Asked by: Kim Leadbeater (Labour - Spen Valley)
Question to the Department for Education:
To ask the Secretary of State for Education, if he plans to take steps to prevent children who receive all their education in (a) unregistered and (b) unregulated religious schools from being exposed to homophobia, sexism and extremism.
Answered by Robin Walker
It is a criminal offence under section 96 of the Education and Skills Act 2008 to conduct an independent educational institution unless it is registered. The Department for Education and Ofsted continue to investigate any settings where intelligence or evidence suggest the operation of an unregistered school. Section 97 of the Education and Skills Act 2008 permits no-notice inspections of settings believed to be operating in breach of the registration requirement.
All unregistered schools present a safeguarding risk to the children attending since they are not regulated by the department. This means that these schools are not subject to inspection and so assurances cannot be made as to the quality and appropriateness of the education provided, the safety of the premises or the suitability of the adults responsible for the setting. The department will take regulatory action against any school found to be operating without registration, in breach of section 96 of the 2008 Act. This action can include the prosecution of those conducting and responsible for such settings.
Between 1 January 2016 and 31 August 2021, 114 settings inspected under section 97 were identified as operating as an unregistered independent school. Joint work between the Department for Education and Ofsted has led to 101 of these settings changing their provision to no longer operate unlawfully, in breach of the 2008 Act. In that time, 5 successful prosecutions have been brought against groups responsible for operating illegal settings.
The department has committed to taking forward measures to make it easier to investigate and prosecute unregistered schools, and these will be introduced when a suitable legislative opportunity arises.
Asked by: Kim Leadbeater (Labour - Spen Valley)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment he has made of the potential adequacy of penalties faced by those prosecuted for operating illegal schools; and if they will make a statement.
Answered by Robin Walker
It is a criminal offence under section 96 of the Education and Skills Act 2008 to conduct an independent educational institution unless it is registered. Those found guilty of this offence can be fined an unlimited amount or face up to 6 months in prison.
The Department for Education and Ofsted continue to investigate any settings where intelligence or evidence suggest the operation of an unregistered school. Section 97 of the Education and Skills Act 2008 permits no-notice inspections of settings believed to be operating in breach of the registration requirement.
Between 1 January 2016 and 31 August 2021, 114 settings inspected under section 97 were identified as operating as an unregistered independent school. Joint work between the Department for Education and Ofsted has led to 101 of these settings changing their provision to no longer operate unlawfully, in breach of the 2008 Act. In that time, 5 successful prosecutions have been brought against groups responsible for operating illegal schools. Anyone who suspects that an unregistered school may be operating may make a referral via our dedicated web page here: https://www.gov.uk/guidance/report-an-unregistered-school.
The department’s policy statement sets out the factors we consider when considering whether to proceed with a prosecution, and we will always pursue a prosecution when this is in the public interest: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/826588/Prosecuting_unregistered_independent_schools_policy_statement_21_August.pdf.
The department has committed to taking forward measures to make it easier to investigate and prosecute unregistered schools, and these will be introduced when a suitable legislative opportunity arises.
Asked by: Kim Leadbeater (Labour - Spen Valley)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps he is taking to (a) protect and (b) support school staff from (i) abuse and (ii) aggression from parents and others in the school community.
Answered by Robin Walker
It is never acceptable for anyone to harass or intimidate education staff. Schools can bar someone from the premises if they feel that their aggressive, abusive, or insulting behaviour or language is a risk to staff or pupils. Some incidents may constitute a criminal offence and schools should report those that they think may come into this category to the police.
All schools are required by law to have a behaviour policy which outlines measures to encourage good behaviour, and the sanctions that will be imposed for pupils' misbehaviour. This should be communicated to all pupils, school staff and parents.
The department will shortly be consulting on the behaviour in schools guidance and the suspensions and permanent exclusions guidance. These will equip headteachers to create calm, orderly, safe, and supportive school environments where both pupils and staff can flourish in safety and dignity. This will also encourage schools to work with parents in the creation of these positive school cultures.
The department takes the wellbeing and mental health of education staff very seriously. In November 2021, the department announced the award of a £760,000 contract to the charity Education Support to provide peer support and counselling to around 2000 school leaders. Further information on this can be found at: https://www.educationsupport.org.uk/get-help/help-for-your-staff/wellbeing-services/school-leaders-support/england-live-application-school-leader-support-service/.
Education Support also provides a free helpline for all education staff. Additionally, we have launched the education staff wellbeing charter. This charter is a set of commitments from the government, Ofsted, and schools and colleges to protect and promote the wellbeing of staff. It can be used to inform a school or college wide approach to wellbeing or to develop a staff wellbeing strategy. Further information on this charter can be found at: https://www.gov.uk/guidance/education-staff-wellbeing-charter.
