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1303060

registered interest
date	16/03/2021
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Music: Education
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, when his Department plans to provide Arts Council England with the final funding information relating to Music Education Hubs in England; and if he will ensure that Music Hubs urgently receive confirmation of funding levels in order to avert the termination of agreements.
tabling member constituency	Nottingham North
tabling member printed	Alex Norris
uin	169949
answer	answer is ministerial correction date of answer 22/03/2021 answer text <p>Music Education Hubs have a vital role to play not only in core school music but also in ensuring children have access to all the benefits of a wider musical education through instrumental lessons and ensembles. They have acted swiftly and innovatively to support schools through the COVID-19 outbreak, including the continuation of continuing professional development to classroom teachers.</p><p>Following the one-year Spending Review settlement, the Department will continue to fund Music Education Hubs for the financial year 2021-22. Funding has been confirmed with Arts Council England and all Music Education Hubs organisations were updated on this matter. Further details on specific funding allocations for each hub will follow shortly, alongside an announcement on Department funding for music education nationally.</p><p> </p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 22/03/2021 17:40:08 answering member 111 label Biography information for Nick Gibb
tabling member	4641 label Biography information for Alex Norris

1237660

registered interest
date	24/09/2020
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Periods: Health Education
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what progress his Department has made on the teaching of menstrual wellbeing in schools.
tabling member constituency	Nottingham North
tabling member printed	Alex Norris
uin	95203
answer	answer is ministerial correction date of answer 29/09/2020 answer text <p>The Department wants to support all young people to be happy, healthy and safe, and to equip them for adult life and to make a positive contribution to society. That is why we have made Relationships Education compulsory for all primary school age pupils, Relationships and Sex Education compulsory for all secondary school age pupils, and Health Education compulsory for pupils in all state funded schools.</p><p>Schools are expected to start teaching the new subjects by at least the start of the summer term in 2021. Considering the circumstances faced by our schools, the Department is reassuring schools that they have flexibility over when they discharge their duty within the first year of compulsory teaching.</p><p>The statutory guidance sets out that as part of Health Education, primary and secondary school pupils should be taught about menstrual wellbeing, including key facts about the menstrual cycle. The statutory guidance can be accessed at:<br> <a href="https://www.gov.uk/government/publications/relationships-education-relationships-and-sex-education-rse-and-health-education" target="_blank">https://www.gov.uk/government/publications/relationships-education-relationships-and-sex-education-rse-and-health-education</a>.</p><p>Schools also have the flexibility to design the content of their curriculum in an age appropriate and developmentally sensitive way, to support their cohort of pupils. To help schools design their curriculum, the Department has signposted them to expert advice from Public Health England on reproductive health.</p><p>The Department’s guidance for teaching about relationships, sex and health covers all of the teaching requirements in the statutory guidance and includes online modules on teaching about menstrual wellbeing. The Department’s full guidance is available at:</p><p><a href="https://www.gov.uk/guidance/teaching-about-relationships-sex-and-health" target="_blank">https://www.gov.uk/guidance/teaching-about-relationships-sex-and-health</a>.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 29/09/2020 16:20:51 answering member 111 label Biography information for Nick Gibb
tabling member	4641 label Biography information for Alex Norris

1231587

registered interest
date	04/09/2020
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Schools: Coronavirus
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what additional support will be offered to pupils in year 13 during the 2020-21 academic year.
tabling member constituency	Nottingham North
tabling member printed	Alex Norris
uin	85110
answer	answer is ministerial correction date of answer 11/09/2020 answer text <p>Children and young people across the country have experienced unprecedented disruption to their education as a result of COVID-19. Those from the most vulnerable and disadvantaged backgrounds will be amongst those hardest hit. We know that we have the professional knowledge and expertise in the education system to ensure that children and young people recover and get back on track.</p><p>Additional funding of up to £96 million to support 16-19 year olds for the 2020-21 academic year is available through the National Tutoring Programme, enabling schools and colleges to provide small group tuition for disadvantaged students whose education has been disrupted as a result of COVID-19.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 11/09/2020 10:30:49 answering member 111 label Biography information for Nick Gibb
tabling member	4641 label Biography information for Alex Norris

