Allergy Guidance for Schools

Damian Hinds Excerpts

Tuesday 21st May 2024 Commons Chamber

[The Minister for Schools (Damian Hinds)]

I thank my hon. Friend the Member for Rutland and Melton (Alicia Kearns) for bringing this debate to the Floor of the House. I greatly value the opportunity to hear her insights today and elsewhere on this important topic. I must first take a moment, as she did, in memory of Benedict Blythe, who died at his school in December 2021 aged just five years. I was saddened immensely to hear of that unimaginable tragedy, and I know that Members from all parts of the House join in offering our sincerest condolences to his family, to other families who have lost children in such circumstances and to those who have suffered what must be terrifying near misses. No parent should have to go through that.

Colleagues will appreciate that it would not be right or proper for me to comment on the details of Benedict’s individual case while we are awaiting the outcomes of the coroner’s inquest. I can confirm that last year officials from the Department for Education met Benedict’s mother, Helen Blythe, to hear about the important work she has led through the Benedict Blythe Foundation to raise awareness of how best to protect children with allergies. I echo the words that my hon. Friend used of Helen Blythe, speaking of her fortitude and strength. I commend Helen for those efforts and her commitment, and I commend parliamentarians who have supported this work—not only my hon. Friend, but my right hon. Friend the Member for North West Cambridgeshire (Shailesh Vara) and the hon. Member for Strangford (Jim Shannon).

When parents send their children to school, it is only right and natural that they expect them to be kept safe. For parents of children with allergies, there is that additional level of concern. Allergies can be complex conditions and can range enormously in severity. Although today we have been speaking mostly about food allergies, not all allergens are foods, which makes the issue more complicated again. Allergies themselves are therefore a highly individual and varied condition that require individualised responses. That is why the Government have put into place a number of pieces of legislation, as well as guidance to schools and parents covering a range of areas and circumstances. I have heard the calls to strengthen the law around allergies and references to voluntary approaches and voluntary guidance. I stress that section 100 of the Children and Families Act 2014 places a legal duty on schools to make arrangements for supporting pupils at their school with medical conditions, and that includes allergies.

[Shailesh Vara]

I know the Minister is diligent, conscientious and caring in all that he does, and the tone he is adopting clearly shows that. While he is absolutely right that there is legislation and guidance for schools as to how to deal with this issue, I and others would say that it is too general in nature, and it leaves much discretion with the schools as to what precisely they do in the event of a child having an allergic reaction. I urge him to reflect and to consider tightening the laws, so that they become mandatory. That should be in a limited way, but nevertheless we need some mandatory rules for schools, rather than them being left as general and vague as they are at present.

[Damian Hinds]

I am grateful to my right hon. Friend, and I acknowledge the gravity of what he says. Of course, we are talking about conditions that can be very varied, and the responses that are called for can be quite different. Schools know their pupils almost best; they, working with parents, who absolutely know their children best, are in the best place to enact that. I want to be clear that the guidance that accompanies what I have just been outlining is statutory guidance supporting pupils with medical conditions. It is not voluntary, and governing bodies must have regard to it when carrying out their duties.

[Alicia Kearns]

I apologise for intervening on my right hon. Friend because I know that he wants to make progress, but this might be something that he could commit to today. The problem, as I set out in my speech, is that too many schools think that allergies are a dietary issue, not a medical issue. If the next mailer to all schools reiterated that we see allergies very clearly as a medical condition, and reminded them of their statutory duties, that could go a long way to forcing all schools to take the action that he rightly says that they can take. This would not be as top-down; it would reiterate the regulations, and allow schools to take the action that they need to.

[Damian Hinds]

My hon. Friend is absolutely right to talk about awareness and understanding, and the role of communication in that. I will speak a little more about communication, but there is always more that we will need to do. Of course, I would also be happy to continue the conversation with her about how best we do it.

The guidance makes it clear that schools should ensure that they are aware of any pupils with allergies, and should have processes in place to ensure that the allergies can be well managed. Practices to identify children with such needs could include wristbands, or, as my hon. Friend said, having a photograph of the child alongside details of their allergy in the kitchen or serving area of the school. I stress again that individual schools are best placed to work with parents to put in place the most effective responsive system.

In addition to the section 100 duty, schools are subject to other requirements. In the UK, food businesses must inform consumers if they use any of the 14 mandatory allergens as ingredients in their food. How allergen information should be provided depends on whether the food is prepacked, non-prepacked or prepacked for direct sale. This includes food provided by institutions such as school caterers, who have a responsibility to protect the people in their care. As colleagues may know, rules on the provision of food labelling are set out primarily in the retained 2014 regulations, and these include a requirement to identify the presence of any of those 14 mandatory allergens to consumers.

The Department for Education also works closely with the Food Standards Agency, which provides free food allergy and intolerance training online. This offers practical advice to local authority law enforcement officers and anyone wanting to learn more about food allergies, such as those working in the food manufacturing and catering industries. The FSA also offers a whole host of other training, technical documents and guidance.

Turning to auto-injectors, these can be vital when a child is suffering an allergic reaction. To support schools in meeting the needs of children with allergies, the Government passed the Human Medicines (Amendment) Regulations 2017, which allow schools to obtain and hold spare adrenaline auto-injectors for administration to pupils in an emergency. The Department for Health and Social Care has produced guidance on the use of adrenaline auto-injectors and emergency inhalers in schools, including the purchase of spares. The guidance makes it clear that any adrenalin auto-injectors held by a school should be considered a back-up device, rather than a replacement for a pupil’s own adrenalin auto-injector.

Beyond this, families have a vital role to play in managing their child’s condition. We are very clear with schools that no one will know a child’s needs as well as their parents, and that schools should work closely with parents. The parents of children with allergies will work with medical professionals and other organisations to plan for and navigate their child’s specific needs. Parents should be fully consulted and engaged in any discussions relating to their child’s allergy.

Schools will also need to ensure that the parents or carers of children with food allergies or intolerances are given information about the allergenic ingredients used in the foods available. Good communication between parents and schools on allergies and pupils’ needs is essential to keep children safe while in school.

My hon. Friend the Member for Rutland and Melton referred to the role of Ofsted, further to the points made by the hon. Member for Strangford, and the importance of schools having a clear allergies policy and involving parents in discussions about the needs of their children. Ofsted inspectors gather a wide range of evidence to make their judgments, and evaluate the experience of individuals or groups of individuals, which can include the experiences of pupils with medical needs, if the issue is raised by parents or pupils. In an inspection, inspectors will assess the effectiveness of safeguarding at the school, which includes the extent to which pupils with specific needs and vulnerabilities are kept safe. The safeguarding culture is also explored by speaking to leaders and staff about their work and the messages that pupils receive through the curriculum.

During last November’s Westminster Hall debate on pupils with allergies, my hon. Friend the Member for Rutland and Melton informed the House that she would write to all schools in her constituency to ask them to adopt the voluntary schools allergy code, co-created by the Benedict Blythe Foundation, the Independent Schools Bursars Association and the allergy team. Taking her lead, Ministers in the Department for Education instructed officials to share a link to the code in our fortnightly email bulletin to schools issued on 1 March. That communication also reminded school leaders of their duties concerning pupils with allergies.

For younger children, the early years foundation stage framework sets the standards that all registered early years providers must meet for the learning, development and care of children from birth to age five. The EYFS states:

“Before a child is admitted to the setting, you must obtain information about any special dietary requirements, preferences and food allergies that the child has, and any special health requirements.”

Providers must have a policy and procedures for administering medicines, and they must have systems for obtaining information about a child’s medicine needs and for keeping this information up to date. Training must be provided for staff where the administering of medicine requires medical or technical knowledge.

Within all early years settings, there is a requirement for at least one person with a current paediatric first aid certificate to be on the premises and available at all times when children are present, and they must accompany children on outings. The PFA criteria are clear that the training should include being able to help a baby or child who is suffering from anaphylactic shock.

