Following the department\u2019s commitment to review the initial teacher training (ITT) market in the 2019 Teacher Recruitment and Retention strategy, we welcomed the expert advisory group\u2019s recommendations to define all ITT that leads to qualified teacher status within three core routes of undergraduate, postgraduate fee-funded, and postgraduate employment-based.<\/p>
By 2024, a reformed ITT provider market will be delivering quality-assured training that places a greater emphasis than ever before on embedding structured practice into courses, ensuring trainees are ready to thrive in the classroom in their early careers. The department is also working with stakeholders as part of the scheduled review of the employment-based postgraduate teacher apprenticeship route.<\/p>
<\/p>"} , "answeringMember" : {"_about" : "http://data.parliament.uk/members/4091", "label" : {"_value" : "Biography information for Mr Robin Walker"} } , "answeringMemberConstituency" : {"_value" : "Worcester"} , "answeringMemberPrinted" : {"_value" : "Mr Robin Walker"} , "dateOfAnswer" : {"_value" : "2022-06-28", "_datatype" : "dateTime"} , "isMinisterialCorrection" : {"_value" : "false", "_datatype" : "boolean"} , "questionFirstAnswered" : [{"_value" : "2022-06-28T11:23:04.347Z", "_datatype" : "dateTime"} ]} , "answeringDeptId" : {"_value" : "60"} , "answeringDeptShortName" : {"_value" : "Education"} , "answeringDeptSortName" : {"_value" : "Education"} , "date" : {"_value" : "2022-06-22", "_datatype" : "dateTime"} , "hansardHeading" : {"_value" : "Teachers: Recruitment"} , "houseId" : {"_value" : "1"} , "legislature" : [{"_about" : "http://data.parliament.uk/terms/25259", "prefLabel" : {"_value" : "House of Commons"} } ], "questionText" : "To ask the Secretary of State for Education, what assessment he has made of the adequacy of current routes into the teaching profession.", "registeredInterest" : {"_value" : "false", "_datatype" : "boolean"} , "tablingMember" : {"_about" : "http://data.parliament.uk/members/411", "label" : {"_value" : "Biography information for Mr Barry Sheerman"} } , "tablingMemberConstituency" : {"_value" : "Huddersfield"} , "tablingMemberPrinted" : [{"_value" : "Mr Barry Sheerman"} ], "uin" : "23222"} , {"_about" : "http://data.parliament.uk/resources/1472601", "AnsweringBody" : [{"_value" : "Department for Education"} ], "answer" : {"_about" : "http://data.parliament.uk/resources/1472601/answer", "answerText" : {"_value" : "
As announced in the Schools White Paper, the department will establish a new arm\u2019s length curriculum body, building on the success of Oak National Academy\u2019s work during the COVID-19 pandemic. It will work with thousands of teachers to co-design, create, and continually improve packages of optional, free, adaptable digital curriculum resources and video lessons. These optional resources will be available across the UK, helping teachers deliver a high-quality curriculum.<\/p>
<\/p>
Teachers in the UK benefit from a diverse commercial education resources market that offers a range of materials to support high-quality planning and teaching. The curriculum body will work with the market, leading a broad and inclusive national process that will involve commercial education resource suppliers as well as teachers, schools, school trusts, Subject Associations, National Centres of Excellence, and many others, as it develops and delivers its support offer for schools.<\/p>
<\/p>
Building on our existing understanding, the department is currently working with commercial organisations to gather further information that will help us to understand the potential effect on the market. It is important to us that areas of the market that offer high-quality, carefully sequenced resources that meet teachers\u2019 needs can continue doing so. Opportunities for educational publishers and other partners to work with the curriculum body will be open to all across the sector.<\/p>
