The below Parliamentary question was asked by Lord Hunt of Chesterton on 2016-03-21.
To ask Her Majesty’s Government what their policy is for the provision of textbooks and exercise books in primary and secondary schools in England; and what assessment they have made of differences in provision between the UK and other European countries.
Lord Nash
Good teaching and high academic standards are strongly associated with adequate provision and widespread use of high-quality textbooks.
Cambridge Assessment’s report, ‘Why textbooks count’, analysed the use of high-quality textbooks around the world. The report found that use of textbooks is common in high performing education jurisdictions. In Finland, 95% of maths teachers use a textbook as a basis for instruction. In Singapore, 70% of maths teachers use a textbook. In England, only 10% of maths teachers use a textbook for their core teaching.
A well-designed textbook provides a coherent, structured programme which supports a teacher’s own expertise and knowledge as well as a pupil’s.
On 26 March 2016, the Department for Education published a report from a review group looking at teacher workload in relation to planning and resources. The group concluded there is a case for schools to place greater emphasis on quality- assured resources, including textbooks, to reduce the time teachers spend on searching for resources.
Good textbooks also have workbooks which support homework in a positive way by providing well-structured practice exercises linked to clear explanations, which parents can understand and use to help their children.
We have been working with textbook publishers with the aim of improving the quality of textbooks available to schools, to better support excellent teaching and teacher professional development. Last year, the publishers produced a set of common guidelines for the production of textbooks.
