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10 May 2007 : Column 363W—continued
Physical Education
Mr. Don Foster: To ask the Secretary of State for Education and Skills what his most recent estimate is of the amount of time scheduled for PE and sport during the school day that is taken up by changing; and if he will make a statement. [135389]
Jim Knight: This data have not been collected centrally. The guidance that accompanied the 2005/06 School Sport Survey advised schools that “curriculum time” was the total time provided for PE lessons during the school day. This included changing time but not travelling time.
Mr. Don Foster: To ask the Secretary of State for Education and Skills (1) what advice his Department has issued to (a) schools and (b) school sports co-ordinators on the collection of data on the number of school children who take part in a minimum of two hours of PE or sport in school time; and if he will make a statement; [135390]
(2) who is responsible for (a) supplying, (b) compiling and (c) verifying the data on the number of school children who take part in a minimum of two hours of PE or sport in school time each week; and if he will make a statement. [135392]
Jim Knight: The Department has commissioned TNS, an independent research company, to conduct the annual school sport surveys. Data are supplied by schools and partnership development managers and compiled by TNS. A validation exercise is carried out by TNS.
A copy of the 2005-06 school sport survey guidance has been placed in the House Library.
Mr. Don Foster: To ask the Secretary of State for Education and Skills what estimate his Department has made of the number of PE lessons cancelled each year as a result of (a) examinations, (b) exam preparation, (c) poor weather and (d) facility use clashes; and if he will make a statement. [135391]
Jim Knight: This data have not been collected centrally. Schools have a duty to teach the full programmes of study set out in the PE national curriculum to all pupils. It is for them to decide how they arrange the timetable to achieve this.
Public Service Agreements
Mr. Hoban: To ask the Secretary of State for Education and Skills which statistics are used to determine whether his Department’s public service agreement (PSA) targets have been met, broken down by PSA target; and which of these are classified as national statistics. [115345]
Mr. Dhanda [holding answer 15 January 2007]: The Department for Education and Skills public service agreement incorporates technical notes which contain information about the statistics used to monitor progress towards meeting the Department’s PSA targets. The Agreement can be accessed using the following URL:
A report by the independent Statistics Commission entitled “PSA Targets: the Devil in the Detail,” which was published on 20 March 2006, contains an independent analysis of each Department’s PSA targets. Copies of that report are available in the Library of the House and can also be accessed using the following URL:
Pupils: Intimidation
Dr. Kumar: To ask the Secretary of State for Education and Skills (1) what assessment he has made of the impact of the Equality (Sexual Orientation) Regulations 2007 on schools’ policies on bullying; [134774]
(2) what assessment he has made of the Education and Skills Select Committee’s recent recommendations to require schools to record all incidents of bullying together with details about the type of bullying; [134806]
(3) what assessment he has made of the merits of issuing non-compulsory guidelines for schools on drawing-up policies against specific types of bullying. [134807]
Jim Knight: The Department has not carried out a specific assessment of the impact of the Sexual Orientation Regulations on schools’ bullying policies. However, the Regulations will ensure schools tackle homophobic bullying as seriously as other forms of bullying. We will clarify how the Regulations apply to school bullying policies in our forthcoming guidance “Preventing and Responding to Homophobic Bullying”.
We are currently considering all the Education and Skills Select Committee’s recommendations, including that to require schools to record all incidents of bullying, and will issue a formal response very soon.
On the merits of issuing non-compulsory guidelines for schools, head teachers are under a statutory duty to determine measures to prevent all forms of bullying. The Department took a deliberate decision not to make its anti-bullying guidance statutory, or for that matter legally require schools to sign up to the Anti-Bullying Charter. We believe it is better to work with schools to encourage them to take ownership of their policies, and to tailor them to their own needs and
circumstances. We recommend that, as best practice, schools consult the entire school community, including parents and pupils, in drawing up their behaviour policies, and indeed they are now under a legal requirement to do so under the Education and Inspections Act 2006.
Ofsted reported in 2003 that most schools make good use of DfES anti-bullying guidance, and use the materials to raise staff awareness, revisit anti-bullying policies and strengthen their procedures. Our current overarching guidance to schools on tackling bullying, “Don’t Suffer in Silence” was externally evaluated by researchers from Goldsmiths College London in 2003, who found that the pack met schools’ expectations and helped in drawing up their anti-bullying policies.