<\/p>"} , "answeringMember" : {"_about" : "http://data.parliament.uk/members/4091", "label" : {"_value" : "Biography information for Mr Robin Walker"} } , "answeringMemberConstituency" : {"_value" : "Worcester"} , "answeringMemberPrinted" : {"_value" : "Mr Robin Walker"} , "dateOfAnswer" : {"_value" : "2022-06-28", "_datatype" : "dateTime"} , "isMinisterialCorrection" : {"_value" : "false", "_datatype" : "boolean"} , "questionFirstAnswered" : [{"_value" : "2022-06-28T11:30:38.973Z", "_datatype" : "dateTime"} ]} , "answeringDeptId" : {"_value" : "60"} , "answeringDeptShortName" : {"_value" : "Education"} , "answeringDeptSortName" : {"_value" : "Education"} , "date" : {"_value" : "2022-06-22", "_datatype" : "dateTime"} , "hansardHeading" : {"_value" : "Education: Publishing"} , "houseId" : {"_value" : "1"} , "legislature" : [{"_about" : "http://data.parliament.uk/terms/25259", "prefLabel" : {"_value" : "House of Commons"} } ], "questionText" : "To ask the Secretary of State for Education, what assessment he has made of the potential effect of proposals relating to the curriculum Arms-Length Body in the Schools Bill on educational publishers across the country; and if he will take steps to ensure that educational publishers are able to compete on equitable terms.", "registeredInterest" : {"_value" : "false", "_datatype" : "boolean"} , "tablingMember" : {"_about" : "http://data.parliament.uk/members/4659", "label" : {"_value" : "Biography information for Andrew Lewer"} } , "tablingMemberConstituency" : {"_value" : "Northampton South"} , "tablingMemberPrinted" : [{"_value" : "Andrew Lewer"} ], "uin" : "23395"} , {"_about" : "http://data.parliament.uk/resources/1471970", "AnsweringBody" : [{"_value" : "Department for Education"} ], "answer" : {"_about" : "http://data.parliament.uk/resources/1471970/answer", "answerText" : {"_value" : "
Education is a devolved matter, and the response outlines the information for England only.<\/p>
<\/p>
My right hon. Friend, the Secretary of State for Education, has not had discussions with my right hon. Friend, the Minister for Women and Equalities, on including basic sign language in a social skills curriculum.<\/p>
<\/p>
The government does not set out guidance on a social skills curriculum for schools in England and there are no plans to make British Sign Language (BSL) part of the statutory curriculum. The statutory curriculum, including the national curriculum, is just one element in the wide-ranging education of every child which makes up the broader school curriculum.<\/p>
<\/p>
Schools are free to offer BSL as part of their wider school curriculum, to meet the needs of their pupils if they wish.<\/p>
<\/p>
The department is working with Ofqual and subject experts to develop subject content for a British Sign Language GCSE. We aim to consult publicly on the draft subject content in autumn 2022.<\/p>
<\/p>"} , "answeringMember" : {"_about" : "http://data.parliament.uk/members/4091", "label" : {"_value" : "Biography information for Mr Robin Walker"} } , "answeringMemberConstituency" : {"_value" : "Worcester"} , "answeringMemberPrinted" : {"_value" : "Mr Robin Walker"} , "dateOfAnswer" : {"_value" : "2022-06-28", "_datatype" : "dateTime"} , "isMinisterialCorrection" : {"_value" : "false", "_datatype" : "boolean"} , "questionFirstAnswered" : [{"_value" : "2022-06-28T11:08:08.227Z", "_datatype" : "dateTime"} ]} , "answeringDeptId" : {"_value" : "60"} , "answeringDeptShortName" : {"_value" : "Education"} , "answeringDeptSortName" : {"_value" : "Education"} , "date" : {"_value" : "2022-06-21", "_datatype" : "dateTime"} , "hansardHeading" : {"_value" : "Sign Language: Curriculum"} , "houseId" : {"_value" : "1"} , "legislature" : [{"_about" : "http://data.parliament.uk/terms/25259", "prefLabel" : {"_value" : "House of Commons"} } ], "questionText" : "To ask the Secretary of State for Education, whether he has had discussions with the Minister for Women and Equalities on the potential merits of including basic sign language in the social skills curriculum.", "registeredInterest" : {"_value" : "false", "_datatype" : "boolean"} , "tablingMember" : {"_about" : "http://data.parliament.uk/members/4131", "label" : {"_value" : "Biography information for Jim Shannon"} } , "tablingMemberConstituency" : {"_value" : "Strangford"} , "tablingMemberPrinted" : [{"_value" : "Jim Shannon"} ], "uin" : "22429"} , {"_about" : "http://data.parliament.uk/resources/1472091", "AnsweringBody" : [{"_value" : "Department for Education"} ], "answer" : {"_about" : "http://data.parliament.uk/resources/1472091/answer", "answerText" : {"_value" : "
