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To ask the Secretary of State for Children, Schools and Families pursuant to the answer of 4 November 2008, Official Report, columns 434-5W, on reading: teaching methods, what kinds of follow-up interventions children receive after the conclusion of intensive reading recovery programmes; what assessment his Department has made of the...
To ask the Secretary of State for Children, Schools and Families pursuant to the answer of 4 November 2008, Official Report, columns 434-5W, on reading: teaching methods, what kinds of follow-up interventions children receive after the conclusion of intensive reading recovery programmes; what assessment his Department has made of the...
Asked by
Annette Brooke
(Liberal Democrat)
Answered by
Sarah McCarthy-Fry
(Labour)
Answering body
Department for Children, Schools and Families
Type
Written questions
Status
Answered
Tabled on
14 November 2008
For answer on
18 November 2008
Answered on
25 November 2008
Our Every Child a Reader programme provides a 'layered' approach to early literacy intervention based on providing Reading Recovery teaching to the very lowest attaining children; supporting other adults to provide less intensive interventions for children whose difficulties are not so severe; and working with colleagues to support improved everyday class teaching of literacy. The less intensive interventions include Better Reading Partnership which trains, among others, volunteers to read 1-to-1 with children using techniques from Reading Recovery. These layers will apply equally to children who do not require Reading Recovery or those who have previously been through Reading Recovery and require some follow up support.In 2007, Greg Brooks, of Sheffield university, produced an updated version ““What Works for Children with Literacy Difficulties? The Effectiveness of Intervention Schemes””. The review synthesised evidence on partnership approaches to improving reading: partners included older pupils, teachers, and adult volunteers. Brooks concluded that"““where resources are limited, and partners are available and can be given appropriate training and ongoing support, reading partnership approaches deserve close consideration”” (p29)."The interventions reviewed by Brooks which specifically used adult volunteers were Better Reading Partnerships, ENABLE One-To- One and Time for Reading. There was some evidence that these interventions had a positive effect on pupil outcomes, although in some cases the findings were more mixed, and it is important to remember that the interventions often involved components other than the adult volunteers, which makes it hard to identify the specific effect of the volunteers.Separate to this Torgerson, King and Sowden (2002) conducted a systematic review of randomised controlled trials of adult volunteer reading schemes. Overall, volunteering appeared to have a small positive effect on pupil outcomes, but the evidence base was not sufficient to draw firm conclusions.The Government are committed to ensuring every child learns to read. For most this will mean good systematic phonics through the early years and beginning of primary school. For others, extra provision will be necessary—primarily through school based interventions and our Every Child a Reader programme. We continue to fund local authorities and schools to strike the appropriate balance between specific intervention programmes with trained teachers for those children that need it; and other less expensive approaches using other members of the workforce and volunteers in other circumstances when they are known to work.
Subjects
Reading; Teaching methods
Date
25 November 2008
Reference
483 c1435-6W; 237452
House
House of Commons
To ask the Secretary of State for Children, Schools and Families what assessment his Department has made of the (a) short and (b) potential longer-term effect on children's reading of the Every Child a Reader pilot projects.
To ask the Secretary of State for Children, Schools and Families what assessment his Department has made of the (a) short and (b) potential longer-term effect on children's reading of the Every Child a Reader pilot projects.
Asked by
Annette Brooke
(Liberal Democrat)
Answered by
Sarah McCarthy-Fry
(Labour)
Answering body
Department for Children, Schools and Families
Type
Written questions
Status
Answered
Tabled on
30 October 2008
For answer on
4 November 2008
Answered on
4 November 2008
The latest evaluation commissioned by the Institute of Education show Every Child a Reader to have a very positive effect on raising the attainment levels of children struggling to read at KS1. In schools funded through the programme, children receiving reading recovery lessons made on average a gain of 21 months in reading age in four to five months of teaching—well over four times the normal rate of progress. Children receiving reading recovery are routinely followed up after they have finished their programmes, to make sure that their progress is maintained. After six months children taught through Every Child a Reader had developed a normal rate of learning.In 2008 Burroughs-Lange published a reading recovery follow up study comparing the literacy progress of young children in London schools. This study followed up the impact on children's literacy in London schools a year or more after intervention had been received. In the 2005-06 school year literacy progress was compared of the lowest achieving children in 42 schools serving disadvantaged urban areas who received reading recovery compared with those in schools which provided a range of other interventions. At the end of the 2005/06 main study—the literacy achievement of children who had received reading recovery (RR) was in line with their chronological age. The comparison group was 14 months behind with an average reading age of five years five months.In July 2007 the literacy achievement was again compared of those same children remaining in the same 42 schools. At the end of year two the children who had received RR in year one were achieving within or above their chronological age band on all measures and were still around a year ahead of the comparison children in schools where RR was not available. The RR children had an average word reading age of seven years nine months, compared to six years nine months for the comparison children. The gender gap that was noticeable among low attaining comparison children, with boys lagging behind girls, was not evident in RR schools, where there was no gender gap. Writing achievement showed a significant difference between RR and comparison children. At the end of year two, the children who had received RR were able to write twice as many correctly spelled, words as those children who were in the comparison group.
