Asked by: Lord Lucas (Conservative - Excepted Hereditary)
Question to the Department for Education:
To ask Her Majesty's Government, further to Independent School Standards Regulation 23A in the Advice on Standards for School Premises, published by the Department for Education in March 2015, whether an individual cubicle consisting of only a toilet and no washing facilities, that can be secured from the inside, constitutes a "room"; or whether a "room" constitutes an entire washroom space, including the cubicle and washing facilities outside it.
Answered by Baroness Barran - Shadow Minister (Education)
The Education (Independent School Standards) Regulations 2014 states that, in relation to toilets, a room is a space that, “can be secured from the inside and that is intended for use by one pupil at a time”. This is the standard which is applied to school buildings.
The regulations relating to the provision of toilets for mainstream schools are in the School Premises (England) Regulation 2012. The regulations for independents schools and academies are held in the Education (Independent School Standards) Regulations 2014.
Asked by: Lord Lucas (Conservative - Excepted Hereditary)
Question to the Department for Education:
To ask Her Majesty's Government what is their estimate of the number of 17 year-olds in each local authority in England; and what proportion of them are studying for (1) academic, and (2) vocational qualifications, at state schools (a) within, and (b) outside, the local authority.
Answered by Baroness Berridge
Information is not available for the specific breakdowns requested.
There are 2 table attachments for this response. The first table attachment (titled ‘Annex A’), has local authority level data showing the proportion of the population aged 17 in education and training as at March 2020. The proportion of 17 year olds participating will include those studying academic and vocational qualifications, participating on an apprenticeship or in wider training or re-engagement activity that complies with raising the participation age requirements. Activity can take place in schools, general further education colleges, sixth form colleges or private training providers.
The second table attachment for this response (titled ‘Annex B’), has local authority level data giving the proportion of children aged 17 in each local authority who attend state schools within and outside the local authority they reside, as at January 2020.
Asked by: Lord Lucas (Conservative - Excepted Hereditary)
Question to the Department for Education:
To ask Her Majesty's Government whether the new national Behaviour Survey, outlined by the Education Secretary in his speech to the Confederation of School Trusts on 28 April, will set out the connection between the details of pupil behaviour and any sanctions applied; if not, whether the survey will record the details of behaviour that results in exclusions; and whether such information will be linked to the unique pupil number so that related pupil characteristics can be explored.
Answered by Baroness Berridge
This government is committed to improving behaviour and discipline in schools because we know the impact poor pupil behaviour can have on education as well as teacher wellbeing and retention.
On 28 April, my right hon. Friend, the Secretary of State for Education, announced that a new termly national Behaviour Survey will be running during the next academic year to give a regular snapshot of the state of behaviour in our schools. Further details on its scope will be made clear in due course.
Statistics on suspensions and permanent exclusions can be found from the National Statistics release ‘Permanent and fixed-period exclusions in England 2018 to 2019’ across state-funded schools. This includes the reasons schools report for excluding and exclusion by different pupil characteristics. The release is available here: https://www.gov.uk/government/statistics/permanent-and-fixed-period-exclusions-in-england-2018-to-2019.
Asked by: Lord Lucas (Conservative - Excepted Hereditary)
Question to the Department for Education:
To ask Her Majesty's Government what assessment they have made of the case for requiring schools that are responsible for their own admissions policies to provide their local education authority with (1) data on the most recent admissions round, and (2) their current admissions policies.
Answered by Baroness Berridge
Local authorities will hold data on the most recent admission round because they receive all applications in the normal admissions round and send out offers of places on the national offer days, which are 1 March for secondary schools and 16 April for primary schools.
All admission arrangements for state-funded schools are also published in the local authority composite admissions prospectus which can be found on each local authority’s website.
Admission authorities are required, by the School Admissions Code and the School Information (England) Regulations 2008, to send their admission arrangements to their local authorities for inclusion in the composite prospectus by 8 August each year.
Asked by: Lord Lucas (Conservative - Excepted Hereditary)
Question to the Department for Education:
To ask Her Majesty's Government on what basis the Office of the Children's Commissioner for England categorises 'children withdrawn from school to be home educated' as 'vulnerable children'.
Answered by Baroness Berridge
The Office of the Children’s Commissioner is independent of the government and Parliament.
