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1130357

	registered interest
	date	06/06/2019
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Academies: Lighting
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, pursuant to the Answer of 5 June 2019 to Question 257589 on Academies: Lighting, if he will place those documents in the Library.
	tabling member constituency	Ashton-under-Lyne
	tabling member printed	Angela Rayner
	uin	261237
	answer	answer is ministerial correction date of answer 11/06/2019 answer text <p>The documents are sensitive whilst investigations are ongoing. The Department will consider publishing these reports once investigations are complete.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 11/06/2019 13:47:46 answering member 111 label Biography information for Nick Gibb
	tabling member	4356 label Biography information for Angela Rayner

1130387

	registered interest
	date	06/06/2019
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Schools: Finance
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, if he has made an assessment of the effect of trends in the level of school finances on the ability of schools to procure environmentally sound services from contractors and suppliers.
	tabling member constituency	Oxford West and Abingdon
	tabling member printed	Layla Moran
	uin	261276
	answer	answer is ministerial correction date of answer 11/06/2019 answer text <p>Schools are autonomous and have the freedom to make their own decisions based on individual need and circumstances. It is important that schools play their part in conserving energy and reducing carbon dioxide emissions. The Department will support schools to procure environmentally sound services, encouraging suppliers to work with their supply chains to offer choice and value. For example, each time a new boiler is installed, it replaces one of an old specification that is far less energy efficient.</p><p>The Department is also committed to delivering new schools that meet energy efficiency targets and supporting the existing estate to reduce its energy demand through advice, support and capital grants. The Department is surveying the condition of every school through the Condition Data Collection to support the development of future priorities for investment, including measures to achieve zero carbon emissions.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb grouped question UIN 261278 question first answered 11/06/2019 16:31:27 answering member 111 label Biography information for Nick Gibb
	tabling member	4656 label Biography information for Layla Moran

1130389

	registered interest
	date	06/06/2019
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Education
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, if his Department will make an assessment of the education sector to identify steps that can be taken to help that sector become carbon neutral.
	tabling member constituency	Oxford West and Abingdon
	tabling member printed	Layla Moran
	uin	261278
	answer	answer is ministerial correction date of answer 11/06/2019 answer text <p>Schools are autonomous and have the freedom to make their own decisions based on individual need and circumstances. It is important that schools play their part in conserving energy and reducing carbon dioxide emissions. The Department will support schools to procure environmentally sound services, encouraging suppliers to work with their supply chains to offer choice and value. For example, each time a new boiler is installed, it replaces one of an old specification that is far less energy efficient.</p><p>The Department is also committed to delivering new schools that meet energy efficiency targets and supporting the existing estate to reduce its energy demand through advice, support and capital grants. The Department is surveying the condition of every school through the Condition Data Collection to support the development of future priorities for investment, including measures to achieve zero carbon emissions.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb grouped question UIN 261276 question first answered 11/06/2019 16:31:27 answering member 111 label Biography information for Nick Gibb
	tabling member	4656 label Biography information for Layla Moran

