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2005
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Written questions (62)
House
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Department
Member
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Answering member
Legislative stage
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(3) if she will ensure that sex education is taught as a compulsory subject in all faith-affiliated primary and secondary schools.
(3) if she will ensure that sex education is taught as a compulsory subject in all faith-affiliated primary and secondary schools.
Asked by
Ashok Kumar
(Labour)
Answered by
Baroness Smith of Malvern
(Labour)
Answering body
Department for Education and Skills
Type
Written questions
Status
Answered
Tabled on
12 December 2005
For answer on
14 December 2005
Answered on
19 December 2005
There are no plans to make Personal, Social and Health Education (PSHE) statutory. The Government's focus is on improving the quality of PSHE teaching. Over the last three years we have funded the PSHE certificate, a continuing professional development programme which sets standards for the teaching of PSHE. Over 2,000 teachers have already gained certification and a further 1,800 teachers are undertaking the programme this year. We have also worked with the Qualifications and Curriculum Authority to produce new teaching and learning materials and assessment guidance for PSHE. We have also produced a DVD resource for teachers, ““PSHE into Practice””, which will support teachers' professional development in PSHE.The Government normally responds to the annual report of the Independent Advisory Group on Teenage Pregnancy, which comments on and makes recommendations for the further development of the Teenage Pregnancy Strategy. The yet unpublished report ‘Personal, Social and Health Education (PSHE) in schools: Time for Action' is a separate, ad-hoc report. When it is published the Government will consider its recommendations, but does not intend to publish a formal response.All maintained schools, including those with a religious designation, are required to deliver the statutory elements of sex education, as set out in the National Curriculum Science Order, at primary and secondary levels. The DfES further recommends that all maintained schools use the PSHE framework to expand their provision and deliver a planned programme of SRE appropriate to the age, maturity and needs of pupils. This should be developed in consultation with the Governing Body and parents.
Subjects
Curriculum; Teachers; Training; Teaching methods; Relationships and sex education
Date
19 December 2005
Reference
37812; 440 c2421-2W
House
House of Commons
To ask the Secretary of State for Education and Skills what estimate she has made of the number of schools in Morecambe and Lunesdale which teach children to read using synthetic phonics.
To ask the Secretary of State for Education and Skills what estimate she has made of the number of schools in Morecambe and Lunesdale which teach children to read using synthetic phonics.
Asked by
Geraldine Smith
(Labour)
Answered by
Baroness Smith of Malvern
(Labour)
Answering body
Department for Education and Skills
Type
Written questions
Status
Answered
Tabled on
8 December 2005
For answer on
12 December 2005
Answered on
15 December 2005
We do not have figures on the number of schools using synthetics phonics in the teaching of reading. However, the use of synthetic phonics is a key part of the approach to teaching reading advocated by the Primary National Strategy, as well as being available in commercial phonics packages, and is therefore widespread.The interim report of Jim Rose's independent review into the teaching of early reading has given valuable advice on the way in which the teaching of synthetic phonics should develop in future. We will implement the approach that he has suggested, drawing on his interim report and the final report due early in 2006, in our renewal of the framework for literacy teaching.
Subjects
Reading; Teaching methods
Date
15 December 2005
Reference
37291; 440 c2205W
House
House of Commons
I think that the hon. Gentleman has let political dogma get in the way of, first, listening to my answer and, secondly, understanding what the Government have put in place. In 1997 we made it clear in the first schools White Paper that, unless a school can demonstrate that it is getting better than expected results through a different approach, we would presume that setting should be the norm in secondary schools. We backed that up with support for our national strategies through guidance to teachers—the sort of guidance and support that, in the 11 years I spent as a teacher, I never received from the previous Government.
I think that the hon. Gentleman has let political dogma get in the way of, first, listening to my answer and, secondly, understanding what the Government have put in place. In 1997 we made it clear in the first schools White Paper that, unless a school can demonstrate that it is getting better than expected results through a different approach, we would presume that setting should be the norm in secondary schools. We backed that up with support for our national strategies through guidance to teachers—the sort of guidance and support that, in the 11 years I spent as a teacher, I never received from the previous Government.
Answered by
Baroness Smith of Malvern
(Labour)
Asked by
David Evennett
(Conservative)
Answering body
Department for Education and Skills
Type
Oral answers to questions
: I note the Minister's reply, but for the past eight years the Government have allowed political dogma to dominate their education policies, not the best interests of children. We welcome some aspects of the recent White Paper and hope to see the return of setting and streaming across the majority of schools. What assurances can the Minister give that setting and streaming will become the norm in all schools to allow children to develop their full potential and achieve excellence at their own pace and according to their own aptitude?
Subjects
Education; Schools; Teaching methods
Date
24 November 2005
Reference
439 c1654
Chamber / Committee
House of Commons chamber
House
House of Commons
: I note the Minister's reply, but for the past eight years the Government have allowed political dogma to dominate their education policies, not the best interests of children. We welcome some aspects of the recent White Paper and hope to see the return of setting and streaming across the majority of schools. What assurances can the Minister give that setting and streaming will become the norm in all schools to allow children to develop their full potential and achieve excellence at their own pace and according to their own aptitude?
