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1714044

registered interest
date	26/04/2024
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Childcare
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, with reference to the National Audit Office's report entitled Preparations to extend early years entitlements for working parents in England, published on 24 April 2024, what steps she is taking to deliver the additional childcare places needed.
tabling member constituency	Houghton and Sunderland South
tabling member printed	Bridget Phillipson
uin	23850
answer	answer is ministerial correction date of answer 07/05/2024 answer text <p>In 2010 there was only 12.5 hours of childcare support for some families with 3 and 4-year-olds. This government has already significantly expanded that support, to 30 hours free childcare for working parents of 3 and 4-year-olds.</p><p>The department is now going further, making the largest investment in childcare in England’s history.</p><p>The rates for the new entitlements have been independently confirmed by the Institute for Fiscal Studies (IFS) to be well above market rates. The department is investing hundreds of millions of pounds to increase hourly funding rates and has allocated £100 million in capital funding for more early years (EY) and wrapround places and spaces.</p><p>The department has also launched a range of new workforce initiatives to boost EY staff numbers. The department’s recruitment campaign <strong>‘</strong>Do something BIG. Work with small children’ is backed by £6.5 million and is raising the status of EY to boost the recruitment of talented staff.</p><p>On top of this, in order to further boost the workforce, the department has invited 20 local authorities to take part in a £4.9 million pilot to test whether financial incentives in EY would help boost recruitment in the same way it has for teachers. Up to 3,000 eligible joiners and returners to the workforce will receive a £1,000 tax-free cash payment, shortly after they take up the post. This is as well as an investment of £7.2 million to deliver Skills Bootcamps for Early Years which enables learners to progress on an accelerated Level 3 Early Years Apprenticeship. This builds on previous growth in the market. The total number of paid childcare staff increased by 12,900 (or 4%) from 334,400 in 2022 to 347,300 in 2023, and the overall number of places increased by 15,100 (or 1%) over the same period.</p><p>It is important to note that Under Section 6 of the Childcare Act 2006, local authorities are responsible for ensuring that the provision of childcare is sufficient to meet the requirements of parents in their area. The department has regular contact with each local authority in England about the sufficiency of childcare in their area including their work to support the EY workforce recruitment and retention. No local authorities have reported to the department that they do not have sufficient childcare places.</p><p>The department continues to monitor the recruitment of EY staff alongside the sufficiency of childcare provision and are committed to continuing to work with the sector understand how it can further support EY workforce recruitment and retention.</p><p>The department already has significant support in place for disadvantaged families.</p><p>In addition to the expanded entitlements, the government has also taken action to support parents on Universal Credit with childcare costs upfront when they need it, rather than in arrears. The department has increased support for these parents by increasing the childcare cost maximum amounts to £950 for one child and £1629 for two children.</p><p>The department already funds 15 hours of free early education a week for disadvantaged 2-year-olds and children with an education, health and care plan or a Statement of Special Educational Needs.</p><p>Over 1.2 million disadvantaged 2-year-olds have benefitted from 15 hours early education and care entitlement since the entitlement began in September 2013. 74%, or 124,200, of eligible children were taking up the 2-year-old entitlement for the most disadvantaged children, which is an increase in the take up rates from 72%, or 135,400, in January 2022.</p><p>The department also supports the most disadvantaged by investing in high quality early education, family hubs and local services, and by helping parents to support their child’s early language development at home.</p><p>It is important that local authorities reflect deprivation within their local funding approach. To support this, we have introduced a requirement for local authorities to ensure that the final funding rate they pay to providers for the disadvantaged 2-year-old entitlement is at least equivalent to the final rate for the 2-year-old working parent entitlement.</p><p> </p> answering member constituency Wantage answering member printed David Johnston grouped question UIN 23851 23852 question first answered 07/05/2024 16:51:13 answering member 4761 label Biography information for David Johnston
tabling member	4046 label Biography information for Bridget Phillipson

