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1692121

registered interest
date	27/02/2024
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Special Educational Needs: Qualifications
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, if she will hold discussions with relevant stakeholders on assessing the adequacy of the national curriculum for supporting children with SEND to achieve good qualifications.
tabling member constituency	York Central
tabling member printed	Rachael Maskell
uin	15944
answer	answer is ministerial correction date of answer 06/03/2024 answer text <p>The department is committed to delivering an education system that works for all children, including those with special educational needs and disabilities (SEND). The National SEND and Alternative Provision Implementation Board, chaired by Ministers, meets regularly to consider a range of issues relating to SEND.</p><p> </p><p>As the department made clear in the SEND code of practice, all pupils should have access to a broad and balanced curriculum. The code states:</p><p> </p><p>“The National Curriculum Inclusion Statement states that teachers should set high expectations for every pupil, whatever their prior attainment. Teachers should use appropriate assessment to set targets which are deliberately ambitious and potential areas of difficulty should be identified and addressed at the outset. Lessons should be planned to address potential areas of difficulty and to remove barriers to pupil achievement. In many cases, such planning means that pupils with SEND will be able to study the full National Curriculum”. The SEND code of practice can be read in full 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 06/03/2024 13:17:58 answering member 3969 label Biography information for Damian Hinds
tabling member	4471 label Biography information for Rachael Maskell

1686680

registered interest
date	01/02/2024
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Alcoholic Drinks: Health 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 provide adequate education on the use of alcohol to people under the age of 18.
tabling member constituency	York Central
tabling member printed	Rachael Maskell
uin	12643
answer	answer is ministerial correction date of answer 08/02/2024 answer text <p>From September 2020 in England, Relationships Education became compulsory for all primary school-aged pupils, Relationships and Sex Education (RSE) became compulsory for all secondary school-aged pupils, and Health Education became compulsory for all pupils in state-funded schools.</p><p>In compulsory Health Education, there is a strong focus on mental wellbeing, including a recognition that mental wellbeing and physical health are linked. This includes teaching about the dangers of tobacco, alcohol and drugs.</p><p>The statutory guidance for Health Education sets out content on drugs, alcohol and tobacco use. This guidance is available at: <a href="https://www.gov.uk/government/publications/relationships-education-relationships-and-sex-education-rse-and-health-education" target="_blank">https://www.gov.uk/government/publications/relationships-education-relationships-and-sex-education-rse-and-health-education</a>.</p><p>To support implementation, the department published a teacher training module on drugs, alcohol, and tobacco, as part of a wider suite of teacher training materials. This is available at: <a href="https://www.gov.uk/government/publications/teacher-training-drugs-alcohol-and-tobacco" target="_blank">https://www.gov.uk/government/publications/teacher-training-drugs-alcohol-and-tobacco</a>.</p><p>The department is currently reviewing the content of the RSHE statutory guidance and expects to consult on an amended draft very shortly so that the new guidance will be available as soon as possible.</p><p> </p> answering member constituency East Hampshire answering member printed Damian Hinds question first answered 08/02/2024 15:57:04 answering member 3969 label Biography information for Damian Hinds
tabling member	4471 label Biography information for Rachael Maskell