: I note the Minister's reply, but for the past eight years the Government have allowed political dogma to dominate their education policies, not the best interests of children. We welcome some aspects of the recent White Paper and hope to see the return of setting and streaming across the majority of schools. What assurances can the Minister give that setting and streaming will become the norm in all schools to allow children to develop their full potential and achieve excellence at their own pace and according to their own aptitude?
Asked by
David Evennett
(Conservative)
Answering body
Department for Education and Skills
Oral questions - 1st Supplementary
Status
Answered
Answered on
24 November 2005
I think that the hon. Gentleman has let political dogma get in the way of, first, listening to my answer and, secondly, understanding what the Government have put in place. In 1997 we made it clear in the first schools White Paper that, unless a school can demonstrate that it is getting better than expected results through a different approach, we would presume that setting should be the norm in secondary schools. We backed that up with support for our national strategies through guidance to teachers—the sort of guidance and support that, in the 11 years I spent as a teacher, I never received from the previous Government.
Subjects
Education; Standards; Schools; Teaching methods
Date
24 November 2005
Reference
439 c1654
Chamber / Committee
House of Commons chamber
House
House of Commons
As the hon. Gentleman knows from the various parliamentary answers I have given him recently, Ofsted changed the way in which it measures grouping by ability—[Hon. Members: ““When?””] In 2003–04, precisely so that there could be a more sophisticated and clearer understanding of grouping by ability, rather than conflating, banding and setting. The key point, as I emphasised earlier, is that we have made clear our support for setting. We have put more guidance and practical support into schools to deliver setting. There is more setting in our secondary schools than there was when we came into government. The hon. Gentleman appears to be arguing for the running of schools, the setting of timetables and the division of pupils from Whitehall rather than from the head teacher's office. That is the approach that he is proposing, but he is wrong. The approach that we are taking is much more likely to ensure that pupils can progress and that schools can make the decisions that are right for them.
As the hon. Gentleman knows from the various parliamentary answers I have given him recently, Ofsted changed the way in which it measures grouping by ability—[Hon. Members: ““When?””] In 2003–04, precisely so that there could be a more sophisticated and clearer understanding of grouping by ability, rather than conflating, banding and setting. The key point, as I emphasised earlier, is that we have made clear our support for setting. We have put more guidance and practical support into schools to deliver setting. There is more setting in our secondary schools than there was when we came into government. The hon. Gentleman appears to be arguing for the running of schools, the setting of timetables and the division of pupils from Whitehall rather than from the head teacher's office. That is the approach that he is proposing, but he is wrong. The approach that we are taking is much more likely to ensure that pupils can progress and that schools can make the decisions that are right for them.
Answered by
Baroness Smith of Malvern
(Labour)
Asked by
Nick Gibb
(Conservative)
Answering body
Department for Education and Skills
Type
Oral answers to questions
As my hon. Friend the Member for Bexleyheath and Crayford (Mr. Evennett) said, one of the elements of the White Paper that we support is the encouragement for schools to adopt setting, as we also did when that policy was first announced in the Government's White Paper in 1997. So why today are 60 per cent. of academic lessons in secondary schools still being taught in mixed-ability classes? Why, if the Government are serious about encouraging setting in secondary schools, did they remove from Ofsted inspection criteria the requirement to monitor and record whether lessons are setted?
Subjects
Education; Schools; Teaching methods
Date
24 November 2005
Reference
439 c1654-5
Chamber / Committee
House of Commons chamber
House
House of Commons
My hon. Friend is absolutely right, and he speaks from knowledge. The advantage of setting is that it enables a sophisticated targeted approach for different subjects, where it would be appropriate in some cases and less so in others. That is why, for example, there is variance across subjects, with more than 80 per cent. of maths lessons being set, but probably less than 10 per cent. in classes such as physical education. It is for head teachers, with the support and guidance of Government, to make the decisions that, in their professional judgment, are right for their schools. That is the approach that the Government take—not trying to run schools from Whitehall, as I suspect the Opposition propose.
My hon. Friend is absolutely right, and he speaks from knowledge. The advantage of setting is that it enables a sophisticated targeted approach for different subjects, where it would be appropriate in some cases and less so in others. That is why, for example, there is variance across subjects, with more than 80 per cent. of maths lessons being set, but probably less than 10 per cent. in classes such as physical education. It is for head teachers, with the support and guidance of Government, to make the decisions that, in their professional judgment, are right for their schools. That is the approach that the Government take—not trying to run schools from Whitehall, as I suspect the Opposition propose.
Answered by
Baroness Smith of Malvern
(Labour)
Asked by
David Leslie Taylor
(Labour)
Answering body
Department for Education and Skills
Type
Oral answers to questions
After more than 20 years as a parent and governor in secondary schools, I strongly support setting and welcome what the Government have done since 1997, but will the Minister decouple streaming and setting? Streaming can have negative effects. It can reinforce social class divisions, it can lead to bias and inconsistency in the allocation of pupils to sets and it can reduce the teaching expectations of the less able. Does my right hon. Friend agree?