Last September, we changed the adequate supervision requirement in the early years foundation stage to be explicit that adequate supervision while children are eating meals means that children must always be in sight and hearing of an adult, rather than within sight or hearing. This will help practitioners to see the signs of an allergic reaction as soon as they are present, and it will allow them to act quickly.

The new early years educator level 3 qualification criteria will also come into force in September, ensuring that early years practitioners have an understanding of allergies and anaphylaxis. In April 2024, the Department published nutrition content on the “help for early years providers” online platform. The content includes a section on allergies and anaphylaxis to help early years providers prevent allergic reactions, to recognise the signs and symptoms of an allergic reaction or anaphylactic shock, and to know what to do if they occur.

On 22 April, the Department launched a consultation on the safeguarding requirements in the EYFS. One of the proposals is the inclusion of a safer eating section, which includes requirements for all staff to be aware of the symptoms and treatments for allergies and anaphylaxis, and to obtain allergy action plans for children with allergies. We plan to publish our response to that consultation in the autumn.

I have outlined the various pieces of legislation and guidance that cover allergies in school. Given the complexity and individual nature of food allergies, the Government’s view is that it would not be appropriate for the Department for Education to legislate for food providers to cater for all requirements. However, through legislation, the minimum standards for school food have been clearly set out. Beyond that, headteachers, school governors and their caterers are best placed to make decisions about their school food policies that take into account local circumstances.

[Alicia Kearns]

I think we find ourselves in absolute agreement that schools should own their own allergy policies. Perhaps the Minister can reiterate from the Dispatch Box his request for schools to bring forward allergy policies focused specifically on the children who have allergies. They need to hear a clear instruction from the Minister at the Dispatch Box. We are clearly in agreement: schools should be leading on allergy policies in their schools, but the freedom of information research done by the Benedict Blythe Foundation shows that not enough of them do so.

[Damian Hinds]

I agree. As I said earlier, understanding and awareness are vital, and communication is what gives rise to them. That is why, following my hon. Friend’s lead, we issued a communication by email. I totally accept that there will be more to do, and I am more than happy to carry on that conversation with her.

Overall, we feel that the existing mix of national requirements and local flexibility is the appropriate approach to this complex and extremely important issue, though we always keep the policies under review. We welcome feedback on how we can better support schools’ implementation of them. I am pleased that DFE officials now sit on the expert advisory group for allergy, convened by the Department for Health and Social Care, and the National Allergy Strategy Group, which recommends priorities for allergy policy across Government. I encourage stakeholders to feed any ideas and points on these issues to officials via that route. I conclude by thanking once again my hon. Friend the Member for Rutland and Melton for bringing forward this important debate.

Question put and agreed to.

Endometriosis Education in Schools

Damian Hinds Excerpts

Tuesday 21st May 2024 Westminster Hall

[The Minister for Schools (Damian Hinds)]

May I say what a pleasure it is to see you in the Chair, Ms Vaz? I think this is the first time I have spoken under your chairship. I join others in congratulating my right hon. Friend the Member for Elmet and Rothwell (Sir Alec Shelbrooke) on securing this important debate. I also thank everybody who has taken part, including the hon. Members for Kingston upon Hull West and Hessle (Emma Hardy) and for Strangford (Jim Shannon), my right hon. Friend the Member for Romsey and Southampton North (Caroline Nokes), and the hon. Member for Newcastle upon Tyne North (Catherine McKinnell), who spoke for the Opposition.

There is clearly strong cross-party support and drive to improve understanding of women’s health issues and ensure that young people are able to both navigate any issues they may face and, crucially, understand and support others. This has been an important follow-up to the debate that my right hon. Friend the Member for Elmet and Rothwell led in this Chamber in 2022 on the importance of raising awareness of endometriosis and the support needed in the workplace, including to tackle the many everyday challenges it can bring for employers and staff, which he outlined so powerfully.

I have seen at first hand the excellent work that my right hon. Friend has been doing to improve information and education on endometriosis more generally. I applaud his dedication to keeping the issue in the spotlight. He made a prominent remark during the previous debate:

“It would take 20 days, at 24 hours a day, to name every woman in this country who suffers from endometriosis.”—[Official Report, 9 February 2022; Vol. 708, c. 394WH.]

That really brings home the scale of what we are talking about, as he said again.

Colleagues in the Department of Health and Social Care are particularly engaged in these issues. The Government have made women’s health a top priority, and we are driving forward a women’s health strategy that is delivering a better standard of care for women and girls. Care for menstrual problems, including endometriosis, is one of the Government’s top delivery priorities for this year. We are investing £25 million to establish women’s health hubs, which will improve access to services for menstrual problems including endometriosis, contraception, menopause and more. Women’s health hubs will also take pressure off secondary care waiting lists.

Ensuring that women and girls have access to high-quality, trusted information is a top priority, too. We have created a women’s health area on the NHS website, which brings together over 100 pages of information, including on periods and endometriosis, and we have launched a video series on endometriosis on the NHS YouTube channel. In April, we ran a campaign in national media titles, supported by the women’s health ambassador for England, encouraging women not to suffer in silence if their periods or menopause symptoms affect their daily lives. That included a specific focus on endometriosis symptoms, and we are planning further campaigns across the year.

Sadly, we are all aware of the taboos and stigma that surround many areas of women’s health, with girls and women not feeling able to talk about issues such as periods. Too many girls and women are made to feel that very painful or heavy periods are normal and something they just have to get used to, rather than told about how they can seek help for those symptoms and understand what is happening to their bodies. Education can and does play an important role in complementing the women’s health strategy, and that of course includes education in schools. Ensuring that there is an early understanding of women’s health issues, including endometriosis, among boys as well as girls—I will come back to that point—can help in removing remaining stigmas and taboos.

My right hon. Friend the Member for Elmet and Rothwell will be aware that last week we published for consultation updated draft statutory guidance for relationships, sex and health education. That is part of the Government’s plan to deliver a brighter future for Britain in which our young people are supported and given the right education at the right time, so they are safe, happy, healthy and equipped with the information they need to succeed.

The revised RSHE curriculum includes strong health education, which focuses on the core knowledge that children and young people need to thrive as they progress into the wider world. To get the RSHE guidance right, we have worked with stakeholders in the sector, faith groups, teachers, academics and young people themselves. We have also worked with colleagues across Government to ensure that the content is accurate and up to date, that the content of lessons is factual and appropriate, and that children have the capacity to fully understand everything they are being taught, including about puberty and menstrual and gynaecological health.

I am pleased to say that that has led us to make significant additions to teaching in this area, including improvements to teaching about health and, in particular, menstrual health. That is in addition to what is already in the national curriculum, in which the menstrual cycle is taught to pupils between 11 and 14 years of age as part of the key stage 3 science curriculum.

The updated draft RSHE guidance states that primary school pupils should be taught the key facts about the menstrual cycle, including physical and emotional changes, from year 4. The secondary curriculum includes more on menstrual and gynaecological health, now specifically including endometriosis, polycystic ovary syndrome, or PCOS, and heavy menstrual bleeding. Those areas are now specifically set out in the “Developing bodies” section of the guidance.

[Sir Alec Shelbrooke]

I am most grateful to my right hon. Friend the Minister for his response; he is outlining a very clear path to improvement. Will the education about endometriosis, polycystic ovary syndrome and so on in key stage 3 take place at the very start of year 7? I am concerned about taking it out of key stage 2, given that girls will have started their menstrual cycles; in the example I gave, the lady said that she was in pain from her very first period. I accept that he might not be able to respond right now, but can I push him on when the Department thinks it will be appropriate? Does it think it appropriate for girls who are getting ready to start their periods, or for girls who have started their periods?

[Damian Hinds]

That was a very important and clear question from my right hon. Friend, and I will note two important things in response. First, the guidance is a framework; it is not a week-by-week series of lessons. Earlier, he read out some examples of things that were closer to lesson plans and a sequenced curriculum, which is a further level of detail. The guidance sets out a framework, and then teaching materials are developed. He mentioned a couple of the third parties that are involved in that. We do not specify to schools which third-party material or self-created material they should use. We do not get into such a level of detail that we say, “From the first half-term in year 7, this is what should happen,” but we do not stop it happening either.

