Asked by: Baroness Benjamin (Liberal Democrat - Life peer)
Question to the Department for Education:
To ask His Majesty's Government what assessment they have made of the treatment of girls in schools who wish to go to the toilet to use sanitary products, and what steps they are taking to ensure that such girls are treated with empathy and dignity.
Answered by Baroness Smith of Malvern - Minister of State (Education)
It is crucial that every young person is supported to achieve and thrive. All state-maintained primary and secondary schools, alongside 16-19 educational organisations, are eligible for the period products scheme, which supports this by providing free period products to girls and women in their place of study so that nobody misses out on education because of their period. There is high take-up from the sector, with 99% of secondary schools having used the scheme since it began.
The scheme assists in breaking the stigma surrounding menstruation by making products readily available during school time. Guidance for the scheme suggests that schools consider the potential impact of any perceived stigma around periods when making products available and contains several examples and insights from learners on how to best distribute products.
The advice on standards for school premises is clear that suitable toilet and washing facilities must be provided for the sole use of pupils. It is for schools to find reasonable ways, in accordance with the law, to balance every child’s right to access clean and safe toilet facilities when they need them, with every child’s right to have a safe and calm environment to learn in. The guidance is attached and can also be accessed at: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/410294/Advice_on_standards_for_school_premises.pdf.
Since September 2020, menstrual wellbeing has been part of statutory health education for primary and secondary pupils. This includes being taught about menstrual wellbeing, key facts about the menstrual cycle and implications for emotional and physical health. The relationships, sex and health education (RSHE) statutory guidance is currently being reviewed and my right hon. Friend, the Secretary of State for Education has said that she will analyse consultation responses, look at recent evidence and talk with stakeholders before deciding on next steps. The RSHE statutory guidance is attached and can also be found here: https://www.gov.uk/government/publications/relationships-education-relationships-and-sex-education-rse-and-health-education.
Asked by: Baroness Benjamin (Liberal Democrat - Life peer)
Question to the Department for Education:
To ask His Majesty's Government what plans they have to support schools to encourage 'period positivity', to avoid degrading or embarrassing children during their periods, and to enable them to access what they need.
Answered by Baroness Smith of Malvern - Minister of State (Education)
It is crucial that every young person is supported to achieve and thrive. All state-maintained primary and secondary schools, alongside 16-19 educational organisations, are eligible for the period products scheme, which supports this by providing free period products to girls and women in their place of study so that nobody misses out on education because of their period. There is high take-up from the sector, with 99% of secondary schools having used the scheme since it began.
The scheme assists in breaking the stigma surrounding menstruation by making products readily available during school time. Guidance for the scheme suggests that schools consider the potential impact of any perceived stigma around periods when making products available and contains several examples and insights from learners on how to best distribute products.
The advice on standards for school premises is clear that suitable toilet and washing facilities must be provided for the sole use of pupils. It is for schools to find reasonable ways, in accordance with the law, to balance every child’s right to access clean and safe toilet facilities when they need them, with every child’s right to have a safe and calm environment to learn in. The guidance is attached and can also be accessed at: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/410294/Advice_on_standards_for_school_premises.pdf.
Since September 2020, menstrual wellbeing has been part of statutory health education for primary and secondary pupils. This includes being taught about menstrual wellbeing, key facts about the menstrual cycle and implications for emotional and physical health. The relationships, sex and health education (RSHE) statutory guidance is currently being reviewed and my right hon. Friend, the Secretary of State for Education has said that she will analyse consultation responses, look at recent evidence and talk with stakeholders before deciding on next steps. The RSHE statutory guidance is attached and can also be found here: https://www.gov.uk/government/publications/relationships-education-relationships-and-sex-education-rse-and-health-education.
Asked by: Baroness Benjamin (Liberal Democrat - Life peer)
Question to the Department for Education:
To ask His Majesty's Government what provision secondary schools have to enable girls to access sanitary products when needed.
Answered by Baroness Smith of Malvern - Minister of State (Education)
It is crucial that every young person is supported to achieve and thrive. All state-maintained primary and secondary schools, alongside 16-19 educational organisations, are eligible for the period products scheme, which supports this by providing free period products to girls and women in their place of study so that nobody misses out on education because of their period. There is high take-up from the sector, with 99% of secondary schools having used the scheme since it began.
The scheme assists in breaking the stigma surrounding menstruation by making products readily available during school time. Guidance for the scheme suggests that schools consider the potential impact of any perceived stigma around periods when making products available and contains several examples and insights from learners on how to best distribute products.