Subjects
Reading; Teaching methods
Date
4 November 2008
Reference
482 c434-5W; 233214
House
House of Commons
To ask the Secretary of State for Children, Schools and Families what role the Assessing Pupil Progress approach has in the implementation of his Department's policy on personalised learning; and if he will make a statement.
To ask the Secretary of State for Children, Schools and Families what role the Assessing Pupil Progress approach has in the implementation of his Department's policy on personalised learning; and if he will make a statement.
Asked by
Nick Gibb
(Conservative)
Answered by
Sarah McCarthy-Fry
(Labour)
Answering body
Department for Children, Schools and Families
Type
Written questions
Status
Answered
Tabled on
16 October 2008
For answer on
20 October 2008
Answered on
22 October 2008
Teachers themselves are best placed to decide how to personalise their teaching and to select appropriate interventions from a range of approaches and support mechanisms. The Department will publish practical guidance on personalising learning for school leaders, School Improvement Partners and teachers in November. The Assessing Pupils' Progress (APP) materials provide teachers with an effective tool to help them form robust judgments about pupils' progression through national curriculum levels and sub-levels. Teachers are able to see a pupil's relative strengths and weaknesses and it is this diagnostic potential of APP, linked to clear routes for progression through the levels, which enables teachers to personalise teaching to address pupils' strengths and weaknesses, and so support them to make the best possible progression.
Subjects
Teaching methods
Date
22 October 2008
Reference
481 c463W; 228907
House
House of Commons
To ask the Secretary of State for Children, Schools and Families what assessment he has made of the effectiveness of the direct instruction method of teaching in raising educational attainment.
To ask the Secretary of State for Children, Schools and Families what assessment he has made of the effectiveness of the direct instruction method of teaching in raising educational attainment.
Asked by
Philip Davies
(Conservative)
Answered by
Lord Knight of Weymouth
(Labour)
Answering body
Department for Children, Schools and Families
Type
Written questions
Status
Answered
Tabled on
22 July 2008
For answer on
6 October 2008
Answered on
6 October 2008
The Department has not funded any research specifically to investigate the direct instruction method of teaching. However, we regularly review research evidence on effective pedagogy to inform the guidance issued by the national strategies. Overall, evidence suggests that while elements of the direct instruction method may be suitable in certain subjects and in certain circumstances, a varied and responsive teaching repertoire is most likely to engage pupils in their learning and support their attainment. The primary and secondary national strategies promote the use of whole class, small group and one to one approaches to teaching, regardless of the areas of learning including, for example, when teaching early reading based on the Simple View of Reading.We will continue to support teachers and schools to use their professional judgment to select the most appropriate approaches for their pupils, based on evidence of good practice.
Subjects
Teaching methods
Date
6 October 2008
Reference
222809; 480 c517W
House
House of Commons
To ask the Secretary of State for Children, Schools and Families what percentage of pupils who have taken part in the Making Good Progress pilot to date reached key stage 2 level 4 in (a) English, (b) mathematics and (c) science by the end of year 6.
To ask the Secretary of State for Children, Schools and Families what percentage of pupils who have taken part in the Making Good Progress pilot to date reached key stage 2 level 4 in (a) English, (b) mathematics and (c) science by the end of year 6.
Asked by
Nick Gibb
(Conservative)
Answered by
Lord Knight of Weymouth
(Labour)
Answering body
Department for Children, Schools and Families
Type
Written questions
Status
Answered
Tabled on
10 September 2008
For answer on
17 September 2008
Answered on
17 September 2008
We are not able to provide results from the 2008 Key Stage 2 National Curriculum assessments for schools involved in the Making Good Progress pilot. These results are currently provisional and have been published at national and local authority level only.The percentage of pupils achieving level 4 in Key Stage 2 National Curriculum assessments in English, mathematics and science will be published at school level, including schools involved in the Making Good Progress pilot, in the 2008 Primary Achievement and Attainment Tables.National level results of the single level tests have not yet been published. They will be published as part of an independent evaluation of the Making Good Progress pilot which is being conducted by PricewaterhouseCoopers. Their interim report will be published in autumn 2008.
Subjects
Teaching methods
Date
17 September 2008
Reference
224224; 479 c2276-7W
House
House of Commons
To ask the Secretary of State for Children, Schools and Families what percentage of pupils who have taken part in the Making Good Progress pilot did not pass the single level test at the first attempt in (a) English, (b) mathematics and (c) science at key stage 2 (i) level...
