national network of around 30 Maths Hubs to drive up the quality of mathematics teachers. Each hub will be led by an outstanding school and will provide support to all schools in the area, across all areas of mathematics education. Systematic phonics has been emphasised in the teaching of early reading in the new national curriculum because evidence shows that it is the most effective way of teaching all children to begin to read. We have provided match-funding of £23 million to primary schools to purchase high quality phonics resources.</p><p> </p> answering member printed Lord Nash question first answered 07/04/2014 12:00:00 answering member 4270 label Biography information for Lord Nash
	tabling member	3254 label Biography information for Lord Quirk

45495

	registered interest
	date	26/03/2014
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	house id	2
	legislature	25277 pref label House of Lords
	question text	To ask Her Majesty's Government, further to the Written Answers by Lord Nash on 15 October 2013 (WA 76–7) and 21 October 2013 (WA 122), by what mechanism they have subsequently monitored the enhancement of teaching in maths and English, and with what outcomes.
	tabling member printed	Lord Quirk
	uin	HL6360
	answer	answer is ministerial correction date of answer 02/04/2014 answer text <p>The new national curriculum sets out very clearly what should be taught to pupils. However, it deliberately gives teachers the flexibility to decide how to teach it. The Department for Education expect schools to identify the support that they need to prepare for the new curriculum, recognising that different schools will face different challenges.</p><p>The Department has provided funding to teaching schools to work with their alliances and beyond, and we have been signposting schools to the range of free support that is available in English and mathematics including the resources developed by the National Literacy Trust and the National Centre for Excellence in the Teaching of Mathematics. The sector-led expert subject groups have been providing audit tools and guidance, and publishers are bringing a variety of new materials to market.</p><p>The Government is funding a national network of around 30 maths hubs to drive up the quality of mathematics teachers. Each hub will be led by an outstanding school and will provide support to all schools in the area, across all areas of mathematics education. Systematic phonics has been emphasised in the teaching of early reading in the new national curriculum because evidence shows that it is the most effective way of teaching all children to begin to read. We have provided match-funding of £23 million to primary schools to purchase high quality phonics resources.</p><p>Ofsted, as part of their on-going programme of inspection, report on the quality of teaching in schools to ensure that teaching in subjects such as English and mathematics is resulting in improved achievement.</p> answering member printed Lord Nash question first answered 02/04/2014 12:00:00 answering member 4270 label Biography information for Lord Nash
	tabling member	3254 label Biography information for Lord Quirk

50245

	registered interest
	date	07/05/2014
	answering body	Department for Culture Media and Sport
	answering dept id	10
	answering dept short name	Culture, Media and Sport
	answering dept sort name	Culture, Media and Sport
	house id	2
	legislature	25277 pref label House of Lords
	question text	To ask Her Majesty's Government what plans they have to mitigate any reduction in staffing provision, acquisitions, and essential services in the British Library resulting from reductions in funding since 2010.
	tabling member printed	Lord Quirk
	uin	HL6963
	answer	answer is ministerial correction date of answer 12/05/2014 answer text <p>The Department for Culture, Media and Sport has an arm's length relationship with its sponsored bodies such as the British Library, and operational and management decisions are therefore a matter for the Board and Executive. In the Spending Review of 2010, funding for the British Library was protected by limiting resource cuts to 15% in real terms over four years, and at the Spending Round of 2013, the 5% reduction in capital and resource budgets was below average. The Chancellor signalled in his 2014 Budget announcement that there would not be any further reductions to departmental spending at this time, so that sponsored bodies will maintain current levels of planned spending in 2014/15 and 2015/16.</p> answering member printed Lord Gardiner of Kimble question first answered 12/05/2014 12:00:00 answering member 4161 label Biography information for Lord Gardiner of Kimble
	tabling member	3254 label Biography information for Lord Quirk

