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Written Question
Children in Care: Ethnic Groups
Wednesday 29th March 2023

Asked by: Baroness Benjamin (Liberal Democrat - Life peer)

Question to the Department for Education:

To ask His Majesty's Government what plans they have to collect and publish data and analysis on the ethnicity of looked-after children who go missing, including their recorded risk factors, such as mental health issues, sexual exploitation or criminal exploitation.

Answered by Baroness Barran - Parliamentary Under-Secretary (Department for Education)

The department collects information on children looked after in the annual Children Looked After (SSDA903) data return, including information on missing incidents. The data collected includes the primary need of a child starting to be looked after, which is collected using an established code set, set out in the collection guide. These categories are not intended to be exhaustive, and mental health issues, sexual exploitation or criminal exploitation are not specified categories. The data collection guide is published online at: https://www.gov.uk/guidance/children-looked-after-return-guide-to-submitting-data.

The department publishes an annual statistical release which contains information on looked after children who have gone missing. This release disaggregates missing incidents by age, duration or placement, but not ethnicity, although this data is collected. The department reviews the content of statistical publications in light of user needs.

The published information is available in table G1 of the ‘Children looked after in England’ statistical release, which can be found at: https://explore-education-statistics.service.gov.uk/find-statistics/children-looked-after-in-england-including-adoptions.


Written Question
Arts: Education
Thursday 16th March 2023

Asked by: Baroness Benjamin (Liberal Democrat - Life peer)

Question to the Department for Education:

To ask His Majesty's Government what is the current status of the Arts Premium funding for secondary schools.

Answered by Baroness Barran - Parliamentary Under-Secretary (Department for Education)

The department believes in a high-quality education for all pupils, and integral to this is cultural education, including teaching music and the wider arts. All state-funded schools are required to teach a broad and balanced curriculum, and this includes promoting pupils' cultural development.

The department will continue to spend around £115 million per annum in cultural education over three years, through our music, arts and heritage programmes. With the real terms per pupil increases to core school funding and the nearly £5 billion that has been announced for education recovery, schools will continue to have the flexibility to deliver a broad and ambitious curriculum and enrichment activities, including in arts and creative subjects.

The department published the Model Music Curriculum in 2021 and a refreshed National Plan for Music Education in 2022 to support teachers in delivering high-quality music education. The National Plan for Music Education was jointly published by the department and the Department for Culture, Media and Sport in June 2022, and sets out a vision for music education to 2030, to enable all children and young people to learn to sing, play an instrument and create music together, and have the opportunity to progress their musical interests and talents, including professionally.

The department will also publish a Cultural Education Plan in 2023, working with DCMS and Arts Council England. The Chair of the Expert Advisory Panel was announced last year and other panel members will be announced in due course.

The plan will further support young people who wish to pursue careers in the creative and cultural industries and will cover a range of wider arts subjects where appropriate, such as drama, dance and the wider performing arts. The department does not intend to produce detailed plans in other arts subjects, or to establish a Hub programme for arts subjects other than music. It is widely recognised that that there is a need for Music Hubs in addressing the unique challenges in supporting young people’s access to and progression in music.

With the significant impact of the COVID-19 pandemic on children’s education, the department’s priorities have been to focus on education recovery in the recent Spending Review. The government remains committed to the ambitions for a Cultural Education Plan and will give consideration to the future of the Arts Premium in due course.

The department does not collect information on spending in arts education at independent schools. The department does publish information on entries in arts qualifications at Key Stage 4 by type of school, including in GCSEs. In the 2021/22 academic year, the proportion of Key Stage 4 pupils taking at least one arts qualification in state-funded schools was 52.4%, while the equivalent proportion for independent schools was 42.3%.


Written Question
Arts: Education
Thursday 16th March 2023

Asked by: Baroness Benjamin (Liberal Democrat - Life peer)

Question to the Department for Education:

To ask His Majesty's Government what steps they are taking to address the discrepancy in the (1) scale, and (2) investment, of arts education in (a) state schools, and (b) independent schools.