1130432

	registered interest
	date	06/06/2019
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Physical Education: GCE A-level
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, how many students (a) in total and (b) eligible for free school meals took physical education at A level in each year since 2010.
	tabling member constituency	West Bromwich East
	tabling member printed	Tom Watson
	uin	261158
	answer	answer is ministerial correction date of answer 11/06/2019 answer text <p>The total number and percentage of students entering A level physical education in each year is provided in the tables attached, as well as the percentage of entrants into each subject who were eligible for Free School Meals (FSM). The Department has published[1] the number of students entering A level physical education or sport/physical education studies (up to 2015/16), split by FSM, from 2010/11 – 2017/18. Figures for 2009/10 are not available</p><p> </p><p>Figures for 2010/11 – 2015/16 are based on exam results achieved in the report year. In addition, for 2015/16 figures only include students who were included in the ‘best 3 A levels’ measure. From 2016/17, figures cover exam results achieved in all years of 16-18 studies (up to three years) and inclusion in the best 3 A level measure was no longer used in the methodology, resulting in more students being included and correspondingly higher rates of entry. Due to the changes in methodology 2015/16 is not comparable with any other year, and 2016/17 and 2017/18 are only comparable with each other. There are also changes in how the cohort of students and FSM eligibility is defined which mean that comparisons between these years are not possible.</p><p> </p><p>[1] For 2010/11 – 2015/16 - <a href="https://www.gov.uk/government/publications/a-level-attainment-by-pupil-characteristics" target="_blank">https://www.gov.uk/government/publications/a-level-attainment-by-pupil-characteristics</a>. For 2016/17 and 2017/18 - <a href="https://www.gov.uk/government/collections/statistics-attainment-at-19-years" target="_blank">https://www.gov.uk/government/collections/statistics-attainment-at-19-years</a>.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 11/06/2019 15:36:51 answering member 111 label Biography information for Nick Gibb attachment 1 file name 261158_Number_of_Students_Entering_A_Level_Physical_Education.doc title 261158_Tables
	tabling member	1463 label Biography information for Lord Watson of Wyre Forest

1128872

	registered interest
	date	03/06/2019
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Mathematics: Education
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, pursuant to the Answer of 14 May 2019 to Question 251405, how many children classified as in scope for the 16-18 maths progress measure were from (a) disadvantaged and (b) non-disadvantaged backgrounds; and whether those children (i) did not enter an approved qualification and (ii) made positive progress in 2017-18.
	tabling member constituency	Manchester Central
	tabling member printed	Lucy Powell
	uin	259236
	answer	answer is ministerial correction date of answer 11/06/2019 answer text <p>The number of state-funded students in scope for the 16-18 Maths measures and their attainment, split by disadvantage status[1] and prior attainment[2], can be found in tables 1-4, attached. These figures are for 2017/18. This expands on published data within the Department’s statistical release, available here: <a href="https://www.gov.uk/government/statistics/a-level-and-other-16-to-18-results-2017-to-2018-revised" target="_blank">https://www.gov.uk/government/statistics/a-level-and-other-16-to-18-results-2017-to-2018-revised</a>.</p><p>The number of state-funded students in scope for the 16-18 maths and English progress measures and their attainment, split by disadvantage status, prior attainment, and the type of qualification the student sat in their KS4 study[3], [4] are available in tables 5-8, attached. These figures are for 2017/18.</p><p>Disaggregating the published figures has necessitated a slightly different methodology to calculate the number of students with positive progress. In some cases this leads to a negligible difference when totals are compared to the published data within the Department’s statistical release[5].</p><p>For figures in 2016/17, tables 1-8 have been replicated in tables 9-16, attached.</p><p> </p><p>[1] Disadvantage status is taken from the census recorded completed for that student’s final year of key stage 4 study.</p><p>[2] In previous PQs 251400–251406, prior attainment was given based on three groups (‘entry level or fail’, ‘below grade 3/D’ and ‘grade 3/D’). In the attached tables with information relating to prior attainment points, these points are based on the student’s highest prior attainment in mathematics or English. ‘Entry level or fail’ is synonymous with points 0 and 0.4. ‘Below grade 3 or D’ is synonymous with points 0.8–3.0. ‘Grade 3 or D’ is synonymous with points 4.0. This is the case for all the tables provided.</p><p>[3] ‘GCSE or equivalent’ includes students whose highest prior attainment were in a GCSE, International GCSE or level 2 certificate. Qualifications are included in this group because they are all similarly graded on a 9-1 or A*-G scale and are included as part of the condition for funding calculations. ‘Other level 2 qualifications’ includes students whose highest prior attainment was in any other level 2 qualification. This includes level 2 functional skills and free standing maths that are included as part of the condition of funding calculations. This is the case for tables 5-8 and 13-16.</p><p>[4] The methodology used means that for a small number of students any entries into maths during their 16-18 study which did not reach the grade 4/C threshold (leaving them in scope), may have led to their prior attainment being reclassified. This will have had no noticeable effect on the overall figures. Due to the methodology used to assign points to English literature and language, a small number of students may be assigned to a different qualification type. This is the case for tables 5-8 and 13-16.</p><p> </p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb grouped question UIN 259237 259238 259239 question first answered 11/06/2019 16:16:09 answering member 111 label Biography information for Nick Gibb attachment 1 file name 259236_259237_259238_259239_attainment_tables.pdf title 259236_259237_259238_259239_pdf
	tabling member	4263 label Biography information for Lucy Powell