50246

	registered interest
	date	07/05/2014
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	house id	2
	legislature	25277 pref label House of Lords
	question text	To ask Her Majesty's Government how many pupils were excluded from (1) primary, and (2) secondary, schools in 1980, 1990, 2000, 2010 and during the latest year for which figures are available.
	tabling member printed	Lord Quirk
	uin	HL6964
	answer	answer is ministerial correction date of answer 14/05/2014 answer text <p>The requested information for the 2009/10[1] and 2011/12[2] academic years is published in the permanent and fixed period exclusions statistical first releases for each year.</p><p> </p><p>Information on permanent exclusions for the 1999/2000[3] academic year is publicly available in the 1999/2000 permanent exclusions statistical first release. Information on exclusion rates prior to 2005/06 was collected via the Termly Exclusions Survey rather than the School Census.</p><p> </p><p>Information on permanent and fixed period exclusions for the 1979/80 and 1989/90 academic years is not held by the Department for Education.</p><p> </p><p>[1]<a href="https://www.gov.uk/government/publications/permanent-and-fixed-period-exclusions-from-schools-in-england-academic-year-2009-to-2010" target="_blank">https://www.gov.uk/government/publications/permanent-and-fixed-period-exclusions-from-schools-in-england-academic-year-2009-to-2010</a> (table 1 and 6)</p><p>[2]<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> (table 1 and 8)</p><p>[3]<a href="http://webarchive.nationalarchives.gov.uk/20120504203418/http:/education.gov.uk/rsgateway/DB/SFR/s000275/index.shtml" target="_blank">http://webarchive.nationalarchives.gov.uk/20120504203418/http://education.gov.uk/rsgateway/DB/SFR/s000275/index.shtml</a> (table 1)</p> answering member printed Lord Nash question first answered 14/05/2014 12:00:00 answering member 4270 label Biography information for Lord Nash
	tabling member	3254 label Biography information for Lord Quirk

50247

	registered interest
	date	07/05/2014
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	house id	2
	legislature	25277 pref label House of Lords
	question text	To ask Her Majesty's Government how many teachers have resigned from their posts in each of the past 10 years, citing disruptive behaviour as a factor in their resignation.
	tabling member printed	Lord Quirk
	uin	HL6965
	answer	answer is ministerial correction date of answer 14/05/2014 answer text <p>The information requested is not held by the Department for Education.</p> answering member printed Lord Nash question first answered 14/05/2014 12:00:00 answering member 4270 label Biography information for Lord Nash
	tabling member	3254 label Biography information for Lord Quirk

50248

	registered interest
	date	07/05/2014
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	house id	2
	legislature	25277 pref label House of Lords
	question text	To ask Her Majesty's Government what action they are taking to help teachers, (1) to increase and maintain the respect in which they are held, and (2) to reduce unacceptable behaviour without having to resort to exclusion.
	tabling member printed	Lord Quirk
	uin	HL6966
	answer	answer is ministerial correction date of answer 14/05/2014 answer text <p>The majority of schools are safe and disciplined environments, where teachers are respected and pupils learn in an orderly environment. Nevertheless, Ofsted indicates in its 2013 annual report that there are 700,000 pupils in schools where behaviour is just not good enough.</p><p> </p><p>The Government has taken strong action to support schools in maintaining discipline and developing a culture of respect. The Education Act 2011, strengthened teachers' powers to discipline pupils for poor behaviour: teachers can now issue same-day detentions, search pupils for banned items, and have clarity on their reasonable force powers.</p><p> </p><p>The Department for Education issued streamlined advice in 2011 on behaviour and discipline to make it absolutely clear what teachers can and should do to reduce unacceptable behaviour. Our advice ensures that all schools have a whole-school behaviour policy which sets out the high standards of behaviour expected of pupils at all times and is underpinned by effective discipline and education.</p><p> </p><p>In 2013 the National Foundation for Educational Research's Teacher Voice Survey found that just under a third of teachers did not have the confidence to use the powers they have to discipline pupils for unacceptable behaviour. As a result, in February 2014 we updated our advice to communicate a clear message that teachers have the right to impose discipline in the classroom. This updated advice lists a range of tough but permissible sanctions that can be deployed to tackle poor behaviour. These include imposing a school-based community service such as tidying a classroom, putting the pupil on report or the imposition of written task such as writing lines or an essay. This advice is available at: <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>. We have also removed barriers to maintained schools using alternative provision as a means of early intervention in order to reduce the need for exclusion.</p><p> </p><p>Teachers must 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. 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 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><p>We have also commissioned a series of questions on teachers' and headteachers' perceptions of school climate and ethos in the OECD Teaching and Learning International Survey (TALIS). This will give us a better understanding of how England compares to other OECD countries in relation to discipline in the classroom. The results of this survey will be published in the summer.</p><p> </p><p> </p> answering member printed Lord Nash grouped question UIN HL6967 HL6968 question first answered 14/05/2014 12:00:00 answering member 4270 label Biography information for Lord Nash
	tabling member	3254 label Biography information for Lord Quirk