Schools should support a culture of wellbeing amongst staff and pupils. The department understands that the COVID-19 pandemic has impacted the mental health and wellbeing of children and young people, and that this will have an impact in the longer-term. Although schools should encourage all pupils to work hard and achieve well in primary assessments, the department does not recommend that they devote excessive time to preparation, and certainly not at the expense of pupils\u2019 mental health and wellbeing.<\/p>
<\/p>
Assessments are a crucial part of a child\u2019s schooling and are fundamental in a high-performing education system. Statutory assessments at primary school are an essential part in ensuring that all pupils master the basics of reading, writing, and maths to prepare them for secondary school. Assessment data also enables parents, schools, and the department to understand the impact of lost time in education and recovery initiatives.<\/p>
<\/p>
In 2017, the government carried out a consultation into primary assessment in England. The consultation received over 4,000 responses from a diverse range of backgrounds and specialisms, providing a broad and informed range of views that informed policy on the current primary assessment system. Additionally, the department engages with teachers, parents and their representatives on a regular basis to understand their views on primary assessment.<\/p>
<\/p>
The department has no current plans to undertake further major reform of assessments.<\/p>"} , "answeringMember" : {"_about" : "http://data.parliament.uk/members/4091", "label" : {"_value" : "Biography information for Mr Robin Walker"} } , "answeringMemberConstituency" : {"_value" : "Worcester"} , "answeringMemberPrinted" : {"_value" : "Mr Robin Walker"} , "dateOfAnswer" : {"_value" : "2022-06-27", "_datatype" : "dateTime"} , "isMinisterialCorrection" : {"_value" : "false", "_datatype" : "boolean"} , "questionFirstAnswered" : [{"_value" : "2022-06-27T09:44:12.42Z", "_datatype" : "dateTime"} ]} , "answeringDeptId" : {"_value" : "60"} , "answeringDeptShortName" : {"_value" : "Education"} , "answeringDeptSortName" : {"_value" : "Education"} , "date" : {"_value" : "2022-06-21", "_datatype" : "dateTime"} , "hansardHeading" : {"_value" : "Pupils: Assessments"} , "houseId" : {"_value" : "1"} , "legislature" : [{"_about" : "http://data.parliament.uk/terms/25259", "prefLabel" : {"_value" : "House of Commons"} } ], "questionText" : "To ask the Secretary of State for Education, what assessment he has made of the potential impact of (a) SATs and (b) statutory testing on pupil mental health and wellbeing; and if he will make it his policy to pause such testing to allow for a profession-led review of the potential impact of the current assessment system in primary schools on pupil wellbeing.", "registeredInterest" : {"_value" : "false", "_datatype" : "boolean"} , "tablingMember" : {"_about" : "http://data.parliament.uk/members/4786", "label" : {"_value" : "Biography information for Zarah Sultana"} } , "tablingMemberConstituency" : {"_value" : "Coventry South"} , "tablingMemberPrinted" : [{"_value" : "Zarah Sultana"} ], "uin" : "22569"} , {"_about" : "http://data.parliament.uk/resources/1472099", "AnsweringBody" : [{"_value" : "Department for Education"} ], "answer" : {"_about" : "http://data.parliament.uk/resources/1472099/answer", "answerText" : {"_value" : "
