Asked by: Baroness Tonge (Non-affiliated - Life peer)
Question to the Department for Education:
To ask Her Majesty's Government, further to the Written Answer by Lord Parkinson of Whitley Bay on 9 November (HL9589), what legislative options they are considering to ensure that all higher education institutions sign up to the International Holocaust Remembrance Alliance’s definition of antisemitism.
Answered by Lord Parkinson of Whitley Bay - Shadow Minister (Digital, Culture, Media and Sport)
As set out in my right hon. Friend, the Secretary of State for Education’s letter to higher education providers on 9 October 2020, the government sees adoption of the International Holocaust Remembrance Alliance’s definition as a demonstration that providers are taking the matter of antisemitism seriously.
The letter also sets out that officials are exploring how best to ensure that providers are tackling antisemitism, with robust measures in place to address issues when they arise. Options identified by my right hon. Friend, the Secretary of State for Education in the letter include directing the Office for Students to impose a new regulatory condition of registration, and suspending funding streams for universities at which antisemitic incidents occur and which have not signed up to the definition.
Asked by: Baroness Tonge (Non-affiliated - Life peer)
Question to the Department for Education:
To ask Her Majesty's Government, further to the letter by the Secretary of State for Education to university vice-chancellors about the adoption of the International Holocaust Remembrance Alliance’s working definition of antisemitism, what steps they are taking to ensure that freedom of speech is safeguarded in educational institutions.
Answered by Lord Parkinson of Whitley Bay - Shadow Minister (Digital, Culture, Media and Sport)
Universities are required by law to uphold freedom of speech, allowing academics, students, and visiting speakers to challenge ideas and to discuss controversial subjects. In state-funded schools, it is a requirement to teach a broad and balanced curriculum in a way that encourages freedom of speech. We have made clear that if universities do not act to uphold free speech, the government will.
The right to free speech, however, does not include the right to harass others or incite them to commit acts of violence or terrorism. Universities also have responsibilities under the Equality Act 2010 regarding discrimination and harassment, as well as responsibilities under the Prevent duty.
The government urges higher education (HE) institutions to adopt the International Holocaust Remembrance Alliance’s definition of antisemitism. The Department for Education considers this to be an important tool in tackling antisemitism and a strong signal that HE institutions take these issues seriously.
As autonomous institutions, this decision rests with individual HE institutions, but the government will explore all mechanisms to make sure all HE institutions sign up to this.
We are exploring a range of legislative and non-legislative options to ensure that free speech and academic freedom are protected at our universities and the Department for Education will set out further steps in due course.
Asked by: Baroness Tonge (Non-affiliated - Life peer)
Question to the Department for Education:
To ask Her Majesty's Government how many children have been taken into care as a result of the introduction of female genital mutilation safeguarding in 2015.
Answered by Baroness Berridge
Female genital mutilation (FGM) has been illegal in the UK since the Female Circumcision Act of 1985, later the Female Genital Mutilation Act 2003, so safeguarding girls from FGM has been a responsibility of relevant services from much earlier than 2015. In 2015, the mandatory reporting of known cases of FGM was introduced.
Data on the children who enter care does not identify the cases where FGM was the reason for a child being taken into care. Any such cases would be included in the broader category of “abuse or neglect”. Therefore, the department cannot say how many girls entering care had undergone FGM or were at risk of FGM.
Every looked after child, whatever the reason for them entering care, must have a care plan that is regularly reviewed and updated, which sets out the plan for their day-to-day care and how decisions about them will be made. The child is assisted to put forward their views, wishes and feelings as part of the review process.
There is no discrete requirement relating to FGM, but reviews would, where relevant, take this into account. The best interests of the child should always be paramount.
Asked by: Baroness Tonge (Non-affiliated - Life peer)
Question to the Department for Education:
To ask Her Majesty's Government what representations they have received about female genital mutilation education being taught in schools; and from whom.
Answered by Baroness Berridge
Female Genital Mutilation (FGM) is child abuse and it is illegal. Services, including schools, should safeguard children from this abuse as from any other form of abuse.
Schools are able to teach about FGM as part of non-statutory personal, social, health and economic education.
