Asked by: Marsha De Cordova (Labour - Battersea)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment she has made of the potential merits of learning through play in early years education.
Answered by Stephen Morgan - Parliamentary Under-Secretary (Department for Education)
The early years foundation stage (EYFS) statutory framework sets standards and requirements for all early years providers to ensure every child has the best start in life and is prepared for school. The EYFS is clear that children learn through play and that play is essential for children’s development. For example, singing songs helps to develop language comprehension, vocabulary, self-expression and literacy. Practitioners should organise enabling environments and cultures for high-quality play, create games, and provide opportunity for indoor and outdoor play.
The ‘Children of the 2020s’ study is part of a programme of departmental research to improve our understanding of children’s progress throughout key phases of learning and education. The study follows over 8,500 families and their babies, born in England between September and November 2021. The second wave of data is due to be published in autumn, and we will assess that to consider future policy for early education, including learning through play.
Asked by: Callum Anderson (Labour - Buckingham and Bletchley)
Question to the Department for Education:
To ask the Secretary of State for Education, what estimate her Department has made of the number of early years providers in England that may increase their capacity through the use of free flow outdoor space under the proposed changes to the early years foundation stage statutory framework.
Answered by Stephen Morgan - Parliamentary Under-Secretary (Department for Education)
The expansion of funded childcare is continuing to support families. The department is exploring new ways to help providers offer more high-quality childcare places for working families, which includes access to outdoor space. Therefore, the department has launched a consultation on whether to introduce flexibility into the early years foundation stage (EYFS) statutory framework that will allow free-flow outdoor space to be included in the indoor space requirements, with a possible cap on the number of additional places that can be offered. The consultation can be accessed here: https://www.gov.uk/government/consultations/space-requirements-in-early-years-childcare-settings-in-england. The EYFS framework can be accessed here: https://www.gov.uk/government/publications/early-years-foundation-stage-framework--2.
The department’s ‘Pulse surveys of childcare and early years providers’, which were published April 2024, found strong support for these proposals with the majority of providers, with 70 per cent (7 in 10), saying they would be likely to use these flexibilities. The survey results can be accessed here: https://www.gov.uk/government/publications/pulse-surveys-of-childcare-and-early-years-providers. The results of the consultation, and the department’s response, are expected to be published in autumn 2025.
Asked by: Wera Hobhouse (Liberal Democrat - Bath)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment her Department has made of the potential impact of (a) outdoor learning and (b) horticultural education on the development of (i) children and (ii) young people.
Answered by Catherine McKinnell - Minister of State (Education)
The department has not undertaken a specific assessment on the potential impact of outdoor learning and horticultural education on the development of children and young people.
However, access to green space has been shown to have positive impacts on the physical, mental and emotional wellbeing of young people. The department is currently working closely with the University of Oxford on research intended to assess the evidence of the impact of nature-based programmes delivered through schools for mental health and wellbeing in children and young people.
Schools have the freedom to teach about horticulture in the curriculum. For example, in science, pupils are taught the topics of plants and living things and their habitats, giving them the opportunity to find out about plants and the environments in which they flourish.
Asked by: Ian Sollom (Liberal Democrat - St Neots and Mid Cambridgeshire)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps she is taking to improve the infrastructure available to provide (a) physical education and (b) outdoor activities in schools.
Answered by Catherine McKinnell - Minister of State (Education)
Physical education (PE) is a foundation subject that is compulsory at all four key stages in the national curriculum. As part of the national curriculum, pupils should be taught in key stages two, three and four to take part in outdoor and adventurous activities. This government is committed to securing the infrastructure needed to protect time for PE in schools and to support the role grassroots clubs play in expanding access to sport.
To support schools to provide opportunities for pupils to access high quality PE and sport, the government has committed £320 million for the primary PE and sport premium this academic year, 2024/25, benefiting over 18,000 schools and around 3.9 million pupils in England. The department also launched an open procurement for a new grant programme from spring 2025, of up to £300,000 a year. This will focus on improving and increasing PE, school sport and physical activity opportunities for pupils with special educational needs and disabilities.
In July 2024, the government commissioned Professor Becky Francis CBE to convene and chair a panel of experts to conduct the Curriculum and Assessment Review. The interim report has been published and the final report is due in autumn 2025. The interim report can be accessed at: https://www.gov.uk/government/publications/curriculum-and-assessment-review-interim-report.
Asked by: Phil Brickell (Labour - Bolton West)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps she is taking to support the outdoor education industry.
Answered by Catherine McKinnell - Minister of State (Education)
The department believes all children and young people should have access to outdoor learning and the opportunity to learn about and connect with nature. Access to green space has been shown to have positive impacts on the physical, mental and emotional wellbeing of young people. The National Education Nature Park, a key initiative of our Sustainability and Climate Change Strategy, provides the opportunities for children and young people to benefit from spending time in nature.
The department is also working to make sure that all children and young people have access to a variety of enrichment opportunities at school, including outdoor learning, as an important part of our mission to break down barriers to opportunity. We recognise that these activities are a vital way for children and young people to gain skills, supporting them to achieve and thrive. Outdoor education specifically is linked to improved motivation, social capital and sense of belonging in school.
Beyond outdoor education through schools, many outdoor education organisations could be considered out-of-school settings. The government recognises that out-of-school settings can supplement schools’ learning and enriching activities for children, with significant educational benefits for children’s mental health, wellbeing, and social development.
Asked by: Darren Paffey (Labour - Southampton Itchen)
Question to the Department for Education:
To ask the Secretary of State for Education, what recent assessment she has made of the potential merits of outdoor education for (a) children’s access to outdoor learning opportunities and (b) the development of skills; and the (i) adequacy and (ii) sustainability of the funding for outdoor education.