To ask the Secretary of State for Children, Schools and Families what percentage of pupils who have taken part in the Making Good Progress pilot did not pass the single level test at the first attempt in (a) English, (b) mathematics and (c) science at key stage 2 (i) level...
Asked by
Nick Gibb
(Conservative)
Answered by
Lord Knight of Weymouth
(Labour)
Answering body
Department for Children, Schools and Families
Type
Written questions
Status
Answered
Tabled on
10 September 2008
For answer on
17 September 2008
Answered on
17 September 2008
National level results of the single level tests have not yet been published. They will be published as part of an independent evaluation of the Making Good Progress pilot which is being conducted by PricewaterhouseCoopers. Their interim report will be published in autumn 2008.
Subjects
Teaching methods
Date
17 September 2008
Reference
224223; 479 c2276W
House
House of Commons
Michael Gove: To ask the Secretary of State for Children, Schools and Families what proportion of lessons in each school year were set in the latest period for which figures are available. [202073] [Official Report, 29 April 2008, Vol. 475, c. 420W.] Letter from Jim Knight: An error has been...
Michael Gove: To ask the Secretary of State for Children, Schools and Families what proportion of lessons in each school year were set in the latest period for which figures are available. [202073] [Official Report, 29 April 2008, Vol. 475, c. 420W.] Letter from Jim Knight: An error has been...
Member
Lord Knight of Weymouth
(Labour)
Department
Department for Children, Schools and Families
Type
Ministerial corrections
Subjects
Teaching methods
Date
10 July 2008
Reference
478 c11-2MC
House
House of Commons
Deposited by
Department for Children, Schools and Families
Type
Deposited papers
Author
Department for Children, Schools and Families
Committed on
9 July 2008
Originated on
8 July 2008
Received on
9 July 2008
Subjects
Inspections; Pupils; Primary education; Schools; Teaching methods; Ofsted
Date
9 July 2008
Reference
DEP2008-1861
House
House of Commons
To ask the Secretary of State for Children, Schools and Families how much was awarded for personalised learning and pupil support (a) in England and (b) to each local education authority (LEA) in 2007-08, expressed (i) as a cash sum and (ii) per head of the LEA-supported pupil population.
To ask the Secretary of State for Children, Schools and Families how much was awarded for personalised learning and pupil support (a) in England and (b) to each local education authority (LEA) in 2007-08, expressed (i) as a cash sum and (ii) per head of the LEA-supported pupil population.
Asked by
Jim Cousins
(Labour)
Answered by
Lord Knight of Weymouth
(Labour)
Answering body
Department for Children, Schools and Families
Type
Written questions
Status
Answered
Tabled on
1 July 2008
For answer on
3 July 2008
Answered on
8 July 2008
The Comprehensive Spending Review for the period 2008-11 allocated the following funding for personalised learning and Special Educational Needs through the Dedicated Schools Grant:
The further information requested is contained in a table. LA awards for 2009 2010 and 2010-11 are not yet available.
| £ million | |
| 2008-09 | 330 |
| 2009-10 | 535 |
| 2010-11 | 912 |
| Funding for Personalised Learning and Special Educational Needs for 2008-09 by local authority | ||
|---|---|---|
| Local authority | Personalised Learning & SEN (£ million) 2008/09 | Amount per Pupil (£) 2008/09 |
| City of London | 0.013 | 53.50 |
| Camden | 1.091 | 54.66 |
| Greenwich | 1.813 | 55.70 |
| Hackney | 1.320 | 54.32 |
| Hammersmith and Fulham | 0.801 | 53.32 |
| Islington | 1.207 | 55.82 |
| Kensington and Chelsea | 0.560 | 51.88 |
| Lambeth | 1.549 | 53.70 |
| Lewisham | 1.718 | 55.08 |
| Southwark | 1.580 | 54.19 |
| Tower Hamlets | 2.002 | 56.53 |
| Wandsworth | 1.474 | 54.04 |
| Westminster | 0.927 | 54.52 |
| Barking and Dagenham | 1.410 | 47.55 |