Academy trust freedoms include the autonomy for academy trusts to make decisions on matters such as financial governance, the school year and day, curriculum, staffing, and pay. These enable academy trusts to collaborate, innovate, and run themselves efficiently to support teachers and schools where the challenge is greatest to deliver the best outcomes for their pupils.<\/p>
<\/p>
As set out in the Schools White Paper, the department knows the best multi-academy trusts transform outcomes for pupils, particularly the most disadvantaged, and deliver improvement in schools and areas where poor performance had become entrenched.<\/p>
<\/p>
There are no provisions in the Schools Bill that undermine academy freedoms. The Schools Bill makes provisions for the Academy Trust Standards, which will bring together existing requirements currently set out across funding agreements, legislation, and the Academy Trust Handbook into a single statutory framework. This will bring greater clarity, understanding and reassurance to the sector, and will ensure the same minimum standards apply consistently to all academies now and in the future.<\/p>
<\/p>
The department will consult with the sector on every iteration of the Academy Trust Standards regulations.<\/p>"} , "answeringMember" : {"_about" : "http://data.parliament.uk/members/4091", "label" : {"_value" : "Biography information for Mr Robin Walker"} } , "answeringMemberConstituency" : {"_value" : "Worcester"} , "answeringMemberPrinted" : {"_value" : "Mr Robin Walker"} , "dateOfAnswer" : {"_value" : "2022-06-27", "_datatype" : "dateTime"} , "groupedQuestionUIN" : {"_value" : "22410"} , "isMinisterialCorrection" : {"_value" : "false", "_datatype" : "boolean"} , "questionFirstAnswered" : [{"_value" : "2022-06-27T10:45:56.543Z", "_datatype" : "dateTime"} ]} , "answeringDeptId" : {"_value" : "60"} , "answeringDeptShortName" : {"_value" : "Education"} , "answeringDeptSortName" : {"_value" : "Education"} , "date" : {"_value" : "2022-06-21", "_datatype" : "dateTime"} , "hansardHeading" : {"_value" : "Academies"} , "houseId" : {"_value" : "1"} , "legislature" : [{"_about" : "http://data.parliament.uk/terms/25259", "prefLabel" : {"_value" : "House of Commons"} } ], "questionText" : "To ask the Secretary of State for Education, what assessment he has made of the (a) value and (b) potential merits of the operating freedoms available to academy schools.", "registeredInterest" : {"_value" : "false", "_datatype" : "boolean"} , "tablingMember" : {"_about" : "http://data.parliament.uk/members/4046", "label" : {"_value" : "Biography information for Bridget Phillipson"} } , "tablingMemberConstituency" : {"_value" : "Houghton and Sunderland South"} , "tablingMemberPrinted" : [{"_value" : "Bridget Phillipson"} ], "uin" : "22409"} , {"_about" : "http://data.parliament.uk/resources/1472100", "AnsweringBody" : [{"_value" : "Department for Education"} ], "answer" : {"_about" : "http://data.parliament.uk/resources/1472100/answer", "answerText" : {"_value" : "
Academy trust freedoms include the autonomy for academy trusts to make decisions on matters such as financial governance, the school year and day, curriculum, staffing, and pay. These enable academy trusts to collaborate, innovate, and run themselves efficiently to support teachers and schools where the challenge is greatest to deliver the best outcomes for their pupils.<\/p>
<\/p>
As set out in the Schools White Paper, the department knows the best multi-academy trusts transform outcomes for pupils, particularly the most disadvantaged, and deliver improvement in schools and areas where poor performance had become entrenched.<\/p>
<\/p>
There are no provisions in the Schools Bill that undermine academy freedoms. The Schools Bill makes provisions for the Academy Trust Standards, which will bring together existing requirements currently set out across funding agreements, legislation, and the Academy Trust Handbook into a single statutory framework. This will bring greater clarity, understanding and reassurance to the sector, and will ensure the same minimum standards apply consistently to all academies now and in the future.<\/p>
<\/p>