The second thing to note is that threaded throughout the RHSE guidance and, indeed, more broadly, is the flexibility for schools to respond to their own circumstances and their children, who they know better than anybody sitting in Whitehall ever could. The general point is that learning about menstruation from year 4 does not mean that teachers are unable to talk about it before year 4 if that is the appropriate thing to do because girls in the class are already at that stage. I hope that that helps to give a little more clarity, but, as ever, I would be happy to follow up with my right hon. Friend the Member for Elmet and Rothwell separately, if he would like. The revised draft guidance sets out that curriculum content on puberty and menstruation should be complemented by sensitive arrangements to help girls prepare for and manage menstruation, including with requests for period products. In response to my right hon. Friend’s earlier point, schools should use appropriate language, such as period pads and menstrual products. The guidance also sets out how and when to seek support, including which adults they can speak to in school if they are worried about their health.

Rightly, the revised guidance supports young people to understand their changing bodies and feelings, how to protect their own health and wellbeing, and when a physical or mental health issue requires attention. We have introduced minimum ages in certain areas to ensure that children are not being taught sensitive or complex subjects before they are fully ready to understand them. But, as I was saying—this comes to the point made by the hon. Member for Kingston upon Hull West and Hessle—when girls start menstruating earlier than year 4, schools have the flexibility to cover that.

The relationships, sex and health education guidance is statutory and part of the basic school curriculum, so schools must have regard to the guidance and can only deviate from it with good reason. I want to take this moment to be totally clear that we do not mean that the subjects should be taught only to girls or should not be taught to boys. It is true that in the previous edition of the guidance, that was there in the rubric. It not being there does not mean that that is no longer the case; it should be taken as read that this is for all pupils.

As the hon. Member for Strangford and others said, it is true that there has sometimes been a tendency—perhaps in generations past, sometimes in generations present—to use phrases such as “women’s problems” and to generalise things as if it is not important that everyone can understand and distinguish between them. That is what we need to move beyond. As I said earlier, relationships, sex and health education is not only about understanding what is happening to our bodies; it is also about understanding the people around us and what we may come into contact with in future.

In an analogous sense, I was pleased that in the 2019 edition of the guidance we included the menopause for the first time, which generations of boys in particular, but also of girls at that age, did not know about. It was not about saying that that was about to happen to them, but of course in our wider lives—remember that this is relationships education as well as sex and health education—it is important that we are all educated on these things.

[Sir Alec Shelbrooke]

I am grateful for the Minister’s response, but—there is always a but—will he specify whether endometriosis will be taught in schools? I cannot dig out whether he said that it will definitely be taught in schools, so I want clarification on that.

[Damian Hinds]

I did. Specifically, in key stage 3, in lower secondary school, yes, it should be part of the curriculum at that stage.

[Caroline Nokes]

Apologies for not having dug around in any great detail in the very recently released guidance, and I absolutely appreciate that this is a debate about endometriosis, but what we might call problem periods can cover a whole range of conditions. We heard evidence on my Committee from Vicky Pattison, who talked about her severe pre-menstrual stress—I cannot remember the precise acronym—and Naga Munchetty spoke of adenomyosis, which I have finally learned how to pronounce. Are both those conditions also included? Teaching young girls to have the language around what is normal and what is not, and giving them the confidence to speak about it, is about more than just saying, “And you might get endometriosis”. There is a whole range of conditions out there.

[Damian Hinds]

To come back to my earlier point, the secondary curriculum includes more on menstrual and gynaecological health, now specifically including endometriosis, polycystic ovary syndrome and heavy menstrual bleeding. Beyond that, I will have to ask for my right hon. Friend’s forgiveness and ask that I may write to her or that we can follow up separately.

Ofsted will inspect schools on their delivery of the RSHE curriculum. As part of their personal development judgment, inspectors will discuss with schools whether they teach RSHE in line with the RSHE statutory guidance. The guidance is now out for consultation for eight weeks and I have a feeling that colleagues in the Chamber or some of the outside bodies they are in close touch with might take part in that consultation. We will take all responses to the consultation into account in the final version of the guidance.

We are expecting a huge amount of interest in the updated draft guidance and I can confirm from the last time that we had a consultation on draft RSHE guidance that there is, understandably and rightly, a lot of public interest. We hope to analyse that over the summer and publish a final version soon after. Schools will then require time to implement any changes to the curriculum and to consult parents about those changes. It would not be fair to expect them to deliver new content without some time to prepare for it, but where they are ready to deliver new content, they can do so immediately. Indeed, I am sure many schools already cover endometriosis when discussing healthy periods and we have encouraged that.

Following a meeting with the chairs of the all-party parliamentary group on endometriosis in 2021—at the time they were the hon. Member for Kingston upon Hull West and Hessle and our much-loved and much-missed late colleague Sir David Amess—the then Schools Minister agreed to update the Department’s teacher training module on the changing adolescent body so that it too included a direct reference to endometriosis. Once we have finalised the RSHE statutory guidance later this year, we will update the teacher training modules and consider whether any further support is required.

To date, we have invested more than £3 million in a central support package to increase schools’ confidence to teach such subjects, including teacher training modules, non-statutory guidance, a train the trainer programme and teacher webinars on domestic violence, pornography and sexual exploitation. They are all available on a one-stop page for teachers on gov.uk. Of course, there is always more to do to help schools and we will look at that after the publication of the guidance and when we have listened to school leaders, stakeholders and others.

The hon. Member for Newcastle upon Tyne North moved into some parallel important areas of mental health and her party’s concentration on mental health support in secondary school. I remind her that we are already in the process of rolling out mental health support teams across the country. We think that is important for primary as well as secondary schools and it has to be done at a pace at which we can recruit the people required for those teams. As she will know, we have also offered a training grant to all schools—primary as well as secondary—for training for a mental health lead within the existing school staff, with a high level of take-up already.

I am enormously grateful to my right hon. Friend the Member for Elmet and Rothwell for his support in securing the debate. He has raised some very important concerns, as have others. I hope that he is pleased to see the Government’s continued work to improve menstrual and gynaecological health in schools today and for future generations of women. The steps we have taken so far to improve health education are extremely important and we really want to get them right. The Government will continue to make a commitment to support the policy area because it is the right thing to do. I thank my right hon. Friend once more for his continued drive on this important subject and for bringing this crucial debate to Westminster Hall today.

Water Safety Education

Damian Hinds Excerpts

Tuesday 7th May 2024 Westminster Hall

[The Minister for Schools (Damian Hinds)]

It is a great pleasure to see you in the Chair, Mr Stringer. I congratulate the hon. Member for Leyton and Wanstead (John Cryer) on securing this important debate. I commend him and the hon. Member for Hornsey and Wood Green (Catherine West) for their contributions and for their wider work in the all-party parliamentary group. I also welcome, as ever, the contribution from our mutual friend, the hon. Member for Strangford (Jim Shannon).

All children should know how to swim and keep themselves safe in and around water. Schools can play a really important role in ensuring that they are taught vital skills and knowledge, such as the water safety code. Some 91% of primary schools surveyed in 2023 reported that they were providing swimming and/or water safety lessons to their pupils, but we recognise that there is more to do to increase from the current level the number of children who are able to swim.

Data from the last academic year, as has been mentioned, show that 70.5% of year 7 children—the first year of secondary school—reported that they can swim 25 metres unaided. The national curriculum for physical education states that by the time they leave primary school, children should be able to

“perform safe self-rescue in different water-based situations”.

That is in addition to swimming a minimum of 25 metres unaided and performing a range of strokes.

Water safety guidance for schools published by Swim England recommends that primary age pupils should be taught about the water safety code, beach flags and cold water shock. It also recommends pupils be taught about survival skills, such as floatation, treading water, energy conservation and how to signal for help.