| Barnet | 2.148 | 50.21 |
| Bexley | 1.773 | 48.73 |
| Brent | 1.912 | 50.55 |
| Bromley | 2.098 | 48.25 |
| Croydon | 2.261 | 47.64 |
| Ealing | 2.012 | 50.11 |
| Enfield | 2.285 | 48.57 |
| Haringey | 1.540 | 48.01 |
| Harrow | 1.510 | 51.27 |
| Havering | 1.741 | 48.86 |
| Hillingdon | 1.921 | 50.68 |
| Hounslow | 1.674 | 51.36 |
| Kingston upon Thames | 0.976 | 50.68 |
| Merton | 1.038 | 48.77 |
| Newham | 2.285 | 47.79 |
| Redbridge | 1.980 | 48.02 |
| Richmond upon Thames | 1.040 | 49.21 |
| Sutton | 1.457 | 51.40 |
| Waltham Forest | 1.662 | 47.58 |
| Birmingham | 7.538 | 44.85 |
| Coventry | 2.043 | 44.72 |
| Dudley | 2.181 | 45.75 |
| Sandwell | 2.004 | 44.50 |
| Solihull | 1.480 | 45.41 |
| Walsall | 1.942 | 45.49 |
| Wolverhampton | 1.630 | 45.42 |
| Knowsley | 1.009 | 44.79 |
| Liverpool | 2.732 | 44.78 |
| St. Helens | 1.150 | 44.60 |
| Sefton | 1.802 | 45.05 |
| Wirral | 2.089 | 44.77 |
| Bolton | 1.958 | 45.27 |
| Bury | 1.246 | 45.00 |
| Manchester | 2.753 | 44.76 |
| Oldham | 1.738 | 45.00 |
| Rochdale | 1.449 | 44.82 |
| Salford | 1.348 | 44.87 |
| Stockport | 1.719 | 44.89 |
| Tameside | 1.567 | 45.63 |
| Trafford | 1.514 | 44.91 |
| Wigan | 2.108 | 45.59 |
| Barnsley | 1.435 | 44.59 |
| Doncaster | 1.915 | 44.40 |
| Rotherham | 1.864 | 44.97 |
| Sheffield | 3.063 | 44.11 |
| Bradford | 3.513 | 44.15 |
| Calderdale | 1.430 | 44.41 |
| Kirklees | 2.713 | 44.39 |
| Leeds | 4.450 | 44.43 |
| Wakefield | 2.128 | 45.50 |
| Gateshead | 1.142 | 44.33 |
| Newcastle upon Tyne | 1.485 | 43.95 |
| North Tyneside | 1.211 | 44.38 |
| South Tyneside | 0.956 | 44.83 |
| Sunderland | 1.814 | 45.07 |
| Bath and North East Somerset | 1.114 | 46.80 |
| Bristol, City of | 1.971 | 43.61 |
| North Somerset | 1.294 | 46.56 |
| South Gloucestershire | 1.783 | 46.72 |
| Hartlepool | 0.652 | 44.92 |
| Middlesbrough | 0.805 | 43.82 |
| Redcar and Cleveland | 0.982 | 45.20 |
| Stockton-on-Tees | 1.240 | 44.23 |
| Kingston Upon Hull, City of | 1.592 | 44.41 |
| East Riding of Yorkshire | 2.107 | 45.56 |
| North East Lincolnshire | 0.952 | 44.05 |
| North Lincolnshire | 1.085 | 44.94 |
| North Yorkshire | 3.609 | 44.76 |
| York | 1.009 | 44.56 |
| Bedfordshire | 2.804 | 47.01 |
| Luton | 1.392 | 45.49 |
| Buckinghamshire | 3.415 | 48.36 |
| Milton Keynes | 1.742 | 47.83 |
| Derbyshire | 4.770 | 44.85 |
| Derby | 1.603 | 44.60 |
| Dorset | 2.389 | 45.29 |
| Poole | 0.799 | 44.45 |
| Bournemouth | 0.885 | 44.28 |
| Durham | 3.082 | 45.00 |
| Darlington | 0.628 | 43.92 |
| East Sussex | 2.952 | 45.84 |
| Brighton and Hove | 1.327 | 44.42 |
| Hampshire | 8.160 | 46.46 |
| Portsmouth | 1.131 | 46.00 |
| Southampton | 1.293 | 45.78 |
| Leicestershire | 4.064 | 44.91 |
| Leicester | 2.016 | 44.35 |
| Rutland | 0.223 | 43.95 |
| Staffordshire | 5.238 | 44.70 |
| Stoke-on-Trent | 1.499 | 43.88 |
| Wiltshire | 2.902 | 45.39 |
| Swindon | 1.276 | 44.95 |
| Bracknell Forest | 0.733 | 49.36 |
| Windsor and Maidenhead | 0.923 | 51.06 |
| West Berkshire | 1.181 | 50.70 |
| Reading | 0.758 | 48.63 |
| Slough | 1.010 | 49.59 |
| Wokingham | 1.129 | 51.27 |
| Cambridgeshire | 3.614 | 46.27 |
| Peterborough | 1.219 | 45.97 |
| Cheshire | 4.381 | 45.44 |
| Halton | 0.835 | 45.26 |
| Warrington | 1.374 | 45.23 |
| Devon | 4.204 | 44.76 |
| Plymouth | 1.575 | 44.76 |
| Torbay | 0.787 | 44.59 |
| Essex | 8.988 | 46.31 |
| Southend-on-Sea | 1.155 | 45.37 |
| Thurrock | 1.072 | 47.30 |
| Herefordshire | 1.026 | 44.42 |
| Worcestershire | 3.374 | 44.49 |
| Kent | 8.956 | 45.44 |
| Medway | 1.831 | 45.07 |
| Lancashire | 7.408 | 44.65 |
| Blackburn with Darwen | 1.101 | 44.30 |
| Blackpool | 0.931 | 44.90 |
| Nottinghamshire | 4.887 | 44.80 |
| Nottingham | 1.553 | 43.89 |
| Shropshire | 1.716 | 44.32 |
| Telford and Wrekin | 1.089 | 44.07 |
| Cornwall | 3.155 | 45.10 |
| Cumbria | 3.124 | 45.16 |
| Gloucestershire | 3.718 | 45.45 |
| Hertfordshire | 7.752 | 48.56 |
| Isle of Wight | 0.853 | 47.50 |
| Lincolnshire | 4.412 | 44.95 |