Subjects
Education; Schools; Teaching methods
Date
24 November 2005
Reference
439 c1654
Chamber / Committee
House of Commons chamber
House
House of Commons
As my hon. Friend the Member for Bexleyheath and Crayford (Mr. Evennett) said, one of the elements of the White Paper that we support is the encouragement for schools to adopt setting, as we also did when that policy was first announced in the Government's White Paper in 1997. So why today are 60 per cent. of academic lessons in secondary schools still being taught in mixed-ability classes? Why, if the Government are serious about encouraging setting in secondary schools, did they remove from Ofsted inspection criteria the requirement to monitor and record whether lessons are setted?
As my hon. Friend the Member for Bexleyheath and Crayford (Mr. Evennett) said, one of the elements of the White Paper that we support is the encouragement for schools to adopt setting, as we also did when that policy was first announced in the Government's White Paper in 1997. So why today are 60 per cent. of academic lessons in secondary schools still being taught in mixed-ability classes? Why, if the Government are serious about encouraging setting in secondary schools, did they remove from Ofsted inspection criteria the requirement to monitor and record whether lessons are setted?
Asked by
Nick Gibb
(Conservative)
Answering body
Department for Education and Skills
Oral questions - Supplementary
Status
Answered
Answered on
24 November 2005
As the hon. Gentleman knows from the various parliamentary answers I have given him recently, Ofsted changed the way in which it measures grouping by ability—[Hon. Members: ““When?””] In 2003–04, precisely so that there could be a more sophisticated and clearer understanding of grouping by ability, rather than conflating, banding and setting. The key point, as I emphasised earlier, is that we have made clear our support for setting. We have put more guidance and practical support into schools to deliver setting. There is more setting in our secondary schools than there was when we came into government. The hon. Gentleman appears to be arguing for the running of schools, the setting of timetables and the division of pupils from Whitehall rather than from the head teacher's office. That is the approach that he is proposing, but he is wrong. The approach that we are taking is much more likely to ensure that pupils can progress and that schools can make the decisions that are right for them.
Subjects
Teaching methods; Education; Schools
Date
24 November 2005
Reference
439 c1654-5
Chamber / Committee
House of Commons chamber
House
House of Commons
After more than 20 years as a parent and governor in secondary schools, I strongly support setting and welcome what the Government have done since 1997, but will the Minister decouple streaming and setting? Streaming can have negative effects. It can reinforce social class divisions, it can lead to bias and inconsistency in the allocation of pupils to sets and it can reduce the teaching expectations of the less able. Does my right hon. Friend agree?
After more than 20 years as a parent and governor in secondary schools, I strongly support setting and welcome what the Government have done since 1997, but will the Minister decouple streaming and setting? Streaming can have negative effects. It can reinforce social class divisions, it can lead to bias and inconsistency in the allocation of pupils to sets and it can reduce the teaching expectations of the less able. Does my right hon. Friend agree?
Asked by
David Leslie Taylor
(Labour; Co-operative Party)
Answering body
Department for Education and Skills
Oral questions - Supplementary
Status
Answered
Answered on
24 November 2005
My hon. Friend is absolutely right, and he speaks from knowledge. The advantage of setting is that it enables a sophisticated targeted approach for different subjects, where it would be appropriate in some cases and less so in others. That is why, for example, there is variance across subjects, with more than 80 per cent. of maths lessons being set, but probably less than 10 per cent. in classes such as physical education. It is for head teachers, with the support and guidance of Government, to make the decisions that, in their professional judgment, are right for their schools. That is the approach that the Government take—not trying to run schools from Whitehall, as I suspect the Opposition propose.
Subjects
Teaching methods; Education; Schools
Date
24 November 2005
Reference
439 c1654
Chamber / Committee
House of Commons chamber
House
House of Commons
Since 1997, when the Government's first White Paper on schools made clear the presumption that setting should be the norm in secondary schools, we have used our national strategies, the gifted and talented programme, case studies and research evidence to help schools to consider a range of ways to group by ability. That is why there is more setting by ability in secondary schools now than there was in 1997.
Since 1997, when the Government's first White Paper on schools made clear the presumption that setting should be the norm in secondary schools, we have used our national strategies, the gifted and talented programme, case studies and research evidence to help schools to consider a range of ways to group by ability. That is why there is more setting by ability in secondary schools now than there was in 1997.
Answered by
Baroness Smith of Malvern
(Labour)
Asked by
David Evennett
(Conservative)
Answering body
Department for Education and Skills
Type
Oral answers to questions
what measures her Department has introduced since 1997 to promote setting and streaming in schools.
Subjects
Education; Schools; Teaching methods
Date
24 November 2005
Reference
439 c1653
Chamber / Committee
House of Commons chamber
House
House of Commons
what measures her Department has introduced since 1997 to promote setting and streaming in schools.
what measures her Department has introduced since 1997 to promote setting and streaming in schools.