Secondary schools are free to organise and deliver a diverse and challenging PE curriculum that suits the needs of all their pupils. While there is no statutory requirement on secondary schools to provide swimming and water safety lessons, the secondary PE curriculum provides clear guidance. It sets out that:

“Pupils should build on and embed the physical development and skills learned in key stages 1 and 2, become more competent, confident and expert in their techniques”.

Swimming and water safety lessons are one way of doing that, and resources are available for all key stages. Swim England recommends that children in key stages 3 and 4—secondary school—have the opportunity to extend their knowledge, including through the practical experience of different outdoor water environments, and annual campaign events such as World Drowning Prevention Day can be useful ways to refresh and build pupils’ knowledge across their time at school.

In July 2023, we published an update to the school sport and activity action plan. The plan encourages schools to teach pupils practical swimming and water safety techniques in a pool and to complement that with classroom lessons. In this area, as in others, schools welcome case studies from other schools and guidance on how to bring to life and embed swimming and water safety in their overall offer. In March, we published non-statutory guidance to support schools to enhance their PE provision and improve access to sport and physical activity. The guidance highlights the wide range of support available from Swim England, including, as has been mentioned, the free school swimming and water safety charter, which provides teachers with pupil awards, lesson plans, videos and water safety presentations. Swim England reports that more than 1,700 schools and lesson providers have registered with the charter.

We recognise the importance of getting water safety education right at an early age, so primary schools can use their PE and sport premium funding for teacher training and top-up swimming and water safety lessons. Those are additional lessons for pupils who may not have met the national curriculum expectations after their core PE lessons. As part of the PE and sport premium conditions of grant, schools must publish the percentage of year 6 pupils who meet the national curriculum expectations. The Department announced last year that we will be introducing a new digital PE and sport premium reporting tool, as the hon. Member for Hornsey and Wood Green just mentioned. It will capture detail on how schools have used their funding. The form will also require schools to input their swimming and water safety attainment data. We are piloting the digital tool this summer, when schools will have the option of completing it prior to it becoming mandatory for schools to complete in academic year 2024-25.

Swimming and being near water can bring benefits for all children, which is why we are supporting pupils with special educational needs and disabilities to learn to swim and learn about water safety. The inclusion 2024 programme works with a network of lead inclusion schools across England, and has developed new resources that are available to all schools on the Swim England website’s inclusion hub. They include an awards programme, audit tools to facilitate discussions with pool operators, and advice on how to deliver inclusive swimming festivals.

Identifying risk and managing personal safety are central to personal, social, health and economic—PSHE—education, and schools can use PSHE to equip pupils with the knowledge necessary to make safe and informed decisions, which are a vital part of water safety. The PSHE Association is one of many providers to have developed resources in this area that schools can choose from. We will shortly be consulting on revised relationships, sex and health education statutory guidance, and those who are interested will have an opportunity to contribute their thoughts through that process.

A pool can be a valuable asset for a school and help to ensure access for all pupils regardless of background. The Department’s opening school facilities programme is spending up to £57 million to help schools to open their sport facilities outside the core school day, including on weekends and holidays. As of April 2024, the programme has supported more than 220 schools to open their pools to more users for longer. The programme is targeted towards the least active children and young people.

[Catherine West]

I thank the Minister very much for his words so far, but he has not quite addressed the point about inequality and topping up areas that are so far behind, where below 50% of children are able to swim 25 metres unaided.

[Damian Hinds]

The hon. Lady makes a very important point about equality of access. We are very conscious of that when we talk about safety in particular; this is about not just sporting participation, but children’s safety. It is important that we seek to present that opportunity to everybody. It is our ambition to make swimming up to a certain standard available to everybody in primary school, and that is what we will continue to do.

On a related point, we welcome the efforts to find new ways to overcome barriers to providing high-quality swimming and water safety lessons, particularly for children who may have less access to swimming than others. It is important that pools are safe and appropriate for the activities they provide. The hon. Member for Leyton and Wanstead talked about the trend of pop-up pools. My Department would be interested in hearing more about the work of his all-party parliamentary group and their discussions, and indeed those with Swim England, in that regard.

I welcome the opportunity for the Department to work alongside members of the National Water Safety Forum, in particular the Royal National Lifeboat Institution, the Royal Life Saving Society UK and Swim England. The Department contributes to the education sub-group by supporting the forum to understand the needs of teachers and improve the dissemination of resources and messages to schools.

The education sub-group recognises the important role of water safety messaging that is age and stage-appropriate for children. The group has recently published a new framework to provide a set of consistent core messages, which will help practitioners and organisations working at local and national levels that wish to develop, deliver and evaluate water safety resources and campaigns. The water safety code is the headline message of the framework and includes key learning outcomes from early years through to key stage 4.

Raising awareness of water safety and key messages is an important part of people understanding the dangers of water. The Department for Education is pleased to have supported the Royal Life Saving Society UK’s Drowning Prevention Week in recent years. Last year, over half a million children took part in schools. In June, we will support this year’s activity, which will focus on the water safety code.

I know how important swimming and water safety are for all children. Swimming can be one of many activities that foster positive wellbeing and can be a habit children take into adult life. We remain committed to working in partnership with sector organisations to support schools to provide opportunities for all pupils to learn to swim and know how to be safe in and around water.

Question put and agreed to.

Free School Meals

Damian Hinds Excerpts

Tuesday 7th May 2024 Westminster Hall

[The Minister for Schools (Damian Hinds)]

It is a great pleasure to see you in the Chair, Mr Betts. I join colleagues in congratulating the hon. Member for Twickenham (Munira Wilson) on securing this important debate. I thank everybody who has taken part alongside her: the hon. Members for Cynon Valley (Beth Winter), for West Ham (Ms Brown), for North Ayrshire and Arran (Patricia Gibson), for Washington and Sunderland West (Mrs Hodgson), for Liverpool, West Derby (Ian Byrne), for York Central (Rachael Maskell), for Wansbeck (Ian Lavery), and for Coventry South (Zarah Sultana), and the right hon. Member for East Ham (Sir Stephen Timms). I also thank the hon. Member for Glasgow North West (Carol Monaghan), who spoke for the SNP, and the spokesperson for the official Opposition, whose speech contained a short section on free school meals. This is an important subject on which we have heard striking and compelling speeches from Members, and the debate has been important and useful.

The Government are determined to ensure that every child, regardless of their background, has the best start in life, and nutrition and school meals are important in that. Not only do they support the development of healthy eating habits that can pave the way to lifelong wellbeing, but they help pupils to concentrate, to learn and to get the most from their education in the immediate term. For those reasons, the Department for Education spends more than £1.5 billion annually on policies to deliver free and nutritious food to children and young people; that is on food provision alone. On top of that, we allocate money to schools to support the education and opportunity of disadvantaged children that is driven by their free-school-meal status, such as through the pupil premium and the deprivation factor in the national funding formula.

I am proud that this Government have extended eligibility for free school meals more than any other. We spend over £1 billion per annum delivering free lunches to the greatest ever proportion of school children: over a third. That is in contrast to the one in six who were receiving a free school meal in 2010. This change is despite unemployment being down by a million, more than 600,000 fewer children being in workless households since 2010 and the proportion of people in low hourly pay having halved since 2015.

[Mrs Hodgson]

I just want to point out that that is, of course, because of the introduction of universal infant free school meals, which, it has to be said, was a coalition Government policy; the Conservatives cannot really take full credit for that because I doubt it would have happened without the coalition Government.

[Damian Hinds]

When the hon. Member for Twickenham was on her feet, she claimed that the 2014 Act was entirely due to the Liberal Democrats. Of course, it was not; it was a coalition Government at the time. The hon. Member for Washington and Sunderland West is partly right. There have been multiple extensions to free school meal eligibility, including the provision of free school meals to disadvantaged children in further education colleges. The big factor has been the extension of protections under universal credit, which of course has happened since the coalition Government.

[Sir Stephen Timms]

rose—

[Damian Hinds]

I want to give way to the right hon. Gentleman, who speaks with great authority on these matters. I am worried about the time; if he is quick, I will be quick in response.

