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1694972

registered interest
date	11/03/2024
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Health Education: Children and Young People
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what steps she is taking to help ensure that public health education is delivered to children and young people who are (a) not in school and (b) at particular risk from harm from (i) use of (A) nitrous oxide, (B) drugs and (C) alcohol and (ii) other public health concerns.
tabling member constituency	York Central
tabling member printed	Rachael Maskell
uin	17935
answer	answer is ministerial correction date of answer 19/03/2024 answer text <p>Parents have a right to educate their children at home and must provide a full time, efficient, and suitable education if the child is of compulsory school age. The government supports this right. There are no specific legal requirements as to the content of home education, provided the education provided is full-time, efficient and suitable. This means that education does not need to include any particular subjects and does not need to have any reference to the national curriculum.</p><p> </p><p>The government’s elective home education guidance sets out eight components that local authorities should consider when determining whether a child is receiving a suitable education. The department intends to provide further information on what should be considered when determining ‘suitable education’ as part of the consultation to review elective home education guidance, which closed on 18 January. Responses are being analysed and the department will publish the revised guidance and consultation response in due course.</p><p> </p><p>Part of the government’s strategy to reduce the harm of drugs is Frank, which is the number one drugs information site in England, and reaches audiences from 11 to 54+ supporting pre-users, regular users, concerned others and schools with information on drugs. Frank receives over 5 million page visits per year, and is updated to reflect new and emerging patterns of drug use, including the effects and risks of nitrous oxide.</p><p> </p><p>The Frank service remains a key element in providing accurate and factual advice on the risks and effects of a range of drugs and alcohol, as well as broader advice around substance abuse, including sign posting to relevant services.</p><p> </p><p>The Frank helpline is available, 24/7, 365 days of the year. Their trained advisors deal with, on average, 100,000, calls, emails, texts and webchats per annum, providing a help service for people who are concerned about their own or others’ drugs consumption. There is also a separate line for alcohol abuse calls, and the Frank agents will seamlessly deal with those as part of the same call.</p> answering member constituency East Hampshire answering member printed Damian Hinds question first answered 19/03/2024 16:29:26 answering member 3969 label Biography information for Damian Hinds
tabling member	4471 label Biography information for Rachael Maskell

1695131

registered interest
date	11/03/2024
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Pupils: Absenteeism
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what steps she is taking to capture data on the reasons for children not being in school settings.
tabling member constituency	York Central
tabling member printed	Rachael Maskell
uin	17998
answer	answer is ministerial correction date of answer 19/03/2024 answer text <p>Ensuring that children are in school is a top priority for the government. As part of the comprehensive national attendance strategy to ensure that every child registered at school attends every day, the department has a daily data scheme to understand the drivers for absence. The local authority level data is published fortnightly and made available to schools and local authorities at a pupil level and is some of the richest and most timely attendance data in the world. Participation in the daily data scheme will become mandatory for all state-funded schools from September 2024. The latest data is available here: <a href="https://explore-education-statistics.service.gov.uk/find-statistics/pupil-attendance-in-schools" target="_blank">https://explore-education-statistics.service.gov.uk/find-statistics/pupil-attendance-in-schools</a>.</p><p>The department also collects information about the reason for placement into alternative provision (AP) by schools and local authorities through the school census and the AP census. This includes placements into non-school alternative provision settings.</p><p>For those children who are not enrolled at a school, the department collects termly data on home educated children and children missing education from local authorities, doing so on a voluntary basis since October 2022, with the collection becoming mandatory this autumn. Analysis of the data will help to improve understand of the drivers behind the rise in children not in school. The data for home educated children can be found here: <a href="https://explore-education-statistics.service.gov.uk/find-statistics/elective-home-education" target="_blank">https://explore-education-statistics.service.gov.uk/find-statistics/elective-home-education</a>. The data for children missing education can be found here: <a href="https://explore-education-statistics.service.gov.uk/find-statistics/children-missing-education" target="_blank">https://explore-education-statistics.service.gov.uk/find-statistics/children-missing-education</a>.</p><p> </p> answering member constituency East Hampshire answering member printed Damian Hinds question first answered 19/03/2024 12:15:05 answering member 3969 label Biography information for Damian Hinds
tabling member	4471 label Biography information for Rachael Maskell