The advice on standards for school premises is clear that suitable toilet and washing facilities must be provided for the sole use of pupils. It is for schools to find reasonable ways, in accordance with the law, to balance every child’s right to access clean and safe toilet facilities when they need them, with every child’s right to have a safe and calm environment to learn in. The guidance is attached and can also be accessed at: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/410294/Advice_on_standards_for_school_premises.pdf.
Since September 2020, menstrual wellbeing has been part of statutory health education for primary and secondary pupils. This includes being taught about menstrual wellbeing, key facts about the menstrual cycle and implications for emotional and physical health. The relationships, sex and health education (RSHE) statutory guidance is currently being reviewed and my right hon. Friend, the Secretary of State for Education has said that she will analyse consultation responses, look at recent evidence and talk with stakeholders before deciding on next steps. The RSHE statutory guidance is attached and can also be found here: https://www.gov.uk/government/publications/relationships-education-relationships-and-sex-education-rse-and-health-education.
Asked by: Baroness Benjamin (Liberal Democrat - Life peer)
Question to the Department for Education:
To ask His Majesty's Government what guidance they plan to issue about school policies which allow children to go to the toilet only during morning break and lunchtime, particularly where there are not enough toilets to accommodate all children during those times.
Answered by Baroness Smith of Malvern - Minister of State (Education)
The advice on standards for school premises (2015) is clear that suitable toilet and washing facilities must be provided for the sole use of pupils. It is for schools to find reasonable ways, in accordance with the law, to balance every child’s right to access clean and safe toilet facilities when they need them, with every child’s right to have a safe and calm environment to learn in.
All schools are required by law to have a behaviour policy which outlines effective strategies that will encourage good behaviour. It is for school leaders to develop and implement a policy which reflects their school’s individual contexts and needs. Any policy must be lawful, proportionate, and reasonable and comply with the school’s duties under the Equality Act 2010 and the Education and Inspections Act 2006.
The 'Behaviour in schools' guidance provides advice on how schools should use sanctions lawfully, including the need for a consistent approach and any adjustments that may need to be made.
Asked by: Baroness Benjamin (Liberal Democrat - Life peer)
Question to the Department for Education:
To ask His Majesty's Government what guidance they have issued to schools about policies of giving girls detention or suspension for using the toilet outside break time when they have their periods.
Answered by Baroness Smith of Malvern - Minister of State (Education)
The advice on standards for school premises (2015) is clear that suitable toilet and washing facilities must be provided for the sole use of pupils. It is for schools to find reasonable ways, in accordance with the law, to balance every child’s right to access clean and safe toilet facilities when they need them, with every child’s right to have a safe and calm environment to learn in.
All schools are required by law to have a behaviour policy which outlines effective strategies that will encourage good behaviour. It is for school leaders to develop and implement a policy which reflects their school’s individual contexts and needs. Any policy must be lawful, proportionate, and reasonable and comply with the school’s duties under the Equality Act 2010 and the Education and Inspections Act 2006.
The 'Behaviour in schools' guidance provides advice on how schools should use sanctions lawfully, including the need for a consistent approach and any adjustments that may need to be made.
Asked by: Baroness Benjamin (Liberal Democrat - Life peer)
Question to the Department for Education:
To ask His Majesty's Government what plans they have to collect and publish data and analysis on the ethnicity of looked-after children who go missing, including their recorded risk factors, such as mental health issues, sexual exploitation or criminal exploitation.
Answered by Baroness Barran - Shadow Minister (Education)
The department collects information on children looked after in the annual Children Looked After (SSDA903) data return, including information on missing incidents. The data collected includes the primary need of a child starting to be looked after, which is collected using an established code set, set out in the collection guide. These categories are not intended to be exhaustive, and mental health issues, sexual exploitation or criminal exploitation are not specified categories. The data collection guide is published online at: https://www.gov.uk/guidance/children-looked-after-return-guide-to-submitting-data.
The department publishes an annual statistical release which contains information on looked after children who have gone missing. This release disaggregates missing incidents by age, duration or placement, but not ethnicity, although this data is collected. The department reviews the content of statistical publications in light of user needs.
The published information is available in table G1 of the ‘Children looked after in England’ statistical release, which can be found at: https://explore-education-statistics.service.gov.uk/find-statistics/children-looked-after-in-england-including-adoptions.
Asked by: Baroness Benjamin (Liberal Democrat - Life peer)
Question to the Department for Education:
To ask His Majesty's Government what is the current status of the Arts Premium funding for secondary schools.
Answered by Baroness Barran - Shadow Minister (Education)
The department believes in a high-quality education for all pupils, and integral to this is cultural education, including teaching music and the wider arts. All state-funded schools are required to teach a broad and balanced curriculum, and this includes promoting pupils' cultural development.