[Sir Stephen Timms]

Has the Minister thought about the prospect of uprating that £7,400-a-year income threshold for eligibility for free school meals?

[Damian Hinds]

The right hon. Gentleman has been in these positions himself, so he knows that, of course, we keep that under review. However, I gently point out that it has been under the current system that this much greater proportion of children and young people are eligible for free school meals than was the case when other Governments, including one of whom he was a very distinguished member, were in office.

Overall, more than 2 million pupils are eligible for benefits-related free school meals. In addition, as we have just been discussing, 1.3 million infants in reception, year 1 and year 2 get a free meal under the universal infant free school meals policy, which was introduced in 2014. Further to that, more than 90,000 disadvantaged students in further education receive a free meal at lunchtime. Together, this helps to improve the education of children and young people; it boosts their health and saves their parents considerable sums of money.

We have also introduced extensive protections, which have been in effect since 2018. They ensure that, while universal credit is being fully rolled out, any child eligible for free school meals will retain their entitlement and keep getting free meals until the end of the phase—in other words, until the end of primary or secondary—even if their family’s income rises above the income threshold such that this would otherwise have stopped.

We all know the saying that breakfast is the most important meal of the day, and the evidence does back that up. It shows that children who do not have breakfast are more likely to have issues with behaviour, wellbeing and learning. That is why we continue to support the provision of breakfast, by investing up to £40 million in the national school breakfast programme. The funding supports up to 2,700 schools in disadvantaged areas, and means that thousands of children from low-income families are offered a free, nutritious breakfast, to better support their attainment, wellbeing and readiness to learn. I say gently to the hon. Member for Newcastle upon Tyne North that we think it is important to target that breakfast investment where it is most needed, which does not mean only in primary schools.

[Ms Lyn Brown]

rose—

[Damian Hinds]

I am going to ask the hon. Lady to forgive me, because we have less than five minutes to go, and I must reach the conclusion.

Further to that, we recognise that nutrition does not cease to be an issue outside of term time, and that holiday periods can be particularly difficult for disadvantaged and low-income families. That is one reason why we continue to support the delivery of enriching activities and provision of nutritious food through the holiday activities and food programme. It has been backed by more than £200 million in funding, and now sees all 153 local authorities in England taking part.

The success of the programme is plain to see. Since 2022, it has provided 11.3 million HAF—holiday activities and food—days to children and young people in this country. Across 2023, more than 5 million HAF days were provided during Easter, summer and winter delivery. Based on reporting from local authorities, over winter 2023 more than 290,000 children attended the programme, of whom more than 263,000 were funded directly by the HAF programme and more than 229,000 received benefits-related free school meals. In response to the hon. Member for York Central, there is a degree of flexibility for individual school provision for eligibility for that facility.

The HAF programme brings me to this point, which the hon. Member for Newcastle upon Tyne North made in a different way. Of course, we have to see everything in the round—the full support given to families. In that context, the wider package of support, particularly for the cost of living difficulties the country has been through, is very relevant. That has been worth more than £100 billion over 2022-23 to 2024-25. It remains the case that pursuing policies that facilitate work and create jobs is the single most important poverty-tackling policy that a Government can have.

Colleagues, including the hon. Members for Twickenham and for Washington and Sunderland West, brought up the important question of auto-enrolment. We do want to make it as simple as possible for schools and local authorities to determine eligibility and for families to apply. That is why we have the eligibility checking service. I am also aware of some of the innovative things local authorities are doing to look at auto-enrolment. We think there is merit in those projects, which we will look at closely. We know that historically it has not been straightforward to achieve auto-enrolment, but it is definitely something we want to study further and learn from.

I am running short of time, but the hon. Member for Twickenham asked about disability. We debated that subject in this Chamber a few weeks ago, with some of the colleagues here today, and that included reference to children receiving EOTAS: education otherwise than at school. I am pleased to reiterate that we have done what we committed to do: update guidance in that area, particularly regarding children with disabilities, to make clear the duty to make reasonable adjustments under relevant legislation.

I hope I have conveyed the extent of free-meal support currently in place under this Government, and how vital a role it plays, ensuring that the most disadvantaged children receive the nutrition they need to thrive. I again thank the hon. Member for Twickenham for bringing this important debate to Westminster Hall today and all colleagues for taking part.

Question put and agreed to.

Resolved,

That this House has considered the provision of free school meals.

School Attendance (Duties of Local Authorities and Proprietors of Schools) Bill

Damian Hinds Excerpts

Wednesday 1st May 2024 Public Bill Committees

To conclude, I thank Members for attending and for their contributions, which highlighted the issues and concerns we all share about school attendance. We can all agree that tinkering around the edges will not do; to ensure that the Bill has the greatest impact, we need to see action from the Government so that we do not see a whole generation missing from Britain’s schools. With that, I welcome and commend the work of the right hon. Member for Chelmsford in highlighting the issue, bringing the Bill forward and lobbying so hard for the changes that schools and families are crying out for. I look forward to seeing the Bill pass through its remaining stages in the coming weeks and months.

[The Minister for Schools (Damian Hinds)]

It is a great pleasure to see you in the Chair, Mr Vickers. I want to join colleagues in congratulating my right hon. Friend the Member for Chelmsford on introducing the Bill and her work in getting it to this stage. She brought to the process not only her commitment and passion but a number of unique insights. It was a pleasure to join her in visiting The Boswells School when I came to Chelmsford, and it has been a pleasure working with her on the Bill. This topic is clearly of the highest importance to her, as I know it is to Members of this Committee and to the Government.

It was clear on Second Reading that right across the House there is a shared recognition of the value of regular school attendance for attainment, wellbeing and development. Put simply, none of the other brilliant parts of school—whether that is phonics, maths mastery, two hours a week of sport, being with friends or taking part in the school play—can have a benefit if children are not there for them. This issue is of highest priority for us. I am pleased to see that the cross-House support continues to hold through Committee stage. I feel very confident in recommending the Bill to pass through its remaining stages. I take the opportunity to thank my hon. Friend the Member for Meon Valley for her work in bringing forward the Children Not in School (Registers, Support and Orders) Bill, which is due for Committee stage in the coming weeks and which the Government also support.

The pandemic was one of the biggest challenges ever posed to the education system, both here and around the world. Among its knock-on effects is this unprecedented impact on absence.

Before the pandemic we had had long success in bringing down absence. It had been 6% at the time of the change in Government back in 2010, and it came down to 4.7% just before covid. Persistent absence came down from 16.3% to between 10% and 11% in the second half of the decade, until the onset of covid. Our goal is to build on the strengths of the existing system to improve attendance levels as quickly as possible back to pre-pandemic levels, and indeed better.

As my right hon. Friend the Member for Chelmsford reminded us, this issue is affecting different jurisdictions and education systems right around the western world from Norway to New Zealand. In England, it is one of our top priorities, and I am pleased to be able to say that we are seeing a difference. Thanks to the brilliant efforts of our school leaders, teachers and other members of staff, 440,000 fewer pupils were persistently absent or not attending in the past academic year than in the previous one. We welcome that improvement, but there is still clearly further to go to get to pre-pandemic levels, and indeed to improve further on them. There are still parts of the country where families do not yet have access to the right support. As my right hon. Friend outlined, the Bill will improve the consistency of support available in all parts of England, giving parents increased clarity, and levelling up standards across all 24,000 schools and 153 local authorities. Ultimately, this is about their 9 million pupils.

The Bill contains two main clauses: the first will impose a general duty on local authorities to exercise their functions with a view to promoting attendance and reducing absence in their areas, and the second will require schools of all types to have and to publicise a school attendance policy.

[Mr Robin Walker]

Ministers have to think carefully about imposing new duties on schools, but is not the reality that the vast majority of schools already have an attendance policy? Schools publicising it, however—sharing it and making it public—will be useful in encouraging dialogue with parents, local authorities and all the other organisations that come forward. What the Bill does in calling for publicity for the attendance policies is vital.