Answered by Baroness Barran - Parliamentary Under-Secretary (Department for Education)

The department believes in a high-quality education for all pupils, and integral to this is cultural education, including teaching music and the wider arts. All state-funded schools are required to teach a broad and balanced curriculum, and this includes promoting pupils' cultural development.

The department will continue to spend around £115 million per annum in cultural education over three years, through our music, arts and heritage programmes. With the real terms per pupil increases to core school funding and the nearly £5 billion that has been announced for education recovery, schools will continue to have the flexibility to deliver a broad and ambitious curriculum and enrichment activities, including in arts and creative subjects.

The department published the Model Music Curriculum in 2021 and a refreshed National Plan for Music Education in 2022 to support teachers in delivering high-quality music education. The National Plan for Music Education was jointly published by the department and the Department for Culture, Media and Sport in June 2022, and sets out a vision for music education to 2030, to enable all children and young people to learn to sing, play an instrument and create music together, and have the opportunity to progress their musical interests and talents, including professionally.

The department will also publish a Cultural Education Plan in 2023, working with DCMS and Arts Council England. The Chair of the Expert Advisory Panel was announced last year and other panel members will be announced in due course.

The plan will further support young people who wish to pursue careers in the creative and cultural industries and will cover a range of wider arts subjects where appropriate, such as drama, dance and the wider performing arts. The department does not intend to produce detailed plans in other arts subjects, or to establish a Hub programme for arts subjects other than music. It is widely recognised that that there is a need for Music Hubs in addressing the unique challenges in supporting young people’s access to and progression in music.

With the significant impact of the COVID-19 pandemic on children’s education, the department’s priorities have been to focus on education recovery in the recent Spending Review. The government remains committed to the ambitions for a Cultural Education Plan and will give consideration to the future of the Arts Premium in due course.

The department does not collect information on spending in arts education at independent schools. The department does publish information on entries in arts qualifications at Key Stage 4 by type of school, including in GCSEs. In the 2021/22 academic year, the proportion of Key Stage 4 pupils taking at least one arts qualification in state-funded schools was 52.4%, while the equivalent proportion for independent schools was 42.3%.


Written Question
Arts: Education
Thursday 16th March 2023

Asked by: Baroness Benjamin (Liberal Democrat - Life peer)

Question to the Department for Education:

To ask His Majesty's Government, further to the introduction of (1) Music Education Hubs, and (2) the National Plan for Music Education, whether they have plans to initiate similar schemes for other art forms including (a) drama, and (b) theatre; and if not, why not.

Answered by Baroness Barran - Parliamentary Under-Secretary (Department for Education)

The department believes in a high-quality education for all pupils, and integral to this is cultural education, including teaching music and the wider arts. All state-funded schools are required to teach a broad and balanced curriculum, and this includes promoting pupils' cultural development.

The department will continue to spend around £115 million per annum in cultural education over three years, through our music, arts and heritage programmes. With the real terms per pupil increases to core school funding and the nearly £5 billion that has been announced for education recovery, schools will continue to have the flexibility to deliver a broad and ambitious curriculum and enrichment activities, including in arts and creative subjects.

The department published the Model Music Curriculum in 2021 and a refreshed National Plan for Music Education in 2022 to support teachers in delivering high-quality music education. The National Plan for Music Education was jointly published by the department and the Department for Culture, Media and Sport in June 2022, and sets out a vision for music education to 2030, to enable all children and young people to learn to sing, play an instrument and create music together, and have the opportunity to progress their musical interests and talents, including professionally.

The department will also publish a Cultural Education Plan in 2023, working with DCMS and Arts Council England. The Chair of the Expert Advisory Panel was announced last year and other panel members will be announced in due course.

