Asked by: Baroness Ritchie of Downpatrick (Labour - Life peer)
Question to the Department for Education:
To ask His Majesty's Government what action they are taking to bridge the digital divide by providing access to media literacy education.
Answered by Baroness Smith of Malvern - Minister of State (Minister for Women and Equalities)
I refer my noble Friend to the answer of 01 May 2025 to Question 47185.
Asked by: Baroness Ritchie of Downpatrick (Labour - Life peer)
Question to the Department for Education:
To ask His Majesty's Government what steps they are taking to monitor library provision in primary schools.
Answered by Baroness Smith of Malvern - Minister of State (Minister for Women and Equalities)
School libraries complement public libraries by giving pupils access to a range of books and other kinds of texts, both in and out of school. The national curriculum states that teachers are expected to encourage pupils to develop the habit of reading widely and often, for both pleasure and information. As well as the strong links between reading for pleasure and attainment, there are a number of other positive effects, including improved text comprehension and grammar, increased general knowledge, and character development.
It is for individual schools to decide how best to provide and maintain a library service for their pupils, including whether to employ a qualified librarian. Headteachers have autonomy to decide how best to spend the core schools funding that is allocated to them by the department. The Autumn Budget 2024 announced an additional £2.3 billion for schools for the 2025/26 financial year, compared to 2024/25, bringing the total core schools budget to almost £63.9 billion in 2025/26.
Given this autonomy, the department does not collect information on the number of school libraries or school librarians.
The government’s reading framework offers non-statutory guidance for teachers and school leaders, including helpful guidance for schools on how to organise their school library, book corner or book stock to make reading accessible and attractive to readers.
Asked by: Baroness Ritchie of Downpatrick (Labour - Life peer)
Question to the Department for Education:
To ask His Majesty's Government what assessment they have made of library coverage in primary schools.
Answered by Baroness Smith of Malvern - Minister of State (Minister for Women and Equalities)
School libraries complement public libraries by giving pupils access to a range of books and other kinds of texts, both in and out of school. The national curriculum states that teachers are expected to encourage pupils to develop the habit of reading widely and often, for both pleasure and information. As well as the strong links between reading for pleasure and attainment, there are a number of other positive effects, including improved text comprehension and grammar, increased general knowledge, and character development.
It is for individual schools to decide how best to provide and maintain a library service for their pupils, including whether to employ a qualified librarian. Headteachers have autonomy to decide how best to spend the core schools funding that is allocated to them by the department. The Autumn Budget 2024 announced an additional £2.3 billion for schools for the 2025/26 financial year, compared to 2024/25, bringing the total core schools budget to almost £63.9 billion in 2025/26.
Given this autonomy, the department does not collect information on the number of school libraries or school librarians.
The government’s reading framework offers non-statutory guidance for teachers and school leaders, including helpful guidance for schools on how to organise their school library, book corner or book stock to make reading accessible and attractive to readers.
Asked by: Baroness Ritchie of Downpatrick (Labour - Life peer)
Question to the Department for Education:
To ask His Majesty's Government what steps they are taking to encourage reading in schools.
Answered by Baroness Smith of Malvern - Minister of State (Minister for Women and Equalities)
High and rising school standards, with excellent foundations in reading, writing and mathematics, are at the heart of the government’s mission to break down barriers to opportunity and give every child the best start in life.
We know that reading for pleasure is hugely important and brings a range of benefits. There are a number of strong links with attainment. For example, the 2021 Progress in International Reading Literacy Study report found a 34 point difference in reading performance between pupils in England who “very much” liked reading and pupils who “do not” like reading. Additionally, the 2022 Programme for International Student Assessment study found that enjoyment of reading links to pupils’ reading engagement, and that reading engagement was strongly positively correlated with reading performance. There is also a strong evidence base linking reading for pleasure with other positive effects, such as expanding pupils’ knowledge about the world and about language, as well as their understanding of subject-specific academic and technical vocabulary.
Furthermore, pupils who read regularly report heightened levels of social and emotional wellbeing. For many, reading is a form of relaxation, a place to escape everyday challenges, or a source of entertainment. Reading allows readers to adopt new perspectives, develop empathy and become more socially conscious.
In recognition of this, the department has implemented a range of measures to support reading for pleasure. The English Hubs programme supports the teaching of phonics, early language development and reading for pleasure with a further £23 million committed for the 2024/25 academic year to support this work. Furthermore, the government’s reading framework provides guidance on improving the teaching of reading, to ensure that every child is not only able to read proficiently, but also develops a genuine love of reading.
The current national curriculum states that teachers are expected to encourage pupils to develop the habit of reading widely and often, for both pleasure and information.
The government has established an independent Curriculum and Assessment Review, which will look closely at the key challenges to attainment for young people, in line with the government’s ambition for a curriculum that delivers excellent foundations in reading, writing and mathematics.