Asked by
David Evennett
(Conservative)
Answered by
Baroness Smith of Malvern
(Labour)
Answering body
Department for Education and Skills
Oral questions - Lead
Status
Answered
Tabled on
21 November 2005
For answer on
24 November 2005
Answered on
24 November 2005
Since 1997, when the Government's first White Paper on schools made clear the presumption that setting should be the norm in secondary schools, we have used our national strategies, the gifted and talented programme, case studies and research evidence to help schools to consider a range of ways to group by ability. That is why there is more setting by ability in secondary schools now than there was in 1997.
Subjects
Education; Schools; Teaching methods
Date
24 November 2005
Reference
439 c1653; 31316
Chamber / Committee
House of Commons chamber
House
House of Commons
To ask the Secretary of State for Education and Skills if she will make it her policy to include compulsory modules on (a) identifying children with special educational needs and (b) developing appropriate teaching methods for them within initial teacher training courses.
To ask the Secretary of State for Education and Skills if she will make it her policy to include compulsory modules on (a) identifying children with special educational needs and (b) developing appropriate teaching methods for them within initial teacher training courses.
Asked by
Helen Jones
(Labour)
Answered by
Maria Eagle
(Labour)
Answering body
Department for Education and Skills
Type
Written questions
Status
Answered
Tabled on
15 November 2005
For answer on
17 November 2005
Answered on
23 November 2005
I would refer my hon. Friend to the reply given on 1 November 2005, Official Report, columns 1002–03W, in response to her earlier question on training to equip the education workforce with the skills needed to improve attainment among pupils with special educational needs. That answer explained the SEN requirements already in place for teachers undergoing initial training and induction.As part of a review of professional standards, including those for Qualified Teacher Status, the Training and Development Agency for Schools will be looking at whether there is a need to strengthen the Standards relating to special educational needs and inclusion. The Agency will also consider whether there is a case for expanding associated guidance. The Department will of course contribute to this process.
Subjects
Qualifications; Teachers; Special educational needs; Training; Teaching methods
Date
23 November 2005
Reference
439 c2097W;439 c2096W; 29701
House
House of Commons
To ask the Secretary of State for Education and Skills pursuant to the answer of 8 November 2005, Official Report, column 444W, on ability grouping, on what basis it was decided to remove the requirement for Ofsted inspectors to distinguish between setting and banding by ability in the information recorded...
To ask the Secretary of State for Education and Skills pursuant to the answer of 8 November 2005, Official Report, column 444W, on ability grouping, on what basis it was decided to remove the requirement for Ofsted inspectors to distinguish between setting and banding by ability in the information recorded...
Asked by
Nick Gibb
(Conservative)
Answered by
Baroness Smith of Malvern
(Labour)
Answering body
Department for Education and Skills
Type
Written questions
Status
Answered
Tabled on
14 November 2005
For answer on
16 November 2005
Answered on
23 November 2005
This is a matter for Ofsted. HM Chief Inspector, David Bell, has written to the hon. Member and a copy of his letter has been placed in the Library.Letter from David Bell to Mr. Nick Gibb, dated 21 November 2005:"Parliamentary Questions 29556/29557/29558: Setting and Banding by Ability""Your recent parliamentary questions have been referred to me, as Her Majesty's Chief Inspector of Schools, for reply.""In sum, you asked:""the Secretary of State for Education and Skills if she will revise Ofsted inspection criteria to include monitoring of the proportion of classes that are banded by ability (PQ 29556)""the Secretary of State for Education and Skills on what basis it was decided to remove the requirement for Ofsted inspectors to distinguish between setting and banding by ability in the information recorded about lessons (PQ 29557)""the Secretary of State for Education and Skills what percentage of lessons was recorded as banded by ability in (a) Year 7, (b) Year 8, (c) Year 9, (d) Year 10 and (e) Year 11 in secondary schools inspected by Ofsted in each year between 1995 and 2004 (PQ 29558).""In response to Parliamentary Question 29556, Ofsted introduced a new framework and guidance for inspections under section 5 of the Education Act 2005 from September 2005. Although these will be kept under review, there are no plans to change them in the immediate future. The observation of lessons is no longer conducted in the same way as under the previous inspection regime (under section 10 of the School Inspections Act) and in Ofsted's view it would not be appropriate to ask inspectors to collect information about the proportion of classes that are grouped by ability on every section 5 inspection.""In response to Parliamentary Question 29557, changes were made in 2003/04 so that Ofsted had information about the level of ability of groups as well as whether pupils were grouped by ability for their lessons. The information about ability levels was not previously available. To avoid over-complexity, the distinction between banding and setting was removed. In making judgements, Ofsted felt that it was not important for inspectors to know whether pupils were grouped by ability or not, rather than knowing the precise arrangements through which this was achieved. In some schools the distinction between banding and setting is blurred.""In response to Parliamentary Question 29558, the table (see Appendix 1) includes the information you required for the years 1996/97 to 2002/03. The data were not recorded in 1995/96 and from September 2003 inspectors were not required to distinguish between setting and banding in the information they recorded about lessons.""A copy of this reply has been sent to Jacqui Smith and will be placed in the library of both Houses."