1182245

registered interest
date	03/03/2020
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Literacy: Boys
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what assessment his Department has made of the potential effect on the educational attainment of white working class boys of encouraging those boys to develop their (a) reading skills and (b) vocabulary at an early age.
tabling member constituency	Nottingham North
tabling member printed	Alex Norris
uin	24413
answer	answer is ministerial correction date of answer 09/03/2020 answer text <p>The Department is committed to raising literacy standards – ensuring all children, including those from disadvantaged backgrounds, can read fluently and with understanding. Fluency in the English language is an essential foundation for success in all subjects. Improving vocabulary and reading skills are fundamental parts of this.</p><p>Our proposed reforms to the Early Years Foundation Stage, including revisions to the curriculum activities and assessment goals under the seven areas of learning, are intended to improve early language and literacy outcomes for all children – particularly those from a disadvantaged background. We have also launched Hungry Little Minds – a three-year campaign to encourage parents to engage in activities that support their child’s language and literacy.</p><p>To continue improving early reading, in 2018 we launched the £26.3 million English Hubs Programme. We have appointed 34 primary schools across England as English Hubs. The English Hubs programme is supporting nearly 3000 schools across England to improve their teaching of reading through systematic synthetic phonics, early language development, and reading for pleasure. The English Hubs are focused on improving educational outcomes for the most disadvantaged pupils in Reception and Year 1.</p><p>Evidence has shown that phonics is a highly effective component in the development of early reading skills, particularly for children from disadvantaged backgrounds. The disadvantage gap in the phonics screening check has decreased from 17% in 2012, to 14% in 2019.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 09/03/2020 16:05:43 answering member 111 label Biography information for Nick Gibb
tabling member	4641 label Biography information for Alex Norris

1182246

registered interest
date	03/03/2020
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Education: Boys
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what assessment he has made of the potential effect of a change from a competence-based curriculum to a knowledge-rich curriculum on the education attainment of white working class boys.
tabling member constituency	Nottingham North
tabling member printed	Alex Norris
uin	24414
answer	answer is ministerial correction date of answer 09/03/2020 answer text <p>In 2014, the Department introduced a more knowledge-rich curriculum with associated reforms to GCSEs to make them more rigorous. These changes were in part driven by a desire to ensure all children, whatever their background, receive a high-quality education.</p><p>We have made no specific assessment of the impact of curriculum change alone on attainment of white working-class boys. However, against a background of rising standards, disadvantaged pupils are catching up with their peers. The attainment gap index shows the gap at the end of primary school has narrowed by 13% since 2011, and by 9% at the end of secondary school. This means better prospects for a secure adult life for disadvantaged pupils. Our reforms, and the focus provided by the pupil premium, have supported this improvement.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 09/03/2020 16:33:27 answering member 111 label Biography information for Nick Gibb
tabling member	4641 label Biography information for Alex Norris

1182290

registered interest
date	03/03/2020
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	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what steps his Department is taking to strengthen the powers of teachers to deal with unruly pupils.
tabling member constituency	Nottingham North
tabling member printed	Alex Norris
uin	24415
answer	answer is ministerial correction date of answer 09/03/2020 answer text <p>Good behaviour in school is crucial if children are to learn and reach their full potential. As well as delivering excellent teaching, schools should be calm, safe and disciplined environments free from the low-level disruption that prevents pupils from learning.</p><p>The Government is committed to backing heads and teachers to enforce discipline, and we have given teachers a range of powers to promote good behaviour and discipline misbehaviour, including how they deal with unruly pupils.</p><p>All schools are required by law to have a behaviour policy which outlines measures to encourage good behaviour, and the sanctions that will be imposed for misbehaviour. This should be communicated to all pupils, school staff and parents. To help schools develop effective strategies, the Department has produced advice for schools which covers what should be included in the behaviour policy. This advice can be viewed here:</p><p><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>.</p><p>The Government is also committed to ensuring all teachers are equipped with the skills to tackle both the serious behaviour issues that compromise the safety and wellbeing of pupils and school staff, as well as the low-level disruption that too often gets in the way of effective learning. To help support staff, we are reforming training through the Early Career Framework so that all new teachers will be shown how to effectively manage behaviour in their first two years in the profession.</p><p>In February 2020, the Department announced its next steps for implementing the £10 million behaviour hubs programme, which aims to equip senior leaders in schools with the tools to improve their approach to behaviour management through facilitated peer-training, matching them up to exemplary lead schools and multi-academy trusts for bespoke support. Further information can be found at:</p><p><a href="https://www.gov.uk/guidance/behaviour-hubs" target="_blank">https://www.gov.uk/guidance/behaviour-hubs</a>.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 09/03/2020 16:27:06 answering member 111 label Biography information for Nick Gibb
tabling member	4641 label Biography information for Alex Norris