The plan will further support young people who wish to pursue careers in the creative and cultural industries and will cover a range of wider arts subjects where appropriate, such as drama, dance and the wider performing arts. The department does not intend to produce detailed plans in other arts subjects, or to establish a Hub programme for arts subjects other than music. It is widely recognised that that there is a need for Music Hubs in addressing the unique challenges in supporting young people’s access to and progression in music.

With the significant impact of the COVID-19 pandemic on children’s education, the department’s priorities have been to focus on education recovery in the recent Spending Review. The government remains committed to the ambitions for a Cultural Education Plan and will give consideration to the future of the Arts Premium in due course.

The department does not collect information on spending in arts education at independent schools. The department does publish information on entries in arts qualifications at Key Stage 4 by type of school, including in GCSEs. In the 2021/22 academic year, the proportion of Key Stage 4 pupils taking at least one arts qualification in state-funded schools was 52.4%, while the equivalent proportion for independent schools was 42.3%.


Written Question
Arts: Education
Thursday 16th March 2023

Asked by: Baroness Benjamin (Liberal Democrat - Life peer)

Question to the Department for Education:

To ask His Majesty's Government what progress they have made with their Cultural Education Plan, as outlined in their Opportunity for all: strong schools with great teachers for your child white paper, published in March 2022; when the expert advisory panel for that plan will meet; and when the report will be published.

Answered by Baroness Barran - Parliamentary Under-Secretary (Department for Education)

The department believes in a high-quality education for all pupils, and integral to this is cultural education, including teaching music and the wider arts. All state-funded schools are required to teach a broad and balanced curriculum, and this includes promoting pupils' cultural development.

The department will continue to spend around £115 million per annum in cultural education over three years, through our music, arts and heritage programmes. With the real terms per pupil increases to core school funding and the nearly £5 billion that has been announced for education recovery, schools will continue to have the flexibility to deliver a broad and ambitious curriculum and enrichment activities, including in arts and creative subjects.

The department published the Model Music Curriculum in 2021 and a refreshed National Plan for Music Education in 2022 to support teachers in delivering high-quality music education. The National Plan for Music Education was jointly published by the department and the Department for Culture, Media and Sport in June 2022, and sets out a vision for music education to 2030, to enable all children and young people to learn to sing, play an instrument and create music together, and have the opportunity to progress their musical interests and talents, including professionally.

The department will also publish a Cultural Education Plan in 2023, working with DCMS and Arts Council England. The Chair of the Expert Advisory Panel was announced last year and other panel members will be announced in due course.

The plan will further support young people who wish to pursue careers in the creative and cultural industries and will cover a range of wider arts subjects where appropriate, such as drama, dance and the wider performing arts. The department does not intend to produce detailed plans in other arts subjects, or to establish a Hub programme for arts subjects other than music. It is widely recognised that that there is a need for Music Hubs in addressing the unique challenges in supporting young people’s access to and progression in music.

With the significant impact of the COVID-19 pandemic on children’s education, the department’s priorities have been to focus on education recovery in the recent Spending Review. The government remains committed to the ambitions for a Cultural Education Plan and will give consideration to the future of the Arts Premium in due course.

The department does not collect information on spending in arts education at independent schools. The department does publish information on entries in arts qualifications at Key Stage 4 by type of school, including in GCSEs. In the 2021/22 academic year, the proportion of Key Stage 4 pupils taking at least one arts qualification in state-funded schools was 52.4%, while the equivalent proportion for independent schools was 42.3%.


Written Question
Theatre: Education
Thursday 16th March 2023

Asked by: Baroness Benjamin (Liberal Democrat - Life peer)

Question to the Department for Education:

To ask His Majesty's Government what plans they have to ensure that the plays students study include Black, Asian and minority ethnic representation.