1685232

registered interest
date	26/01/2024
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Religion: Education
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what her Department's policy is on the classification of religious education as a school subject; and what funding she has allocated to support the teaching of (a) religious education and (b) national curriculum core subjects in each of the last five years.
tabling member constituency	York Central
tabling member printed	Rachael Maskell
uin	11621
answer	answer is ministerial correction date of answer 05/02/2024 answer text <p>Religious Education (RE) is an important part of a school’s curriculum and can contribute to a young person’s personal, social and academic development. When taught well, the subject develops children’s knowledge of British values and traditions, helps them to better understand those of other countries, and refines pupils’ ability to construct well-informed, balanced and structured arguments. This is why it remains a compulsory subject in all state-funded schools in England for each pupil up to the age of 18.</p><p> </p><p>The government read Ofsted’s 2023 report with interest. Whilst there is no specific allocation of funding for RE curriculum programmes, the department does provide support for RE teaching in a number of other ways, particularly in relation to teaching quality.</p><p> </p><p>The department is offering a £10,000 bursary for RE trainee teachers that are starting initial teacher training courses in the 2024/25 academic year.</p><p> </p><p>To support teachers when they are in post, and to ensure high standards and consistency of RE teaching, RE resources will be procured by Oak National Academy during the second tranche of its work. Oak will work closely with the sector and utilise sector experience when producing new materials for RE. This will ensure that high-quality lessons are available nationwide, benefitting both teachers and pupils, should schools opt to use them. Oak RE resources will be available for teaching from autumn 2024, with full packages expected to be available by autumn 2025.</p><p> </p><p>The department also continues to offer eight-week subject knowledge enhancement (SKE) courses in the 2022/23 academic year for candidates who have the potential to become outstanding teachers but need to increase their subject knowledge. The eight week SKE course, available in RE, can be undertaken on a full time or part time basis but must be completed before qualified teacher status can be recommended and awarded. Eligible candidates could be entitled to a SKE bursary of £175 per week to support them financially whilst completing their SKE course.</p><p>More information on these courses is available here: <a href="http://www.gov.uk/guidance/subject-knowledge-enhancement-an-introduction" target="_blank">www.gov.uk/guidance/subject-knowledge-enhancement-an-introduction</a>.</p><p> </p><p>The core national curriculum subjects of English, mathematics and science have received an estimated £290 million over the past five years. Allocated funding for English facilitates the English hubs programme, which is a school-to-school improvement programme that focusses on systematic synthetic phonics, early language and reading for pleasure. It also facilitates Poetry By Heart, which is a national poetry speaking competition for schools. The funding for mathematics supports the implementation of programmes that aim to improve the teaching of mathematics from age 4 to 18 and to increase participation in post-16 mathematics. Similarly for science, this funding supports programmes which aim to improve the subject expertise of teachers and improve workforce capacity and confidence for science teachers.</p><p> </p><p>In the Schools White Paper, the department has committed not to make any changes to the curriculum for the remainder of this Parliament, in order to provide stability for schools and pupils following the pandemic.</p> answering member constituency East Hampshire answering member printed Damian Hinds grouped question UIN 11622 question first answered 05/02/2024 16:59:36 answering member 3969 label Biography information for Damian Hinds
tabling member	4471 label Biography information for Rachael Maskell

1685233

registered interest
date	26/01/2024
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Religion: Education
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, with reference to the Ofsted Annual Report 2022/23, what plans her Department has to reduce the variation in the standards of teaching of religious education; and what assessment she has made of the potential merits of adding the subject to the national curriculum.
tabling member constituency	York Central
tabling member printed	Rachael Maskell
uin	11622
answer	answer is ministerial correction date of answer 05/02/2024 answer text <p>Religious Education (RE) is an important part of a school’s curriculum and can contribute to a young person’s personal, social and academic development. When taught well, the subject develops children’s knowledge of British values and traditions, helps them to better understand those of other countries, and refines pupils’ ability to construct well-informed, balanced and structured arguments. This is why it remains a compulsory subject in all state-funded schools in England for each pupil up to the age of 18.</p><p> </p><p>The government read Ofsted’s 2023 report with interest. Whilst there is no specific allocation of funding for RE curriculum programmes, the department does provide support for RE teaching in a number of other ways, particularly in relation to teaching quality.</p><p> </p><p>The department is offering a £10,000 bursary for RE trainee teachers that are starting initial teacher training courses in the 2024/25 academic year.</p><p> </p><p>To support teachers when they are in post, and to ensure high standards and consistency of RE teaching, RE resources will be procured by Oak National Academy during the second tranche of its work. Oak will work closely with the sector and utilise sector experience when producing new materials for RE. This will ensure that high-quality lessons are available nationwide, benefitting both teachers and pupils, should schools opt to use them. Oak RE resources will be available for teaching from autumn 2024, with full packages expected to be available by autumn 2025.</p><p> </p><p>The department also continues to offer eight-week subject knowledge enhancement (SKE) courses in the 2022/23 academic year for candidates who have the potential to become outstanding teachers but need to increase their subject knowledge. The eight week SKE course, available in RE, can be undertaken on a full time or part time basis but must be completed before qualified teacher status can be recommended and awarded. Eligible candidates could be entitled to a SKE bursary of £175 per week to support them financially whilst completing their SKE course.</p><p>More information on these courses is available here: <a href="http://www.gov.uk/guidance/subject-knowledge-enhancement-an-introduction" target="_blank">www.gov.uk/guidance/subject-knowledge-enhancement-an-introduction</a>.</p><p> </p><p>The core national curriculum subjects of English, mathematics and science have received an estimated £290 million over the past five years. Allocated funding for English facilitates the English hubs programme, which is a school-to-school improvement programme that focusses on systematic synthetic phonics, early language and reading for pleasure. It also facilitates Poetry By Heart, which is a national poetry speaking competition for schools. The funding for mathematics supports the implementation of programmes that aim to improve the teaching of mathematics from age 4 to 18 and to increase participation in post-16 mathematics. Similarly for science, this funding supports programmes which aim to improve the subject expertise of teachers and improve workforce capacity and confidence for science teachers.</p><p> </p><p>In the Schools White Paper, the department has committed not to make any changes to the curriculum for the remainder of this Parliament, in order to provide stability for schools and pupils following the pandemic.</p> answering member constituency East Hampshire answering member printed Damian Hinds grouped question UIN 11621 question first answered 05/02/2024 16:59:36 answering member 3969 label Biography information for Damian Hinds
tabling member	4471 label Biography information for Rachael Maskell