| Norfolk | 4.856 | 44.78 |
| Northamptonshire | 4.458 | 44.97 |
| Northumberland | 1.983 | 44.86 |
| Oxfordshire | 3.818 | 47.58 |
| Somerset | 3.127 | 44.62 |
| Suffolk | 4.289 | 45.33 |
| Surrey | 6.925 | 49.79 |
| Warwickshire | 3.348 | 45.64 |
| West Sussex | 4.691 | 45.44 |
Subjects
Finance; Teaching methods
Date
8 July 2008
Reference
478 c1575-8W; 216743
House
House of Commons
To ask the Secretary of State for Children, Schools and Families if he will make it his policy to implement one-to-one tuition as provided under the Making Good Progress pilots in areas with high levels of educational under-achievement.
To ask the Secretary of State for Children, Schools and Families if he will make it his policy to implement one-to-one tuition as provided under the Making Good Progress pilots in areas with high levels of educational under-achievement.
Asked by
Harry Cohen
(Labour)
Answered by
Lord Knight of Weymouth
(Labour)
Answering body
Department for Children, Schools and Families
Type
Written questions
Status
Answered
Tabled on
25 June 2008
For answer on
30 June 2008
Answered on
7 July 2008
The Government have already committed to the delivery of national one to one tuition for 300,000 pupils in English and 300,000 pupils to pupils in mathematics by 2010-11. National implementation of one-to-one tuition across the country, including in areas with high levels of educational under-achievement will begin in 2009-10.We are also developing plans to provide additional support and flexibility for one-to-one tuition in National Challenge schools: schools where less than 30 per cent. of pupils get five or more A*-C GCSEs, including English and mathematics. This will enable those schools to extend the tuition being trialled in the ““Making Good Progress”” pilot to pupils in key stage 4.Tuition in the ““Making Good Progress”” pilot is offered to pupils according to educational need and targeted at a pupil's specific learning gaps as identified by their class teacher. Lessons learned from the ““Making Good Progress”” pilot will inform the design of the national tuition programme.
Subjects
Teaching methods
Date
7 July 2008
Reference
215255; 478 c1418W
House
House of Commons
To ask the Secretary of State for Children, Schools and Families what role his Department sees for the third sector in meeting on the target of one-to-one tuition for 300,000 pupils in English by 2010-11.
To ask the Secretary of State for Children, Schools and Families what role his Department sees for the third sector in meeting on the target of one-to-one tuition for 300,000 pupils in English by 2010-11.
Asked by
Harry Cohen
(Labour)
Answered by
Lord Knight of Weymouth
(Labour)
Answering body
Department for Children, Schools and Families
Type
Written questions
Status
Answered
Tabled on
24 June 2008
For answer on
26 June 2008
Answered on
7 July 2008
Currently there are no formal plans for the third sector to deliver one-to-one tuition for 300,000 pupils in English by 2010-11.Within the Making Good Progress pilot, volunteers provide additional tuition to those pupils who have already received ten hours of one-to-one tuition in English and/or mathematics.Volunteers are recruited through CSV's retired and senior volunteers programme (RSVP), and come from a range of backgrounds including ex-teachers and head teachers. However, the model of one-to-one tuition within the Making Good Progress pilot currently uses qualified teachers only.Lessons learned from the Making Good Progress pilot will inform the design of the national tuition programme, including the use of the third sector.
Subjects
Voluntary organisations; Teaching methods
Date
7 July 2008
Reference
214620; 478 c1418W
House
House of Commons
To ask the Secretary of State for Children, Schools and Families what assessment he has made of the performance of the Making Good Progress pilots in improving levels of children's literacy; and if he will make a statement.