Answered by Baroness Barran - Parliamentary Under-Secretary (Department for Education)

The National Curriculum for English aims to ensure that all pupils appreciate the UK’s rich and varied literary heritage. It encourages pupils to read a range of books, poems and plays to encourage the development of a love of literature. In Key Stage 3, pupils should also be taught seminal world literature.

Following consultation on the minimum requirements for the new English literature GCSE criteria in 2013, the final categories were: at least one play by Shakespeare, a selection of poetry since 1789, at least one 19th century novel and fiction or drama from the British Isles from 1914 onwards. The GCSE specification encourages students to read widely within these categories, to broaden their knowledge of literature, and enhance critical and comparative understanding. Teachers have flexibility in the choice of books and plays to teach within the context of the National Curriculum.

Schools make their own decisions on choosing texts, within the set requirements. The Department provides guidance for teachers on how to make their choices of texts, with literacy organisations and reading charities offering suggestions, book lists, guidance, research, and support.


Written Question
Sex and Relationship Education
Tuesday 27th October 2020

Asked by: Baroness Benjamin (Liberal Democrat - Life peer)

Question to the Department for Education:

To ask Her Majesty's Government what steps they have taken to reassure schools that they are not at risk of legal action for providing Relationships Education, Relationships and Sex Education and Health Education on the curriculum.

Answered by Baroness Berridge

We want to support all young people to be happy, healthy and safe. That is why we made relationships education compulsory for primary school pupils, relationships and sex education compulsory for secondary school pupils, and health education compulsory for pupils in all state-funded schools.

The Department remains committed to supporting all schools in their preparations to deliver the content of these subjects. We are aware that there are many resources in circulation to support schools to deliver these subjects and that not all of them are of good quality and some are inappropriate. On 24 September, the Department published thePlan your relationships, sex and health curriculum’ implementation guidance to support schools to choose appropriate resources.

Our new Relationships, Sex and Health Education (RSHE) guidance and training resources equip all schools to provide comprehensive teaching in these areas in an age-appropriate way. These materials should give schools the confidence to construct a curriculum that reflects diversity of views and backgrounds, whilst fostering all pupils’ respect for others, understanding of healthy relationships, and ability to look after their own wellbeing. We will be issuing further training resources throughout the year.

The statutory guidance contains information on what schools should do and sets out the legal duties with which schools must comply when teaching Relationships Education, Relationships and Sex Education, and Health Education. The guidance also sets out clear advice on choosing resources. It states that schools should assess each resource that they propose to use to ensure it is appropriate for the age and maturity of their pupils and sensitive to their needs, where relevant.

It is important that schools consider guidance from the Department and parents should feel able to discuss with schools if their approach seems to diverge from Government guidance. The regulations introducing the new subjects made it a requirement for schools to consult parents on their relationships and sex education policy. This is because it is right that parents are able to express their views on how these subjects are taught, and this process enables schools to understand the views and needs of their school community. Good quality parental engagement and effective subject design and delivery by schools will ensure that the positive benefits of teaching we know can come from these subjects are realised, which is why we have provided this support to schools.

We have worked with the National Association of Head Teachers, the National Governance Association, and the Association of School and College Leaders to issue joint guidance to support schools to engage parents on these subjects, published in October 2019 and available here: https://www.gov.uk/government/publications/engaging-parents-with-relationships-education-policy.

We have also released a guide for parents to support understanding of the subjects, available here: https://www.gov.uk/government/publications/relationships-sex-and-health-education-guides-for-schools.

In light of the circumstances caused by the COVID-19 outbreak, and following engagement with the sector, the Department is reassuring schools that although the subjects became compulsory from 1 September 2020, schools have flexibility over how they discharge their duty within the first year of compulsory teaching. We have made it clear that schools that are ready to teach these subjects and have met the requirements set out in the statutory guidance, including those relating to engagement with parents and carers, are encouraged to begin delivering teaching from 1 September 2020, or whenever is practicable at the beginning of the new school year.