1182291

registered interest
date	03/03/2020
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Primary Education: Curriculum
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, whether his Department takes account of attainment outcomes at (a) secondary and (b) further education level the development of the curriculum for key stages 1 and 2.
tabling member constituency	Nottingham North
tabling member printed	Alex Norris
uin	24416
answer	answer is ministerial correction date of answer 09/03/2020 answer text <p>The Department introduced a more ambitious, knowledge-rich national curriculum in England in 2014, as well as more rigorous GCSEs from 2015, putting us in line with the highest-performing education systems in the world.</p><p>By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study. In developing the curriculum for each key stage, the knowledge and skills to be taught for each subject were carefully sequenced, to ensure a coherent approach that takes account of prior knowledge. This allows teachers to plan the school curriculum for each subject so their pupils are equipped for successful transition to the next phase of education, whether this is in the move from primary to secondary, or the move from secondary to further education.</p><p>In the case of primary English, mathematics and science, the programmes of study were sequenced in more detail on a year-by-year or two-year basis. The GCSE content requirements for each national curriculum subject were also carefully sequenced to build on key stage 3 and align with key stage 4 programmes of study. The independent regulator, Ofqual, has put processes in place to ensure that it is no harder for a student to obtain a grade 7, 4 or 1 in the new GCSEs than it was to achieve a grade A, C or G in the unreformed versions.</p><p> </p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 09/03/2020 16:09:30 answering member 111 label Biography information for Nick Gibb
tabling member	4641 label Biography information for Alex Norris

1182053

registered interest
date	02/03/2020
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Culture: Education
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what steps his Department is taking to help schools improve the cultural literacy of pupils aged four and five.
tabling member constituency	Nottingham North
tabling member printed	Alex Norris
uin	23509
answer	answer is ministerial correction date of answer 05/03/2020 answer text <p>The Early Years Foundation Stage (EYFS) statutory framework sets out the learning and development requirements which all early years settings and schools are required to follow. This ensures all children from birth to five are supported throughout the EYFS and attain a good level of development - at the end of reception- ready to begin Year 1. This provides a firm basis for cultural literacy through the seven areas of learning: communication and language; physical development; personal, social and emotional development; literacy; mathematics; understanding the world; and expressive arts and design.</p><p>The Department’s proposed reforms to the EYFS, including revisions to the curriculum activities and assessment goals under the seven areas of learning, are intended to improve early language and literacy outcomes for all children - particularly those from a disadvantaged background. The reforms provide opportunities for teachers to support children’s cultural literacy through reading from a range of fiction and non-fiction books, singing rhymes and poems and visits to parks, museums and libraries. Strengthening teaching practice in these areas can enable all children to flourish as they move through school and beyond.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 05/03/2020 17:30:10 answering member 111 label Biography information for Nick Gibb
tabling member	4641 label Biography information for Alex Norris

