Bullying on School Buses

Debate between Annette Brooke and Nick Gibb

Wednesday 25th February 2015 Westminster Hall

[Mr Gibb]

I am grateful for that intervention. I could not agree more with that approach. The agencies—schools, local authorities and bus companies—have to work together to tackle the problem. We revised the home-to-school travel and transport guidance last July; I will come back to that.

To tackle the specific issue of bullying on school buses, we have to track back and raise standards of behaviour in the whole school system. That has been a key focus of this Government’s approach to education policy. We have given teachers stronger powers to search pupils, removed the requirement to give parents 24 hours’ written notice of after-school detentions and clarified teachers’ powers to use reasonable force. We revised and updated advice to schools on promoting good behaviour and maintaining discipline—that advice includes the Charlie Taylor checklist on the basics of classroom management—and simplified advice on how to prevent and tackle bullying. We introduced anonymity for teachers accused by pupils of criminal offences until such time as they are actually charged with an offence. We changed the system of independent review panels to ensure that a school’s decision to exclude an unruly pupil is not undermined by an appeal process that can force the reinstatement of a permanently excluded pupil against the best interests of the school and its pupils.

In the light of evidence that showed that one in three secondary schools were still not confident in using their powers to discipline pupils, we updated our advice in February last year to make it clear that tough but proportionate sanctions for misbehaviour are permissible. Such sanctions range from verbal reprimands to loss of privileges, writing lines or essays or providing a school-based community service such as picking up litter or weeding the school grounds.

We expect each school to promote appropriate standards of behaviour by pupils on their journey to and from school by rewarding positive behaviour and using sanctions to address poor behaviour, and we have clarified our advice to make it clear that teachers have the power to discipline pupils for misbehaviour outside the school premises to such an extent as is reasonable. That can relate to any bullying incidents that occur anywhere off the school premises, such as on a school bus or public transport, outside the local shops or in a town or village centre.

When bullying outside school is reported to school staff, that should be investigated and acted on. The head teacher should also consider whether it is appropriate in extreme circumstances to notify the police or the antisocial behaviour co-ordinator of their local authority. In all cases of misbehaviour or bullying, the teacher can discipline the pupil on school premises or elsewhere only when that pupil is under the lawful control of the staff member.

We have strengthened Ofsted’s power. We reduced the number of criteria for inspections from 27 to four, and one of those four is behaviour and safety of pupils in the school.

I understand that my right hon. Friend’s constituent, Mr Vodden, has been impressed by the work undertaken by the anti-bullying organisations the Diana Award and Kidscape. They do excellent work to tackle bullying, which is why we are providing funding to them. I have been involved with the awards ceremony of the Diana Award, where I have met many inspiring young people genuinely tackling bullying in our schools up and down the country. We are providing £4 million of funding to several organisations to tackle bullying, and we are considering bids for further projects. Many parents are concerned about cyber-bullying, so we have issued guidance to parents and to teachers on how to identify and tackle it.

Local authorities can play a part. My right hon. Friend touched on this: when they contract to provide school transport, they can instruct companies to include anti-bullying procedures as part of their tenders. The statutory guidance I referred to earlier on home-to-school transport, which was revised in July 2014, requires local authorities to ensure the safety of pupils on school buses. Paragraph 44 talks quite explicitly about the training of bus drivers, which she referred to. It says:

“All local authorities should ensure that all drivers and escorts taking pupils to and from school and related services have undertaken appropriate training, and that this is kept up to date.”

Paragraph 47 says:

“The Department expects each school to promote appropriate standards of behaviour by pupils on their journey to and from school through rewarding positive behaviour and using sanctions to address poor behaviour.”

It cites the Education and Inspections Act 2006, which, it says,

“empowers head teachers to take action to address unacceptable behaviour even when this takes place outside the school premises”.

That guidance, which is extensive, needs to be adhered to, because local authorities have a statutory duty to make suitable travel arrangements for eligible children in their area and to promote safe and sustainable travel to school.

[Annette Brooke]

I thank the Minister for his general points on bullying and for focusing on what happens inside the bus. I accept that there are clearly lots of guidelines, but I am concerned that they are not being implemented by all local authorities. Absolutely, there is good practice, but what checks will he carry out among just a sample of them to ensure that the guidance is being implemented?

[Mr Gibb]

I will reflect on my right hon. Friend’s point. A number of local authorities have adopted a policy of withdrawing transport either temporarily or permanently in more serious repeated cases of misbehaviour. There are examples of good practice up and down the country, but I will reflect on her comments and this debate to see whether we can do more to ensure specifically that bullying on buses is being tackled by local authorities.

I should make the point that bullying on school transport is a symptom of a deeper malaise in schools where poor behaviour exists. I could cite the survey from schoolteachers today that says that three quarters of teachers report better behaviour now than they did in 2010, and when schools have exemplary behaviour policies and behaviour is right in the school, that extends beyond the school to the pupils’ school bus environment and to town centres. We are trying to have that in all our schools up and down the country, because as a Government we place a high priority on improving standards of behaviour in our schools.