| Appendix 1: Percentage of banded lessons, 1996 to 2003 | ||||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| 1996/97 | 1997/98 | 1998/99 | 1999/2000 | |||||||
| Year group | Total number of lessons observed | Percentage of banded lessons | Total number of lessons observed | Percentage of banded lessons | Total number of lessons observed | Percentage of banded lessons | Total number of lessons observed | Percentage of banded lessons | ||
| Year 7 | 27,542 | 6.4 | 16,414 | 8.3 | 22,361 | 5.3 | 17,544 | 4.9 | ||
| Year 8 | 27,431 | 8.1 | 16,341 | 9.6 | 21,792 | 6.3 | 16,769 | 6.1 | ||
| Year 9 | 27,161 | 7.5 | 16,692 | 9.2 | 23,489 | 6.6 | 18,810 | 6.6 | ||
| Year 10 | 24,651 | 3.9 | 17,047 | 5.2 | 24,481 | 4.0 | 18,536 | 3.3 | ||
| Year 11 | 38,008 | 3.6 | 17,686 | 4.9 | 24,543 | 3.9 | 18,490 | 3.3 | ||
| Total year 7–11 | 144,793 | 5.8 | 84,180 | 7.4 | 116,666 | 5.2 | 90,149 | 4.8 |
| 2000/01 | 2001/02 | 2002/03 | |||||
| Year group | Total number of lessons observed | Percentage of banded lessons | Total number of lessons observed | Percentage of banded lessons | Total number of lessons observed | Percentage of banded lessons | |
| Year 7 | 14,011 | 4.9 | 12,532 | 4.6 | 11,257 | 4.5 | |
| Year 8 | 13,416 | 6.1 | 11,552 | 5.1 | 10,255 | 5.5 | |
| Year 9 | 16,117 | 6.5 | 14,388 | 5.5 | 13,152 | 5.9 | |
| Year 10 | 14,802 | 3.7 | 13,212 | 2.7 | 12,073 | 3.1 | |
| Year 11 | 15,108 | 3.2 | 13,812 | 2.5 | 12,982 | 2.8 | |
| Total year 7–11 | 73,454 | 4.9 | 65,496 | 4.1 | 59,719 | 4.3 | |
| Notes: 1. Framework changes occurred in January 2000 and September 2003. Changes in the way groupings in lessons were recorded may mean that data are not directly comparable from periods of one framework to another. 2. From January 2000 to July 2003, the inspection arrangements included full and short inspections. The majority of lessons observed will have been in full inspections. The most effective schools had short inspections. |
Subjects
Education; Inspections; Office for Standards in Education; Teaching methods
Date
23 November 2005
Reference
29557; 439 c2070-2W;439 c2069-72W
House
House of Commons
To ask the Secretary of State for Education and Skills what discussions representatives of her Department had with US (a) educators and officials concerned with the Milwaukee charter schools programme and (b) policy institutes during their recent visit to the US; and what assessment they have made of the programme.
To ask the Secretary of State for Education and Skills what discussions representatives of her Department had with US (a) educators and officials concerned with the Milwaukee charter schools programme and (b) policy institutes during their recent visit to the US; and what assessment they have made of the programme.
Asked by
Lord Whitehead
(Labour)
Answered by
Baroness Smith of Malvern
(Labour)
Answering body
Department for Education and Skills
Type
Written questions
Status
Answered
Tabled on
16 November 2005
For answer on
21 November 2005
Answered on
23 November 2005
The discussions held with educators and officials concerned with the Milwaukee charter schools' programme included the teaching and learning strategies and curriculum used to engage and motivate young people; the implications of teacher led schools and the accountability systems in place to quality assure provision.The official made the following observations based on his visit to Milwaukee:"1. The inclusive nature of new charter school creation has encouraged the involvement of people from a wide variety of backgrounds. Their expertise and enthusiasm helps practitioners see things from a different angle.""2. There is little intervention or co-ordinated response to prevent fragile charter schools from failing, although there is expertise in the system to share good practice to build capacity and ensure consistency of approach."
Subjects
Education; Schools; Teachers; USA; Teaching methods
Date
23 November 2005
Reference
30628; 439 c2091-2W;439 c2091W
House
House of Commons
To ask the Secretary of State for Education and Skills what steps are being taken by her Department to foster a positive learning environment for pupils (a) within schools, (b) at home and (c) within the community.
To ask the Secretary of State for Education and Skills what steps are being taken by her Department to foster a positive learning environment for pupils (a) within schools, (b) at home and (c) within the community.