To ask the Secretary of State for Children, Schools and Families what assessment he has made of the performance of the Making Good Progress pilots in improving levels of children's literacy; and if he will make a statement.
Asked by
Harry Cohen
(Labour)
Answered by
Lord Knight of Weymouth
(Labour)
Answering body
Department for Children, Schools and Families
Type
Written questions
Status
Answered
Tabled on
24 June 2008
For answer on
26 June 2008
Answered on
2 July 2008
The Making Good Progress pilot is a two year pilot in over 450 schools running from September 2007 until July 2009. It is being independently evaluated by PricewaterhouseCoopers and a final evaluation report is due in autumn 2009.As the pilot is still in its first year, it is still too early to make this kind of assessment. An interim evaluation report on the first year of the pilot will be published in the autumn term.
Subjects
Teaching methods
Date
2 July 2008
Reference
214635; 478 c980-1W
House
House of Commons
To ask the Secretary of State for Children, Schools and Families when he expects a decision on the national implementation of the Making Good Progress pilots to be made.
To ask the Secretary of State for Children, Schools and Families when he expects a decision on the national implementation of the Making Good Progress pilots to be made.
Asked by
Harry Cohen
(Labour)
Answered by
Lord Knight of Weymouth
(Labour)
Answering body
Department for Children, Schools and Families
Type
Written questions
Status
Answered
Tabled on
24 June 2008
For answer on
26 June 2008
Answered on
2 July 2008
The Government have already committed to the delivery of national one to one tuition for 300,000 pupils in English and 300,000 pupils in mathematics by 2010-11, with some funding available in the financial year 2009-10.School progression targets to improve the proportions of pupils making two levels of progress within a key stage were introduced in pilot schools in this academic year (2008/09), with national progression targets coming on stream for all schools from the academic year 2009/10.All other elements of the pilot, including the progression premium and single level tests, will be subject to evaluation of the pilot, and in the case of single-level tests, the endorsement of this approach from the Regulator, before any decision is made about whether to implement them on a national basis.
Subjects
Teaching methods
Date
2 July 2008
Reference
214621; 478 c980W
House
House of Commons
I ask my hon. Friend to remember that the Education and Skills Committee conducted a thorough inquiry into BSF. There was a Treasury examination of the programme at that time, which I think is still going on, but does he recall that the key recommendations we made were that the new buildings must be more sustainable in this age of climate change, and that new ways of teaching and learning needed far more research and implementation in these schools?
I ask my hon. Friend to remember that the Education and Skills Committee conducted a thorough inquiry into BSF. There was a Treasury examination of the programme at that time, which I think is still going on, but does he recall that the key recommendations we made were that the new buildings must be more sustainable in this age of climate change, and that new ways of teaching and learning needed far more research and implementation in these schools?
Asked by
Barry Sheerman
(Labour; Co-operative Party)
Answering body
Department for Children, Schools and Families
Oral questions - Supplementary
Status
Answered
Answered on
30 June 2008
I remember well the Select Committee inquiry that my hon. Friend chaired, and I am looking forward to returning to the Select Committee in due course to discuss the latest inquiry into BSF. Sustainability is important; all schools in BSF must meet the minimum environmental standard of BREEAM—Building Research Establishment assessment method—““very good””. We have released additional funding for 234 schools in BSF and the academies programme to support the implementation of energy efficiency and renewable energy measures in school sites to enable this requirement to be met, and we have a zero carbon task force which is looking to go beyond that. On teaching and learning, as I have said, this is an educational transformation programme, and not just a school building programme. How we can use the opportunities of a new environment to inform better teaching and learning is a fundamental part of what authorities need to consider when they submit their strategy for change.
Subjects
Sustainable development; Teaching methods; Building schools for the future programme; Construction; Schools
Date
30 June 2008
Reference
478 c577-8
Chamber / Committee
House of Commons chamber
House
House of Commons
To ask the Secretary of State for Children, Schools and Families what percentage of classes in (a) primary and (b) secondary schools were set by ability at the most recent date for which figures are available.
To ask the Secretary of State for Children, Schools and Families what percentage of classes in (a) primary and (b) secondary schools were set by ability at the most recent date for which figures are available.
Asked by
Lord Gove
(Conservative)
Answered by
Lord Knight of Weymouth
(Labour)
Answering body
Department for Children, Schools and Families
Type
Written questions
Status
Answered
Tabled on
5 June 2008
For answer on
9 June 2008
Answered on
23 June 2008
As stated in the responses to your parliamentary questions 202069 and 202073 (April 2008), data on how many lessons in England are set by ability are not currently collected. The latest period for which Ofsted data indicate the proportion of lessons in each school year which are set by ability is 2002-03.The figures for the percentage of secondary lessons set, as observed by Ofsted, in 2002-03 were included in our reply to parliamentary question 202073. The figures for primary lessons are outlined in the following table.