Answered by Catherine McKinnell - Minister of State (Education)
All children and young people should have the opportunity to learn about and connect with nature.
Spending time in, and connecting with, nature has been linked with improved mental and physical health outcomes for children and young people. The most consistent findings point to improved resilience, decreased stress, increased levels of physical activity, and lower levels of obesity. Outdoor education specifically is also linked to improved motivation, social capital, and sense of belonging in school.
The department is supporting a 12-month project (running from July 2024 to June 2025) led by researchers at the University of Oxford. The project will assess the evidence of nature-based programmes for mental health and wellbeing in young people, delivered through schools. Evidence will help the department understand the value of nature for mental health in the school environment. We expect to receive outputs, including a peer reviewed paper and policy brief, in summer 2025. More information about the project can be found here: https://www.agile-initiative.ox.ac.uk/sprints/is-nature-a-policy-solution-to-mental-health-in-schools/.
Through the National Education Nature Park initiative, children and young people have exciting opportunities to participate in low or no cost outdoor education within the boundaries of their education setting.
Participating children and young people will also develop their scientific, analytical and digital mapping skills. This will allow them to build careers and access jobs that require a knowledge of sustainability and climate change to support the transition to net zero and nature’s recovery.
The department announced £15 million of capital funding over the 2023/24 and 2024/25 academic years as part of the roll out of the National Education Nature Park. This funding is available to support settings and young people that need the most help in accessing nature.
Asked by: Laurence Turner (Labour - Birmingham Northfield)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment she has made of the potential merits of extending the provision of air cleaning units to education facilities.
Answered by Stephen Morgan - Parliamentary Under-Secretary (Department for Education)
The department regularly reviews its guidance to ensure that it aligns with best practice and industry standards, to deliver high-quality school environments.
Between January 2022 and April 2023, the department provided over 9,000 air cleaning units to over 1,300 settings that had been identified with poor ventilation. The department has published guidance on how to use CO2 monitors and air cleaning units, which can be accessed here: https://www.gov.uk/guidance/using-co-monitors-and-air-cleaning-units-in-education-and-care-settings.
The department also publishes non-statutory guidance on indoor and outdoor air quality in ‘Building Bulletin 101: Guidelines on ventilation, thermal comfort and indoor air quality in schools’ (BB101), which can be found here: https://www.gov.uk/government/publications/building-bulletin-101-ventilation-for-school-buildings.
Asked by: Laurence Turner (Labour - Birmingham Northfield)
Question to the Department for Education:
To ask the Secretary of State for Education, what progress her Department has made on the guidance for schools on mitigating poor air quality.
Answered by Stephen Morgan - Parliamentary Under-Secretary (Department for Education)
The department regularly reviews its guidance to ensure that it aligns with best practice and industry standards, to deliver high-quality school environments.
Between January 2022 and April 2023, the department provided over 9,000 air cleaning units to over 1,300 settings that had been identified with poor ventilation. The department has published guidance on how to use CO2 monitors and air cleaning units, which can be accessed here: https://www.gov.uk/guidance/using-co-monitors-and-air-cleaning-units-in-education-and-care-settings.
The department also publishes non-statutory guidance on indoor and outdoor air quality in ‘Building Bulletin 101: Guidelines on ventilation, thermal comfort and indoor air quality in schools’ (BB101), which can be found here: https://www.gov.uk/government/publications/building-bulletin-101-ventilation-for-school-buildings.
Asked by: Baroness Bennett of Manor Castle (Green Party - Life peer)
Question to the Department for Education:
To ask His Majesty's Government what assessment they have made of the campaign to introduce a "nature premium", modelled on the existing sports premium, to support school children’s access to nature.
Answered by Baroness Smith of Malvern - Minister of State (Minister for Women and Equalities)
The department recognises that access to green space has been shown to have a positive impact on the physical, mental and emotional wellbeing of young people, but children from disadvantaged backgrounds are less likely to spend time regularly outside than those from more affluent backgrounds. That is why we are inviting all nurseries, schools and colleges to register with the National Education Nature Park and offering grants to support participation from eligible settings.
Participating in Nature Park activities will support and encourage all children, and young people will benefit from spending time in nature. It will also support teachers to build confidence to deliver effective outdoor learning.
Asked by: Baroness Bennett of Manor Castle (Green Party - Life peer)
Question to the Department for Education:
To ask His Majesty's Government what steps they are taking to improve ventilation and air filtration in early years and school settings, in the light of a recent study which suggests that COVID-19 infection can cause cognitive impairment in children up to 12 months post-infection.
Answered by Baroness Smith of Malvern - Minister of State (Minister for Women and Equalities)
The department supports and works with a wide range of academics to understand research relating to the impact of air quality on school users.
Between January 2022 and April 2023, the department provided over 9,000 air cleaning units to over 1,300 settings that had been identified with poor ventilation. The department has published guidance on how to use CO2 monitors and air cleaning units, which can be accessed here: https://www.gov.uk/guidance/using-co-monitors-and-air-cleaning-units-in-education-and-care-settings.
The department also publishes non-statutory guidance on indoor and outdoor air quality in ‘Building Bulletin 101: Guidelines on ventilation, thermal comfort and indoor air quality in schools’ (BB101), which can be found in the attached document and also accessed at: https://www.gov.uk/government/publications/building-bulletin-101-ventilation-for-school-buildings.
The responsible body, relevant local authority, academy trust or voluntary-aided body are responsible for ensuring the health, safety and welfare of pupils when in their care.