[Damian Hinds]

All that my hon. Friend says is correct. All schools have some form of attendance policy. There is some variation, and one of the things that is happening through this process—the Bill, and our wider work with behaviour hubs and champions, and so on—is to spread best practice. There is real interest from schools in doing so, because they see some of the variation in attendance rates and want to be able to do everything possible. Publicising is part of that. As my right hon. Friend the Member for Chelmsford said, when going into a secondary school, for example, families will know what the policy is, which itself can be a help in upholding those attendance policies.

[Mrs Flick Drummond (Meon Valley) (Con)]

The Bill is great, and I thank my right hon. Friend for it. Is there any evidence that breakfast clubs in primary schools increase attendance? I am slightly confused: if people do not send their children to school, will breakfast clubs make them get up to take their young children to school earlier?

[Damian Hinds]

I think there is. There is some evidence that facilitating things for parents can be helpful, particularly when such things allow parents to go to work and so on. Where I might disagree with the hon. Member for Newcastle upon Tyne North is that that is not unique to primary schools; in fact, attendance is more of a problem at secondary school than it is at primary school. We spend quite a lot of money at the moment on supporting breakfast clubs in a targeted way—where they are most needed, where they can make the most difference—and a blanket approach to primary schools would not achieve that. We think it is right to target the money and to take a precise approach, recognising that absence is more of an issue in secondary schools. Through breakfast clubs and other things one might do, one can have more of an impact.

Both clauses will require all schools and local authorities to have regard to guidance issued by the Secretary of State in relation to school attendance when complying with their duties under the Bill. That guidance, as my right hon. Friend the Member for Chelmsford said, is the piece entitled, “Working together to improve school attendance”. It is widely supported by schools, trusts and local authorities, and both the Select Committee—I am pleased to welcome its Chair here today—and the Children’s Commissioner for England have previously called for it to be made statutory.

The guidance, as my right hon. Friend the Member for Chelmsford said, was published in May 2022 to allow schools and local authorities time to implement the expectations. As I said earlier, we have already started seeing an improvement in attendance rates since then. To support the sector in delivering those expectations we have implemented a comprehensive attendance strategy; colleagues will be familiar with important aspects of that. We will of course continue to provide support.

To give an outline of that package, we have offered expert attendance advice support to every local authority in the country and to a number of trusts. We have set up attendance hubs, where lead schools offer support to others to improve their attendance practice—now reaching around 2,000 schools, responsible for 1 million pupils. We have created a new attendance data tool to help identify children at risk of persistent absence and enable early intervention. We convened the attendance action alliance at a national level to bring together system leaders from every part of our society, the public sector and parts of the charitable sector that can have an effect on this important issue. We are piloting attendance mentors who offer one-to-one targeted support to persistently absent pupils; we have recently appointed Mr Rob Tarn to the role of national attendance ambassador; and we have laid regulations that will, from the summer, modernise school registers and introduce a national framework for penalty notices.

I want to respond briefly to points made by colleagues. I say gently to the hon. Member for Newcastle upon Tyne North that I do not think she really wants to bring politics into this. The truth is that these issues are affecting countries right around the world. They are also affecting the home nations—the constituent countries of the United Kingdom. In Wales a different political party is in government and absence rates in Wales are worse than they are in England, but I recognise that, overall, we share the same ambitions.

The hon. Member for Newcastle upon Tyne North asked about the support available to families. She is quite right to identify the importance of things like mental health support. That is why we have offered the training grant to all state-funded schools; I think 15,000 have now taken up that offer to have a senior mental health lead trained. It is also why we are rolling out mental health support teams across the country. We anticipate getting to 50% of pupils being covered by that by the end of this financial year. Already there is greater prevalence in secondary schools than primary schools. We are also supporting the national school breakfast club programme because of the effects it can have.

My hon. Friend the Member for Aylesbury made some very important points. First, I join him in paying tribute to the work of the teachers at the school that he mentioned. I have been blown away when visiting other schools around the country. My right hon. Friend the Member for Chelmsford and I have of course had our own visits, and have had the opportunity to see some of the amazingly dedicated work and the lengths that schools and individual members of staff will go to, to try and ensure that every child has the opportunity of a first-class education.

My hon. Friend the Member for Aylesbury is right: it is parents’ responsibility to have children go to school. We have also been communicating with parents directly —I think that is important—making sure, for example, that people know about the NHS guidance on when it is necessary to keep a child off school and when it is not. I have already mentioned our support for breakfast clubs.

Oral Answers to Questions

Damian Hinds Excerpts

Monday 29th April 2024 Commons Chamber

[Craig Tracey (North Warwickshire) (Con)]

4. If her Department will make an assessment of the potential impact of sports and PE on mental resilience in young people.

[The Minister for Schools (Damian Hinds)]

It is well and widely recognised that PE and sport support children and young people’s health and general wellbeing. The school sport and activity action plan update, published in July 2023, sets out how we will support all young people to participate in PE and sport in school.

[Craig Tracey]

I recently hosted an event here in Parliament with Nick Dougherty, the golfer, and the Golf Foundation to kick off their Unleash Your Drive programme, an amazing initiative providing young people with the life skills they need to survive in the modern world, including mental resilience. The scheme has been rolled out to over 500 schools since September last year, with fantastic results. Will the Minister meet me and the Golf Foundation to discuss this success and how we can encourage more schools to teach mental toughness skills through sport, as part of the school sport and activity action plan?

[Damian Hinds]

I know about the good work of the Golf Foundation, under the leadership of Brendon Pyle. I would be very happy to meet my hon. Friend to discuss its work, specifically the Unleash Your Drive programme.

[Tim Farron (Westmorland and Lonsdale) (LD)]

Sport, PE and outdoor education have a huge impact on building resilience among young people, helping them to gain a love of learning as well as the outdoors, which can be great for them for their whole lives. Does the Minister agree that it is a great shame that just the other week the Welsh Senedd voted down by a single vote the Bill proposed by his colleague and my friend Sam Rowlands which would have made outdoor education an experience that every young person in Wales could access? Will the Minister go one further and back my equivalent Outdoor Education Bill, which will receive its Second Reading on 21 June, so that this place ensures that every young person in primary and secondary schools has the ability to access an outdoor education experience for free?

[Damian Hinds]

The hon. Gentleman has been entirely consistent for some time in talking about the importance of outdoor education, about which I am happy to agree. I am not sure it is always necessarily a case for law, but it is certainly important for young people to get outdoors, to be in touch with nature and to see the countryside, as well as running around enjoying PE and sporting activities.

[Bob Blackman (Harrow East) (Con)]

8. What steps she is taking to support education on Israel and antisemitism in secondary schools.

[The Minister for Schools (Damian Hinds)]

I have been horrified and appalled to see the rise in antisemitism in education since 7 October. It is unacceptable and it cannot be tolerated. My right hon. Friend the Secretary of State has written to all schools and colleges reminding them of their duties under Prevent, and we are investing £7 million to help tackle antisemitism across education.

[Bob Blackman]

My right hon. Friend is clearly right that the rise of antisemitism in schools—or anywhere—is absolutely unacceptable. One of the causes is the failure of schools to teach children about the history of Israel and the fact that Jewish people have occupied Israel for over 3,000 years. Indeed, the Balfour declaration set up the creation of the modern state of Israel. As that is not communicated, there is widespread ignorance and people do not believe that Jewish people have occupied that land for so long. Will my right hon. Friend conduct a review of the curriculum to ensure that young people are properly educated about the history of Israel?

[Damian Hinds]

I appreciate what my hon. Friend says. History is a very important subject for many reasons. Learning about Israel and the wider region can be covered in history, for example in the “challenges for Britain, Europe and the wider world since 1901” theme. In general, we do not specify individual historical events in our national curriculum, with the sole exception of the holocaust, as he will know.