Asked by: Kim Leadbeater (Labour - Spen Valley)
Question to the Department for Education:
To ask the Secretary of State for Education, how many hours of political literacy education are required to be taught to pupils at (a) primary and (b) secondary school.
Answered by Robin Walker
All schools are required to provide a broad and balanced curriculum. Financial education and political literacy are important aspects of the citizenship programmes of study, which are statutory at key stages 3 and 4 in maintained schools.
The department has also introduced a rigorous mathematics curriculum, which provides young people with the knowledge and financial skills to make important financial decisions. In the primary mathematics curriculum, there is a strong emphasis on the essential arithmetic knowledge that pupils should be taught. This knowledge is vital, as a strong grasp of numeracy and numbers will underpin pupils’ ability to manage budgets and money, including, for example, using percentages. There is also some specific content about financial education, such as calculations with money. At secondary level, there is more specific content related to financial education in both the secondary mathematics curriculum and in the mathematics GCSE content. Pupils are taught how to solve problems such as loan repayments and interest rates and personal finance problems such as compound interest.
The government does not specify how schools should allocate their time to deliver the curriculum. School managers will need to design their timetables to meet their curriculum requirements. Teachers are encouraged to develop their practice in a way that meets the specific needs of their pupils.
Asked by: Kim Leadbeater (Labour - Spen Valley)
Question to the Department for Education:
To ask the Secretary of State for Education, how many hours of financial education are required to be taught to pupils at (a) primary and (b) secondary school.
Answered by Robin Walker
All schools are required to provide a broad and balanced curriculum. Financial education and political literacy are important aspects of the citizenship programmes of study, which are statutory at key stages 3 and 4 in maintained schools.
The department has also introduced a rigorous mathematics curriculum, which provides young people with the knowledge and financial skills to make important financial decisions. In the primary mathematics curriculum, there is a strong emphasis on the essential arithmetic knowledge that pupils should be taught. This knowledge is vital, as a strong grasp of numeracy and numbers will underpin pupils’ ability to manage budgets and money, including, for example, using percentages. There is also some specific content about financial education, such as calculations with money. At secondary level, there is more specific content related to financial education in both the secondary mathematics curriculum and in the mathematics GCSE content. Pupils are taught how to solve problems such as loan repayments and interest rates and personal finance problems such as compound interest.
The government does not specify how schools should allocate their time to deliver the curriculum. School managers will need to design their timetables to meet their curriculum requirements. Teachers are encouraged to develop their practice in a way that meets the specific needs of their pupils.
Asked by: Kim Leadbeater (Labour - Spen Valley)
Question to the Department for Education:
To ask the Secretary of State for Education, what plans his Department has on the introduction of initial teacher training financial incentives in the form of bursaries for religious education; and if he will make a statement.
Answered by Robin Walker
The bursaries the department offers for initial teacher training (ITT) are intended to incentivise applications to ITT courses. The department reviews the bursaries on offer each year to take account of factors including historic recruitment, forecast economic conditions, and teacher supply need in each subject. This provides flexibility to respond to the need to attract new teachers, and means we are spending money where it is needed most.
In academic year 2020/21 the department exceeded the postgraduate ITT target in religious education (128% of target). As a result, the department decided to focus the bursaries we offered for academic year 2021/22 on subjects where it is hardest to attract sufficient applicants. We have taken a similar approach for academic year 2022/23 and will review the need for financial incentives across all subjects again before announcing the bursaries for academic year 2023/24.
Asked by: Kim Leadbeater (Labour - Spen Valley)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment his Department has made of the effect of the use of isolation booths on the mental health of young people in school.
Answered by Robin Walker
In June 2021, the department launched a call for evidence on managing behaviour and the use of isolation rooms in schools, including asking how vulnerable pupils are supported. This evidence will be considered and further assessed alongside the results of a public consultation later this year on the ‘behaviour and discipline in schools’ guidance. The guidance will provide practical advice to schools about how to encourage good behaviour and respond effectively to incidents of misbehaviour in and out of the classroom.
Our ‘mental health and behaviour in schools’ guidance includes specific information about supporting pupils’ mental health and wellbeing, and can assist schools with their own assessment of the interaction between behavioural issues, management and mental health. This guidance is available at: https://www.gov.uk/government/publications/mental-health-and-behaviour-in-schools--2.
Asked by: Kim Leadbeater (Labour - Spen Valley)
Question to the Department for Education:
To ask the Secretary of State for Education, what recent assessment his Department has made of the societal value for young people of religious education; and if he will make a statement.