Children can be vulnerable for many different reasons. For the majority, being home educated will not affect the risk they are at. The government supports the right of parents to educate children at home when they wish to do so. Educating children at home works well when it is a positive choice and carried out with a proper regard for the needs of the child. However, we are looking carefully at the rise in Elective Home Education (EHE), particularly in respect to those children who have a social worker, education health and care plan or are known to children’s social care.
Following the announcement made by my right hon. Friend, the Prime Minister, on 22 February 2021, children are expected to attend provision from 8 March 2021. We are working closely with local authorities to encourage a return to full attendance in school and will be monitoring the situation, particularly to ensure that vulnerable children make a good transition back to school where they have not attended during the period of national restrictions. Where parents are anxious about the safety of their children returning to school, local authorities and school leaders will be reinforcing that it is in the best interests of pupils to return to school, particularly those who are vulnerable and might miss out most from time away from the classroom.
It is the responsibility of local authorities to take action when it appears that the EHE provision made by parents is unsuitable or a request for a child to be electively home educated would place the child at risk. If parents are unable to satisfy the local authority that the provision is suitable then the local authority can serve a school attendance order on the parents. In April 2019 we issued new and strengthened guidance to local authorities on how they can exercise these powers.
On 20 October 2020 we published advice for parents considering EHE, see link https://dfemedia.blog.gov.uk/2020/10/20/all-you-need-to-know-about-home-schooling-and-elective-home-education-ehe. This is designed to be shared with parents, schools, social workers and local authorities, where the option of EHE is raised. The document is intended to make clear implications of withdrawing their child from school and the challenge involved in providing EHE. At the same time we also produced information for local authorities and those who work with children, to set out how we expect those with duties to ensure children receive a suitable education to use their powers to engage with parents considering EHE where appropriate. This is available here: https://www.gov.uk/government/publications/elective-home-education.
Asked by: Lord Lucas (Conservative - Excepted Hereditary)
Question to the Department for Education:
To ask Her Majesty's Government what Cabinet-level interdepartmental discussions have taken place in the last year about the ‘not in education, employment or training’ (NEET) rate for 18 to 24-year olds; what objectives have been set for this NEET rate; and what steps they will take to achieve those objectives.
Answered by Baroness Berridge
My hon. Friend, the Minister for Apprenticeships and Skills recently met with my hon. Friend, the Minister for Employment to discuss how our respective departments can work even more closely on the skills and employment agenda to ensure people are equipped with the skills they need for their futures and are informed about their options.
We know that 13.1% of 18-24 year olds in the UK were not in education, employment or training (NEET) in July – September 2020, according to the Office for National Statistics, which represents a fall on the same quarter from last year (13.3% July – September 2019). We will continue to monitor the NEET rate and review the impact of the COVID-19 outbreak on young people NEET.
As part of my right hon. Friend, the Chancellor of the Exchequer’s Plan for Jobs, we made a number of skills commitments such as a significant expansion of the traineeships programme, the introduction of high value courses for year 13 leavers to continue in learning and payments for employers to hire new apprentices. We are tripling the scale of the traineeship programme to help even more young people who are NEET or at risk of being NEET, prepare for apprenticeships and work through a combination of sector-focused skills development and work experience. Alongside the expansion, we have reformed the traineeship programme to enable providers to deliver a more flexible and tailored programme during the COVID-19 outbreak. We are working with employers to develop sector-focused models of traineeships that prepare young people for specific roles, such as construction.
The National Careers Service in the community prioritises those aged 18-24 NEET and supports those most in need of intensive careers advice and guidance.
Kickstart and the introduction of Youth Hubs by the Department for Work and Pensions will also create many high quality work placements for young people claiming Universal Credit deemed at risk of long-term unemployment. More sector-based work academy programmes will provide vocational training and guaranteed interviews for more people, helping them gain the skills needed for jobs in their local area. We will be monitoring progress and take up of these offers alongside NEET numbers.
Asked by: Lord Lucas (Conservative - Excepted Hereditary)
Question to the Department for Education:
To ask Her Majesty's Government what plans they have to reconsider their decision that the communal lavatories in the visitors’ section of Sanctuary Buildings are not for women only.
Answered by Baroness Berridge
In previous questions from the noble Lord regarding the visitor’s toilets in Sanctuary Buildings, he has been advised that the department is undertaking maintenance works within the building. A large part of these works is to address longstanding issues with the building water and drainage systems and to ensure our wash facilities remain at the required standard for a government building. Whilst we haven’t finalised the design of the facilities in the visitor area, it is anticipated that individual and disabled toilets will be installed.