[Jim Shannon (Strangford) (DUP)]

I thank the Minister for his positive and helpful response. What discussions has he had with counterparts in the devolved nations, in particular in Northern Ireland, where the two different groups—the nationalists and the Unionists; the Protestants and the Catholics—have been able to develop an understanding on education? They are able to look at each other without the suspicion that may have been there 20 or 30 years ago. Has the Minister had a chance to talk to the devolved nations to ascertain whether introducing compulsory education on the importance of combatting antisemitism is possible, taking the Northern Ireland example as one that works?

[Damian Hinds]

I always value opportunities to speak to colleagues and counterparts in the devolved Administrations. I believe that we will have another opportunity relatively soon to speak to the hon. Gentleman’s colleagues in Northern Ireland, and I have no doubt that that will be one thing that we will wish to talk about.

[Mr Speaker]

I call the SNP spokesperson.

[Damian Hinds]

The hon. Lady is right to call out the wickedness of Islamophobia. There have been Islamophobic incidents in schools as well, and Tell MAMA is an important resource in that regard. We will not tolerate anti-Muslim hatred in any form and we will seek to stamp it out whenever and wheresoever it occurs.

[Mr Speaker]

Ms Anum Qaisar is not here to ask the next question, but will the Minister give an answer so that I can bring in the Opposition Front Bencher?

[Ms Anum Qaisar (Airdrie and Shotts) (SNP)]

9. What recent discussions she has had with her counterparts in the devolved Administrations on the potential merits of providing additional financial support to school pupils in the context of increases in the cost of living.

[The Minister for Schools (Damian Hinds)]

Ministers normally meet colleagues from the devolved Governments, as we were just discussing a moment ago. The Education Ministers Council was due to be hosted by the Scottish Government in late 2023, but, although we have been watching our doormats, no invitation has arrived. The UK Government are providing £108 billion over 2022-23 to 2024-25 to help with the cost of living.

[Mr Speaker]

I call the shadow Minister.

[Catherine McKinnell (Newcastle upon Tyne North) (Lab)]

On the cost of living, among concerns raised by parents in response to the most recent National Parents Survey by Parentkind, the cost of school uniforms, trips and food came up the most. Labour has a plan to cut the cost of school uniforms by limiting the number of branded items, and our free breakfast clubs in every primary school will put money back in parents’ pockets while improving attendance and attainment. We have done the Government’s homework, and they are still failing families. Will it take a Labour Government to give every child in this country the chances that they deserve?

[Damian Hinds]

I appreciate what the hon. Lady says, but I am afraid she needs to keep up: we have done the things that restrict the cost pressures on uniforms. We regularly survey how much uniforms are costing, and some of those results are encouraging. We also survey regularly the number of schools that have a second-hand uniform facility available, and I am pleased to report that that has improved. We are also very clear that, when a school trip is part of the national curriculum—an essential thing to do—there should be no charge. In addition to that, way many schools make sure that they are providing inclusivity for all pupils, and of course the pupil premium that we introduced shortly after 2010 is one of the things that facilitates that.

[Mr Philip Hollobone (Kettering) (Con)]

10. When she expects the proposed Hanwood Park Free School in Kettering constituency to open.

[The Minister for Schools (Damian Hinds)]

I am grateful to my hon. Friend for his question. I thank him for his ongoing support for this new school, including his personal work to make sure that there is provision for boys and girls. We are working with his council and sponsoring trust to agree a provisional opening date for Hanwood Park Free School as soon as possible.

[Mr Hollobone]

The new Hanwood Park Free School is a key part of the future educational infrastructure in Kettering and will be located at the heart of the Hanwood Park development, which, with 5,500 houses, is one of the largest housing developments in the whole country. Will my right hon. Friend please facilitate a meeting in Kettering with the Department’s regional director for the east midlands, me, the local educational authority, the Orbis academy trust and the Hanwood Park developers so that together we can ensure that the school build is co-ordinated as best as possible?

[Damian Hinds]

Again, I commend my hon. Friend for his work. I also appreciate the importance of the provision of local services—none is more important than education—where there is housing development. I would be very pleased to convene such a meeting as he requests.

[Sir David Evennett (Bexleyheath and Crayford) (Con)]

12. What steps her Department has taken to improve standards of reading in schools.

--- Later in debate ---

[Nadia Whittome (Nottingham East) (Lab)]

17. What assessment she has made of the impact of real-terms reductions to school budgets since 2010 on school children.

[The Minister for Schools (Damian Hinds)]

I am grateful to the hon. Lady for her question, but I am afraid there is a flawed premise within it. School funding is, at £60.7 billion, the highest it has ever been in real terms per pupil. There has been a real-terms increase of 5.5% per pupil nationally compared with 2010-11.

[Nadia Whittome]

I thank the Minister for his response, but what he says about the state of school funding is not the full picture, and he knows it. Schools’ costs have increased much faster than funding. In fact, analysis by the National Education Union shows that every single school in Nottingham East had less real-terms funding last year than 14 years ago—that is £1,266 less per pupil on average. If the Government really cared about the future of children and young people, should they not be funding high-quality education instead of whipping up culture wars?

[Damian Hinds]

We are funding high-quality education, and the quality of that education is seen in the results, be they the performance of 15-year-olds in mathematics, English and science, or the results of primary school children, which have improved dramatically since 2010. On the NEU “analysis”, I am afraid that it is flawed in multiple respects: it does not include a number for the high-needs budget, which has grown so much, and ultimately it does not use real numbers for 2010.

[Dame Harriett Baldwin (West Worcestershire) (Con)]

On the subject of school budgets, will the Minister join me in welcoming the letter that I received from Malvern College in Worcestershire this week? Not only is that independent school one of the largest employers in Worcestershire, but it contributes £28 million to the local economy, and if its 300-plus fee-paying pupils had to be educated in local schools, that would come at a huge cost to the public purse.

[Damian Hinds]

My hon. Friend is exactly correct. If the Labour party got into government, there would be a hike in the cost of going to private schools, which would push a number of families out of that provision. We do not know how many, Labour does not know how many and nor does anybody else, but we do know that some— possibly very many—would come into the state-funded system, causing great strain and possibly cuts that would affect other children.

[Sir David Davis (Haltemprice and Howden) (Con)]

T1. If she will make a statement on her departmental responsibilities.

--- Later in debate ---

[Sir Desmond Swayne (New Forest West) (Con)]

T5. Are powers available to the Secretary of State where schools refuse to implement her guidance on social transitioning?

[The Minister for Schools (Damian Hinds)]

We expect that schools will follow the guidance, because it is guidance to help them carry out their existing statutory duties, including safeguarding. If they did not take those guidelines into account when delivering those duties, they would be at risk of breach.

[Mr Speaker]

We now come to the SNP spokesperson.

[Carol Monaghan (Glasgow North West) (SNP)]

I thank the Secretary of State for mentioning exam season. I am sure she will include the Scottish young people sitting their exams, whose exams started last week—they are already in the throes of it.

Deepfake images and nudification apps pose massive threats to the mental health of girls in particular, and therefore their educational outcomes. I am pleased that the Government have taken steps to criminalise the creation of such images, but how is the Secretary of State working with Cabinet colleagues to put pressure on internet companies to take the radical action necessary to remove such images, which can have such an impact on girls’ education?

[Damian Hinds]

The hon. Member is of course right that the lead is taken by a different Department, but we are very conscious of the pressures, including from social media, in relation to pornography, deepfake and nudification, as she rightly identifies, and we are working right across Government to make sure those pressures can be eased.

[David Simmonds (Ruislip, Northwood and Pinner) (Con)]

T6. Bearing out feedback from my two excellent local Conservative councils, a recent report from the organisation London Councils highlights a 4.3% drop in the number of pupils in schools in Hillingdon. At a time of falling numbers on rolls in outer London, will my hon. Friend commit to work with our schools and local authorities to promote the opportunities for more inclusion for SEND pupils in mainstream schools?