The department will consult with the sector on every iteration of the Academy Trust Standards regulations.<\/p>"} , "answeringMember" : {"_about" : "http://data.parliament.uk/members/4091", "label" : {"_value" : "Biography information for Mr Robin Walker"} } , "answeringMemberConstituency" : {"_value" : "Worcester"} , "answeringMemberPrinted" : {"_value" : "Mr Robin Walker"} , "dateOfAnswer" : {"_value" : "2022-06-27", "_datatype" : "dateTime"} , "groupedQuestionUIN" : {"_value" : "22409"} , "isMinisterialCorrection" : {"_value" : "false", "_datatype" : "boolean"} , "questionFirstAnswered" : [{"_value" : "2022-06-27T10:45:56.593Z", "_datatype" : "dateTime"} ]} , "answeringDeptId" : {"_value" : "60"} , "answeringDeptShortName" : {"_value" : "Education"} , "answeringDeptSortName" : {"_value" : "Education"} , "date" : {"_value" : "2022-06-21", "_datatype" : "dateTime"} , "hansardHeading" : {"_value" : "Academies"} , "houseId" : {"_value" : "1"} , "legislature" : [{"_about" : "http://data.parliament.uk/terms/25259", "prefLabel" : {"_value" : "House of Commons"} } ], "questionText" : "To ask the Secretary of State for Education, what assessment he has made of the potential impact of provisions in the Schools Bill on the operating freedoms available to academy schools.", "registeredInterest" : {"_value" : "false", "_datatype" : "boolean"} , "tablingMember" : {"_about" : "http://data.parliament.uk/members/4046", "label" : {"_value" : "Biography information for Bridget Phillipson"} } , "tablingMemberConstituency" : {"_value" : "Houghton and Sunderland South"} , "tablingMemberPrinted" : [{"_value" : "Bridget Phillipson"} ], "uin" : "22410"} , {"_about" : "http://data.parliament.uk/resources/1472119", "AnsweringBody" : [{"_value" : "Department for Education"} ], "answer" : {"_about" : "http://data.parliament.uk/resources/1472119/answer", "answerText" : {"_value" : "
Deciding which languages are offered at GCSE is the responsibility of awarding organisations.<\/p>
The government is committed to increasing the number of pupils studying languages to GCSE level and beyond, including languages that are commonly spoken in Britain. It is for this reason that teaching of languages is in the national curriculum from age 7 to 14, and why GCSEs in languages are included as part of the English Baccalaureate suite of subjects.<\/p>
However, it is up to schools to decide which languages are taught as part of their curriculum, both at primary and secondary school, and the government does not specify which languages should be taught. When deciding which languages to offer, schools are likely to consider the needs of their local community.<\/p>
Awarding organisations can offer a GCSE in any modern language, and this decision would be informed by matters such as the level of demand from schools, the proportion of the population in the UK speaking the language, and the availability of examiners. Thus, there is no reason in principle why a GCSE in Romanian could not be introduced, and the government would support any awarding organisation wishing to do so.<\/p>"} , "answeringMember" : {"_about" : "http://data.parliament.uk/members/4091", "label" : {"_value" : "Biography information for Mr Robin Walker"} } , "answeringMemberConstituency" : {"_value" : "Worcester"} , "answeringMemberPrinted" : {"_value" : "Mr Robin Walker"} , "dateOfAnswer" : {"_value" : "2022-06-27", "_datatype" : "dateTime"} , "isMinisterialCorrection" : {"_value" : "false", "_datatype" : "boolean"} , "questionFirstAnswered" : [{"_value" : "2022-06-27T12:20:29.41Z", "_datatype" : "dateTime"} ]} , "answeringDeptId" : {"_value" : "60"} , "answeringDeptShortName" : {"_value" : "Education"} , "answeringDeptSortName" : {"_value" : "Education"} , "date" : {"_value" : "2022-06-21", "_datatype" : "dateTime"} , "hansardHeading" : {"_value" : "Romanian Language: GCSE"} , "houseId" : {"_value" : "1"} , "legislature" : [{"_about" : "http://data.parliament.uk/terms/25259", "prefLabel" : {"_value" : "House of Commons"} } ], "questionText" : "To ask the Secretary