The department will continue to spend around £115 million per annum in cultural education over three years, through our music, arts and heritage programmes. With the real terms per pupil increases to core school funding and the nearly £5 billion that has been announced for education recovery, schools will continue to have the flexibility to deliver a broad and ambitious curriculum and enrichment activities, including in arts and creative subjects.
The department published the Model Music Curriculum in 2021 and a refreshed National Plan for Music Education in 2022 to support teachers in delivering high-quality music education. The National Plan for Music Education was jointly published by the department and the Department for Culture, Media and Sport in June 2022, and sets out a vision for music education to 2030, to enable all children and young people to learn to sing, play an instrument and create music together, and have the opportunity to progress their musical interests and talents, including professionally.
The department will also publish a Cultural Education Plan in 2023, working with DCMS and Arts Council England. The Chair of the Expert Advisory Panel was announced last year and other panel members will be announced in due course.
The plan will further support young people who wish to pursue careers in the creative and cultural industries and will cover a range of wider arts subjects where appropriate, such as drama, dance and the wider performing arts. The department does not intend to produce detailed plans in other arts subjects, or to establish a Hub programme for arts subjects other than music. It is widely recognised that that there is a need for Music Hubs in addressing the unique challenges in supporting young people’s access to and progression in music.
With the significant impact of the COVID-19 pandemic on children’s education, the department’s priorities have been to focus on education recovery in the recent Spending Review. The government remains committed to the ambitions for a Cultural Education Plan and will give consideration to the future of the Arts Premium in due course.
The department does not collect information on spending in arts education at independent schools. The department does publish information on entries in arts qualifications at Key Stage 4 by type of school, including in GCSEs. In the 2021/22 academic year, the proportion of Key Stage 4 pupils taking at least one arts qualification in state-funded schools was 52.4%, while the equivalent proportion for independent schools was 42.3%.
Asked by: Baroness Benjamin (Liberal Democrat - Life peer)
Question to the Department for Education:
To ask His Majesty's Government what steps they are taking to address the discrepancy in the (1) scale, and (2) investment, of arts education in (a) state schools, and (b) independent schools.
Answered by Baroness Barran - Shadow Minister (Education)
The department believes in a high-quality education for all pupils, and integral to this is cultural education, including teaching music and the wider arts. All state-funded schools are required to teach a broad and balanced curriculum, and this includes promoting pupils' cultural development.
The department will continue to spend around £115 million per annum in cultural education over three years, through our music, arts and heritage programmes. With the real terms per pupil increases to core school funding and the nearly £5 billion that has been announced for education recovery, schools will continue to have the flexibility to deliver a broad and ambitious curriculum and enrichment activities, including in arts and creative subjects.
The department published the Model Music Curriculum in 2021 and a refreshed National Plan for Music Education in 2022 to support teachers in delivering high-quality music education. The National Plan for Music Education was jointly published by the department and the Department for Culture, Media and Sport in June 2022, and sets out a vision for music education to 2030, to enable all children and young people to learn to sing, play an instrument and create music together, and have the opportunity to progress their musical interests and talents, including professionally.
The department will also publish a Cultural Education Plan in 2023, working with DCMS and Arts Council England. The Chair of the Expert Advisory Panel was announced last year and other panel members will be announced in due course.
The plan will further support young people who wish to pursue careers in the creative and cultural industries and will cover a range of wider arts subjects where appropriate, such as drama, dance and the wider performing arts. The department does not intend to produce detailed plans in other arts subjects, or to establish a Hub programme for arts subjects other than music. It is widely recognised that that there is a need for Music Hubs in addressing the unique challenges in supporting young people’s access to and progression in music.
With the significant impact of the COVID-19 pandemic on children’s education, the department’s priorities have been to focus on education recovery in the recent Spending Review. The government remains committed to the ambitions for a Cultural Education Plan and will give consideration to the future of the Arts Premium in due course.
The department does not collect information on spending in arts education at independent schools. The department does publish information on entries in arts qualifications at Key Stage 4 by type of school, including in GCSEs. In the 2021/22 academic year, the proportion of Key Stage 4 pupils taking at least one arts qualification in state-funded schools was 52.4%, while the equivalent proportion for independent schools was 42.3%.
Asked by: Baroness Benjamin (Liberal Democrat - Life peer)
Question to the Department for Education:
To ask His Majesty's Government, further to the introduction of (1) Music Education Hubs, and (2) the National Plan for Music Education, whether they have plans to initiate similar schemes for other art forms including (a) drama, and (b) theatre; and if not, why not.