Asked by
John Bercow
(Conservative)
Answered by
Baroness Smith of Malvern
(Labour)
Answering body
Department for Education and Skills
Type
Written questions
Status
Answered
Tabled on
3 November 2005
For answer on
7 November 2005
Answered on
23 November 2005
The Department is taking a range of steps to ensure a positive learning environment for pupils.We are supporting schools in making sure that each classroom is a positive and orderly place where pupils are free to learn. Our National Primary and Secondary Strategies are improving the quality of teaching and learning in schools. We are also implementing a complementary and comprehensive programme of measures to strengthen schools' capacity to improve pupils' behaviour and attendance, which includes access to high-quality training for all school staff and extra support for schools facing the greatest challenges. In addition, we are currently considering the recommendations made in the recently published report by the Practitioners' Group to determine what else can be done to promote good behaviour in schools.The Department's Extended Schools' programme aims to promote, encourage and develop links between schools and their communities, effectively making the school the heart of the community.We want to help parents and schools to work well together and raise children's achievement. It is crucial we ensure that the importance of parental involvement is embedded throughout the education chain to establish a culture of parental involvement and encourage a positive, two-way partnership.To enable this, we are actively encouraging parents to become more closely involved in their children's education and learning at home and at school by providing information for parents such as the Learning Journey guides and the Parents Centre website; and materials for schools such as the Involving Parents, Raising Achievement toolkit.The family learning programmes funded by the Learning and Skills Council enable parents and their children to improve their literacy, language and numeracy skills together.All these measures support the creation of a positive learning environment in schools, at home and in the community, as they all include an emphasis on work with parents and raising awareness of children and young people's position and responsibilities in the communities in which they live.
Subjects
Education; Parents; Schools; Teaching methods
Date
23 November 2005
Reference
26173; 439 c2094-5W;439 c2093-4W
House
House of Commons
To ask the Secretary of State for Education and Skills pursuant to the answer of 2 November 2005, Official Report, column 1181W, on learning methods, whether learning multiplication facts up to 10x10 is identical to learning multiplication tables up to 10x10.
To ask the Secretary of State for Education and Skills pursuant to the answer of 2 November 2005, Official Report, column 1181W, on learning methods, whether learning multiplication facts up to 10x10 is identical to learning multiplication tables up to 10x10.
Asked by
Nick Gibb
(Conservative)
Answered by
Baroness Smith of Malvern
(Labour)
Answering body
Department for Education and Skills
Type
Written questions
Status
Answered
Tabled on
17 November 2005
For answer on
21 November 2005
Answered on
23 November 2005
By learning the multiplication tables up to 10x10, a child would learn all the individual multiplication facts up to 10x10.
Subjects
Teaching methods; Mathematics
Date
23 November 2005
Reference
439 c2091W;439 c2090-1W; 30939
House
House of Commons
To ask the Secretary of State for Education and Skills pursuant to the answer of 8 November 2005, Official Report, column 443-4W, on ability grouping, what percentage of lessons was recorded as banded by ability in (a) year 7, (b) year 8, (c) year 9, (d) year 10 and (e)...
To ask the Secretary of State for Education and Skills pursuant to the answer of 8 November 2005, Official Report, column 443-4W, on ability grouping, what percentage of lessons was recorded as banded by ability in (a) year 7, (b) year 8, (c) year 9, (d) year 10 and (e)...
Asked by
Nick Gibb
(Conservative)
Answered by
Baroness Smith of Malvern
(Labour)
Answering body
Department for Education and Skills
Type
Written questions
Status
Answered
Tabled on
14 November 2005
For answer on
16 November 2005
Answered on
22 November 2005
This is a matter for Ofsted. HM chief inspector, David Bell, has written to the hon. Member and a copy of his letter has been placed in the Library.Letter from David Bell to Mr. Nick Gibb, dated 21 November 2005:"Parliarmentary Questions 29556/29557/29558: Setting and Banding by Ability""Your recent parliamentary questions have been referred to me, as Her Majesty's Chief Inspector of Schools, for reply.""In sum, you asked:""the Secretary of State for Education and Skills if she will revise Ofsted inspection criteria to include monitoring of the proportion of classes that are banded by ability (PQ 29556)""the Secretary of State of Education and Skills on what basis it was decided to remove the requirement for Ofsted inspectors to distinguish between setting and banding by ability in the information recorded about lessons (PQ 29557)""the Secretary of State for Education and Skills what percentage of lessons was recorded as banded by ability in (a) Year 7, (b) Year 8, (c) Year 9, (d) Year 10 and (e) Year 11 in secondary schools inspected by Ofsted in each year between 1995 and 2004 (PQ 29558).""In response to Parliamentary Question 29556, Ofsted introduced a new framework and guidance for inspections under section 5 of the Education Act 2005 from September 2005. Although these will be kept under review, there are no plans to change them in the immediate future. The observation of lessons is no longer conducted in the same way as under the previous inspection regime (under section 10 of the School Inspections Act) and in Ofsted's view it would not be appropriate to ask inspectors to collect information about the proportion of classes that are grouped by ability on every section 5 inspection.""In response to Parliamentary Question 29557, changes were made in 2003/04 so that Ofsted had information about the level of ability of groups as well as whether pupils were grouped by ability for their lessons. The information about ability levels was not previously available. To avoid over-complexity, the distinction between banding and setting was removed. In making judgements, Ofsted felt that it was important for inspectors to know whether pupils were grouped by ability or not, rather than knowing the precise arrangements through which this was achieved. In some schools the distinction between banding and setting is blurred.""In response to Parliamentary Question 29558, the table (see Appendix 1) includes the information you required for the years 1996/97 to 2002/03. The data were not recorded in 1995/96 and from September 2003 inspectors were not required to distinguish between setting and banding in the information they recorded about lessons.""A copy of this reply has been sent to Jacqui Smith and will be placed in the library of both Houses."