of State for Education, whether he has made an assessment of the potential merits of introducing a GCSE qualification in the Romanian language.", "registeredInterest" : {"_value" : "false", "_datatype" : "boolean"} , "tablingMember" : {"_about" : "http://data.parliament.uk/members/4777", "label" : {"_value" : "Biography information for Sarah Owen"} } , "tablingMemberConstituency" : {"_value" : "Luton North"} , "tablingMemberPrinted" : [{"_value" : "Sarah Owen"} ], "uin" : "22568"} , {"_about" : "http://data.parliament.uk/resources/1472156", "AnsweringBody" : [{"_value" : "Department for Education"} ], "answer" : {"_about" : "http://data.parliament.uk/resources/1472156/answer", "answerText" : {"_value" : "
The department accepted the findings of Ofsted\u2019s review in full and immediately began working on delivering a multi-agency, cross-departmental response, tackling the issues identified.<\/p>
Local statutory safeguarding partners should support schools to address harmful sexual behaviours and sexual abuse. The department\u2019s immediate response involved asking all 135 safeguarding partners to review working arrangements with schools and colleges in their area. We ran several events with safeguarding partners, educational establishments and sector experts, ascertaining emerging practice and barriers to effective working. This information will be shared across all safeguarding partners.<\/p>
The department has published strengthened statutory Keeping Children Safe in Education Guidance in 2021, ensuring schools have clearer guidance on dealing with sexual abuse. We are further strengthening this guidance and a draft version was published in May and will take effect in September 2022. Additionally, the Child-on-Child Sexual Violence and Sexual Harassment guidance have been revised.<\/p>
The department has worked with the Home Office on development of the Harmful Sexual Behaviour Support Service, assisting professionals, such as teachers and designated safeguarding leads (DSLs), to tackle harmful sexual behaviours.<\/p>
DSLs have a pivotal role in supporting and protecting children in school which is why we have provided more support to DSLs, enabling them to identify and address issues more confidently. We have extended our pilot of supervision and training for DSLs working alongside the Child Sexual Abuse Centre of Expertise and What Works Children\u2019s Social Care. Later this year an online hub for DSLs will be launched, in conjunction with professionals and the sector, delivering further advice and guidance.<\/p>
To address safeguarding issues online and on social media platforms, alongside the Department for Digital, Culture, Media, and Sport, we asked the Children\u2019s Commissioner to immediately explore how children\u2019s access to pornography and harmful content can be reduced. We have worked with the Children\u2019s Commissioner\u2019s Office to develop and publish a Parent\u2019s Guide: Talking to your child about online sexual harassment. Additionally, Ministers and the Children\u2019s Commissioner have sought reassurance from technology companies that they will identify further information which they can share, and continue to make available resources to parents, teachers, and children.<\/p>
To ensure children and young people are educated about these issues, the department is supporting teachers to implement the compulsory Relationships, Sex and Health Education (RSHE) curriculum, including through producing non-statutory guidance to strengthen content and clarity on when relevant topics should be taught and asking schools to prioritise delivery of the full RSHE curriculum this academic year.<\/p>
Where children and young people are affected by these issues, they continue to be supported by NSPCC\u2019s Report Abuse in Education helpline (0800 136663). The helpline is open to anyone who has suffered sexual abuse or harassment in educational settings, and those concerned for someone else.<\/p>