For schools that are not ready to teach these subjects or unable to adequately meet the requirements because of the challenging circumstances presented by COVID-19, they should aim to start preparations to deliver the new curriculum and commence teaching the new content by at least the start of the summer term 2021. Where implementation has therefore been delayed in some schools, this is because proper engagement with parents and time to develop the curriculum has not yet been possible, not because of parental complaints. The Department does not hold information on how many schools have delayed implementation of the subjects.

We have issued advice to local authorities and regional school’s commissioners on managing disruption to primary schools related to these subjects. We continue to monitor implementation across the country and work closely with schools and local authorities, where necessary.


Written Question
Sex and Relationship Education
Tuesday 27th October 2020

Asked by: Baroness Benjamin (Liberal Democrat - Life peer)

Question to the Department for Education:

To ask Her Majesty's Government what support and assistance they have provided to schools which have received communications threatening legal action from parents and pressure groups that seek to prevent the teaching of any form of relationship and sex education, including on LGBT relationships.

Answered by Baroness Berridge

We want to support all young people to be happy, healthy and safe. That is why we made relationships education compulsory for primary school pupils, relationships and sex education compulsory for secondary school pupils, and health education compulsory for pupils in all state-funded schools.

The Department remains committed to supporting all schools in their preparations to deliver the content of these subjects. We are aware that there are many resources in circulation to support schools to deliver these subjects and that not all of them are of good quality and some are inappropriate. On 24 September, the Department published thePlan your relationships, sex and health curriculum’ implementation guidance to support schools to choose appropriate resources.

Our new Relationships, Sex and Health Education (RSHE) guidance and training resources equip all schools to provide comprehensive teaching in these areas in an age-appropriate way. These materials should give schools the confidence to construct a curriculum that reflects diversity of views and backgrounds, whilst fostering all pupils’ respect for others, understanding of healthy relationships, and ability to look after their own wellbeing. We will be issuing further training resources throughout the year.

The statutory guidance contains information on what schools should do and sets out the legal duties with which schools must comply when teaching Relationships Education, Relationships and Sex Education, and Health Education. The guidance also sets out clear advice on choosing resources. It states that schools should assess each resource that they propose to use to ensure it is appropriate for the age and maturity of their pupils and sensitive to their needs, where relevant.

It is important that schools consider guidance from the Department and parents should feel able to discuss with schools if their approach seems to diverge from Government guidance. The regulations introducing the new subjects made it a requirement for schools to consult parents on their relationships and sex education policy. This is because it is right that parents are able to express their views on how these subjects are taught, and this process enables schools to understand the views and needs of their school community. Good quality parental engagement and effective subject design and delivery by schools will ensure that the positive benefits of teaching we know can come from these subjects are realised, which is why we have provided this support to schools.

We have worked with the National Association of Head Teachers, the National Governance Association, and the Association of School and College Leaders to issue joint guidance to support schools to engage parents on these subjects, published in October 2019 and available here: https://www.gov.uk/government/publications/engaging-parents-with-relationships-education-policy.

We have also released a guide for parents to support understanding of the subjects, available here: https://www.gov.uk/government/publications/relationships-sex-and-health-education-guides-for-schools.

In light of the circumstances caused by the COVID-19 outbreak, and following engagement with the sector, the Department is reassuring schools that although the subjects became compulsory from 1 September 2020, schools have flexibility over how they discharge their duty within the first year of compulsory teaching. We have made it clear that schools that are ready to teach these subjects and have met the requirements set out in the statutory guidance, including those relating to engagement with parents and carers, are encouraged to begin delivering teaching from 1 September 2020, or whenever is practicable at the beginning of the new school year.

For schools that are not ready to teach these subjects or unable to adequately meet the requirements because of the challenging circumstances presented by COVID-19, they should aim to start preparations to deliver the new curriculum and commence teaching the new content by at least the start of the summer term 2021. Where implementation has therefore been delayed in some schools, this is because proper engagement with parents and time to develop the curriculum has not yet been possible, not because of parental complaints. The Department does not hold information on how many schools have delayed implementation of the subjects.