Answered by Baroness Barran - Shadow Minister (Education)
The department believes in a high-quality education for all pupils, and integral to this is cultural education, including teaching music and the wider arts. All state-funded schools are required to teach a broad and balanced curriculum, and this includes promoting pupils' cultural development.
The department will continue to spend around £115 million per annum in cultural education over three years, through our music, arts and heritage programmes. With the real terms per pupil increases to core school funding and the nearly £5 billion that has been announced for education recovery, schools will continue to have the flexibility to deliver a broad and ambitious curriculum and enrichment activities, including in arts and creative subjects.
The department published the Model Music Curriculum in 2021 and a refreshed National Plan for Music Education in 2022 to support teachers in delivering high-quality music education. The National Plan for Music Education was jointly published by the department and the Department for Culture, Media and Sport in June 2022, and sets out a vision for music education to 2030, to enable all children and young people to learn to sing, play an instrument and create music together, and have the opportunity to progress their musical interests and talents, including professionally.
The department will also publish a Cultural Education Plan in 2023, working with DCMS and Arts Council England. The Chair of the Expert Advisory Panel was announced last year and other panel members will be announced in due course.
The plan will further support young people who wish to pursue careers in the creative and cultural industries and will cover a range of wider arts subjects where appropriate, such as drama, dance and the wider performing arts. The department does not intend to produce detailed plans in other arts subjects, or to establish a Hub programme for arts subjects other than music. It is widely recognised that that there is a need for Music Hubs in addressing the unique challenges in supporting young people’s access to and progression in music.
With the significant impact of the COVID-19 pandemic on children’s education, the department’s priorities have been to focus on education recovery in the recent Spending Review. The government remains committed to the ambitions for a Cultural Education Plan and will give consideration to the future of the Arts Premium in due course.
The department does not collect information on spending in arts education at independent schools. The department does publish information on entries in arts qualifications at Key Stage 4 by type of school, including in GCSEs. In the 2021/22 academic year, the proportion of Key Stage 4 pupils taking at least one arts qualification in state-funded schools was 52.4%, while the equivalent proportion for independent schools was 42.3%.
Asked by: Baroness Benjamin (Liberal Democrat - Life peer)
Question to the Department for Education:
To ask His Majesty's Government what progress they have made with their Cultural Education Plan, as outlined in their Opportunity for all: strong schools with great teachers for your child white paper, published in March 2022; when the expert advisory panel for that plan will meet; and when the report will be published.
Answered by Baroness Barran - Shadow Minister (Education)
The department believes in a high-quality education for all pupils, and integral to this is cultural education, including teaching music and the wider arts. All state-funded schools are required to teach a broad and balanced curriculum, and this includes promoting pupils' cultural development.
The department will continue to spend around £115 million per annum in cultural education over three years, through our music, arts and heritage programmes. With the real terms per pupil increases to core school funding and the nearly £5 billion that has been announced for education recovery, schools will continue to have the flexibility to deliver a broad and ambitious curriculum and enrichment activities, including in arts and creative subjects.
The department published the Model Music Curriculum in 2021 and a refreshed National Plan for Music Education in 2022 to support teachers in delivering high-quality music education. The National Plan for Music Education was jointly published by the department and the Department for Culture, Media and Sport in June 2022, and sets out a vision for music education to 2030, to enable all children and young people to learn to sing, play an instrument and create music together, and have the opportunity to progress their musical interests and talents, including professionally.
The department will also publish a Cultural Education Plan in 2023, working with DCMS and Arts Council England. The Chair of the Expert Advisory Panel was announced last year and other panel members will be announced in due course.
The plan will further support young people who wish to pursue careers in the creative and cultural industries and will cover a range of wider arts subjects where appropriate, such as drama, dance and the wider performing arts. The department does not intend to produce detailed plans in other arts subjects, or to establish a Hub programme for arts subjects other than music. It is widely recognised that that there is a need for Music Hubs in addressing the unique challenges in supporting young people’s access to and progression in music.
With the significant impact of the COVID-19 pandemic on children’s education, the department’s priorities have been to focus on education recovery in the recent Spending Review. The government remains committed to the ambitions for a Cultural Education Plan and will give consideration to the future of the Arts Premium in due course.
The department does not collect information on spending in arts education at independent schools. The department does publish information on entries in arts qualifications at Key Stage 4 by type of school, including in GCSEs. In the 2021/22 academic year, the proportion of Key Stage 4 pupils taking at least one arts qualification in state-funded schools was 52.4%, while the equivalent proportion for independent schools was 42.3%.