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>"} , "answeringMember" : {"_about" : "http://data.parliament.uk/members/4161", "label" : {"_value" : "Biography information for Lord Gardiner of Kimble"} } , "answeringMemberPrinted" : {"_value" : "Lord Gardiner of Kimble"} , "dateOfAnswer" : {"_value" : "2014-05-12", "_datatype" : "dateTime"} , "isMinisterialCorrection" : {"_value" : "false", "_datatype" : "boolean"} , "questionFirstAnswered" : [{"_value" : "2014-05-12T12:00:00.00Z", "_datatype" : "dateTime"} ]} , "answeringDeptId" : {"_value" : "10"} , "answeringDeptShortName" : {"_value" : "Culture, Media and Sport"} , "answeringDeptSortName" : {"_value" : "Culture, Media and Sport"} , "date" : {"_value" : "2014-05-07", "_datatype" : "dateTime"} , "houseId" : {"_value" : "2"} , "legislature" : [{"_about" : "http://data.parliament.uk/terms/25277", "prefLabel" : {"_value" : "House of Lords"} } ], "questionText" : "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.", "registeredInterest" : {"_value" : "false", "_datatype" : "boolean"} , "tablingMember" : {"_about" : "http://data.parliament.uk/members/3254", "label" : {"_value" : "Biography information for Lord Quirk"} } , "tablingMemberPrinted" : [{"_value" : "Lord Quirk"} ], "uin" : "HL6963"} , {"_about" : "http://data.parliament.uk/resources/50246", "AnsweringBody" : [{"_value" : "Department for Education"} ], "answer" : {"_about" : "http://data.parliament.uk/resources/50246/answer", "answerText" : {"_value" : "
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>
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>
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>
[1]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> [2]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> [3]http://webarchive.nationalarchives.gov.uk/20120504203418/http://education.gov.uk/rsgateway/DB/SFR/s000275/index.shtml<\/a> (table 1)<\/p>"}
, "answeringMember" : {"_about" : "http://data.parliament.uk/members/4270", "label" : {"_value" : "Biography information for Lord Nash"}
}
, "answeringMemberPrinted" : {"_value" : "Lord Nash"}
, "dateOfAnswer" : {"_value" : "2014-05-14", "_datatype" : "dateTime"}
, "isMinisterialCorrection" : {"_value" : "false", "_datatype" : "boolean"}
, "questionFirstAnswered" : [{"_value" : "2014-05-14T12:00:00.00Z", "_datatype" : "dateTime"}
]}
, "answeringDeptId" : {"_value" : "60"}
, "answeringDeptShortName" : {"_value" : "Education"}
, "answeringDeptSortName" : {"_value" : "Education"}
, "date" : {"_value" : "2014-05-07", "_datatype" : "dateTime"}
, "houseId" : {"_value" : "2"}
, "legislature" : [{"_about" : "http://data.parliament.uk/terms/25277", "prefLabel" : {"_value" : "House of Lords"}
}
], "questionText" : "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.", "registeredInterest" : {"_value" : "false", "_datatype" : "boolean"}
, "tablingMember" : {"_about" : "http://data.parliament.uk/members/3254", "label" : {"_value" : "Biography information for Lord Quirk"}
}
, "tablingMemberPrinted" : [{"_value" : "Lord Quirk"}
], "uin" : "HL6964"}
, {"_about" : "http://data.parliament.uk/resources/50247", "AnsweringBody" : [{"_value" : "Department for Education"}
], "answer" : {"_about" : "http://data.parliament.uk/resources/50247/answer", "answerText" : {"_value" : " The information requested is not held by the Department for Education.<\/p>"}
, "answeringMember" : {"_about" : "http://data.parliament.uk/members/4270", "label" : {"_value" : "Biography information for Lord Nash"}
}
, "answeringMemberPrinted" : {"_value" : "Lord Nash"}
, "dateOfAnswer" : {"_value" : "2014-05-14", "_datatype" : "dateTime"}
, "isMinisterialCorrection" : {"_value" : "false", "_datatype" : "boolean"}
, "questionFirstAnswered" : [{"_value" : "2014-05-14T12:00:00.00Z", "_datatype" : "dateTime"}
]}
, "answeringDeptId" : {"_value" : "60"}
, "answeringDeptShortName" : {"_value" : "Education"}
, "answeringDeptSortName" : {"_value" : "Education"}
, "date" : {"_value" : "2014-05-07", "_datatype" : "dateTime"}
, "houseId" : {"_value" : "2"}
, "legislature" : [{"_about" : "http://data.parliament.uk/terms/25277", "prefLabel" : {"_value" : "House of Lords"}
}
], "questionText" : "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.", "registeredInterest" : {"_value" : "false", "_datatype" : "boolean"}
, "tablingMember" : {"_about" : "http://data.parliament.uk/members/3254", "label" : {"_value" : "Biography information for Lord Quirk"}
}
, "tablingMemberPrinted" : [{"_value" : "Lord Quirk"}
