1-6 of 6 results for subject:Schools
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In response to questions about school standards and, indeed, school cuts, the Government often try to persuade us that nothing is wrong by citing the number of children in outstanding schools. Yet over the past year, 80% of the 305 schools rated outstanding by Ofsted saw their ratings fall. Will the Minister therefore now be honest about the impact that austerity is having on our schools?
In response to questions about school standards and, indeed, school cuts, the Government often try to persuade us that nothing is wrong by citing the number of children in outstanding schools. Yet over the past year, 80% of the 305 schools rated outstanding by Ofsted saw their ratings fall. Will the Minister therefore now be honest about the impact that austerity is having on our schools?
We would expect the outstanding schools that are re-inspected to have a higher propensity to be either good or lower, because Ofsted inspects outstanding schools only when a risk factor, such as a drop in standards or complaints from parents, has been triggered.
To ask the Secretary of State for Education, if he will make it his policy to provide statutory guidance to schools on the use of isolation rooms for students.
To ask the Secretary of State for Education, if he will make it his policy to provide statutory guidance to schools on the use of isolation rooms for students.
All schools are required by law to have a behaviour policy which should set out the behaviour expected of pupils, the sanctions that will be imposed for poor behaviour, and rewards for good behaviour. Schools have to make these policies publicly available on their websites. To help schools develop effective strategies, the Department has produced advice for schools which covers what should be included in the behaviour policy. This advice can be viewed here: https://www.gov.uk/government/publications/behaviour-and-discipline-in-schools.
Schools can adopt a policy which allows disruptive pupils to be placed in isolation away from other pupils for a limited period. If a school uses isolation rooms as a disciplinary penalty, this should be made clear in their behaviour policy. As with other disciplinary penalties, schools must act lawfully, reasonably and proportionately in all cases. The school must also ensure the health and safety of pupils.
The Department regularly reviews the guidance issued to schools and updates it as appropriate. The Department has no current plans to make the guidance statutory.
To ask the Secretary of State for Education, what assessment he has made of the effect of the use of isolation rooms in primary and secondary schools on decreasing incidences of disruptive behaviour.
To ask the Secretary of State for Education, what assessment he has made of the effect of the use of isolation rooms in primary and secondary schools on decreasing incidences of disruptive behaviour.
Information regarding schools’ use of isolation rooms is not held centrally. We trust schools to develop their own policies and strategies for managing disruptive behaviour according to their particular circumstances. To help schools develop effective strategies, the Department has produced advice for schools which covers what should be included in their behaviour policy, which can be viewed at: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/488034/Behaviour_and_Discipline_in_Schools_-_A_guide_for_headteachers_and_School_Staff.pdf.
Schools can adopt a policy which allows disruptive pupils to be placed in isolation away from other pupils. If a school uses isolation rooms as a disciplinary penalty, this should be made clear in their behaviour policy. As with other disciplinary penalties, schools must act lawfully, reasonably and proportionately in all cases, and must take account of any special education needs or disabilities pupils placed in isolation may have. The school must also ensure the health and safety of pupils.
It is for individual schools to decide how long a pupil should be kept in isolation and for the staff member in charge to determine what pupils may and may not do during the time they are there. Schools should ensure that pupils are kept in isolation no longer than is necessary and that their time spent there is used as constructively as possible.
To ask the Secretary of State for Education, what assessment he has made of the effect of isolation rooms on pupils with learning difficulties.
To ask the Secretary of State for Education, what assessment he has made of the effect of isolation rooms on pupils with learning difficulties.
Information regarding schools’ use of isolation rooms is not held centrally. We trust schools to develop their own policies and strategies for managing disruptive behaviour according to their particular circumstances. To help schools develop effective strategies, the Department has produced advice for schools which covers what should be included in their behaviour policy, which can be viewed at: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/488034/Behaviour_and_Discipline_in_Schools_-_A_guide_for_headteachers_and_School_Staff.pdf.
Schools can adopt a policy which allows disruptive pupils to be placed in isolation away from other pupils. If a school uses isolation rooms as a disciplinary penalty, this should be made clear in their behaviour policy. As with other disciplinary penalties, schools must act lawfully, reasonably and proportionately in all cases, and must take account of any special education needs or disabilities pupils placed in isolation may have. The school must also ensure the health and safety of pupils.
It is for individual schools to decide how long a pupil should be kept in isolation and for the staff member in charge to determine what pupils may and may not do during the time they are there. Schools should ensure that pupils are kept in isolation no longer than is necessary and that their time spent there is used as constructively as possible.
To ask the Secretary of State for Education, what the maximum amount of time that a school could decide to place a disruptive pupil in an isolation room is.
To ask the Secretary of State for Education, what the maximum amount of time that a school could decide to place a disruptive pupil in an isolation room is.
Information regarding schools’ use of isolation rooms is not held centrally. We trust schools to develop their own policies and strategies for managing disruptive behaviour according to their particular circumstances. To help schools develop effective strategies, the Department has produced advice for schools which covers what should be included in their behaviour policy, which can be viewed at: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/488034/Behaviour_and_Discipline_in_Schools_-_A_guide_for_headteachers_and_School_Staff.pdf.
Schools can adopt a policy which allows disruptive pupils to be placed in isolation away from other pupils. If a school uses isolation rooms as a disciplinary penalty, this should be made clear in their behaviour policy. As with other disciplinary penalties, schools must act lawfully, reasonably and proportionately in all cases, and must take account of any special education needs or disabilities pupils placed in isolation may have. The school must also ensure the health and safety of pupils.
It is for individual schools to decide how long a pupil should be kept in isolation and for the staff member in charge to determine what pupils may and may not do during the time they are there. Schools should ensure that pupils are kept in isolation no longer than is necessary and that their time spent there is used as constructively as possible.
To ask the Secretary of State for Environment, Food and Rural Affairs, what assessment he has made of of the potential merits of introducing traffic exclusion zones near (a) schools, (b) nurseries and (c) playgrounds to help reduce children’s exposure to exhaust fumes.
To ask the Secretary of State for Environment, Food and Rural Affairs, what assessment he has made of of the potential merits of introducing traffic exclusion zones near (a) schools, (b) nurseries and (c) playgrounds to help reduce children’s exposure to exhaust fumes.
Local authorities and the Mayor for London already have powers regarding traffic and roads. Their local knowledge and interaction with the communities that they serve mean that they are better able to know the issues on ground in detail, and the solutions that may be necessary or appropriate to the locality.
The Department for Environment, Food and Rural Affairs sets out the national policy framework for tackling harmful air pollution.