1714045

registered interest
date	26/04/2024
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Childcare: Disadvantaged
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, with reference to the National Audit Office's report entitled Preparations to extend early years entitlements for working parents in England, published on 24 April 2024, what steps she is taking to increase the number of childcare places in areas of deprivation.
tabling member constituency	Houghton and Sunderland South
tabling member printed	Bridget Phillipson
uin	23851
answer	answer is ministerial correction date of answer 07/05/2024 answer text <p>In 2010 there was only 12.5 hours of childcare support for some families with 3 and 4-year-olds. This government has already significantly expanded that support, to 30 hours free childcare for working parents of 3 and 4-year-olds.</p><p>The department is now going further, making the largest investment in childcare in England’s history.</p><p>The rates for the new entitlements have been independently confirmed by the Institute for Fiscal Studies (IFS) to be well above market rates. The department is investing hundreds of millions of pounds to increase hourly funding rates and has allocated £100 million in capital funding for more early years (EY) and wrapround places and spaces.</p><p>The department has also launched a range of new workforce initiatives to boost EY staff numbers. The department’s recruitment campaign <strong>‘</strong>Do something BIG. Work with small children’ is backed by £6.5 million and is raising the status of EY to boost the recruitment of talented staff.</p><p>On top of this, in order to further boost the workforce, the department has invited 20 local authorities to take part in a £4.9 million pilot to test whether financial incentives in EY would help boost recruitment in the same way it has for teachers. Up to 3,000 eligible joiners and returners to the workforce will receive a £1,000 tax-free cash payment, shortly after they take up the post. This is as well as an investment of £7.2 million to deliver Skills Bootcamps for Early Years which enables learners to progress on an accelerated Level 3 Early Years Apprenticeship. This builds on previous growth in the market. The total number of paid childcare staff increased by 12,900 (or 4%) from 334,400 in 2022 to 347,300 in 2023, and the overall number of places increased by 15,100 (or 1%) over the same period.</p><p>It is important to note that Under Section 6 of the Childcare Act 2006, local authorities are responsible for ensuring that the provision of childcare is sufficient to meet the requirements of parents in their area. The department has regular contact with each local authority in England about the sufficiency of childcare in their area including their work to support the EY workforce recruitment and retention. No local authorities have reported to the department that they do not have sufficient childcare places.</p><p>The department continues to monitor the recruitment of EY staff alongside the sufficiency of childcare provision and are committed to continuing to work with the sector understand how it can further support EY workforce recruitment and retention.</p><p>The department already has significant support in place for disadvantaged families.</p><p>In addition to the expanded entitlements, the government has also taken action to support parents on Universal Credit with childcare costs upfront when they need it, rather than in arrears. The department has increased support for these parents by increasing the childcare cost maximum amounts to £950 for one child and £1629 for two children.</p><p>The department already funds 15 hours of free early education a week for disadvantaged 2-year-olds and children with an education, health and care plan or a Statement of Special Educational Needs.</p><p>Over 1.2 million disadvantaged 2-year-olds have benefitted from 15 hours early education and care entitlement since the entitlement began in September 2013. 74%, or 124,200, of eligible children were taking up the 2-year-old entitlement for the most disadvantaged children, which is an increase in the take up rates from 72%, or 135,400, in January 2022.</p><p>The department also supports the most disadvantaged by investing in high quality early education, family hubs and local services, and by helping parents to support their child’s early language development at home.</p><p>It is important that local authorities reflect deprivation within their local funding approach. To support this, we have introduced a requirement for local authorities to ensure that the final funding rate they pay to providers for the disadvantaged 2-year-old entitlement is at least equivalent to the final rate for the 2-year-old working parent entitlement.</p><p> </p> answering member constituency Wantage answering member printed David Johnston grouped question UIN 23850 23852 question first answered 07/05/2024 16:51:13 answering member 4761 label Biography information for David Johnston
tabling member	4046 label Biography information for Bridget Phillipson