Work on safeguarding and child protection continues across government, including the Home Office\u2019s Violence Against Women and Girls and Tackling Child Sexual Abuse strategies, the Department for Digital, Culture, Media and Sport\u2019s Online Safety Act, the National Crime Agency\u2019s response to abuse and exploitation, and Cabinet Office\u2019s Stop Abuse Together campaign.<\/p>"} , "answeringMember" : {"_about" : "http://data.parliament.uk/members/4091", "label" : {"_value" : "Biography information for Mr Robin Walker"} } , "answeringMemberConstituency" : {"_value" : "Worcester"} , "answeringMemberPrinted" : {"_value" : "Mr Robin Walker"} , "dateOfAnswer" : {"_value" : "2022-06-27", "_datatype" : "dateTime"} , "groupedQuestionUIN" : {"_value" : "22514"} , "isMinisterialCorrection" : {"_value" : "false", "_datatype" : "boolean"} , "questionFirstAnswered" : [{"_value" : "2022-06-27T12:16:06.953Z", "_datatype" : "dateTime"} ]} , "answeringDeptId" : {"_value" : "60"} , "answeringDeptShortName" : {"_value" : "Education"} , "answeringDeptSortName" : {"_value" : "Education"} , "date" : {"_value" : "2022-06-21", "_datatype" : "dateTime"} , "hansardHeading" : {"_value" : "Schools: Sexual Offences"} , "houseId" : {"_value" : "1"} , "legislature" : [{"_about" : "http://data.parliament.uk/terms/25259", "prefLabel" : {"_value" : "House of Commons"} } ], "questionText" : "To ask the Secretary of State for Education, what progress his Department has made on implementing the recommendations made in Ofsted's review of sexual abuse in schools and colleges.", "registeredInterest" : {"_value" : "false", "_datatype" : "boolean"} , "tablingMember" : {"_about" : "http://data.parliament.uk/members/4669", "label" : {"_value" : "Biography information for Damien Moore"} } , "tablingMemberConstituency" : {"_value" : "Southport"} , "tablingMemberPrinted" : [{"_value" : "Damien Moore"} ], "uin" : "22512"} , {"_about" : "http://data.parliament.uk/resources/1472249", "AnsweringBody" : [{"_value" : "Department for Education"} ], "answer" : {"_about" : "http://data.parliament.uk/resources/1472249/answer", "answerText" : {"_value" : "
The department accepted the findings of Ofsted\u2019s review in full and immediately began working on delivering a multi-agency, cross-departmental response, tackling the issues identified.<\/p>
Local statutory safeguarding partners should support schools to address harmful sexual behaviours and sexual abuse. The department\u2019s immediate response involved asking all 135 safeguarding partners to review working arrangements with schools and colleges in their area. We ran several events with safeguarding partners, educational establishments and sector experts, ascertaining emerging practice and barriers to effective working. This information will be shared across all safeguarding partners.<\/p>
The department has published strengthened statutory Keeping Children Safe in Education Guidance in 2021, ensuring schools have clearer guidance on dealing with sexual abuse. We are further strengthening this guidance and a draft version was published in May and will take effect in September 2022. Additionally, the Child-on-Child Sexual Violence and Sexual Harassment guidance have been revised.<\/p>
The department has worked with the Home Office on development of the Harmful Sexual Behaviour Support Service, assisting professionals, such as teachers and designated safeguarding leads (DSLs), to tackle harmful sexual behaviours.<\/p>
DSLs have a pivotal role in supporting and protecting children in school which is why we have provided more support to DSLs, enabling them to identify and address issues more confidently. We have extended our pilot of supervision and training for DSLs working alongside the Child Sexual Abuse Centre of Expertise and What Works Children\u2019s Social Care. Later this year an online hub for DSLs will be launched, in conjunction with professionals and the sector, delivering further advice and guidance.<\/p>