| Appendix 1: Percentage of banded lessons, 1996 to 2003 | ||||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| 1996/97 | 1997/98 | 1998/99 | 1999/2000 | |||||||
| Year group | Total number of lessons observed | Percentage of banded lessons | Total number of lessons observed | Percentage of banded lessons | Total number of lessons observed | Percentage of banded lessons | Total number of lessons observed | Percentage of banded lessons | ||
| Year 7 | 27,542 | 6.4 | 16,414 | 8.3 | 22,361 | 5.3 | 17,544 | 4.9 | ||
| Year 8 | 27,431 | 8.1 | 16,341 | 9.6 | 21,792 | 6.3 | 16,769 | 6.1 | ||
| Year 9 | 27,161 | 7.5 | 16,692 | 9.2 | 23,489 | 6.6 | 18,810 | 6.6 | ||
| Year 10 | 24,651 | 3.9 | 17,047 | 5.2 | 24,481 | 4.0 | 18,536 | 3.3 | ||
| Year 11 | 38,008 | 3.6 | 17,686 | 4.9 | 24,543 | 3.9 | 18,490 | 3.3 | ||
| Total year 7–11 | 144,793 | 5.8 | 84,180 | 7.4 | 116,666 | 5.2 | 90,149 | 4.8 |
| 2000/01 | 2001/02 | 2002/03 | |||||
| Year group | Total number of lessons observed | Percentage of banded lessons | Total number of lessons observed | Percentage of banded lessons | Total number of lessons observed | Percentage of banded lessons | |
| Year 7 | 14,011 | 4.9 | 12,532 | 4.6 | 11,257 | 4.5 | |
| Year 8 | 13,416 | 6.1 | 11,552 | 5.1 | 10,255 | 5.5 | |
| Year 9 | 16,117 | 6.5 | 14,388 | 5.5 | 13,152 | 5.9 | |
| Year 10 | 14,802 | 3.7 | 13,212 | 2.7 | 12,073 | 3.1 | |
| Year 11 | 15,108 | 3.2 | 13,812 | 2.5 | 12,982 | 2.8 | |
| Total year 7–11 | 73,454 | 4.9 | 65,496 | 4.1 | 59,719 | 4.3 | |
| Notes: 1. Framework changes occurred in January 2000 and September 2003. Changes in the way groupings in lessons were recorded may mean that data are not directly comparable from periods of one framework to another. 2. From January 2000 to July 2003, the inspection arrangements included full and short inspections. The majority of lessons observed will have been in full inspections. The most effective schools had short inspections. |
Subjects
Education; Schools; Secondary education; Teaching methods
Date
22 November 2005
Reference
439 c1939-42W;439 c1940-2W; 29558
House
House of Commons
To ask the Secretary of State for Education and Skills pursuant to the answer of 8 November 2005, Official Report, column 443-4W, on ability grouping, if she will revise Ofsted inspection criteria to include monitoring of the proportion of classes that are banded by ability.
To ask the Secretary of State for Education and Skills pursuant to the answer of 8 November 2005, Official Report, column 443-4W, on ability grouping, if she will revise Ofsted inspection criteria to include monitoring of the proportion of classes that are banded by ability.
Asked by
Nick Gibb
(Conservative)
Answered by
Baroness Smith of Malvern
(Labour)
Answering body
Department for Education and Skills
Type
Written questions
Status
Answered
Tabled on
14 November 2005
For answer on
16 November 2005
Answered on
22 November 2005
This is a matter for Ofsted. HM chief inspector, David Bell, has written to the hon. Member and a copy of his letter has been placed in the Library. Letter from David Bell to Mr. Nick Gibb, dated 21 November 2005:"Parliarmentary Questions 29556/29557/29558: Setting and Banding by Ability""Your recent parliamentary questions have been referred to me, as Her Majesty's Chief Inspector of Schools, for reply.""In sum, you asked:""the Secretary of State for Education and Skills if she will revise Ofsted inspection criteria to include monitoring of the proportion of classes that are banded by ability (PQ 29556)""the Secretary of State of Education and Skills on what basis it was decided to remove the requirement for Ofsted inspectors to distinguish between setting and banding by ability in the information recorded about lessons (PQ 29557)""the Secretary of State for Education and Skills what percentage of lessons was recorded as banded by ability in (a) Year 7, (b) Year 8, (c) Year 9, (d) Year 10 and (e) Year 11 in secondary schools inspected by Ofsted in each year between 1995 and 2004 (PQ 29558).""In response to Parliamentary Question 29556, Ofsted introduced a new framework and guidance for inspections under section 5 of the Education Act 2005 from September 2005. Although these will be kept under review, there are no plans to change them in the immediate future. The observation of lessons is no longer conducted in the same way as under the previous inspection regime (under section 10 of the School Inspections Act) and in Ofsted's view it would not be appropriate to ask inspectors to collect information about the proportion of classes that are grouped by ability on every section 5 inspection.""In response to Parliamentary Question 29557, changes were made in 2003/04 so that Ofsted had information about the level of ability of groups as well as whether pupils were grouped by ability for their lessons. The information about ability levels was not previously available. To avoid over-complexity, the distinction between banding and setting was removed. In making judgements, Ofsted felt that it was not important for inspectors to know whether pupils were grouped by ability or not, rather than knowing the precise arrangements through which this was achieved. In some schools the distinction between banding and setting is blurred.""In response to Parliamentary Question 29558, the table (see Appendix 1) includes the information you required for the years 1996/97 to 2002/03. The data were not recorded in 1995/96 and from September 2003 inspectors were not required to distinguish between setting and banding in the information they recorded about lessons.""A copy of this reply has been sent to Jacqui Smith and will be placed in the library of both Houses."