School Meals
Mr. Gibb: To ask the Secretary of State for Education and Skills pursuant to the answer of 4 December 2006, Official Report, columns 130-1W, on school meals, what proportion of pupils at the end of Key Stage 4, attending secondary schools falling within each percentage point in terms of the proportion of pupils attending the school who are eligible for free school meals, achieved five or more GCSEs at A*-C including English and mathematics in 2006. [119176]
Jim Knight: The information requested can be provided only at a disproportionate cost.
Schools: Combined Heat and Power
Mr. Hancock: To ask the Secretary of State for Education and Skills (1) what discussions he has had with (a) manufacturers, (b) suppliers and (c) installers of roof-mounted microgeneration technologies for the Eco-Schools programme; [136513]
(2) what plans he has to encourage the awarding of contracts to accredited or TrustMark affiliated contractors for the Eco-Schools programme; and if he will make a statement; [136514]
(3) what discussions he has had with representatives of the roofing industry on the construction of eco-friendly roofs as part of the Eco-Schools programme; and if he will make a statement. [136515]
Jim Knight: The hon. Gentleman’s questions refer to an “Eco-Schools” programme.
The only Eco-Schools programme that we are aware of is one for existing schools which results in three levels of award to acknowledge increasing levels of pupil involvement in a range of environmental issues. The Department is not involved in running this Eco-Schools programme(1.)
The Department and the Department of Trade and Industry (DTI) have, however, been involved in discussions with manufacturers, suppliers and installers of roof-mounted microgeneration technologies. The DTI has also recently made grant funding available for the installation of these technologies in existing schools within the Low Carbon Buildings Programme(2). In addition, it is already a requirement of Building Regulations that all new school buildings over 1,000 m(2) in area should consider the use of microgeneration and some regional and local planning policies require new
schools of this size to install on-site renewable energy to supply a proportion (typically 10 per cent.) of the predicted building's energy load. Furthermore, on 10 April this year the Secretary of State for Education and Skills announced that:
“We’re already rebuilding and refurbishing every Secondary School in the country and, as part of this programme, we will put £110 million over the next three years to test a bold aim—even higher standards for new and refurbished schools to reduce their carbon emissions, in some cases up to carbon neutrality.”
DfES has made it a condition of funding for our capital programmes that “BREEAM Schools(3)” assessments are carried out for all major new and refurbishment projects above a certain size. “BREEAM Schools” awards credits for good environmental practices of contractors and good environmental performance of building elements, including roofs. DfES and CIRIA have also recently produced a guide “Sustainable Water Management in Schools” which encourages designers to use eco-friendly roofs to harvest rainwater.
(3 )http//www.breeam.org/schools.html
Schools: Eating Disorders
Mr. Hoyle: To ask the Secretary of State for Education and Skills what steps he is taking to tackle the development of eating disorders by children through interventions in schools. [126621]
Jim Knight: I refer my hon. Friend to the reply given on 6 March, Official R eport, column 1918W.
Schools: National Anthems
Andrew Rosindell: To ask the Secretary of State for Education and Skills what his Department's policy is on the singing of the national anthem in schools. [134621]
Jim Knight: Singing is an integral part of the National Curriculum for Music from Key Stages 1 to 3. At each stage teachers are required to introduce a range of music from different times and cultures. It is for schools to decide whether singing the National Anthem will meet the needs of their pupils in respect of the requirements for Music. Learning about the national anthem may also be included in Citizenship which became statutory for 11-16 year olds in September 2002.
Schools: Sports
Mr. Don Foster: To ask the Secretary of State for Education and Skills what estimate his Department has made of the (a) number and (b) percentage of schools which have been awarded the Active Mark scheme by the Youth Sport Trust; and if he will make a statement. [135394]
Jim Knight: 50 per cent. (7,049) of the primary schools taking part in the annual school sport survey in 2005/06 met the standard and were awarded Activemark 2006. The award is only available to primary schools plus special schools and Pupil Referral Units which have primary aged pupils.
Schools: Standards
Mr. Duncan Smith: To ask the Secretary of State for Education and Skills (1) how many schools have been in special measures for two years or more; [136427]
(2) how many schools have been in either serious weaknesses or special measures for two years or more; and how many pupils attend such schools. [136428]
Jim Knight: There are currently four schools that have been in special measures for two years or more. The total number of pupils in these schools is 2,461.