1714046

registered interest
date	26/04/2024
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Childcare: Disadvantaged
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, with reference to the National Audit Office's report entitled Preparations to extend early years entitlements for working parents in England, published on 24 April 2024, what steps she is taking to increase the number of childcare providers operating in areas of deprivation.
tabling member constituency	Houghton and Sunderland South
tabling member printed	Bridget Phillipson
uin	23852
answer	answer is ministerial correction date of answer 07/05/2024 answer text <p>In 2010 there was only 12.5 hours of childcare support for some families with 3 and 4-year-olds. This government has already significantly expanded that support, to 30 hours free childcare for working parents of 3 and 4-year-olds.</p><p>The department is now going further, making the largest investment in childcare in England’s history.</p><p>The rates for the new entitlements have been independently confirmed by the Institute for Fiscal Studies (IFS) to be well above market rates. The department is investing hundreds of millions of pounds to increase hourly funding rates and has allocated £100 million in capital funding for more early years (EY) and wrapround places and spaces.</p><p>The department has also launched a range of new workforce initiatives to boost EY staff numbers. The department’s recruitment campaign <strong>‘</strong>Do something BIG. Work with small children’ is backed by £6.5 million and is raising the status of EY to boost the recruitment of talented staff.</p><p>On top of this, in order to further boost the workforce, the department has invited 20 local authorities to take part in a £4.9 million pilot to test whether financial incentives in EY would help boost recruitment in the same way it has for teachers. Up to 3,000 eligible joiners and returners to the workforce will receive a £1,000 tax-free cash payment, shortly after they take up the post. This is as well as an investment of £7.2 million to deliver Skills Bootcamps for Early Years which enables learners to progress on an accelerated Level 3 Early Years Apprenticeship. This builds on previous growth in the market. The total number of paid childcare staff increased by 12,900 (or 4%) from 334,400 in 2022 to 347,300 in 2023, and the overall number of places increased by 15,100 (or 1%) over the same period.</p><p>It is important to note that Under Section 6 of the Childcare Act 2006, local authorities are responsible for ensuring that the provision of childcare is sufficient to meet the requirements of parents in their area. The department has regular contact with each local authority in England about the sufficiency of childcare in their area including their work to support the EY workforce recruitment and retention. No local authorities have reported to the department that they do not have sufficient childcare places.</p><p>The department continues to monitor the recruitment of EY staff alongside the sufficiency of childcare provision and are committed to continuing to work with the sector understand how it can further support EY workforce recruitment and retention.</p><p>The department already has significant support in place for disadvantaged families.</p><p>In addition to the expanded entitlements, the government has also taken action to support parents on Universal Credit with childcare costs upfront when they need it, rather than in arrears. The department has increased support for these parents by increasing the childcare cost maximum amounts to £950 for one child and £1629 for two children.</p><p>The department already funds 15 hours of free early education a week for disadvantaged 2-year-olds and children with an education, health and care plan or a Statement of Special Educational Needs.</p><p>Over 1.2 million disadvantaged 2-year-olds have benefitted from 15 hours early education and care entitlement since the entitlement began in September 2013. 74%, or 124,200, of eligible children were taking up the 2-year-old entitlement for the most disadvantaged children, which is an increase in the take up rates from 72%, or 135,400, in January 2022.</p><p>The department also supports the most disadvantaged by investing in high quality early education, family hubs and local services, and by helping parents to support their child’s early language development at home.</p><p>It is important that local authorities reflect deprivation within their local funding approach. To support this, we have introduced a requirement for local authorities to ensure that the final funding rate they pay to providers for the disadvantaged 2-year-old entitlement is at least equivalent to the final rate for the 2-year-old working parent entitlement.</p><p> </p> answering member constituency Wantage answering member printed David Johnston grouped question UIN 23850 23851 question first answered 07/05/2024 16:51:13 answering member 4761 label Biography information for David Johnston
tabling member	4046 label Biography information for Bridget Phillipson