Subjects
Education; Schools; Secondary education; Teaching methods
Date
22 November 2005
Reference
29556; 439 c1938-9W;439 c1939-40W
House
House of Commons
Deposited by
Department for Education and Skills
Type
Deposited papers
Author
Department for Education and Skills
Committed on
21 November 2005
Originated on
21 November 2005
Received on
25 November 2005
Subjects
Inspections; Office for Standards in Education; Pupils; Standards; Schools; Secondary education; Teaching methods
Lords Library location
HINF 2005/2002
Date
21 November 2005
Reference
HINF 2005/2002
House
House of Commons
To ask the Secretary of State for Education and Skills what role she expects local education authorities to fulfil in relation to (a) promoting, (b) monitoring and (c) commenting on personalised learning in schools in relation to the White Paper Higher Standards, Better Education for All.
To ask the Secretary of State for Education and Skills what role she expects local education authorities to fulfil in relation to (a) promoting, (b) monitoring and (c) commenting on personalised learning in schools in relation to the White Paper Higher Standards, Better Education for All.
Asked by
Ashok Kumar
(Labour)
Answered by
Baroness Smith of Malvern
(Labour)
Answering body
Department for Education and Skills
Type
Written questions
Status
Answered
Tabled on
7 November 2005
For answer on
9 November 2005
Answered on
15 November 2005
We expect all local authorities in their new role as commissioners of education and under their duty to raise educational standards to be promoting and monitoring personalisation of learning to ensure that all schools meet the needs of parents and pupils in their area.Local authorities, through their National Strategies consultants and other school improvement staff, will play a vital role in promoting and spreading best practice about personalised learning to all their schools.Under the New Relationship with Schools, local authorities will have access to up-to-date and authoritative information to monitor and assess how their schools are serving all their pupils: from the pupil-level data now available; from the School Improvement Partners (SIPs) they employ; and from the more frequent school inspections conducted by Ofsted. Also, through the SIP—a nationally accredited expert, typically a head teacher—local authorities will be able to support, challenge and hold school accountable locally around personalised learning specifically, and continuous school improvement, more generally.
Subjects
Local government; Monitoring; Standards; Schools; Teaching methods
Date
15 November 2005
Reference
26814; 439 c1126-8W;439 c1126-8W
House
House of Commons
To ask the Secretary of State for Education and Skills (1) what assessment she has made of the capacity of schools to provide one-to-one teaching to tackle under-achievement by pupils from low socio-economic backgrounds;
To ask the Secretary of State for Education and Skills (1) what assessment she has made of the capacity of schools to provide one-to-one teaching to tackle under-achievement by pupils from low socio-economic backgrounds;
Asked by
John Bercow
(Conservative)
Answered by
Baroness Smith of Malvern
(Labour)
Answering body
Department for Education and Skills
Type
Written questions
Status
Answered
Tabled on
3 November 2005
For answer on
7 November 2005
Answered on
14 November 2005
Good schools have been personalising their teaching and learning, with great success for many years to raise standards and meet the learning needs of their pupils. We know that personalising learning, which includes assessment for learning; high quality tailored whole class, small group and one-to-one teaching; a flexible curriculum, effective school organisation and strong partnerships beyond the school, can raise pupil achievement particularly for low achieving pupils who disproportionately tend to be from low socio-economic backgrounds. We now want this to be common practice across all schools, particularly for children at either end of the ability spectrum whose needs can be the most challenging to meet.We will therefore allocate £335 million by 2007–08, specifically earmarked within our Dedicated Schools Grant, to provide the resources secondary schools need to start delivering personalised learning for pupils in Key Stage 3, focusing funding on deprived areas, particularly for those who have fallen behind in literacy and numeracy and for those who are gifted or talented. For those schools with the highest numbers of children who have fallen behind we will provide a further targeted £60 million in each of 2006–07 and 2007–08, shared across the primary and secondary sectors, to provide more effective one-to-one and small group tuition. We will also provide all schools with best practice materials, guidance and access to training on the most effective teaching and learning strategies to personalise learning to the needs of each pupil.Through School Improvement Partners and the new OFSTED inspection regime we will challenge every school to demonstrate they are planning and delivering effective tailored teaching and learning for every child, particularly for underachieving groups of pupils, including those from low socio-economic backgrounds, as well as overall school performance.
Subjects
Children; Disadvantaged; Education; Standards; Teachers; Teaching methods; Ratios
Date
14 November 2005
Reference
439 c956-7W;439 c956-7W; 26063
House
House of Commons