1182054

registered interest
date	02/03/2020
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Children: Literacy
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what assessment his Department has made of the potential effect of synthetic phonics lessons on children's reading outcomes since the introduction of the Phonics Partnership Grant programme in 2015.
tabling member constituency	Nottingham North
tabling member printed	Alex Norris
uin	23507
answer	answer is ministerial correction date of answer 05/03/2020 answer text <p>The Government is committed to continuing to raise literacy standards by ensuring all children, including those from disadvantaged backgrounds, can read fluently and with understanding.</p><p>Evidence has shown that phonics is a highly effective component in the development of early reading skills, particularly for children from disadvantaged backgrounds.</p><p> </p><p>Our phonics performance is improving. In 2019, 82% of pupils in Year 1 met the expected standard in the phonics screening check, compared to just 58% when the check was introduced in 2012. The disadvantage gap in the phonics screening check has decreased from 17% in 2012, to 14% in 2019. The gender gap in the phonics screening check has fallen from 8% in 2012 to 7% in 2019.</p><p> </p><p>England achieved its highest ever score in reading in 2016, moving from joint 10<sup>th</sup> to joint 8<sup>th</sup> in the Progress in International Reading Literacy Stud (PIRLS) rankings. This follows a greater focus on reading in the primary curriculum, and a particular focus on phonics. The average improvement of England’s pupils in 2016 is largely attributable to two changes:</p><ul><li>In 2016, boys have significantly improved in their average performance compared to previous cycles; and</li><li>England’s lowest performing pupils have substantially improved compared to previous PIRLS cycles, which has narrowed the gap between the higher and lower-performing pupils.</li></ul><p>Building on the success of our phonics partnerships and phonics roadshows programmes, in 2018, the Department launched a £26.3 million English Hubs Programme. We have appointed 34 primary schools across England as English Hubs. The English Hubs programme is supporting nearly 3000 schools across England to improve their teaching of reading through systematic synthetic phonics, early language development, and reading for pleasure. The English Hubs are focused on improving educational outcomes for the most disadvantaged pupils in Reception and Year 1.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb grouped question UIN 23515 question first answered 05/03/2020 17:00:39 answering member 111 label Biography information for Nick Gibb
tabling member	4641 label Biography information for Alex Norris

1182055

registered interest
date	02/03/2020
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Education: Standards
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what recent assessment he has made of the effect of teaching synthetic phonics on the attainment gap between (a) advantaged and disadvantaged students and (b) boys and girls.
tabling member constituency	Nottingham North
tabling member printed	Alex Norris
uin	23515
answer	answer is ministerial correction date of answer 05/03/2020 answer text <p>The Government is committed to continuing to raise literacy standards by ensuring all children, including those from disadvantaged backgrounds, can read fluently and with understanding.</p><p>Evidence has shown that phonics is a highly effective component in the development of early reading skills, particularly for children from disadvantaged backgrounds.</p><p> </p><p>Our phonics performance is improving. In 2019, 82% of pupils in Year 1 met the expected standard in the phonics screening check, compared to just 58% when the check was introduced in 2012. The disadvantage gap in the phonics screening check has decreased from 17% in 2012, to 14% in 2019. The gender gap in the phonics screening check has fallen from 8% in 2012 to 7% in 2019.</p><p> </p><p>England achieved its highest ever score in reading in 2016, moving from joint 10<sup>th</sup> to joint 8<sup>th</sup> in the Progress in International Reading Literacy Stud (PIRLS) rankings. This follows a greater focus on reading in the primary curriculum, and a particular focus on phonics. The average improvement of England’s pupils in 2016 is largely attributable to two changes:</p><ul><li>In 2016, boys have significantly improved in their average performance compared to previous cycles; and</li><li>England’s lowest performing pupils have substantially improved compared to previous PIRLS cycles, which has narrowed the gap between the higher and lower-performing pupils.</li></ul><p>Building on the success of our phonics partnerships and phonics roadshows programmes, in 2018, the Department launched a £26.3 million English Hubs Programme. We have appointed 34 primary schools across England as English Hubs. The English Hubs programme is supporting nearly 3000 schools across England to improve their teaching of reading through systematic synthetic phonics, early language development, and reading for pleasure. The English Hubs are focused on improving educational outcomes for the most disadvantaged pupils in Reception and Year 1.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb grouped question UIN 23507 question first answered 05/03/2020 17:00:39 answering member 111 label Biography information for Nick Gibb
tabling member	4641 label Biography information for Alex Norris