1714099

registered interest
date	26/04/2024
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Special Educational Needs: ICT and Mobile Phones
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, with reference to the guidance entitled Mobile phones in schools, published on 19 February 2024, what steps her Department is taking to ensure that students with special educational needs and disabilities who rely on mobile phones and technology for learning are not disproportionately affected by that guidance.
tabling member constituency	West Suffolk
tabling member printed	Matt Hancock
uin	23853
answer	answer is ministerial correction date of answer 03/05/2024 answer text <p>All schools should have a behaviour policy which is aligned with the school’s legal duties and standards relating to the welfare of children. As part of this policy, schools should develop a mobile phone policy that prohibits the use of mobile phones and other smart technology with similar functionality to mobile phones.</p><p>Exemptions may be required for children with specific special educational needs or disabilities, including users of assistive technology. Schools have a duty under the Equality Act 2010 to take such steps as is reasonable to avoid substantial disadvantage to a disabled pupil caused by the school’s policies or practices. Allowing a disabled pupil access to their mobile phone during the school day, where it is necessary due to the nature of their disability, may be considered a reasonable adjustment and a failure to do so may be a breach of the school’s duty.</p><p> </p><p>Headteachers remain responsible for deciding how to implement a mobile phone policy, taking into account the unique context of each school and its pupils. Headteachers should assess each case for adjustments and adaptations on its own merits.</p><p> </p><p>The ‘Mobile phones in schools’ guidance contains practical advice for schools, including case studies, which consider how to ensure that the needs of all children are met while continuing to remove distractions in lessons and create an environment where children can focus on learning and building friendships.</p><p> </p> answering member constituency East Hampshire answering member printed Damian Hinds grouped question UIN 23854 23855 23856 question first answered 03/05/2024 11:34:42 answering member 3969 label Biography information for Damian Hinds
tabling member	4070 label Biography information for Matt Hancock

1714100

registered interest
date	26/04/2024
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Special Educational Needs: ICT and Mobile Phones
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, whether her Department has put provisions in place to accommodate the needs of students with special educational needs and disabilities who rely on (a) mobile phones and (b) other technology for learning.
tabling member constituency	West Suffolk
tabling member printed	Matt Hancock
uin	23854
answer	answer is ministerial correction date of answer 03/05/2024 answer text <p>All schools should have a behaviour policy which is aligned with the school’s legal duties and standards relating to the welfare of children. As part of this policy, schools should develop a mobile phone policy that prohibits the use of mobile phones and other smart technology with similar functionality to mobile phones.</p><p>Exemptions may be required for children with specific special educational needs or disabilities, including users of assistive technology. Schools have a duty under the Equality Act 2010 to take such steps as is reasonable to avoid substantial disadvantage to a disabled pupil caused by the school’s policies or practices. Allowing a disabled pupil access to their mobile phone during the school day, where it is necessary due to the nature of their disability, may be considered a reasonable adjustment and a failure to do so may be a breach of the school’s duty.</p><p> </p><p>Headteachers remain responsible for deciding how to implement a mobile phone policy, taking into account the unique context of each school and its pupils. Headteachers should assess each case for adjustments and adaptations on its own merits.</p><p> </p><p>The ‘Mobile phones in schools’ guidance contains practical advice for schools, including case studies, which consider how to ensure that the needs of all children are met while continuing to remove distractions in lessons and create an environment where children can focus on learning and building friendships.</p><p> </p> answering member constituency East Hampshire answering member printed Damian Hinds grouped question UIN 23853 23855 23856 question first answered 03/05/2024 11:34:42 answering member 3969 label Biography information for Damian Hinds
tabling member	4070 label Biography information for Matt Hancock

1714101

registered interest
date	26/04/2024
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Special Educational Needs: ICT and Mobile Phones
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what steps her Department has taken with schools to ensure that they differentiate their approach to mobile phone restrictions for students with special educational needs and disabilities who rely on (a) mobile phones and (b) other technology for (i) communication and (ii) learning support.
tabling member constituency	West Suffolk
tabling member printed	Matt Hancock
uin	23855
answer	answer is ministerial correction date of answer 03/05/2024 answer text <p>All schools should have a behaviour policy which is aligned with the school’s legal duties and standards relating to the welfare of children. As part of this policy, schools should develop a mobile phone policy that prohibits the use of mobile phones and other smart technology with similar functionality to mobile phones.</p><p>Exemptions may be required for children with specific special educational needs or disabilities, including users of assistive technology. Schools have a duty under the Equality Act 2010 to take such steps as is reasonable to avoid substantial disadvantage to a disabled pupil caused by the school’s policies or practices. Allowing a disabled pupil access to their mobile phone during the school day, where it is necessary due to the nature of their disability, may be considered a reasonable adjustment and a failure to do so may be a breach of the school’s duty.</p><p> </p><p>Headteachers remain responsible for deciding how to implement a mobile phone policy, taking into account the unique context of each school and its pupils. Headteachers should assess each case for adjustments and adaptations on its own merits.</p><p> </p><p>The ‘Mobile phones in schools’ guidance contains practical advice for schools, including case studies, which consider how to ensure that the needs of all children are met while continuing to remove distractions in lessons and create an environment where children can focus on learning and building friendships.</p><p> </p> answering member constituency East Hampshire answering member printed Damian Hinds grouped question UIN 23853 23854 23856 question first answered 03/05/2024 11:34:42 answering member 3969 label Biography information for Damian Hinds
tabling member	4070 label Biography information for Matt Hancock