We have issued advice to local authorities and regional school’s commissioners on managing disruption to primary schools related to these subjects. We continue to monitor implementation across the country and work closely with schools and local authorities, where necessary.


Written Question
Sex and Relationship Education
Tuesday 27th October 2020

Asked by: Baroness Benjamin (Liberal Democrat - Life peer)

Question to the Department for Education:

To ask Her Majesty's Government what steps they are taking to support schools which have experienced complaints and pressure from parents about the provision of teaching about LGBT relationships on the curriculum; and what discussions they have had with such schools about ensuring the delivery of Relationships Education, Relationships and Sex Education and Health Education.

Answered by Baroness Berridge

We want to support all young people to be happy, healthy and safe. That is why we made relationships education compulsory for primary school pupils, relationships and sex education compulsory for secondary school pupils, and health education compulsory for pupils in all state-funded schools.

The Department remains committed to supporting all schools in their preparations to deliver the content of these subjects. We are aware that there are many resources in circulation to support schools to deliver these subjects and that not all of them are of good quality and some are inappropriate. On 24 September, the Department published thePlan your relationships, sex and health curriculum’ implementation guidance to support schools to choose appropriate resources.

Our new Relationships, Sex and Health Education (RSHE) guidance and training resources equip all schools to provide comprehensive teaching in these areas in an age-appropriate way. These materials should give schools the confidence to construct a curriculum that reflects diversity of views and backgrounds, whilst fostering all pupils’ respect for others, understanding of healthy relationships, and ability to look after their own wellbeing. We will be issuing further training resources throughout the year.

The statutory guidance contains information on what schools should do and sets out the legal duties with which schools must comply when teaching Relationships Education, Relationships and Sex Education, and Health Education. The guidance also sets out clear advice on choosing resources. It states that schools should assess each resource that they propose to use to ensure it is appropriate for the age and maturity of their pupils and sensitive to their needs, where relevant.

It is important that schools consider guidance from the Department and parents should feel able to discuss with schools if their approach seems to diverge from Government guidance. The regulations introducing the new subjects made it a requirement for schools to consult parents on their relationships and sex education policy. This is because it is right that parents are able to express their views on how these subjects are taught, and this process enables schools to understand the views and needs of their school community. Good quality parental engagement and effective subject design and delivery by schools will ensure that the positive benefits of teaching we know can come from these subjects are realised, which is why we have provided this support to schools.

We have worked with the National Association of Head Teachers, the National Governance Association, and the Association of School and College Leaders to issue joint guidance to support schools to engage parents on these subjects, published in October 2019 and available here: https://www.gov.uk/government/publications/engaging-parents-with-relationships-education-policy.

We have also released a guide for parents to support understanding of the subjects, available here: https://www.gov.uk/government/publications/relationships-sex-and-health-education-guides-for-schools.

In light of the circumstances caused by the COVID-19 outbreak, and following engagement with the sector, the Department is reassuring schools that although the subjects became compulsory from 1 September 2020, schools have flexibility over how they discharge their duty within the first year of compulsory teaching. We have made it clear that schools that are ready to teach these subjects and have met the requirements set out in the statutory guidance, including those relating to engagement with parents and carers, are encouraged to begin delivering teaching from 1 September 2020, or whenever is practicable at the beginning of the new school year.

For schools that are not ready to teach these subjects or unable to adequately meet the requirements because of the challenging circumstances presented by COVID-19, they should aim to start preparations to deliver the new curriculum and commence teaching the new content by at least the start of the summer term 2021. Where implementation has therefore been delayed in some schools, this is because proper engagement with parents and time to develop the curriculum has not yet been possible, not because of parental complaints. The Department does not hold information on how many schools have delayed implementation of the subjects.