1695135

registered interest
date	11/03/2024
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Pupil Exclusions
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what steps she is taking to (a) identify students who are at risk of school exclusion and (b) make (i) early interventions and (ii) trauma informed approaches to ensure that their needs are met.
tabling member constituency	York Central
tabling member printed	Rachael Maskell
uin	18002
answer	answer is ministerial correction date of answer 19/03/2024 answer text <p>The department supports head teachers in using suspension and permanent exclusion as a sanction as part of creating calm, safe, and supportive environments where pupils and staff can work in safety and are respected.</p><p>The department has published guidance on ‘Behaviour in Schools’, ‘Mental Health and Behaviour in Schools’, and ‘Suspension and Permanent Exclusion’, which is the primary source of help and support for schools on how to manage behaviour for all pupils in the school community, to create a culture with high expectations of behaviour. The ‘Behaviour in Schools’ guidance is available at: <a href="https://assets.publishing.service.gov.uk/media/65ce3721e1bdec001a3221fe/Behaviour_in_schools_-_advice_for_headteachers_and_school_staff_Feb_2024.pdf" target="_blank">https://assets.publishing.service.gov.uk/media/65ce3721e1bdec001a3221fe/Behaviour_in_schools_-_advice_for_headteachers_and_school_staff_Feb_2024.pdf</a>. The ‘Mental Health and Behaviour in Schools’ guidance is available at: <a href="https://assets.publishing.service.gov.uk/media/625ee6148fa8f54a8bb65ba9/Mental_health_and_behaviour_in_schools.pdf" target="_blank">https://assets.publishing.service.gov.uk/media/625ee6148fa8f54a8bb65ba9/Mental_health_and_behaviour_in_schools.pdf</a>. The ‘Suspension and Permanent Exclusion’ guidance is available at: <a href="https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1181584/Suspension_and_permanent_exclusion_guidance_september_23.pdf" target="_blank">https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1181584/Suspension_and_permanent_exclusion_guidance_september_23.pdf</a>.</p><p>The department does not endorse any one approach to behaviour management over another. The department trusts school leaders to develop tailored behaviour policies which reflect their school’s individual contexts and needs. Any policy must be lawful, proportionate, and reasonable and comply with the school’s duties under the Equality Act 2010 and the Education and Inspections Act 2006.</p><p>The ‘Behaviour in Schools and Exclusion’ guidance is also clear that head teachers should consider any underlying causes of misbehaviour before issuing any exclusion, including where a pupil has a history of trauma. Early intervention measures should include an assessment of whether appropriate provision is in place to support any special educational needs and disabilities. The ‘Mental Health and Behaviour in Schools’ guidance also makes clear that recognising emerging issues as early as possible, and working effectively with external agencies to provide support for pupils who display persistent disruptive behaviour, and are at risk of exclusion, is vital.</p> answering member constituency East Hampshire answering member printed Damian Hinds question first answered 19/03/2024 11:57:36 answering member 3969 label Biography information for Damian Hinds
tabling member	4471 label Biography information for Rachael Maskell

1695138

registered interest
date	11/03/2024
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Home Education
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what steps she is taking to help ensure children not in school develop safe and secure relationships with (a) other pupils and (b) adult mentors.
tabling member constituency	York Central
tabling member printed	Rachael Maskell
uin	18005
answer	answer is ministerial correction date of answer 19/03/2024 answer text <p>Parents have a right to educate their children at home and must provide a full-time, efficient, suitable education if the child is of compulsory school age. The government supports this right. Parents may provide education in whatever form they wish provided it is full-time, efficient, and suitable.</p><p> </p><p>The government’s elective home education guidance sets out eight components that local authorities should consider when determining whether a child is receiving a suitable education, which includes very marked isolation as a possible indicator for unsuitability. Most parents will arrange for their children to undertake activities or trips away from the home, including as part of groups of home-educated children or at settings that allow for socialising with other children. Parents may also arrange for parts of education to be delivered by other individuals or settings, such as private tutors, though the parents will retain the overall responsibility to ensure that the education being received is suitable.</p><p> </p><p>The department intends to provide further information on what should be considered when determining ‘suitable education’ as part of our consultation to review our elective home education guidance, which closed on 18 January. Responses are being analysed and we will publish the revised guidance and consultation response in due course.</p><p> </p><p>Local authorities have duties to ensure all children in their area are receiving a suitable education. They have powers to make enquiries with parents as to whether a suitable education appears to be being provided. If home education appears not to be suitable, then the local authority must commence the school attendance order process by first issuing a preliminary notice. Local authorities have the same safeguarding responsibilities for children educated at home as for other children.</p><p> </p> answering member constituency East Hampshire answering member printed Damian Hinds question first answered 19/03/2024 12:38:52 answering member 3969 label Biography information for Damian Hinds
tabling member	4471 label Biography information for Rachael Maskell