Asked by: Lord Lucas (Conservative - Excepted Hereditary)
Question to the Department for Education:
To ask Her Majesty's Government what steps they are taking to ensure that schools and local education authorities have available to them best-practice guides on (1) race issues, and (2) the Black Lives Matter campaign, so that they do not have to rely on advice from third parties; and what assessment they have made of reports of pressure groups with divisive philosophies seeking to provide schools with educational materials on these subjects.
Answered by Baroness Berridge
The Department for Education is committed to an inclusive education system which recognises and embraces diversity, and supports all pupils and students to tackle racism and have the knowledge and tools to do so.
We want to support all young people to be happy, healthy and safe. We also want to equip them for adult life and to make a positive contribution to society. That is why we are making Relationships Education compulsory for primary school-age pupils, Relationships and Sex Education (RSE) compulsory for secondary school-age pupils and Health Education compulsory for pupils in all state-funded schools, from September 2020.
The statutory guidance sets out that as part of Relationships Educations, all primary-aged pupils will be taught the importance of respecting others, even when they are very different from them, or make different choices or have different preferences or beliefs. Pupils will also be taught what a stereotype is, and how stereotypes can be unfair, negative or destructive. As with other aspects of the curriculum, schools will have flexibility over how they deliver these subjects, so they can develop an integrated approach that is sensitive to the needs and background of their pupils. The statutory guidance can be accessed via the following link: https://www.gov.uk/government/publications/relationships-education-relationships-and-sex-education-rse-and-health-education.
The statutory guidance sets out clear advice on choosing resources. Schools should assess each resource they intend to use to ensure that it is appropriate for the age and maturity of pupils, and sensitive to their needs. These resources must be factually accurate. We also expect schools to consult with parents on these matters and to make reasonable decisions about the content of their curriculum. Schools should also ensure that, when they engage parents, they provide examples of the resources they plan to use, for example the books or materials they will use in lessons.
In Personal, Social, Health and Economic (PSHE) Education and Citizenship Education, pupils can develop their understanding of the diverse national, regional, religious and ethnic identities in the United Kingdom and the need for mutual respect and understanding.
Schools are required to actively promote fundamental British values, including democracy as well as the rule of law, individual liberty, mutual respect and tolerance of those of different faith and beliefs. The Department for Education has published advice for schools on promoting these values, and has made resources available through the ‘Educate Against Hate’ website. This website provides teachers, school leaders and parents with the information, guidance and support they need to challenge radical and discriminatory beliefs. Schools should also be aware of duties regarding impartiality and balanced treatment of political issues in the classroom to ensure content is handled in an appropriate way.
Asked by: Lord Lucas (Conservative - Excepted Hereditary)
Question to the Department for Education:
To ask Her Majesty's Government what plans they have to endorse the advice relating to children with special educational needs and disabilities outlined in the report by Stonewall An Introduction to Supporting LGBT Children and Young People: A guide for schools, colleges and settings, published in March; and what plans they have to issue their own guidance.
Answered by Baroness Berridge
Our ambition is for every child, no matter what challenges they face, to have access to a world-class education that sets them up for life. Schools and teachers are free to use their professional experience in how best to meet the needs of children and young people with special educational needs and disabilities.
The department does not endorse guidance produced by external organisations. The department’s statutory relationships, sex and health education guidance states that all pupils should receive teaching on LGBT relationships during their school years. Secondary schools should include LGBT content in their teaching and primary schools are strongly encouraged to include families with same-sex parents when teaching about different types of family. Through these subjects, children will be taught about the importance of respectful relationships and the different types of loving and healthy relationships that exist.
The department does not currently have plans to produce more guidance. However, we will ensure that the new programme of support for the new subjects, including training materials, an implementation guide and case studies, are inclusive to all pupils.
Asked by: Lord Lucas (Conservative - Excepted Hereditary)
Question to the Department for Education:
To ask Her Majesty's Government what is their policy on the involvement of parents in discussions between a school and a pupil concerning the pupil’s wish to identify as a gender other than the one they were assigned at birth; and which agencies a school should consult, or ask permission from, before deciding to exclude parents from any such discussions.
Answered by Baroness Berridge
The department strongly believes that that all children should be supported whilst growing up, so they can thrive and reach their potential in a safe and respectful environment. We recognise these issues are complex and sensitive matters to navigate. Schools and school leaders are well placed to work with parents, pupils and the appropriate range of public services available to support individual children.