1714102

registered interest
date	26/04/2024
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Special Educational Needs: Mobile Phones
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, whether her Department plans to introduce mechanisms for students with special educational needs and disabilities to request exemptions from mobile phone bans based on their educational needs.
tabling member constituency	West Suffolk
tabling member printed	Matt Hancock
uin	23856
answer	answer is ministerial correction date of answer 03/05/2024 answer text <p>All schools should have a behaviour policy which is aligned with the school’s legal duties and standards relating to the welfare of children. As part of this policy, schools should develop a mobile phone policy that prohibits the use of mobile phones and other smart technology with similar functionality to mobile phones.</p><p>Exemptions may be required for children with specific special educational needs or disabilities, including users of assistive technology. Schools have a duty under the Equality Act 2010 to take such steps as is reasonable to avoid substantial disadvantage to a disabled pupil caused by the school’s policies or practices. Allowing a disabled pupil access to their mobile phone during the school day, where it is necessary due to the nature of their disability, may be considered a reasonable adjustment and a failure to do so may be a breach of the school’s duty.</p><p> </p><p>Headteachers remain responsible for deciding how to implement a mobile phone policy, taking into account the unique context of each school and its pupils. Headteachers should assess each case for adjustments and adaptations on its own merits.</p><p> </p><p>The ‘Mobile phones in schools’ guidance contains practical advice for schools, including case studies, which consider how to ensure that the needs of all children are met while continuing to remove distractions in lessons and create an environment where children can focus on learning and building friendships.</p><p> </p> answering member constituency East Hampshire answering member printed Damian Hinds grouped question UIN 23853 23854 23855 question first answered 03/05/2024 11:34:42 answering member 3969 label Biography information for Damian Hinds
tabling member	4070 label Biography information for Matt Hancock

1714113

registered interest
date	26/04/2024
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Special Educational Needs: Leeds City Council
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what steps her Department is taking to help Leeds City Council increase its capacity to undertake its education, health and care plan assessments.
tabling member constituency	Leeds North West
tabling member printed	Alex Sobel
uin	23927
answer	answer is ministerial correction date of answer 08/05/2024 answer text <p>Where local authorities are failing to deliver consistent outcomes for children and young people with special educational needs and disabilities (SEND), including failing to produce timely Education, Health and Care (EHC) assessments, the department works with them using a range of improvement programmes and SEND specialist advisors to address weaknesses. Leeds City Council is receiving support from a specialist SEND advisor and the department will continue to work with the local authority in order to monitor the issuing of completed plans.</p><p> </p><p>High needs funding is increasing to over £10.5 billion this financial year, 2024/25, which is an increase of over 60% from the 2019/20 allocations. Of this, through their 2024/25 dedicated schools grant, Leeds City Council is due to receive a high needs funding allocation of £134.6 million in 2024/25. This is a cumulative increase of 36% per head over the three years from 2021/22. This funding will continue to help with the costs of supporting children and young people with SEND, including those with EHC plans.</p><p> </p><p>The department’s ‘SEND and alternative provision Improvement Plan’ recognised the need to reduce delays in children and young people receiving timely assessments and support and has a clear focus on early intervention. Through the Change Programme, in which Leeds City Council is a supporting partner, the department is testing a range of reforms to improve the EHC plan process, including standardised templates and guidance, the use of multi-agency panels to improve decision-making, digital reforms and strengthened mediation arrangements.</p><p> </p><p>The department is further investing over £21 million to train 400 educational psychologists from September 2024. This is in addition to the £10 million currently being invested in the training of over 200 educational psychologists who began their training last September. Since 2020, the department has increased the number of course places funded, from 160 to over 200 per year. As these cohorts begin to graduate, they will enter the workforce, supporting local authority educational psychology services and contributing to statutory assessments.</p> answering member constituency Wantage answering member printed David Johnston question first answered 08/05/2024 15:40:28 answering member 4761 label Biography information for David Johnston
tabling member	4658 label Biography information for Alex Sobel

