Asked by: Kirsten Oswald (Scottish National Party - East Renfrewshire)
Question to the Department for Education:
To ask the Secretary of State for Education, what recent discussions he has had with devolved Administrations on providing additional support for (a) school and (b) higher education students in the context of the increases in the cost of living.
Answered by Robin Walker
Education policy is devolved, and so cost of living issues for institutions is the responsibility of the devolved administrations. Ministers in the department meet regularly with their devolved counterparts and my right hon. Friend, the Secretary of State for Education, is looking forward to attending the next meeting of education ministers from across the UK in Edinburgh next week.
The department secured an excellent settlement for England in the Spending Review, and so this will be reflected in Scotland, Wales and Northern Ireland through the Barnett Formula.
It is for devolved administrations to determine how to spend this generous settlement, but in England we have carefully budgeted for a range of policies that will help universities, schools, their staff, and families which will help to meet the challenges in the cost of living right now. This includes our very successful Holiday Activities and Food scheme, National Tutoring Programme, and of course a huge increase in core school funding that means schools are better placed to cover cost increases.
Asked by: Kirsten Oswald (Scottish National Party - East Renfrewshire)
Question to the Department for Education:
To ask the Secretary of State for Education, with reference to the judgment in R (Fox) v Secretary of State for Education [2015] EWHC 3404, what recent assessment he has made of the potential impact of the proposed reforms to sections 3 and 6 of the Human Rights Act 1998 on his policies on the delivery of religious education.
Answered by Robin Walker
Whilst the administrative court ruled against the department in the case of R (Fox) v Secretary of State for Education, the government considered the judgment to have no broader impact on any aspect of its policy in relation to the religious education curriculum or religious studies GCSE subject content for schools, with or without a religious character.
In December 2015, the department responded to this judgment by publishing guidance for schools and awarding organisations about the religious studies GCSE, alongside the religious studies GCSE subject content, at: www.gov.uk/government/publications/gcse-religious-studies.
The proposed reforms to the Human Rights Act (1998) are currently subject to a public consultation which will run until 8 March 2022. The department will make an assessment of any impact of these reforms on the delivery of religious education once they have been confirmed.
Asked by: Kirsten Oswald (Scottish National Party - East Renfrewshire)
Question to the Department for Education:
To ask the Secretary of State for Education, whether he has made a recent assessment of the economic impact over the course of a person's life associated with childhood bullying for (a) women and (b) men.
Answered by Will Quince
The department knows from research that childhood bullying does have a long-term effect over the course of a person’s life. We have not made a specifically quantified assessment of the economic impact, but the effects of bullying are recognised in a wide range of studies.
In general, mental health and wellbeing are the key factors to be impacted by bullying. The effects can present themselves in many different ways, such as depression or anxiety, and these effects can be long lasting. Evidence also suggests that bullying is likely to have a negative impact on other educational outcomes such as engagement and participation. This means that preventing and tackling bullying can both reduce the costs associated with mental ill health and help realise the benefits associated with educational participation and attainment.
Schools can play a central role in preventing and tackling bullying. That is why the department has ensured teachers have the power to tackle behaviour issues and provided guidance and support for schools on activity that can prevent it: https://www.gov.uk/government/publications/preventing-and-tackling-bullying.
We are also making sure that all children in England will learn about respectful relationships, in person and online, as part of new mandatory relationships, sex and health education. This includes content on the different types of bullying, the impact it has, the responsibility of bystanders, and how to get help.
As part of Anti-Bullying Week, the department confirmed funding for five leading organisations, worth over £1 million in total, to support schools and colleges in championing tolerance and respect as part of their responsibility to tackle all forms bullying. These projects will support our aim to reduce incidences and the impact of bullying on all pupils, with a particular focus on specific protected characteristics and help us develop our evidence base further.
Asked by: Kirsten Oswald (Scottish National Party - East Renfrewshire)
Question to the Department for Education:
To ask the Secretary of State for Education, pursuant to the Answer of18 October 2021 to Question 53884 on Students: Finance, what discussions he has had with the devolved Administrations on the introduction of alternative student finance.
Answered by Michelle Donelan
Discussions with officials in the devolved administrations about the provision of a student finance product compatible with Islamic finance principles have taken place, most recently with officials from the Scottish Government. As education is a devolved matter, it is up to each devolved administration to decide whether they wish to introduce a Sharia-compliant student finance solution.
Asked by: Kirsten Oswald (Scottish National Party - East Renfrewshire)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment he has made of the difficulties facing parents who are working from home and supporting school-age children with remote learning.
Answered by Nick Gibb
Attendance has been mandatory for all pupils of compulsory school age since 8 March 2021. There will be specific instances where an individual, small group, or class of pupils or students cannot attend school on-site because they are, for example, self-isolating or shielding in line with guidance or law relating to COVID-19.
Where it is needed, schools are expected to provide as a minimum 3-5 hours of remote education depending on Key Stage. This includes either recorded or live direct teaching alongside time for pupils to work independently to complete assignments that have been set.
We recognise that different expectations are appropriate for younger and older age groups when teaching remotely. We also expect schools to consider the remote education expectations in relation to pupils’ age, stage of development or special educational needs.
We know this is a challenging time for parents, carers and children. This is why we have published guidance for parents and carers on remote education and how they can best support their child while educating from home: https://www.gov.uk/guidance/supporting-your-childrens-education-during-coronavirus-covid-19. This includes resources and advice to help parents and carers on how to establish a routine with their child, and how best to support mental health and wellbeing during this period.
Parents and carers should not feel that they need to set work for their child. If parents or carers feel they need further support or additional teaching materials for their children, they are encouraged to discuss this with their school or college first.
In our guidance for parents and carers, we have provided links to some educational resources which parents may also find it helpful to be aware of, such as Oak National Academy, BBC Bitesize, LendED, and specialist resources for supporting children with special educational needs and disability with their remote education: https://www.gov.uk/guidance/supporting-your-childrens-education-during-coronavirus-covid-19.
Asked by: Kirsten Oswald (Scottish National Party - East Renfrewshire)
Question to the Department for Education:
What assessment he has made of the effect of the end of the transition period on (a) further and (b) higher education.
Answered by Michelle Donelan
The department has considered all aspects of how exiting the EU might affect further and higher education. This included consideration of participation in EU-funded programmes, future arrangements for migration and for access to student finance support. We have been committed to ensuring the country is prepared for every eventuality.
My officials also regularly engage with sector stakeholders on a range of issues, including EU exit and the transition period.