50249

	registered interest
	date	07/05/2014
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	house id	2
	legislature	25277 pref label House of Lords
	question text	To ask Her Majesty's Government what progress they are making in enlisting parental co-operation with the aim of reducing bad behaviour in schools.
	tabling member printed	Lord Quirk
	uin	HL6967
	answer	answer is ministerial correction date of answer 14/05/2014 answer text <p>The majority of schools are safe and disciplined environments, where teachers are respected and pupils learn in an orderly environment. Nevertheless, Ofsted indicates in its 2013 annual report that there are 700,000 pupils in schools where behaviour is just not good enough.</p><p> </p><p>The Government has taken strong action to support schools in maintaining discipline and developing a culture of respect. The Education Act 2011, strengthened teachers' powers to discipline pupils for poor behaviour: teachers can now issue same-day detentions, search pupils for banned items, and have clarity on their reasonable force powers.</p><p> </p><p>The Department for Education issued streamlined advice in 2011 on behaviour and discipline to make it absolutely clear what teachers can and should do to reduce unacceptable behaviour. Our advice ensures that all schools have a whole-school behaviour policy which sets out the high standards of behaviour expected of pupils at all times and is underpinned by effective discipline and education.</p><p> </p><p>In 2013 the National Foundation for Educational Research's Teacher Voice Survey found that just under a third of teachers did not have the confidence to use the powers they have to discipline pupils for unacceptable behaviour. As a result, in February 2014 we updated our advice to communicate a clear message that teachers have the right to impose discipline in the classroom. This updated advice lists a range of tough but permissible sanctions that can be deployed to tackle poor behaviour. These include imposing a school-based community service such as tidying a classroom, putting the pupil on report or the imposition of written task such as writing lines or an essay. This advice is available at: <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>. We have also removed barriers to maintained schools using alternative provision as a means of early intervention in order to reduce the need for exclusion.</p><p> </p><p>Teachers must 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. 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 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><p>We have also commissioned a series of questions on teachers' and headteachers' perceptions of school climate and ethos in the OECD Teaching and Learning International Survey (TALIS). This will give us a better understanding of how England compares to other OECD countries in relation to discipline in the classroom. The results of this survey will be published in the summer.</p><p> </p><p> </p> answering member printed Lord Nash grouped question UIN HL6966 HL6968 question first answered 14/05/2014 12:00:00 answering member 4270 label Biography information for Lord Nash
	tabling member	3254 label Biography information for Lord Quirk

50250

	registered interest
	date	07/05/2014
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	house id	2
	legislature	25277 pref label House of Lords
	question text	To ask Her Majesty's Government what comparisons they have made of classroom behaviour in the United Kingdom with that in Germany and other continental countries; and what relevant conclusions they have drawn.
	tabling member printed	Lord Quirk
	uin	HL6968
	answer	answer is ministerial correction date of answer 14/05/2014 answer text <p>The majority of schools are safe and disciplined environments, where teachers are respected and pupils learn in an orderly environment. Nevertheless, Ofsted indicates in its 2013 annual report that there are 700,000 pupils in schools where behaviour is just not good enough.</p><p> </p><p>The Government has taken strong action to support schools in maintaining discipline and developing a culture of respect. The Education Act 2011, strengthened teachers' powers to discipline pupils for poor behaviour: teachers can now issue same-day detentions, search pupils for banned items, and have clarity on their reasonable force powers.</p><p> </p><p>The Department for Education issued streamlined advice in 2011 on behaviour and discipline to make it absolutely clear what teachers can and should do to reduce unacceptable behaviour. Our advice ensures that all schools have a whole-school behaviour policy which sets out the high standards of behaviour expected of pupils at all times and is underpinned by effective discipline and education.</p><p> </p><p>In 2013 the National Foundation for Educational Research's Teacher Voice Survey found that just under a third of teachers did not have the confidence to use the powers they have to discipline pupils for unacceptable behaviour. As a result, in February 2014 we updated our advice to communicate a clear message that teachers have the right to impose discipline in the classroom. This updated advice lists a range of tough but permissible sanctions that can be deployed to tackle poor behaviour. These include imposing a school-based community service such as tidying a classroom, putting the pupil on report or the imposition of written task such as writing lines or an essay. This advice is available at: <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>. We have also removed barriers to maintained schools using alternative provision as a means of early intervention in order to reduce the need for exclusion.</p><p> </p><p>Teachers must 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. 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 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><p>We have also commissioned a series of questions on teachers' and headteachers' perceptions of school climate and ethos in the OECD Teaching and Learning International Survey (TALIS). This will give us a better understanding of how England compares to other OECD countries in relation to discipline in the classroom. The results of this survey will be published in the summer.</p><p> </p><p> </p> answering member printed Lord Nash grouped question UIN HL6966 HL6967 question first answered 14/05/2014 12:00:00 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