To address safeguarding issues online and on social media platforms, alongside the Department for Digital, Culture, Media, and Sport, we asked the Children\u2019s Commissioner to immediately explore how children\u2019s access to pornography and harmful content can be reduced. We have worked with the Children\u2019s Commissioner\u2019s Office to develop and publish a Parent\u2019s Guide: Talking to your child about online sexual harassment. Additionally, Ministers and the Children\u2019s Commissioner have sought reassurance from technology companies that they will identify further information which they can share, and continue to make available resources to parents, teachers, and children.<\/p>
To ensure children and young people are educated about these issues, the department is supporting teachers to implement the compulsory Relationships, Sex and Health Education (RSHE) curriculum, including through producing non-statutory guidance to strengthen content and clarity on when relevant topics should be taught and asking schools to prioritise delivery of the full RSHE curriculum this academic year.<\/p>
Where children and young people are affected by these issues, they continue to be supported by NSPCC\u2019s Report Abuse in Education helpline (0800 136663). The helpline is open to anyone who has suffered sexual abuse or harassment in educational settings, and those concerned for someone else.<\/p>
Work on safeguarding and child protection continues across government, including the Home Office\u2019s Violence Against Women and Girls and Tackling Child Sexual Abuse strategies, the Department for Digital, Culture, Media and Sport\u2019s Online Safety Act, the National Crime Agency\u2019s response to abuse and exploitation, and Cabinet Office\u2019s Stop Abuse Together campaign.<\/p>"} , "answeringMember" : {"_about" : "http://data.parliament.uk/members/4091", "label" : {"_value" : "Biography information for Mr Robin Walker"} } , "answeringMemberConstituency" : {"_value" : "Worcester"} , "answeringMemberPrinted" : {"_value" : "Mr Robin Walker"} , "dateOfAnswer" : {"_value" : "2022-06-27", "_datatype" : "dateTime"} , "groupedQuestionUIN" : {"_value" : "22512"} , "isMinisterialCorrection" : {"_value" : "false", "_datatype" : "boolean"} , "questionFirstAnswered" : [{"_value" : "2022-06-27T12:16:07.003Z", "_datatype" : "dateTime"} ]} , "answeringDeptId" : {"_value" : "60"} , "answeringDeptShortName" : {"_value" : "Education"} , "answeringDeptSortName" : {"_value" : "Education"} , "date" : {"_value" : "2022-06-21", "_datatype" : "dateTime"} , "hansardHeading" : {"_value" : "Schools: Sexual Offences"} , "houseId" : {"_value" : "1"} , "legislature" : [{"_about" : "http://data.parliament.uk/terms/25259", "prefLabel" : {"_value" : "House of Commons"} } ], "questionText" : "To ask the Secretary of State for Education, whether the Government has made progress on the implementation of the recommendations from Ofsted's Review of sexual abuse in schools and colleges, published on 10 June 2021.", "registeredInterest" : {"_value" : "false", "_datatype" : "boolean"} , "tablingMember" : {"_about" : "http://data.parliament.uk/members/4669", "label" : {"_value" : "Biography information for Damien Moore"} } , "tablingMemberConstituency" : {"_value" : "Southport"} , "tablingMemberPrinted" : [{"_value" : "Damien Moore"} ], "uin" : "22514"} , {"_about" : "http://data.parliament.uk/resources/1471618", "AnsweringBody" : [{"_value" : "Department for Education"} ], "answer" : {"_about" : "http://data.parliament.uk/resources/1471618/answer", "answerText" : {"_value" : "
Education is a devolved matter, and the response outlines the information for England only.<\/p>
Poetry is prominent in the national curriculum for English at key stages 1, 2, 3 and 4. At different stages of their education, students should have opportunities to: develop pleasure in reading and discussing poetry, learn poetry by heart and write their own poetry. As part of the English Literature GCSE, students are taught to read and appreciate the depth and power of the English literary heritage, including studying poetry written since 1789.<\/p>