1695143

registered interest
date	11/03/2024
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Teachers: Training
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, if she will take steps to (a) ensure that teacher training is using a trauma-informed approach to educating new teachers and (b) assess the adequacy of the delivery of that approach.
tabling member constituency	York Central
tabling member printed	Rachael Maskell
uin	18010
answer	answer is ministerial correction date of answer 19/03/2024 answer text <p>The mandatory initial teacher training (ITT) Core Content Framework (CCF) (2019) sets out the minimum entitlement of knowledge, skills and experiences that all trainees need to enter the profession in the best position possible to teach and support their pupils. This core content must be covered in full for all ITT courses that lead to Qualified Teacher Status (QTS). A link to the framework can be found here: <a href="https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/974307/ITT_core_content_framework_.pdf" target="_blank">https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/974307/ITT_core_content_framework_.pdf</a>.</p><p>It is for accredited ITT providers to incorporate the CCF into curriculum that are appropriate to the needs of trainees, and to adapt them for the subject, phase and age range that the trainees will be teaching.</p><p> </p><p>ITT courses must be designed so that, by the end of the course, teacher trainees can demonstrate that they meet all the Teachers’ Standards at the appropriate level. This includes Teachers’ Standard 5, which requires teachers to respond to the strengths and needs of all pupils and to have a secure understanding of how a range of factors can inhibit pupil’s ability to learn, and how best to overcome these.</p><p> </p><p>Following the award of QTS, all early career teachers are entitled to a two year induction underpinned by the Early Career Framework (ECF). In 2023, the department undertook a review of the CCF and ECF, and in January 2024, the new ITTECF was published. From September 2025, this new framework combines and replaces the CCF and ECF into one framework, which sets out the training entitlement during ITT and the two year induction. The department worked closely with the Education Endowment Foundation to ensure the ITTECF is framed around the best available evidence of what defines great teaching. Trauma informed practice is an emerging field of research and the evidence base is still developing.</p><p> </p><p>The quality of ITT provision is assessed through Ofsted’s routine inspections of accredited ITT providers. Ofsted provide critical and independent quality assurance of all ITT provision that leads to QTS.</p><p> </p> answering member constituency East Hampshire answering member printed Damian Hinds question first answered 19/03/2024 12:07:05 answering member 3969 label Biography information for Damian Hinds
tabling member	4471 label Biography information for Rachael Maskell

1695147

registered interest
date	11/03/2024
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Children: Communication
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what assessment she has made of the impact of dysregulated parents or guardians on children's regulation at school.
tabling member constituency	York Central
tabling member printed	Rachael Maskell
uin	18014
answer	answer is ministerial correction date of answer 19/03/2024 answer text <p>The department has not made an assessment on the impact of dysregulated parents or guardians on children's regulation at school.</p><p> </p><p>The department recognises the importance of providing pupils with the right support at the right time to help them achieve the high standards of behaviour expected of them. The department’s recently updated ‘Behaviour in schools’ guidance advises schools on creating calm, safe and supportive environments where pupils and staff can work in safety and are respected. It is important for schools to engage parents in their children’s education and the department trusts schools to develop approaches to engaging parents that are best suited to the local context of the school and individual families. The ‘Behaviour in schools’ guidance is available here: <a href="https://www.gov.uk/government/publications/behaviour-in-schools--2" target="_blank">https://www.gov.uk/government/publications/behaviour-in-schools--2</a>.</p><p> </p><p>There are a range of methods to support pupils who are experiencing anxiety or other forms of distress. The department has committed to offer all state schools and colleges a grant to train a senior mental health lead by 2025. Training will enable leads to introduce effective whole school approaches to mental health and wellbeing, including the consideration of the support interventions provided in school and the training needs of staff. Over 15,100 settings have claimed a grant so far, including more than 7 in 10 state-funded secondary schools.</p><p> </p><p>For those pupils with special educational needs and disabilities (SEND), the ‘SEND code of practice’ sets out that all schools should apply a ‘graduated approach’, which means identifying a child’s needs, implementing appropriate support and reviewing it regularly. Schools should involve pupils and their parents at each of these stages, taking their perspectives into account and keeping them informed about what support is in place. The department expects schools and local authorities to consider the individual circumstances of each pupil and family and take the best course of action to support them. The ‘SEND code of practice’ can be found here: <a href="https://www.gov.uk/government/publications/send-code-of-practice-0-to-25" target="_blank">https://www.gov.uk/government/publications/send-code-of-practice-0-to-25</a>.</p> answering member constituency East Hampshire answering member printed Damian Hinds question first answered 19/03/2024 17:18:10 answering member 3969 label Biography information for Damian Hinds
tabling member	4471 label Biography information for Rachael Maskell

1695148

registered interest
date	11/03/2024
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Schools: Discipline
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, whether she is taking steps to ensure that policies on (a) behaviour and (b) discipline in school do not escalate a child's distress.
tabling member constituency	York Central
tabling member printed	Rachael Maskell
uin	18015
answer	answer is ministerial correction date of answer 19/03/2024 answer text <p>Pupil behaviour is a priority for the government. No pupil should miss out on education because they feel unsafe, because their lesson is disrupted, or fall behind because their needs are not identified and supported.</p><p> </p><p>In July 2022, the department published the updated ‘Behaviour in schools guidance’, which is the primary source of help and support for schools on developing and implementing a behaviour policy that can create a school culture with high expectations of behaviour. Schools should ensure that high standards and expectations of good behaviour pervade all aspects of school life, creating calm, safe and supportive environments where pupils and staff can work in safety and are respected.</p><p> </p><p>The department trusts school leaders to develop tailored behaviour policies that reflect their school’s individual contexts and needs. Any school behaviour policy must be lawful, proportionate and reasonable and comply with the school’s duties under the Equality Act 2010 and the Education and Inspections Act 2006. Account must be taken of a pupil’s age, any special educational needs or disability they may have, and any religious requirements affecting them. Within these legal parameters, it is then for individual schools to develop their own policies.</p> answering member constituency East Hampshire answering member printed Damian Hinds question first answered 19/03/2024 12:45:08 answering member 3969 label Biography information for Damian Hinds
tabling member	4471 label Biography information for Rachael Maskell