1128873

	registered interest
	date	03/06/2019
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Mathematics: Education
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, pursuant to the Answer of 14 May 2019 to Question 251405, how many children classified as in scope for the 16-18 maths progress measure were from (a) disadvantaged and (b) non-disadvantaged backgrounds by prior attainment points from 0 to 3; and whether those children (i) did not enter an approved qualification and (ii) made positive progress in 2017-18.
	tabling member constituency	Manchester Central
	tabling member printed	Lucy Powell
	uin	259237
	answer	answer is ministerial correction date of answer 11/06/2019 answer text <p>The number of state-funded students in scope for the 16-18 Maths measures and their attainment, split by disadvantage status[1] and prior attainment[2], can be found in tables 1-4, attached. These figures are for 2017/18. This expands on published data within the Department’s statistical release, available here: <a href="https://www.gov.uk/government/statistics/a-level-and-other-16-to-18-results-2017-to-2018-revised" target="_blank">https://www.gov.uk/government/statistics/a-level-and-other-16-to-18-results-2017-to-2018-revised</a>.</p><p>The number of state-funded students in scope for the 16-18 maths and English progress measures and their attainment, split by disadvantage status, prior attainment, and the type of qualification the student sat in their KS4 study[3], [4] are available in tables 5-8, attached. These figures are for 2017/18.</p><p>Disaggregating the published figures has necessitated a slightly different methodology to calculate the number of students with positive progress. In some cases this leads to a negligible difference when totals are compared to the published data within the Department’s statistical release[5].</p><p>For figures in 2016/17, tables 1-8 have been replicated in tables 9-16, attached.</p><p> </p><p>[1] Disadvantage status is taken from the census recorded completed for that student’s final year of key stage 4 study.</p><p>[2] In previous PQs 251400–251406, prior attainment was given based on three groups (‘entry level or fail’, ‘below grade 3/D’ and ‘grade 3/D’). In the attached tables with information relating to prior attainment points, these points are based on the student’s highest prior attainment in mathematics or English. ‘Entry level or fail’ is synonymous with points 0 and 0.4. ‘Below grade 3 or D’ is synonymous with points 0.8–3.0. ‘Grade 3 or D’ is synonymous with points 4.0. This is the case for all the tables provided.</p><p>[3] ‘GCSE or equivalent’ includes students whose highest prior attainment were in a GCSE, International GCSE or level 2 certificate. Qualifications are included in this group because they are all similarly graded on a 9-1 or A*-G scale and are included as part of the condition for funding calculations. ‘Other level 2 qualifications’ includes students whose highest prior attainment was in any other level 2 qualification. This includes level 2 functional skills and free standing maths that are included as part of the condition of funding calculations. This is the case for tables 5-8 and 13-16.</p><p>[4] The methodology used means that for a small number of students any entries into maths during their 16-18 study which did not reach the grade 4/C threshold (leaving them in scope), may have led to their prior attainment being reclassified. This will have had no noticeable effect on the overall figures. Due to the methodology used to assign points to English literature and language, a small number of students may be assigned to a different qualification type. This is the case for tables 5-8 and 13-16.</p><p> </p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb grouped question UIN 259236 259238 259239 question first answered 11/06/2019 16:16:09 answering member 111 label Biography information for Nick Gibb attachment 1 file name 259236_259237_259238_259239_attainment_tables.pdf title 259236_259237_259238_259239_pdf
	tabling member	4263 label Biography information for Lucy Powell