1685330

registered interest
date	26/01/2024
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Holiday Activities and Food Programme
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, whether she has made an assessment of the effectiveness of the Holiday Activities and Food Programme (HAF) in (a) providing value for money and (b) reaching the most deprived households.
tabling member constituency	York Central
tabling member printed	Rachael Maskell
uin	11636
answer	answer is ministerial correction date of answer 05/02/2024 answer text <p>The department’s Holiday Activities and Food (HAF) programme is targeted at disadvantaged families on the lowest incomes. The department knows that these children are less likely to access organised out-of-school activities, are more likely to experience ‘unhealthy holidays’ in terms of nutrition and physical health, and are more likely to experience social isolation. The programme is targeted primarily towards children who receive benefits-related free school meals (FSM). This can include children from families where parents are working on low incomes and are in receipt of Universal Credit. While the department asks local authorities to focus the majority of the funding on FSM children, they also have flexibility to use up to 15% of their funding to support other children and families that align with the local authorities’ own priorities.</p><p> </p><p>Based on reporting from local authorities, over 680,000 children and young people attended the holiday activities and food programme in the 2023 summer holidays. Of these participating children, over 560,000 were funded directly by the HAF programme and over 460,000 were receiving benefits-related FSM. The reports showed that over 10,000 clubs, events or organised activities operated across the country over the summer.</p><p> </p><p>HAF is a voluntary programme for eligible children, and families can therefore choose whether or not their children attend. The department is pleased that the programme reached so many children last summer.</p> answering member constituency East Hampshire answering member printed Damian Hinds question first answered 05/02/2024 17:01:43 answering member 3969 label Biography information for Damian Hinds
tabling member	4471 label Biography information for Rachael Maskell

1683426

registered interest
date	18/01/2024
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Young People: Work Experience
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, whether she has made an assessment of the potential merits of allowing young adults who are not engaging with school to attend placements with employers.
tabling member constituency	York Central
tabling member printed	Rachael Maskell
uin	10486
answer	answer is ministerial correction date of answer 26/01/2024 answer text <p>Regular attendance at school is vital for children’s education, wellbeing and long-term development. School attendance is mandatory and parents have a duty, under Section 7 of the Education Act 1996, to ensure that their child of compulsory age, from 5 to 16 years old, receives an efficient full-time education.</p><p> </p><p>During their time in school, pupils should be able to benefit from a range of work experience placements as part of the wider curriculum. The careers statutory guidance makes it clear that schools and colleges should offer every pupil at least one experience of a workplace by age 16 and a further experience by age 18 through work visits, work shadowing and/or work experience, in line with Gatsby Benchmark 6. This provides pupils with multiple opportunities to learn from different employers about work and the skills that are valued in the workplace.</p><p> </p><p>Where a pupil is not attending school regularly, 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 the child’s return to school. The department would encourage parents to work with their child’s school and the local authority to discuss the reasons behind their absence and together agree a plan so that the right support can be put in place to help the child return to regular and consistent education.</p><p> </p><p>Ultimately, the local authority has the duty, under Section 19 of the Education Act 1996, to provide education for compulsory aged children. Vocational placements, as part of an alternative provision offer, can provide a valuable ‘hook’ back into learning, as well as providing essential life skills for some of our most disengaged learners.</p><p> </p><p>At post-16, pupils have access to a range of work placement opportunities. Thousands of young people have benefited from world-class T Levels, all of which include a meaningful industry placement with an employer of at least 45 days.</p> answering member constituency East Hampshire answering member printed Damian Hinds question first answered 26/01/2024 12:20:32 answering member 3969 label Biography information for Damian Hinds
tabling member	4471 label Biography information for Rachael Maskell