By the end of secondary education, pupils should have been taught about FGM. Schools should address the physical and emotional damage caused by FGM. Pupils should be taught where to find support and that it is a criminal offence to perform or assist in the performance of FGM or fail to protect a person for whom one is responsible from FGM. Pupils may also need support to recognise when relationships (including family relationships) are unhealthy or abusive (including the unacceptability of neglect, emotional, sexual and physical abuse, honour-based violence and forced marriage) and strategies to manage this or access support for oneself or others at risk. All teaching for these subjects should be age and developmentally appropriate and sensitive to the needs of the pupil, including ensuring that no pupil feels stigmatised. Schools should work closely with the local community and key partners, such as school nurses, and draw on local health data when planning their teaching for any aspect of these subjects. Teaching about FGM will not be in isolation but as part of a wider context of positive relationships, health and mental wellbeing. The focus on ensuring pupils know how to get further help should be threaded throughout these subjects.
The statutory guidance for these subjects was developed as part of a call for evidence and public consultation, and the government’s response is attached and available here:
https://consult.education.gov.uk/pshe/relationships-education-rse-health-education/supporting_documents/180718%20Consultation_call%20for%20evidence%20response_policy%20statement.pdf.
The summary of the public consultation includes a list of the organisations engaged within Annex A, which is attached and available here:
https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/780768/Government_Response_to_RSE_Consultation.pdf.
Asked by: Baroness Tonge (Non-affiliated - Life peer)
Question to the Department for Education:
To ask Her Majesty's Government how female genital mutilation education is taught in schools.
Answered by Baroness Berridge
Female Genital Mutilation (FGM) is child abuse and it is illegal. Services, including schools, should safeguard children from this abuse as from any other form of abuse.
Schools are able to teach about FGM as part of non-statutory personal, social, health and economic education.
By the end of secondary education, pupils should have been taught about FGM. Schools should address the physical and emotional damage caused by FGM. Pupils should be taught where to find support and that it is a criminal offence to perform or assist in the performance of FGM or fail to protect a person for whom one is responsible from FGM. Pupils may also need support to recognise when relationships (including family relationships) are unhealthy or abusive (including the unacceptability of neglect, emotional, sexual and physical abuse, honour-based violence and forced marriage) and strategies to manage this or access support for oneself or others at risk. All teaching for these subjects should be age and developmentally appropriate and sensitive to the needs of the pupil, including ensuring that no pupil feels stigmatised. Schools should work closely with the local community and key partners, such as school nurses, and draw on local health data when planning their teaching for any aspect of these subjects. Teaching about FGM will not be in isolation but as part of a wider context of positive relationships, health and mental wellbeing. The focus on ensuring pupils know how to get further help should be threaded throughout these subjects.
The statutory guidance for these subjects was developed as part of a call for evidence and public consultation, and the government’s response is attached and available here:
https://consult.education.gov.uk/pshe/relationships-education-rse-health-education/supporting_documents/180718%20Consultation_call%20for%20evidence%20response_policy%20statement.pdf.
The summary of the public consultation includes a list of the organisations engaged within Annex A, which is attached and available here:
https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/780768/Government_Response_to_RSE_Consultation.pdf.
Asked by: Baroness Tonge (Non-affiliated - Life peer)
Question to the Department for Education:
To ask Her Majesty's Government whether, after a child has been taken into care to safeguard against female genital mutilation (FGM), written reports on that child’s wellbeing are completed; and if so, whether those reports are reviewed to ensure that FGM safeguarding is in the child’s best interest.
Answered by Baroness Berridge
Female genital mutilation (FGM) has been illegal in the UK since the Female Circumcision Act of 1985, later the Female Genital Mutilation Act 2003, so safeguarding girls from FGM has been a responsibility of relevant services from much earlier than 2015. In 2015, the mandatory reporting of known cases of FGM was introduced.
Data on the children who enter care does not identify the cases where FGM was the reason for a child being taken into care. Any such cases would be included in the broader category of “abuse or neglect”. Therefore, the department cannot say how many girls entering care had undergone FGM or were at risk of FGM.
Every looked after child, whatever the reason for them entering care, must have a care plan that is regularly reviewed and updated, which sets out the plan for their day-to-day care and how decisions about them will be made. The child is assisted to put forward their views, wishes and feelings as part of the review process.
There is no discrete requirement relating to FGM, but reviews would, where relevant, take this into account. The best interests of the child should always be paramount.