Asked by: Baroness Ritchie of Downpatrick (Labour - Life peer)
Question to the Department for Education:
To ask His Majesty's Government what assessment they have made of the recommendations contained in the Barnardo's and Co-op report A recipe for success: How do children and young people want to access food in their communities?, published in September, (1) to extend eligibility of the Holiday Activities and Food Programme to all households in receipt of Universal Credit, and (2) to improve uptake among teenagers.
Answered by Baroness Smith of Malvern - Minister of State (Minister for Women and Equalities)
I refer my noble Friend to the answer of 21 October 2024 to Question HL1266.
Asked by: Baroness Ritchie of Downpatrick (Labour - Life peer)
Question to the Department for Education:
To ask His Majesty's Government what steps they are taking to provide certainty to schools and local authorities about the future of the Holiday Activities and Food Programme after the scheme ends in March 2025.
Answered by Baroness Smith of Malvern - Minister of State (Minister for Women and Equalities)
The future of the Holiday Activities and Food programme beyond the 31 March 2025 is subject to the next government Spending Review taking place this autumn and the department will communicate the outcome of that process in due course.
Asked by: Baroness Ritchie of Downpatrick (Labour - Life peer)
Question to the Department for Education:
To ask His Majesty's Government what plans they have to address holiday hunger after the Holidays Activities and Food Programme ends in March 2025.
Answered by Baroness Smith of Malvern - Minister of State (Minister for Women and Equalities)
The future of the Holiday Activities and Food programme beyond 31 March 2025 is subject to the next government Spending Review taking place this autumn and the outcome of the review will be communicated in due course.
Asked by: Baroness Ritchie of Downpatrick (Labour - Life peer)
Question to the Department for Education:
To ask His Majesty's Government whether they plan to introduce mandatory Children’s Rights and wellbeing impact assessments for all policy development and decision-making across Government to promote the needs and best interests of children and young people.
Answered by Baroness Barran - Shadow Minister (Education)
Children’s Rights Impact Assessments are a valuable tool in ensuring children’s rights are considered when developing new policy and legislation. Whilst the department does not intend to give these impact assessments a statutory basis, it encourages the use of them across governmental departments when developing policies.
The government takes steps to consider the needs of children and young people when developing policy such as consulting with internal policy teams, as well as the relevant external experts, organisations, and representative groups. Much of the government’s policy is targeted at helping those that need help most, including the disadvantaged and vulnerable. The government also operates within the Public Sector Equality Duty, which places a duty on government to consider the impact of policies on people who share protected characteristics, including age.
In line with Cabinet Office and HM Treasury requirements, the department produces an annual plan to ensure delivery of my right hon. Friend, the Prime Minister’s, priorities. This sets out the department’s priority outcomes and ensures that they are embedded across government in relevant departmental strategies.
Asked by: Baroness Ritchie of Downpatrick (Labour - Life peer)
Question to the Department for Education:
To ask His Majesty's Government whether they plan to adopt a cross-Government strategy and outcomes framework to drive improvements for children and young people.
Answered by Baroness Barran - Shadow Minister (Education)
Children’s Rights Impact Assessments are a valuable tool in ensuring children’s rights are considered when developing new policy and legislation. Whilst the department does not intend to give these impact assessments a statutory basis, it encourages the use of them across governmental departments when developing policies.
The government takes steps to consider the needs of children and young people when developing policy such as consulting with internal policy teams, as well as the relevant external experts, organisations, and representative groups. Much of the government’s policy is targeted at helping those that need help most, including the disadvantaged and vulnerable. The government also operates within the Public Sector Equality Duty, which places a duty on government to consider the impact of policies on people who share protected characteristics, including age.
In line with Cabinet Office and HM Treasury requirements, the department produces an annual plan to ensure delivery of my right hon. Friend, the Prime Minister’s, priorities. This sets out the department’s priority outcomes and ensures that they are embedded across government in relevant departmental strategies.
Asked by: Baroness Ritchie of Downpatrick (Labour - Life peer)
Question to the Department for Education:
To ask His Majesty's Government what steps they take to consider the needs of children and young people when developing policies across Government.
Answered by Baroness Barran - Shadow Minister (Education)
Children’s Rights Impact Assessments are a valuable tool in ensuring children’s rights are considered when developing new policy and legislation. Whilst the department does not intend to give these impact assessments a statutory basis, it encourages the use of them across governmental departments when developing policies.
The government takes steps to consider the needs of children and young people when developing policy such as consulting with internal policy teams, as well as the relevant external experts, organisations, and representative groups. Much of the government’s policy is targeted at helping those that need help most, including the disadvantaged and vulnerable. The government also operates within the Public Sector Equality Duty, which places a duty on government to consider the impact of policies on people who share protected characteristics, including age.
In line with Cabinet Office and HM Treasury requirements, the department produces an annual plan to ensure delivery of my right hon. Friend, the Prime Minister’s, priorities. This sets out the department’s priority outcomes and ensures that they are embedded across government in relevant departmental strategies.