1714125

registered interest
date	26/04/2024
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Health Education: Alcoholic Drinks
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, if she will review the content of alcohol education material used in (a) schools, (b) colleges and (c) universities that has been provided by organisations in receipt of funding by the alcohol industry.
tabling member constituency	Liverpool, Walton
tabling member printed	Dan Carden
uin	23920
answer	answer is ministerial correction date of answer 01/05/2024 answer text <p>From September 2020 in England, Relationships Education became compulsory for all primary school-aged pupils, Relationships and Sex Education became compulsory for all secondary school-aged pupils, and Health Education became compulsory for all pupils in state-funded schools.</p><p> </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> </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> </p><p>The department does not direct schools on which resources, external speakers or organisations to use, and the department does not endorse or promote resources to schools other than those produced by other government departments. The ‘Relationships and Sex Education and Health Education’ guidance is, however, clear that all materials used should be age appropriate and factual.</p><p> </p><p>The department is currently reviewing the RSHE statutory guidance. The review has been informed by an independent expert panel to advise my right. Hon friend, the Secretary of State for Education, on the introduction of age limits for sensitive subjects.</p><p> </p><p>In March 2023, the Secretary of State for Education also wrote to schools to remind them that copyright law does not prevent them from sharing external resources with parents. In October 2023, the Secretary of State wrote again to clarify that any contractual clause that prevents schools from sharing materials is void and unenforceable and to provide practical advice on how to share materials with parents in a way that is in line with copyright legislation. The department will ensure that the updated guidance fully reflects this very clear position. A copy of the Secretary of State’s letter to schools about sharing curriculum resources with parents is available here: <a href="https://www.gov.uk/government/publications/secretary-of-state-letter-to-schools-about-sharing-curriculum-resources-with-parents" target="_blank">https://www.gov.uk/government/publications/secretary-of-state-letter-to-schools-about-sharing-curriculum-resources-with-parents</a>.</p><p> </p><p>A draft of the amended guidance will be published for consultation as soon as possible.</p><p>It is for further education colleges to determine what material they use to support the health and wellbeing of students.</p><p>Higher education providers in England are autonomous and independent and they make decisions on the courses that they will run. In making these decisions providers will adapt their offers to the interest of students and demand from employers. The department cannot therefore comment on their choices.</p> answering member constituency East Hampshire answering member printed Damian Hinds question first answered 01/05/2024 16:57:51 answering member 3969 label Biography information for Damian Hinds
tabling member	4651 label Biography information for Dan Carden

1714126

registered interest
date	26/04/2024
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Children: Alcoholic Drinks
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 implications for her Department's policies of the recent findings from the World Health Organization that revealed Great Britain has the highest rate of child alcohol use worldwide.
tabling member constituency	Liverpool, Walton
tabling member printed	Dan Carden
uin	23921
answer	answer is ministerial correction date of answer 01/05/2024 answer text <p>​​Schools are already required to teach content on alcohol use as part of the statutory guidance for Health Education.</p><p> </p><p>Since September 2020, it has been compulsory for schools to teach Relationships Education for primary school aged pupils, Relationships and Sex Education for secondary school aged pupils and Health Education for all pupils in state-funded schools. 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> </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> </p><p>The department is currently reviewing the content of the ‘Relationships and sex education and health education’ 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> answering member constituency East Hampshire answering member printed Damian Hinds question first answered 01/05/2024 16:06:15 answering member 3969 label Biography information for Damian Hinds
tabling member	4651 label Biography information for Dan Carden