We have issued advice to local authorities and regional school’s commissioners on managing disruption to primary schools related to these subjects. We continue to monitor implementation across the country and work closely with schools and local authorities, where necessary.


Written Question
Sex and Relationship Education
Tuesday 27th October 2020

Asked by: Baroness Benjamin (Liberal Democrat - Life peer)

Question to the Department for Education:

To ask Her Majesty's Government what support they are providing to schools who consulted parents about the provision of Relationships Education, Relationships and Sex Education and Health Education but have since experienced complaints from parents and pressure groups which have resulted in delays to the introduction of those subjects to the curriculum.

Answered by Baroness Berridge

We want to support all young people to be happy, healthy and safe. That is why we made relationships education compulsory for primary school pupils, relationships and sex education compulsory for secondary school pupils, and health education compulsory for pupils in all state-funded schools.

The Department remains committed to supporting all schools in their preparations to deliver the content of these subjects. We are aware that there are many resources in circulation to support schools to deliver these subjects and that not all of them are of good quality and some are inappropriate. On 24 September, the Department published thePlan your relationships, sex and health curriculum’ implementation guidance to support schools to choose appropriate resources.

Our new Relationships, Sex and Health Education (RSHE) guidance and training resources equip all schools to provide comprehensive teaching in these areas in an age-appropriate way. These materials should give schools the confidence to construct a curriculum that reflects diversity of views and backgrounds, whilst fostering all pupils’ respect for others, understanding of healthy relationships, and ability to look after their own wellbeing. We will be issuing further training resources throughout the year.

The statutory guidance contains information on what schools should do and sets out the legal duties with which schools must comply when teaching Relationships Education, Relationships and Sex Education, and Health Education. The guidance also sets out clear advice on choosing resources. It states that schools should assess each resource that they propose to use to ensure it is appropriate for the age and maturity of their pupils and sensitive to their needs, where relevant.

It is important that schools consider guidance from the Department and parents should feel able to discuss with schools if their approach seems to diverge from Government guidance. The regulations introducing the new subjects made it a requirement for schools to consult parents on their relationships and sex education policy. This is because it is right that parents are able to express their views on how these subjects are taught, and this process enables schools to understand the views and needs of their school community. Good quality parental engagement and effective subject design and delivery by schools will ensure that the positive benefits of teaching we know can come from these subjects are realised, which is why we have provided this support to schools.

We have worked with the National Association of Head Teachers, the National Governance Association, and the Association of School and College Leaders to issue joint guidance to support schools to engage parents on these subjects, published in October 2019 and available here: https://www.gov.uk/government/publications/engaging-parents-with-relationships-education-policy.

We have also released a guide for parents to support understanding of the subjects, available here: https://www.gov.uk/government/publications/relationships-sex-and-health-education-guides-for-schools.

In light of the circumstances caused by the COVID-19 outbreak, and following engagement with the sector, the Department is reassuring schools that although the subjects became compulsory from 1 September 2020, schools have flexibility over how they discharge their duty within the first year of compulsory teaching. We have made it clear that schools that are ready to teach these subjects and have met the requirements set out in the statutory guidance, including those relating to engagement with parents and carers, are encouraged to begin delivering teaching from 1 September 2020, or whenever is practicable at the beginning of the new school year.

For schools that are not ready to teach these subjects or unable to adequately meet the requirements because of the challenging circumstances presented by COVID-19, they should aim to start preparations to deliver the new curriculum and commence teaching the new content by at least the start of the summer term 2021. Where implementation has therefore been delayed in some schools, this is because proper engagement with parents and time to develop the curriculum has not yet been possible, not because of parental complaints. The Department does not hold information on how many schools have delayed implementation of the subjects.

We have issued advice to local authorities and regional school’s commissioners on managing disruption to primary schools related to these subjects. We continue to monitor implementation across the country and work closely with schools and local authorities, where necessary.