Asked by: Baroness Tonge (Non-affiliated - Life peer)
Question to the Department for Education:
To ask Her Majesty's Government whether the causes and consequences of the Irish famine are part of the current curriculum in English schools; and if not, whether they intend to add this to the curriculum.
Answered by Lord Agnew of Oulton
The history curriculum gives teachers and schools the freedom and flexibility to use specific examples from history to teach pupils about the history of Britain and the wider world. Schools and teachers can determine which examples, topics and resources to use to stimulate and challenge pupils and reflect key points in history.
There are opportunities within the themes and eras of the history curriculum for teachers and schools to teach the Irish Famine at key stages 1-3. Schools can teach it at key stage 1, about events beyond living memory that are significant nationally or globally and at key stage 2, within a study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066. There are also opportunities at key stage 3, within the ‘ideas, political power, industry and empire: Britain, 1745-1901’ theme – ‘Ireland and Home Rule’ is one of the example topics in this theme - or within a local history study. The Irish Famine also falls within the scope of the subject content set out for GCSE History.
One of the aims of the history curriculum is to ensure all pupils know and understand the history of these islands as a coherent, chronological narrative, from the earliest times to the present day: how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world. This could also include teaching about Britain’s role in the abolition of slavery.
Asked by: Baroness Tonge (Non-affiliated - Life peer)
Question to the Department for Education:
To ask Her Majesty's Government whether they intend to monitor the impact on social cohesion and integration of 100 per cent selective voluntary-aided schools in areas where such schools are established.
Answered by Lord Agnew of Oulton
All state funded schools, whatever their type, have a legal obligation to promote community cohesion and to teach a broad and balanced curriculum. The Integrated Communities Strategy made clear the important role schools play in knitting communities together. They are also required to promote the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those of different faiths and beliefs. Their effectiveness in doing so is inspected by Ofsted.
Asked by: Baroness Tonge (Non-affiliated - Life peer)
Question to the Department for Education:
To ask Her Majesty's Government what plans they have to monitor the impact on social cohesion of new 100 per cent voluntary-aided religiously selective schools.
Answered by Lord Agnew of Oulton
All state funded schools, whatever their type, have a legal obligation to promote community cohesion and to teach a broad and balanced curriculum. The Integrated Communities Strategy made clear the important role schools play in knitting communities together. They are also required to promote the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those of different faiths and beliefs. Their effectiveness in doing so is inspected by Ofsted.
Asked by: Baroness Tonge (Non-affiliated - Life peer)
Question to the Department for Education:
To ask Her Majesty's Government what plans they have to educate primary school children about the harmful effects of FGM as part of relationships and sex education; and to include any such information in any relevant guidance issued to teachers.
Answered by Lord Agnew of Oulton
The government is committed to protecting young people from harm, including the horrific crime of Female Genital Mutilation (FGM), perpetrated against some of the most vulnerable children in society. Through the introduction of compulsory relationships and sex education (RSE) in all secondary schools, we will ensure that pupils are fully aware of the illegality of FGM and that it will not be tolerated. This has been included, alongside topics such as honour-based abuse, grooming, forced marriage and domestic abuse, as core content for secondary pupils in the updated draft statutory guidance for relationships education, RSE and health education. Through these subjects we want to support all children to be healthy, happy and safe; arming them with the knowledge to recognise unhealthy behaviour in relationships, and how to seek help when necessary.
At primary level, we are introducing compulsory relationships education for all pupils, to put in place the building blocks for developing healthy relationships. There is no statutory requirement for schools to deliver teaching on FGM at primary, but schools are free to build on the core content to reflect the needs of their cohort of pupils. If a school considers the teaching of FGM to be age-appropriate for their pupils at primary, they are free to deliver this.
There will be a legal requirement for schools to consult with parents in the development of their policies for both relationships education and RSE. During this consultation, schools should share example resources with parents and ensure they understand the age-appropriate content that their child will receive. Schools will continue to be free to choose materials that are age-appropriate and sensitive to the needs of their pupils. Many organisations already provide high quality resources to support this teaching – schools can consider, for example, drawing on the expertise of the main subject associations, who also quality assure third party resources from expert organisations on specific topics.
We have committed to supporting schools and teachers to deliver these subjects to a high standard. We have an initial budget of £6 million for the 2019-20 financial year to develop a programme of support for schools, which will include supporting them to make appropriate choices regarding resources.