May. 03 2024
Source Page: Framework document between the Ministry of Justice and the Independent Monitoring Authority for the Citizens’ Rights Agreements. 41p.Found: administrations; in accordance with paragraph 2 of Schedule 9 to the Northern Ireland Act 1998, submit an equality
May. 03 2024
Source Page: Framework Document between the Ministry of Justice and the Children and Family Court Advisory and Support Service (Cafcass). Incl. annexes. 45p.Found: based on merit: there is no discrimination against employees with protected characteristics under the Equality
May. 03 2024
Source Page: Framework Document between the Ministry of Justice and the Youth Justice Board for England and Wales. Incl. annex. 43p.Found: based on merit: there is no discrimination against employees with protected characteristics under the Equality
May. 03 2024
Source Page: Agriculture and Rural Communities (Scotland) Bill - Fairer Scotland Duty AssessmentFound: benefits, with targeted outcomes for biodiversity gain and low emissions production; and increased equality
Found: (2) A workforce diversity and equality strategy must comprise a plan setting out how PSBs
Found: scotland, through their Sport for Life strategy , outline a focus on addressing issues surrounding equality
Asked by: Lord Mendelsohn (Labour - Life peer)
Question to the Department for Education:
To ask His Majesty's Government what assessment they have made of whether teachers and administrators are clear about the support their schools should provide to children with allergies, and what monitoring and evaluation processes they have in place to ensure this support is provided.
Answered by Baroness Barran - Parliamentary Under-Secretary (Department for Education)
In 2014, the government introduced a new duty on schools to support pupils with all medical conditions, including allergies, and published the ‘Supporting pupils at school with medical conditions’ statutory guidance for schools and others.
Schools also have duties under the Equality Act 2010 to make reasonable adjustments to their practices, procedures, and policies to ensure that they are not putting those with certain long-term health problems at a substantial disadvantage.
The department recently reminded all schools of their legal duty under Section 100 of the Children and Families Act 2014 to plan for supporting pupils with medical conditions, including allergies. This reminder also included a link to the statutory guidance governing bodies must have regard to when carrying out their duty under Section 100.
Ofsted’s role is to make sure that schools provide a high standard of education through its inspection and reporting process. As part of that process, inspectors gather a wide range of evidence to make their judgements, including the evaluation of the experience of particular individuals and groups. This includes the experiences of pupils with medical needs.
As part of the inspection, inspectors will assess the effectiveness of safeguarding at the school. This includes the extent to which pupils with specific needs and vulnerabilities are kept safe. The safeguarding culture is also explored through speaking to leaders and staff about their work, including the messages that pupils receive through the curriculum.
Asked by: John Hayes (Conservative - South Holland and The Deepings)
Question
To ask the Minister for Women and Equalities, how much her Department has spent on external consultancies in the last five years.
Answered by Maria Caulfield - Parliamentary Under Secretary of State (Department for Business and Trade) (Minister for Women)
The Equality Hub is part of the Cabinet Office and external consultancy spend is reported within the Cabinet Office Annual Report and Accounts.
For 2019-20, Cabinet Office external consultancy spend can be found on pages 59 and 104 of our Annual Report and Accounts 2019-20, linked here: https://assets.publishing.service.gov.uk/media/5f16e6aa3a6f40727f97b746/Cabinet-Office-Annual-Report-and-Accounts-2019-20.pdf
For 2020-21, Cabinet Office external consultancy spend can be found on pages 104 and 206 of our Annual Report and Accounts 2020-21, linked here: https://assets.publishing.service.gov.uk/media/60f03ea28fa8f50c716bccda/15640_CO_Annual_Report_2020_2021_digital_temp.pdf
For 2021-22, Cabinet Office external consultancy spend can be found on pages 119 and 197 of our Annual Report and Accounts 2021-22, linked here: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1123904/CO_ARA21-22_WEB_Final_121222.pdf
For 2022-23 Cabinet Office external consultancy spend can be found on pages 107 and 191 of our Annual Report and Accounts 2022-23, linked here: https://assets.publishing.service.gov.uk/media/6509a3394cd3c3000d68ccd4/CO_ARA22-23_WEB_190923.pdf
Consultancy spend for 2023-24 will be published in the Cabinet Office Annual Report and Accounts 2023-24, later this year.
Cabinet Office has a mature assurance framework for Consultancy & Professional Services. A dedicated team exists to assure such spending and make recommendations to officials accordingly for decision. The assurance framework is built on the principles outlined in the Consultancy Playbook and aims to ensure that where such requirements are justified, they deliver value for money for the taxpayer. This use of these consultants is a legitimate part of policymaking that helps to deliver efficient public services to the taxpayer and has been a feature under successive Governments.
Asked by: Matt Hancock (Independent - West Suffolk)
Question to the Department for Education:
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.
Answered by Damian Hinds - Minister of State (Education)
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.
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.
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.
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.
Asked by: Matt Hancock (Independent - West Suffolk)
Question to the Department for Education:
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.
Answered by Damian Hinds - Minister of State (Education)
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.
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.
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.
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.