I conclude by reiterating my opening point and that of my right hon. Friend: what Ben Vodden suffered on that school bus should never have happened. It should not have happened to him and it should never happen to any child going to or from school. Tackling bullying outside schools is more challenging than tackling bullying in schools, but we have been clear on teachers’ powers to discipline pupils for poor behaviour, including bullying outside the school gates. However, if a school’s approach to behaviour is as good as in the best schools in the country, that good behaviour will extend to the behaviour of pupils on school transport as much as in the schools. As I said, teachers are now reporting much better behaviour in our schools than in 2010, but until we have exemplary behaviour in all our schools and every pupil can feel safe and secure from bullying, work on that challenge will continue.

Question put and agreed to.

Oral Answers to Questions

Debate between Annette Brooke and Nick Gibb

Monday 16th January 2012 Commons Chamber

[Annette Brooke (Mid Dorset and North Poole) (LD)]

2. What his policy is on the sale of school playing fields; and if he will make a statement.

[The Minister of State, Department for Education (Mr Nick Gibb)]

Playing fields are an important part of a school’s estate, and sport is a critical element of any school curriculum. The Secretary of State’s consent is needed to sell school playing fields under section 77 of the School Standards and Framework Act 1998. School playing fields can be sold only if they are genuinely surplus, with all proceeds being used to improve sports or educational facilities. The Education Act 2011 also gives the Secretary of State power to direct that, instead of being disposed of, the land should be transferred to an academy or free school.

[Annette Brooke]

I thank the Minister for that answer. Will he make sure there is careful scrutiny by both Sport England and his Department of the proposed sale of playing fields at Wareham middle school? There are overwhelming objections locally, including from the district council and the town council, identifying the already overall shortage of playing fields. There is widespread community use of the fields, and there is particular opposition to the site’s being sold for an out of town supermarket and its possible replacement with inferior provision.

[Mr Gibb]

The short answer is, yes we will. The long answer is that there has not yet been an application from Dorset county council to dispose of the Wareham school playing field. If such an application is made, the Secretary of State’s approval to dispose of the playing field will be required, and he will take advice from the independent school playing fields advisory panel.

Oral Answers to Questions

Debate between Annette Brooke and Nick Gibb

Monday 17th October 2011 Commons Chamber

[Annette Brooke (Mid Dorset and North Poole) (LD)]

1. What assessment he has made of the 2011 GCSE results for academies; and if he will make a statement.

[The Minister of State, Department for Education (Mr Nick Gibb)]

The 2011 GCSE self-reported figures from academies suggest an increase of 5.6 percentage points in the proportion of pupils achieving five or more GCSEs at grades A* to C, including English and maths. That increase is, once again, greater than the historical national improvement rates for all maintained schools. Individual 2011 GCSE school level results will be not be available until January 2012.

[Annette Brooke]

I thank the Minister for his answer, and I congratulate all those pupils who did so well this summer, but I seek assurances from him. In the event of less than 10% of an academy's pupils achieving five A to C grades at GCSE, or even of less than 5%, would he expect full involvement from the local authority, playing a key role? Also, will he be giving support from his Department?

[Mr Gibb]

Where the performance of an academy is unacceptably low, we will ensure that urgent action is taken to bring about sustained improvement. There is nothing to prevent local authorities from offering help to underperforming academies, but ultimately it is for the academy or the sponsor to decide whether to accept that help. The success of the academies programme has meant a changing role for local authorities and they will have an important role to play as the champions of pupils and parents in the area, ensuring both sufficiency and quality of places.

Oral Answers to Questions

Debate between Annette Brooke and Nick Gibb

Monday 23rd May 2011 Commons Chamber

[Mr Gibb]

The English baccalaureate is not prescriptive. It is just a measure—one of many measures—that this Government are putting forward as part of the transparency agenda. It is the next stage in that school’s improved performance. It is a concern to the Government that children, particularly in deprived areas, are not being offered that combination of choices. Only 8% of children who qualify for free school meals were even entered for the English baccalaureate subjects, and only 4% achieved them.

[Annette Brooke (Mid Dorset and North Poole) (LD)]

Does the Minister have any hard evidence that there has been a significant switch towards subjects in the English baccalaureate this year for this year’s results? Is he concerned that as a consequence cramming might have taken place in the switched-to subject?

[Mr Gibb]

It is always a concern if schools are not entering students for qualifications that best meet their interests. That is what is behind the introduction of the English baccalaureate measure. We want to undo some of the perverse incentives that already exist in the league table situation. We would not want to see pupils being transferred mid-course to English baccalaureate subjects simply for the league table position.

Bullying (Schools)

Debate between Annette Brooke and Nick Gibb

Wednesday 16th June 2010 Westminster Hall

[Mr Gibb]

I am grateful to my hon. Friend for raising such an important issue. Dealing with cyber-bullying is important, and we are working with industry to make sure that, when offensive material appears on a social network, it is removed instantly. There is good guidance for teachers on how they should tackle incidents of cyber-bullying that are reported to them.

[Annette Brooke]

When a parent makes a complaint about bullying to the school and that bullying has taken place on the school bus or outside the school, what will definitively trigger the school taking the complaint seriously? Such behaviour is out of sight, so it is easy to ignore it. The essence of Mr. Vodden’s argument is that the problems were not taken seriously.