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The Minister for School Standards (Catherine McKinnell)
I warmly congratulate my hon. Friend the Member for Rugby (John Slinger) on securing this timely debate on an incredibly important subject. He inspired us with his speech and the words of young people in particular. I know that education is a subject close to his heart, as he demonstrated clearly in his speech today. Having previously been a school governor and a trustee for Warwickshire Young Carers, I know that he shares our vision for ensuring that young people receive the right support to succeed in their education and to lead happy, healthy and productive lives.
I say that this debate is timely. It has been mentioned that we are celebrating UK Parliament Week this week, which is an incredible opportunity to get young people across the country to engage with Parliament and learn more about our democracy, our political system and how our country works. This Friday, I will be going to school assemblies across my constituency to speak to children about what I do as their MP and how they can engage in and shape their world. I am sure that many hon. Members will be doing the same. I had so many invites this year that it has been a real squeeze to fit them in. There are 35 schools from Newcastle upon Tyne North engaging in UK Parliament Week this year—I am not going to all of them—and it is fantastic that so many are getting involved.
From my own experience, some of the most powerful and persuasive engagement that I have had in my time in Parliament has come directly from children and young people in my constituency. I have lobbied previous Governments on their behalf on many different issues—the significance of now being on the receiving end of those requests is not lost on me. They have brilliant ideas that they express powerfully, so it is important that their voice is heard and their engagement supported.
Melanie Onn
The Minister is exactly right. In my visits so far this week, young people have raised serious and current issues, including knife crime, vaping and their impact on health. The idea that young people are divorced from the realities of society is not bearing out, but their connection with the political system is very separate. I am interested to hear her views on improving citizenship in schools.
Catherine McKinnell
My hon. Friend makes an important point. The last Labour Government recognised the importance of citizenship and participation in our education system, which is why they introduced citizenship education to the national curriculum at key stages 3 and 4 for maintained schools. They set up a framework to prepare pupils to play an active part in society and a platform to discuss issues that are important to them, from conflict to poverty, climate change, crime and security in our society.
Although it is optional for primary schools—my hon. Friend the Member for Rugby raised that as a concern—they are supported by non-statutory programmes at key stages 1 and 2, and the teaching of democracy forms a central part of the citizenship curriculum. That requires that pupils are taught about parliamentary democracy, the key elements of the constitution of the United Kingdom, the power of Government, how citizens and Parliament can hold Government to account, and the different roles of the Executive, the legislature and the judiciary, and of course the free press. Pupils learn the skills of active citizenship through practical opportunities to address issues of concern to them and their wider community.
The Petersfield school in Hampshire and the Association for Citizenship Teaching delivered a joint parallel election project using real-life examples from the 2024 general election and involving nearly 30,000 students across 413 schools. It gave students hands-on experience of a democratic process—for example, asking them to work in teams to simulate election parties. It mirrored a real election, from analysing party manifestos to organising voter registration, holding hustings, holding elections and comparing the school results in the local constituency. Aside from that particular project, many schools will have engaged in the ’24 election in a similar way, which is fantastic.
It is right that schools have a statutory duty as part of a broad and balanced curriculum to promote pupils’ spiritual, moral, cultural, mental and physical development. The 2014 guidance supports schools in delivering that requirement. It acknowledges that people might hold different views about what is right and what is wrong, but a school’s ethos and teaching should support the rule of English civil and criminal law, and that means embedding those fundamental values of democracy, rule of law, individual liberty, mutual respect and tolerance of people of different faiths and beliefs.
Schools embed those values most successfully when they do it right across the breadth of their provision. Whether they are taught specifically as part of a curriculum, reflected in behaviour policies, reinforced in assemblies or deepened through engagement opportunities—for example, experiencing the democratic process—we know that real experience can help young people to develop, engage in and assume those values in their own lives.
High and rising school standards are at the heart of the Government’s mission to break down barriers to opportunity. We know that is how we can deliver the best life chances for every child, but we also know that too many young people go through their whole school lives without developing the communication and critical thinking skills that are so important for them to develop that democratic engagement.
That is why we are delivering our manifesto commitment with the independent curriculum and assessment review, as already mentioned. It is a good opportunity to look at how we deliver a curriculum that ensures young people feel represented, and helps them to develop the knowledge and skills required to thrive as citizens throughout their life. The review will look at the key challenges to attainment for young people and the barriers holding them back from opportunities and life chances. In particular, it will look at breaking down barriers for those who are socioeconomically disadvantaged or those with special educational needs and disabilities.
The review has put out a call for evidence, which closes this Friday, so this is a good opportunity to encourage anyone with an interest in the issue to feed back as part of the review, because we are interested in views and we want to hear from as many people as possible. Anyone can also join live events on gov.uk and have their say in the curriculum and assessment process. Live events are being held around the country, so I encourage people to engage. The review will not decide what to recommend formally until after the call for evidence closes. An interim report will be produced in early 2025 and the final recommendations will be published in autumn 2025.
Generally speaking, schools have the flexibility to organise the content and delivery of their citizenship curriculum to meet the needs of their pupils. That might include a whole range of issues, ideas and materials, including challenging or controversial subjects, but they need to ensure political balance. My hon. Friend the Member for Rugby made a specific point about the co-operative movement. Political movements and parties are not listed as part of the current citizenship curriculum, but schools can choose to talk about them as part of their democracy discussions.
The Department currently provides a range of support to the sector, particularly through the Educate Against Hate website, to help teachers discuss some of the really tricky issues. Support for curriculum delivery also comes from resources from the Oak National academy, which launched new curriculum sequences for secondary citizenship earlier this month. Obviously, there will be a full package of support in autumn 2025.
UK Parliament does fantastic work running educational tours for pupil, youth and community groups to see how Parliament works in action. It also produces resources, which can be downloaded or ordered for free and tailored to different age groups. This really is Christmas for UK Parliament. I thank staff for the work they do all year round, but particularly this week as we celebrate the level of engagement. I encourage all schools to engage and make use of the resources for young people.
On supporting the teaching workforce, the initial teacher training and early career framework sets out the entitlement of every trainee to get the necessary knowledge and skills. It is vital that teachers get support to do that important work of engaging and teaching young people about these issues.
I will take my hon. Friend’s comments on board, and I thank him again for bringing forward the debate. It is great that it happened in this week of all weeks. I also thank all hon. Members for their contributions. It is vital that pupils have a sound understanding of the fundamental values upon which our society is founded and operates, including democracy, and their relevance to the rights, responsibilities and opportunities of living in modern Britain.
Schools clearly have a critical role to play in supporting pupils to develop those skills and attitudes. We know that many schools really embed an understanding of democracy, but we also know that the curriculum and assessment review is an opportunity to see how we can do that even better. I will finish by thanking my hon. Friend again for his fantastic opening speech. In giving a voice to his constituents, he is clearly embedding democratic values within his local area. I am sure that every MP will take the opportunity to do the same during UK Parliament Week.
Question put and agreed to.