1128874

	registered interest
	date	03/06/2019
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Mathematics: Education
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, pursuant to the Answers of 14 May 2019 to Question 251405 and Question 251401, if he will publish that data by (a) GCSE or international GCSE qualification at (i) grade 2/E, (ii) grade F, (iii) grade 1/G and (iv) grade fail and (b) any other qualification at (v) level 1 qualification, (vi) entry level and (vii) fail in 2017-18.
	tabling member constituency	Manchester Central
	tabling member printed	Lucy Powell
	uin	259238
	answer	answer is ministerial correction date of answer 11/06/2019 answer text <p>The number of state-funded students in scope for the 16-18 Maths measures and their attainment, split by disadvantage status[1] and prior attainment[2], can be found in tables 1-4, attached. These figures are for 2017/18. This expands on published data within the Department’s statistical release, available here: <a href="https://www.gov.uk/government/statistics/a-level-and-other-16-to-18-results-2017-to-2018-revised" target="_blank">https://www.gov.uk/government/statistics/a-level-and-other-16-to-18-results-2017-to-2018-revised</a>.</p><p>The number of state-funded students in scope for the 16-18 maths and English progress measures and their attainment, split by disadvantage status, prior attainment, and the type of qualification the student sat in their KS4 study[3], [4] are available in tables 5-8, attached. These figures are for 2017/18.</p><p>Disaggregating the published figures has necessitated a slightly different methodology to calculate the number of students with positive progress. In some cases this leads to a negligible difference when totals are compared to the published data within the Department’s statistical release[5].</p><p>For figures in 2016/17, tables 1-8 have been replicated in tables 9-16, attached.</p><p> </p><p>[1] Disadvantage status is taken from the census recorded completed for that student’s final year of key stage 4 study.</p><p>[2] In previous PQs 251400–251406, prior attainment was given based on three groups (‘entry level or fail’, ‘below grade 3/D’ and ‘grade 3/D’). In the attached tables with information relating to prior attainment points, these points are based on the student’s highest prior attainment in mathematics or English. ‘Entry level or fail’ is synonymous with points 0 and 0.4. ‘Below grade 3 or D’ is synonymous with points 0.8–3.0. ‘Grade 3 or D’ is synonymous with points 4.0. This is the case for all the tables provided.</p><p>[3] ‘GCSE or equivalent’ includes students whose highest prior attainment were in a GCSE, International GCSE or level 2 certificate. Qualifications are included in this group because they are all similarly graded on a 9-1 or A*-G scale and are included as part of the condition for funding calculations. ‘Other level 2 qualifications’ includes students whose highest prior attainment was in any other level 2 qualification. This includes level 2 functional skills and free standing maths that are included as part of the condition of funding calculations. This is the case for tables 5-8 and 13-16.</p><p>[4] The methodology used means that for a small number of students any entries into maths during their 16-18 study which did not reach the grade 4/C threshold (leaving them in scope), may have led to their prior attainment being reclassified. This will have had no noticeable effect on the overall figures. Due to the methodology used to assign points to English literature and language, a small number of students may be assigned to a different qualification type. This is the case for tables 5-8 and 13-16.</p><p> </p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb grouped question UIN 259236 259237 259239 question first answered 11/06/2019 16:16:09 answering member 111 label Biography information for Nick Gibb attachment 1 file name 259236_259237_259238_259239_attainment_tables.pdf title 259236_259237_259238_259239_pdf
	tabling member	4263 label Biography information for Lucy Powell