The figures in the table have been provided by Ofsted, which is responsible for the inspection and regulation of care for children and young people, and the inspection of education and training for learners of all ages.
| Lessons in primary schools observed by Ofsted during inspections in 2002-03—percentage set by ability | |
|---|---|
| Percentage | |
| Class formed on the basis of prior attainment in the subject (setted) | |
| Year l | 2 |
| Year 2 | 4 |
| Key stage 1 | 3 |
| Year 3 | 7 |
| Year 4 | 7 |
| Year5 | 9 |
| Year6 | 12 |
| Key stage 2 | 9 |
Subjects
Teaching methods
Date
23 June 2008
Reference
478 c73W; 210072
House
House of Commons
Deposited by
Department for Children, Schools and Families
Type
Deposited papers
Author
Department for Children, Schools and Families
Committed on
17 June 2008
Originated on
17 June 2008
Received on
17 June 2008
Subjects
Curriculum; Families; Pre-school education; Pupils; Primary education; Schools; Teachers; Reviews; Teaching methods; Mathematics
Date
17 June 2008
Reference
DEP2008-1558
House
House of Lords; House of Commons
In that long list of excellent Government initiatives, I do not think that I heard my hon. Friend mention teaching methods and classroom arrangements. Over a couple of generations, misguided teaching methods were damaging to our children's education success, but there are now demonstrably good methods that are much more successful. Will he use his good offices to ensure that those poor methods are finally eliminated and that the best methods are adopted?
In that long list of excellent Government initiatives, I do not think that I heard my hon. Friend mention teaching methods and classroom arrangements. Over a couple of generations, misguided teaching methods were damaging to our children's education success, but there are now demonstrably good methods that are much more successful. Will he use his good offices to ensure that those poor methods are finally eliminated and that the best methods are adopted?
Asked by
Kelvin Hopkins
(Labour)
Answering body
Department for Children, Schools and Families
Oral questions - Supplementary
Status
Answered
Answered on
19 May 2008
Of course, there was not enough time to list all the many things that we are doing to raise standards in schools. Improving teaching is certainly one of them. Ofsted, which the Conservative party is keen to quote, tells us that we have the best generation of young teachers that we have ever had in our schools. One thing that we are doing further to develop the early years of teaching is developing a masters qualification in teaching and learning, so that teaching can become a masters-level profession. Part of that will involve ensuring that we have proper rigour.
Recently, I was at a school in Calderdale, seeing the progression pilots. I saw really good rigour in key stage 3 English and maths teaching; teachers using progression pilot techniques such as the APP—assessing pupil progress—method were able properly to identify the level that each child was at in their class and help them to progress on to the next one.
Subjects
Standards; Schools; Teaching methods
Date
19 May 2008
Reference
476 c13
Chamber / Committee
House of Commons chamber
House
House of Commons
The excellent reading recovery scheme at Oaktree primary school in Swindon is achieving remarkable results with young people, particularly Kerry, Charlene and Dylan, whom I heard read the other day; they were excellent readers. Would my right hon. Friend congratulate Celia Messenger, the tutor in charge of reading recovery? Will he consider visiting the scheme? Is the success of Swindon's scheme replicated throughout the country?
The excellent reading recovery scheme at Oaktree primary school in Swindon is achieving remarkable results with young people, particularly Kerry, Charlene and Dylan, whom I heard read the other day; they were excellent readers. Would my right hon. Friend congratulate Celia Messenger, the tutor in charge of reading recovery? Will he consider visiting the scheme? Is the success of Swindon's scheme replicated throughout the country?
Asked by
Anne Snelgrove
(Labour)
Answering body
Department for Children, Schools and Families
Topical questions - 1st Supplementary
Status
Answered
Answered on
19 May 2008
I certainly welcome the opportunity to congratulate Celia Messenger and her colleagues. I can also categorically say to my hon. Friend that the success in Swindon has been matched nationally by an exceptional programme that has an improvement rate of 80 per cent. over 21 months, which is four times the normal age rate. That is why we are moving from pilots to a national programme with an investment of £144 million. I am sure that one of the team will be happy to visit Swindon as soon as we can.
Subjects
Reading; Teaching methods; Swindon
Date
19 May 2008
Reference
476 c17-8
Chamber / Committee
House of Commons chamber
House
House of Commons
I am sure that my colleagues on the Front Bench strongly support the principles that the Minister has laid out. However, the reality is that the skills sets that are desperately needed in industry require STEM—science, technology, engineering and mathematics—subjects. Will the Minister consider new learning and teaching styles, particularly using the games industry? We are world-beaters in that industry, particularly at the university of Abertay in Dundee. Those skills could enable young people at schools, colleges and universities to be taught STEM subjects, to which they currently do not get access because we do not have the teaching force to be able to deliver them.