Answered by Robin Walker
The government firmly believes that religious education (RE) is important. Good quality RE is essential in developing children’s knowledge of British values and traditions, and those of other countries. RE is a vital part of fostering understanding among different faiths and beliefs, which is why it is a compulsory subject for all state-funded schools up to the age of 18.
Department officials engage regularly with key RE stakeholders, including the National Association of Teachers of Religious Education as the main subject association for RE in England.
When teaching RE, schools should consider how their curriculum can develop social skills and empathy, as well as equip children and young people with the skills for living and working in a diverse society. For older pupils, RE should also focus on developing skills that are useful in a wide range of careers and adult life, and in particular the skills of critical enquiry, creative problem-solving and communication in a variety of media.
In school life, RE can develop and nuance the skills required for other parts of the school curriculum such as history, citizenship, and personal, social, health and economic education.
RE is an important subject, developing an individual’s knowledge and understanding of the religions and beliefs which form part of contemporary society, as well as serving to inform their own values and behaviour. RE can also contribute to pupils’ personal development and well-being by promoting mutual respect and tolerance in a diverse society. It is an important contributor to the spiritual, moral, social and cultural development of pupils, which schools are required to facilitate as per the Education Act 2002.
Studying RE can also serve to improve community cohesion, providing a key context to develop young people’s understanding and appreciation of diversity, to promote shared values and to challenge racism and discrimination.
Asked by: Kim Leadbeater (Labour - Spen Valley)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment his Department has made of the potential merits of the value offered in terms of skills for young people by the subject matter of religious education; and if he will make a statement.
Answered by Robin Walker
The government firmly believes that religious education (RE) is important. Good quality RE is essential in developing children’s knowledge of British values and traditions, and those of other countries. RE is a vital part of fostering understanding among different faiths and beliefs, which is why it is a compulsory subject for all state-funded schools up to the age of 18.
Department officials engage regularly with key RE stakeholders, including the National Association of Teachers of Religious Education as the main subject association for RE in England.
When teaching RE, schools should consider how their curriculum can develop social skills and empathy, as well as equip children and young people with the skills for living and working in a diverse society. For older pupils, RE should also focus on developing skills that are useful in a wide range of careers and adult life, and in particular the skills of critical enquiry, creative problem-solving and communication in a variety of media.
In school life, RE can develop and nuance the skills required for other parts of the school curriculum such as history, citizenship, and personal, social, health and economic education.
RE is an important subject, developing an individual’s knowledge and understanding of the religions and beliefs which form part of contemporary society, as well as serving to inform their own values and behaviour. RE can also contribute to pupils’ personal development and well-being by promoting mutual respect and tolerance in a diverse society. It is an important contributor to the spiritual, moral, social and cultural development of pupils, which schools are required to facilitate as per the Education Act 2002.
Studying RE can also serve to improve community cohesion, providing a key context to develop young people’s understanding and appreciation of diversity, to promote shared values and to challenge racism and discrimination.
Asked by: Kim Leadbeater (Labour - Spen Valley)
Question to the Department for Education:
To ask the Secretary of State for Education, what discussions officials in his Department have held with representatives of teachers of religious education regarding the value offered in terms of skills for young people by that subject; and if he will make a statement.
Answered by Robin Walker
The government firmly believes that religious education (RE) is important. Good quality RE is essential in developing children’s knowledge of British values and traditions, and those of other countries. RE is a vital part of fostering understanding among different faiths and beliefs, which is why it is a compulsory subject for all state-funded schools up to the age of 18.
Department officials engage regularly with key RE stakeholders, including the National Association of Teachers of Religious Education as the main subject association for RE in England.
When teaching RE, schools should consider how their curriculum can develop social skills and empathy, as well as equip children and young people with the skills for living and working in a diverse society. For older pupils, RE should also focus on developing skills that are useful in a wide range of careers and adult life, and in particular the skills of critical enquiry, creative problem-solving and communication in a variety of media.
In school life, RE can develop and nuance the skills required for other parts of the school curriculum such as history, citizenship, and personal, social, health and economic education.
RE is an important subject, developing an individual’s knowledge and understanding of the religions and beliefs which form part of contemporary society, as well as serving to inform their own values and behaviour. RE can also contribute to pupils’ personal development and well-being by promoting mutual respect and tolerance in a diverse society. It is an important contributor to the spiritual, moral, social and cultural development of pupils, which schools are required to facilitate as per the Education Act 2002.
Studying RE can also serve to improve community cohesion, providing a key context to develop young people’s understanding and appreciation of diversity, to promote shared values and to challenge racism and discrimination.