1128875

	registered interest
	date	03/06/2019
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Mathematics: Education
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, pursuant to the Answer of 14 May 2019 to Question 251405 and Question 251401 on Mathematics: Education, for that data for the year 2016-2017.
	tabling member constituency	Manchester Central
	tabling member printed	Lucy Powell
	uin	259239
	answer	answer is ministerial correction date of answer 11/06/2019 answer text <p>The number of state-funded students in scope for the 16-18 Maths measures and their attainment, split by disadvantage status[1] and prior attainment[2], can be found in tables 1-4, attached. These figures are for 2017/18. This expands on published data within the Department’s statistical release, available here: <a href="https://www.gov.uk/government/statistics/a-level-and-other-16-to-18-results-2017-to-2018-revised" target="_blank">https://www.gov.uk/government/statistics/a-level-and-other-16-to-18-results-2017-to-2018-revised</a>.</p><p>The number of state-funded students in scope for the 16-18 maths and English progress measures and their attainment, split by disadvantage status, prior attainment, and the type of qualification the student sat in their KS4 study[3], [4] are available in tables 5-8, attached. These figures are for 2017/18.</p><p>Disaggregating the published figures has necessitated a slightly different methodology to calculate the number of students with positive progress. In some cases this leads to a negligible difference when totals are compared to the published data within the Department’s statistical release[5].</p><p>For figures in 2016/17, tables 1-8 have been replicated in tables 9-16, attached.</p><p> </p><p>[1] Disadvantage status is taken from the census recorded completed for that student’s final year of key stage 4 study.</p><p>[2] In previous PQs 251400–251406, prior attainment was given based on three groups (‘entry level or fail’, ‘below grade 3/D’ and ‘grade 3/D’). In the attached tables with information relating to prior attainment points, these points are based on the student’s highest prior attainment in mathematics or English. ‘Entry level or fail’ is synonymous with points 0 and 0.4. ‘Below grade 3 or D’ is synonymous with points 0.8–3.0. ‘Grade 3 or D’ is synonymous with points 4.0. This is the case for all the tables provided.</p><p>[3] ‘GCSE or equivalent’ includes students whose highest prior attainment were in a GCSE, International GCSE or level 2 certificate. Qualifications are included in this group because they are all similarly graded on a 9-1 or A*-G scale and are included as part of the condition for funding calculations. ‘Other level 2 qualifications’ includes students whose highest prior attainment was in any other level 2 qualification. This includes level 2 functional skills and free standing maths that are included as part of the condition of funding calculations. This is the case for tables 5-8 and 13-16.</p><p>[4] The methodology used means that for a small number of students any entries into maths during their 16-18 study which did not reach the grade 4/C threshold (leaving them in scope), may have led to their prior attainment being reclassified. This will have had no noticeable effect on the overall figures. Due to the methodology used to assign points to English literature and language, a small number of students may be assigned to a different qualification type. This is the case for tables 5-8 and 13-16.</p><p> </p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb grouped question UIN 259236 259237 259238 question first answered 11/06/2019 16:16:09 answering member 111 label Biography information for Nick Gibb attachment 1 file name 259236_259237_259238_259239_attainment_tables.pdf title 259236_259237_259238_259239_pdf
	tabling member	4263 label Biography information for Lucy Powell