I am sure that my colleagues on the Front Bench strongly support the principles that the Minister has laid out. However, the reality is that the skills sets that are desperately needed in industry require STEM—science, technology, engineering and mathematics—subjects. Will the Minister consider new learning and teaching styles, particularly using the games industry? We are world-beaters in that industry, particularly at the university of Abertay in Dundee. Those skills could enable young people at schools, colleges and universities to be taught STEM subjects, to which they currently do not get access because we do not have the teaching force to be able to deliver them.
Asked by
Lord Willis of Knaresborough
(Liberal Democrat)
Answering body
Department for Innovation, Universities and Skills
Oral questions - Supplementary
Status
Answered
Answered on
15 May 2008
Significant improvements are taking place in the STEM teaching work force. I agree with the hon. Gentleman that it is important to use the games industry as a means to engage young people and adults in STEM subjects. I take heart from the fact that, although we undoubtedly need to do more, recent applications to study STEM subjects at university are increasing.
Subjects
Business; Higher education; Science; Teaching methods; Finance
Date
15 May 2008
Reference
475 c1530
Chamber / Committee
House of Commons chamber
House
House of Commons
To ask the Secretary of State for Children, Schools and Families if he will place in the Library (a) the latest data obtained by Ofsted on the extent of setting in schools, broken down by subject, age and pupil and (b) a copy of his Department's guidance on setting.
To ask the Secretary of State for Children, Schools and Families if he will place in the Library (a) the latest data obtained by Ofsted on the extent of setting in schools, broken down by subject, age and pupil and (b) a copy of his Department's guidance on setting.
Asked by
Lord Gove
(Conservative)
Answered by
Lord Knight of Weymouth
(Labour)
Answering body
Ofsted
Type
Written questions
Status
Answered
Tabled on
23 April 2008
For answer on
25 April 2008
Answered on
9 May 2008
HM Chief Inspector, Christine Gilbert, has written to the hon. Member with regard to Ofsted's latest data on setting. A copy of her reply has been placed in the Library. I have placed in the Library a copy of the Department's guidance on pupil grouping, 'Grouping Pupils for Success', and the two pieces of independent research, commissioned by the Department, on which this guidance is based: 'Pupil Grouping Strategies and Practices at Key Stage 2 and 3' (published September 2006) and 'Effective Teaching and Learning for Pupils in Low Attaining Groups' (published September 2007).'Grouping Pupils for Success' can be accessed at:"http://www.standards.dfes.gov.uk/primary/publications/literacy/group_pup_succ/"'Pupil Grouping Strategies and Practices at Key Stage 2 and 3' can be accessed at:"http://www.dfes.gov.uk/research/programmeofresearch/projectinformation.cfm?projectid=14415&resultspage=1"'Effective Teaching and Learning for Pupils in Low Attaining Groups' can be accessed at:"http://www.dfes.gov.uk/research/programmeofresearch/projectinformation.cfm?projectid=14659&resultspage=1"Letter from Christine Gilbert, dated 30 April 2008:"Your recent parliamentary question has been passed to me, as Her Majesty's Chief Inspector, for a response to part (a). The Department for Children, Schools and Families will respond separately to part (b).""Our current data do not enable us to count or estimate how many lessons in England are set by ability. The attached tables show the data Ofsted has on the proportion of lessons observed during inspections carried out in the academic year 2006/07, by subject, phase of education and year. Inspectors record whether classes are setted, streamed or banded, as one category, or are mixed ability in composition. A third category is used for lessons in which other forms of grouping are used. When a lesson observed is setted, streamed or banded by ability, a note is made of the ability level of the class concerned.""The data are based on the use of setting, streaming or banding in lessons observed during inspection. Some explanation of these figures may be helpful. Since September 2005, the recording of class organisation has been based either on discussions with the head teacher or teacher by reference to the lesson plan at the time of observation. A much smaller number of lessons is observed than would have been seen under the previous inspection framework. Lessons seen may therefore not represent pupil grouping in the school as a whole.""For clarity, setting is the term used to describe the organisation of pupils in classes on the basis of their prior attainment in the particular subject being taught. The term banding, which is very similar to streaming, is used when the decision as to which pupils are included in a class is based on the prior attainment in a range of subjects. Ofsted does not differentiate between setting, streaming and banding in the data collected during lesson observations.""A copy of this reply has been sent to Jim Knight MP, Minister of State for Schools and Learners, and will be placed in the Library of both Houses."
Subjects
Teaching methods
Date
9 May 2008
Reference
475 c1203-4W; 202069
House
House of Commons