], "uin" : "HL6965"}
, {"_about" : "http://data.parliament.uk/resources/50248", "AnsweringBody" : [{"_value" : "Department for Education"}
], "answer" : {"_about" : "http://data.parliament.uk/resources/50248/answer", "answerText" : {"_value" : " 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> 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> 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> 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: 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> 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> https://www.gov.uk/government/collections/managing-behaviour-and-bullying-in-schools-case-studies<\/a><\/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>"}
, "answeringMember" : {"_about" : "http://data.parliament.uk/members/4270", "label" : {"_value" : "Biography information for Lord Nash"}
}
, "answeringMemberPrinted" : {"_value" : "Lord Nash"}
, "dateOfAnswer" : {"_value" : "2014-05-14", "_datatype" : "dateTime"}
, "groupedQuestionUIN" : [{"_value" : "HL6967"}
, {"_value" : "HL6968"}
], "isMinisterialCorrection" : {"_value" : "false", "_datatype" : "boolean"}
, "questionFirstAnswered" : [{"_value" : "2014-05-14T12:00:00.00Z", "_datatype" : "dateTime"}
]}
, "answeringDeptId" : {"_value" : "60"}
, "answeringDeptShortName" : {"_value" : "Education"}
, "answeringDeptSortName" : {"_value" : "Education"}
, "date" : {"_value" : "2014-05-07", "_datatype" : "dateTime"}
, "houseId" : {"_value" : "2"}
, "legislature" : [{"_about" : "http://data.parliament.uk/terms/25277", "prefLabel" : {"_value" : "House of Lords"}
}
], "questionText" : "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.", "registeredInterest" : {"_value" : "false", "_datatype" : "boolean"}
, "tablingMember" : {"_about" : "http://data.parliament.uk/members/3254", "label" : {"_value" : "Biography information for Lord Quirk"}
}
, "tablingMemberPrinted" : [{"_value" : "Lord Quirk"}
], "uin" : "HL6966"}
, {"_about" : "http://data.parliament.uk/resources/50249", "AnsweringBody" : [{"_value" : "Department for Education"}
], "answer" : {"_about" : "http://data.parliament.uk/resources/50249/answer", "answerText" : {"_value" : " 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> 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> 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> 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: 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> 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> https://www.gov.uk/government/collections/managing-behaviour-and-bullying-in-schools-case-studies<\/a><\/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>"}
, "answeringMember" : {"_about" : "http://data.parliament.uk/members/4270", "label" : {"_value" : "Biography information for Lord Nash"}
}
, "answeringMemberPrinted" : {"_value" : "Lord Nash"}
, "dateOfAnswer" : {"_value" : "2014-05-14", "_datatype" : "dateTime"}
, "groupedQuestionUIN" : [{"_value" : "HL6966"}
, {"_value" : "HL6968"}
], "isMinisterialCorrection" : {"_value" : "false", "_datatype" : "boolean"}
, "questionFirstAnswered" : [{"_value" : "2014-05-14T12:00:00.00Z", "_datatype" : "dateTime"}
]}
, "answeringDeptId" : {"_value" : "60"}
, "answeringDeptShortName" : {"_value" : "Education"}
, "answeringDeptSortName" : {"_value" : "Education"}
, "date" : {"_value" : "2014-05-07", "_datatype" : "dateTime"}
, "houseId" : {"_value" : "2"}
, "legislature" : [{"_about" : "http://data.parliament.uk/terms/25277", "prefLabel" : {"_value" : "House of Lords"}
}
], "questionText" : "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.", "registeredInterest" : {"_value" : "false", "_datatype" : "boolean"}
, "tablingMember" : {"_about" : "http://data.parliament.uk/members/3254", "label" : {"_value" : "Biography information for Lord Quirk"}
}
, "tablingMemberPrinted" : [{"_value" : "Lord Quirk"}
], "uin" : "HL6967"}
, {"_about" : "http://data.parliament.uk/resources/50250", "AnsweringBody" : [{"_value" : "Department for Education"}
], "answer" : {"_about" : "http://data.parliament.uk/resources/50250/answer", "answerText" : {"_value" : " 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> 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> 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> 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: 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> 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>