1129002

	registered interest
	date	03/06/2019
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Relationships and Sex Education: LGBT+ People
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, if he will issue guidance on LGBT issues to schools to guarantee that all children, regardless of their religious or non-religious background, receive age-appropriate LGBT-inclusive Relationships and Sex Education when the new subject is introduced in 2020.
	tabling member constituency	Manchester, Withington
	tabling member printed	Jeff Smith
	uin	259293
	answer	answer is ministerial correction date of answer 11/06/2019 answer text <p>From 2020, relationships education will become compulsory for all primary aged pupils and relationships and sex education (RSE) for all secondary aged pupils in England. Alongside this, we are introducing health education for all pupils in state funded schools. The guidance will be published in due course and information concerning the guidance is available here: <a href="https://www.gov.uk/government/consultations/relationships-and-sex-education-and-health-education" target="_blank">https://www.gov.uk/government/consultations/relationships-and-sex-education-and-health-education</a>.</p><p>Pupils should receive teaching on lesbian, gay, bisexual and transgender (LGBT) relationships during their school years. Primary schools are enabled and encouraged to cover LGBT content if they consider it age appropriate to do so. This would be delivered, for example, through teaching about different types of family.</p><p>RSE in secondary schools should meet the needs of all pupils, regardless of their developing sexuality or identity. The guidance sets out that secondary pupils should be taught the facts and the law about sex, sexuality and gender identity. When teaching the subjects, schools should ensure there is equal opportunity to explore the features of stable and healthy same-sex relationships. This should be integrated appropriately into the RSE programme, rather than addressed separately or in only one lesson.</p><p>All schools, including faith schools, must have regard to the draft guidance. In all schools, the religious background of all pupils must be considered when planning teaching so that the topics that are included in the core content are handled appropriately. Schools must also ensure they comply with the relevant provisions of the Equality Act 2010. The guidance includes an example of how schools can address LGBT relationships in a faith context; for example, the Catholic Education Service currently publishes a model RSE curricula.</p><p>Key aspects of relationships education, RSE and health education are in scope for Ofsted inspection; for example, through inspectors’ consideration of pupils’ personal development, behaviour and welfare; and pupils’ spiritual, moral, social and cultural development. Information about how Ofsted inspects schools is set out in its published school inspection handbook. The new Ofsted framework from September 2019 will also introduce a separate grade for ‘personal development’.</p><p> </p><p>We have also committed to reviewing the guidance every three years. This will enable us to monitor the implementation of these subjects and make changes in future where required.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb grouped question UIN 259294 259295 question first answered 11/06/2019 16:13:16 answering member 111 label Biography information for Nick Gibb
	tabling member	4456 label Biography information for Jeff Smith

1129003

	registered interest
	date	03/06/2019
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Relationships and Sex Education: LGBT+ People
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, how children who are or who may later identify as LGBT and their peers will learn about LGBT issues in a fully inclusive and tolerant manner if state-funded religious schools are permitted to omit such content from RSE.
	tabling member constituency	Manchester, Withington
	tabling member printed	Jeff Smith
	uin	259294
	answer	answer is ministerial correction date of answer 11/06/2019 answer text <p>From 2020, relationships education will become compulsory for all primary aged pupils and relationships and sex education (RSE) for all secondary aged pupils in England. Alongside this, we are introducing health education for all pupils in state funded schools. The guidance will be published in due course and information concerning the guidance is available here: <a href="https://www.gov.uk/government/consultations/relationships-and-sex-education-and-health-education" target="_blank">https://www.gov.uk/government/consultations/relationships-and-sex-education-and-health-education</a>.</p><p>Pupils should receive teaching on lesbian, gay, bisexual and transgender (LGBT) relationships during their school years. Primary schools are enabled and encouraged to cover LGBT content if they consider it age appropriate to do so. This would be delivered, for example, through teaching about different types of family.</p><p>RSE in secondary schools should meet the needs of all pupils, regardless of their developing sexuality or identity. The guidance sets out that secondary pupils should be taught the facts and the law about sex, sexuality and gender identity. When teaching the subjects, schools should ensure there is equal opportunity to explore the features of stable and healthy same-sex relationships. This should be integrated appropriately into the RSE programme, rather than addressed separately or in only one lesson.</p><p>All schools, including faith schools, must have regard to the draft guidance. In all schools, the religious background of all pupils must be considered when planning teaching so that the topics that are included in the core content are handled appropriately. Schools must also ensure they comply with the relevant provisions of the Equality Act 2010. The guidance includes an example of how schools can address LGBT relationships in a faith context; for example, the Catholic Education Service currently publishes a model RSE curricula.</p><p>Key aspects of relationships education, RSE and health education are in scope for Ofsted inspection; for example, through inspectors’ consideration of pupils’ personal development, behaviour and welfare; and pupils’ spiritual, moral, social and cultural development. Information about how Ofsted inspects schools is set out in its published school inspection handbook. The new Ofsted framework from September 2019 will also introduce a separate grade for ‘personal development’.</p><p> </p><p>We have also committed to reviewing the guidance every three years. This will enable us to monitor the implementation of these subjects and make changes in future where required.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb grouped question UIN 259293 259295 question first answered 11/06/2019 16:13:16 answering member 111 label Biography information for Nick Gibb
	tabling member	4456 label Biography information for Jeff Smith