The serious weakness category was replaced by a new category of requiring significant improvement under revised procedures for schools causing concern from September 2005. 18 schools which have yet to be inspected under the revised procedures have been in serious weakness category for two years or more. There are 6,025 pupils in these schools.
Science: Publicity
Dr. Iddon: To ask the Secretary of State for Education and Skills what financial support his Department gives to (a) science centres and (b) other projects which (i) promote (A) science, (B) engineering and (C) technology to the general public and (ii) are involved in adding value to the teaching of those subjects in schools. [136250]
Jim Knight: The Department provided £1 million, as part of a £2 million joint DfES/DTI funding package, to science centres in 2004-06 to help alleviate short term funding problems.
Since then the Department has paid a further £250,000, as part of a £750,000 joint DfES/DTI funding package over the period 2006-08, for ECSITE-UK to work with the science centres to:
demonstrate their impact and the added-value they deliver;
encourage the centres to work more effectively together, and collaboratively with museums, SETNET, Science Learning Centres and Science Cities; and,
maximise their future financial viability.
The Science, Technology, Engineering and Mathematics (STEM) Programme Report, published in October 2006, arose from the recommendations of the 2004 STEM Mapping Review. Its aim is to bring coherence and co-ordination to the many initiatives identified during the review, and to address any gaps in policy. The programme is working to reinforce the priorities set out in the Government’s “Science and Innovation Investment Framework 2004-14: Next Steps” DfES funded projects that promote science, engineering and technology to the general public, or are involved in adding value to the teaching of those subjects in schools include:
a £51 million partnership with the Wellcome Trust to set up a national network of Science Learning Centres providing professional development for science teachers and technicians
a £5 million initiative to pilot 250 after school science and engineering clubs offering an engaging and stretching programme of activities to Key Stage 3 pupils with interest and potential in science.
more than £2 million to the CADCAM programme, managed by the Design and Technology Association, which provides training and support for teachers to use industrial design
software in secondary schools. An estimated £10million worth of software has been donated to UK schools by software companies
£125,000 support to the Engineering Education scheme, run by the Engineering Development Trust, working with young people to increase the number of students experiencing the benefits of engineering, science and technology.
increasing the value of the teacher training bursary for science graduates to £9,000 and increasing the ‘Golden Hello’ for new science teachers to £5,000 for trainees entering PGCE and equivalent courses.
implementing the recommendations of the School Teachers’ Review Body on improving the use of current pay incentives and flexibilities to improve the recruitment, retention and quality of science teachers.
introducing a new statutory entitlement for all students to study science courses leading to at least two GCSEs, to come into effect from September 2007.
making GCSEs in the individual sciences of physics, chemistry and biology accessible to all pupils achieving at least level 6 or above at Key Stage 3, from September 2008.
reviewing the secondary curriculum to make it more manageable and focus on the key conceptual underpinnings of science, as well as its excitement and relevance. The revised Key Stage 3 science curriculum will be introduced into schools for first teaching from September 2008.
Secondary Education: Curriculum
Mr. Gibb: To ask the Secretary of State for Education and Skills what (a) professional development and (b) technical assistance the Department plans to provide to schools for the implementation of the secondary curriculum review's findings. [136360]
Jim Knight: We are developing a comprehensive package of communications, training and support for teachers, subject leaders and head teachers. This will be delivered both face to face and online by a range of partners, including the professional subject associations, National Strategies and the National College of School Leadership.
Professional development will begin in June and July, with nine high-level regional events run by the QCA for local authorities, school leaders, deputies and curriculum managers. These will be followed up by a series of DfES events in the autumn which will set the new curriculum in the context of wider changes, 11-19, and explain what schools need to do next and what support is available.
In September 2007, the QCA will launch a new website for the revised secondary curriculum which will enable teachers, deputy heads and curriculum managers to link areas of learning across subjects. It will provide cross-references to information outside the curriculum and offer a wide range of supporting material in easily accessible ways.
As well as the revised Programmes of Study, the website will include information about the curriculum aims; inclusion; personal development and skills across all subjects. Teachers will be able to use interactive features to track areas of learning such as sustainability, diversity, enterprise and creativity across the curriculum, and there will be on-line support for curriculum planning and assessment. Throughout the site, there will be links to explanatory text, supporting guidance, teaching materials and case studies.
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