1681872

registered interest
date	15/01/2024
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
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, whether she has made a recent assessment of the potential impact of the guidance entitled Introduction: Relationships Education, Relationships and Sex Education (RSE) and Health education, published in September 2021, on the effectiveness of RSE in schools.
tabling member constituency	York Central
tabling member printed	Rachael Maskell
uin	9553
answer	answer is ministerial correction date of answer 19/01/2024 answer text <p>The mentioned guidance is a section of the statutory Relationships Education, Relationships and Sex Education and Health Education Guidance 2019, which is currently under review. The department will publish an amended draft for consultation at the earliest opportunity this year.</p><p> </p> answering member constituency East Hampshire answering member printed Damian Hinds question first answered 19/01/2024 13:12:58 answering member 3969 label Biography information for Damian Hinds
tabling member	4471 label Biography information for Rachael Maskell

1680743

registered interest
date	09/01/2024
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, if she will take steps to measure the potential impact of school (a) disciplinary processes and (b) culture on children (i) with autism and (ii) who are neurodivergent.
tabling member constituency	York Central
tabling member printed	Rachael Maskell
uin	8763
answer	answer is ministerial correction date of answer 16/01/2024 answer text <p>The department does not collect data on the impact of behaviour policies on pupils, including those who have autism, attention deficit hyperactivity disorder (ADHD), mental health needs or who are neurodivergent.</p><p>In July 2022, the department published updated guidance on Behaviour in Schools 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.</p><p>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.</p><p>Schools have a duty under the Equality Act 2010 to take such steps as is reasonable to avoid any substantial disadvantage to a disabled pupil caused by the school’s policies or practices.</p><p>Within these legal parameters, it is then for individual schools to develop their own policies.</p><p> </p> answering member constituency East Hampshire answering member printed Damian Hinds grouped question UIN 8764 question first answered 16/01/2024 12:57:29 answering member 3969 label Biography information for Damian Hinds
tabling member	4471 label Biography information for Rachael Maskell

1680744

registered interest
date	09/01/2024
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 has made an assessment of the potential impact of disproportionately harsh disciplinary measures in schools on children with (a) autism, (b) ADHD and (c) mental health challenges.
tabling member constituency	York Central
tabling member printed	Rachael Maskell
uin	8764
answer	answer is ministerial correction date of answer 16/01/2024 answer text <p>The department does not collect data on the impact of behaviour policies on pupils, including those who have autism, attention deficit hyperactivity disorder (ADHD), mental health needs or who are neurodivergent.</p><p>In July 2022, the department published updated guidance on Behaviour in Schools 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.</p><p>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.</p><p>Schools have a duty under the Equality Act 2010 to take such steps as is reasonable to avoid any substantial disadvantage to a disabled pupil caused by the school’s policies or practices.</p><p>Within these legal parameters, it is then for individual schools to develop their own policies.</p><p> </p> answering member constituency East Hampshire answering member printed Damian Hinds grouped question UIN 8763 question first answered 16/01/2024 12:57:29 answering member 3969 label Biography information for Damian Hinds
tabling member	4471 label Biography information for Rachael Maskell

1680745

registered interest
date	09/01/2024
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Children: Neurodiversity
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, whether she has made an assessment of the potential merits of giving powers to (a) Ofsted and (b) Regional Schools Commissioners to remove school leaders who have authorised school policies that were known to have a negative impact on the health and wellbeing of (i) neurodiverse and (ii) other pupils.
tabling member constituency	York Central
tabling member printed	Rachael Maskell
uin	8765
answer	answer is ministerial correction date of answer 17/01/2024 answer text <p>All schools are under legal duties to safeguard and promote the welfare of pupils in their care. In doing so, they must have due regard to the department’s statutory guidance, ‘Keeping children safe in education’<em>.</em> Schools are also legally required to meet the needs of individual pupils, including pupils with Special Educational Needs and Disabilities.</p><p>Where a school has failed to carry out its legal duties, Regional Directors (formerly known as Regional Schools Commissioners), acting on behalf of the Secretary of State for Education, have powers to intervene to bring about improvements and ensure failings are remedied. These include powers to bring in new management for the school where the necessary improvements are not made. Local authorities also have their own powers to intervene in maintained schools which are failing to keep pupils safe. These powers are set out in the department’s guidance on intervention, ‘Schools causing concern’<em>.</em></p><p>Ofsted’s role is to inspect schools. Where Ofsted identifies concerns about schools through inspection, it is for the department as the regulator to consider what action to take.</p> answering member constituency East Hampshire answering member printed Damian Hinds question first answered 17/01/2024 11:19:10 answering member 3969 label Biography information for Damian Hinds
tabling member	4471 label Biography information for Rachael Maskell