--- Later in debate ---

[Neale Hanvey (Kirkcaldy and Cowdenbeath) (Alba)]

T3. The Cass review has established that social transitioning is not a neutral act, and that it introduces significant risk of harm. Does the Secretary of State agree with me that when a new First Minister emerges in Scotland, they should commit to factual, science-based education in schools and implement the Cass review findings in full, so they do not suffer the same fate as their predecessor?

[Damian Hinds]

I would encourage our friends and colleagues in the Scottish Government, whoever they may be at the time, to pay close attention to Hilary Cass’s report. I think her work has injected some much-needed common sense into the debate, and we are very grateful to her. This Government will always put the safety of our children first, and that is why the gender questioning guidance we have produced in draft is underpinned by the important principle of parents always being involved in decisions about their children.

[Alicia Kearns (Rutland and Melton) (Con)]

The Liberal Democrat-run council in Rutland has announced that it will close our specialist—and “outstanding” rated—SEND nursery, the Parks School. This comes with the further news that it is also going to close our only leisure centre. The community is rightly devastated, especially parents who want their children to get the best and most expert support. Does my hon. Friend agree that specialist provision must be protected and is absolutely vital, and that the need for this kind of provision is only going to increase?

[Paula Barker (Liverpool, Wavertree) (Lab)]

T4. There is no doubt but that this Department has contributed to the chaos surrounding the opening of King’s Leadership Academy in my constituency. Parents and children find themselves in utter limbo, and this debacle has caused extra pressure on school places across Liverpool. In reply to me, Baroness Barran provided absolutely no explanation of why it took the Department until 1 February to apply for planning permission, despite having owned the site since last summer. When will this Department get a grip, end the blame game, and commit to exhausting every avenue in getting the school open in September?

[Damian Hinds]

I will look into the details of the case and write to the hon. Lady.

[Peter Aldous (Waveney) (Con)]

Research by London Economics and the Association of Colleges highlights that in recent years there has been a significant drop in level 2 apprenticeship starts. Will my hon. Friend the Minister outline the specific work being carried out to reverse this decline in an area that is so vital in promoting social mobility and levelling up?

[Andy McDonald (Middlesbrough) (Lab)]

T7. Five years on from the approval of a new secondary school in my Middlesbrough constituency, not a brick has been laid and the children of Outwood Academy Riverside remain in an old Home Office block, and the next two years’ intake are going to be bused to Redcar to portacabins plonked on a field. Children are spending their entire secondary school years in temporary accommodation and it is just not good enough. Will the Secretary of State tell ministerial colleagues to get a grip and crack on with building the new school these students need and deserve?

[Damian Hinds]

We have increased the amount of money going into condition funding. We are also, of course, rebuilding 500 schools under the school rebuilding programme. I will look into the specific case the hon. Gentleman mentions and come back to him.

[Alexander Stafford (Rother Valley) (Con)]

My hon. Friend will be aware of my campaign to improve literacy across the country by improving children’s access to libraries in their schools and communities. Much can also be done by parents, grandparents and carers in the years before children start school. What is the Department doing to improve access to books and audiobooks in particular, as well as other literary materials, for pre-school children?

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[Sir Julian Lewis (New Forest East) (Con)]

In regard to the worrying topic raised earlier of antisemitism and Islamophobia in schools, will Ministers please bear in mind sections 406 and 407 of the Education Act 1996? The former bans political indoctrination in schools, and the latter says that when political subjects are brought to the attention of pupils, they must be presented in a fair and balanced way.

[Damian Hinds]

My right hon. Friend issues a timely and important reminder and we are very clear on that with schools. We also, of course, part-fund Educate Against Hate, which has materials available, and I know that schools also seek to go to lengths in most cases to make sure that when tackling controversial current affairs, they are doing so in an entirely impartial way.

[Alistair Strathern (Mid Bedfordshire) (Lab)]

T10. While it is welcome that Ministers are finally investing in childcare, the scheme just is not working, with local providers telling me it falls far short of what they need to meet demand, exacerbated by the especially low rate paid in central Bedfordshire. Will Ministers change course to make sure that central Bedfordshire families can finally access the childcare they need?

--- Later in debate ---

[Dr Caroline Johnson (Sleaford and North Hykeham) (Con)]

The Sir Robert Pattinson Academy in my constituency is a great school providing an excellent education to children. However, it is struggling with the challenges of aged infrastructure, and an urgent bid for it to rectify the heating and wiring challenges has been refused. An urgent meeting on Friday with officials was unproductive, not least because the data they were looking at was out of date. Can I ask the Secretary of State to please ensure that the senior leadership team gets an urgent meeting with senior officials and that she personally ensures that this bid is looked at properly and quickly?

[Damian Hinds]

I will indeed do that. My hon. Friend has brought up this subject with me and with my right hon. Friend the Secretary of State. There was that meeting with Mr Hardy on Friday. I know there are two separate cases around the condition improvement fund bid and the urgent capital support bid. We will continue to work with the school, and I will ensure that my hon. Friend gets that high-level meeting that she asks for.

[Munira Wilson (Twickenham) (LD)]

Among other cuts, the Department for Education has quietly slipped out the announcement that it is slashing funding for Now Teach, which has supported more than 1,000 people to switch careers and retrain as secondary teachers in shortage subjects such as science, maths and modern languages. Why on earth are the Government withdrawing funding when they are missing their teacher training targets by 50% in some of these subjects, and when Now Teach has had such a brilliant track record in getting people to retrain as teachers?

[Damian Hinds]

First, I must say that the statistics the hon. Lady just gave on missing recruitment targets are incorrect. They are frequently repeated, but not right. We do think that career changes are an important part of people coming into this noble profession, and we are continuing with our career changes programme. We are not axing Now Teach; we are not re-procuring it, so we are not extending it again. To put it in perspective, it is roughly about 200 to 250 people in a typical year, out of about 7,000 career changes coming into teaching. We are reassessing the best way to attract more of them, because we want to grow the number of career changes coming into teaching and make sure that we go about it in the best and most productive way.

[Priti Patel (Witham) (Con)]

The Secretary of State is well aware of the issues we have with Academies Enterprise Trust and Maltings Academy in Witham town. She will know of the stories of children missing out on school time because of exclusion and bullying. Some are even self-harming. What assurance can she give to pupils and their families, who have very little choice as to which schools they go to locally, that their concerns will be heard and that they will have greater educational choice over which school their children go to?

[Damian Hinds]

I know we have corresponded on this recently, and I know my right hon. Friend is taking a close personal interest and has been involved directly and personally in multiple cases. In my most recent letter—I am not sure if it will have arrived yet—I have said that we will as a Department work with her.

[Jonathan Edwards (Carmarthen East and Dinefwr) (Ind)]

I thank the Secretary of State and the shadow Secretary of State for their comments about the incident at Ysgol Dyffryn Aman in my constituency last week. There is obviously now a criminal investigation ongoing and a charge of attempted murder, so it would not be wise to speculate, but as education is devolved in Wales, will the Secretary of State pledge to work with the Welsh Government to ensure safety measures, following the various investigations having completed their work?

--- Later in debate ---

[Sir Edward Leigh (Gainsborough) (Con)]

For 14 long, weary years I have been arguing for an end of the faith cap, which is preventing the opening of new Catholic schools and has no proper effect. Does the Secretary of State think that I should keep campaigning and be patient for a bit longer?

[Damian Hinds]

I have also had an opportunity to speak to my right hon. Friend on occasions about this. The Catholic Church, the Church of England and other denominations play a central part in our education, typically having high-quality schools and typically being popular with parents. We are keen to extend our academies and free schools programme, which has underpinned the huge rise in quality and children’s results that we have seen since 2010. No doubt, before too long, we may wish to put the two things closer together.

Tutoring Provision

Damian Hinds Excerpts

Tuesday 19th March 2024 Westminster Hall

[Catherine McKinnell (Newcastle upon Tyne North) (Lab)]

It is a pleasure to see you in the Chair, Mrs Cummins. I thank the hon. Member for Twickenham (Munira Wilson) for bringing forward this debate on tutoring provision, and all hon. Members who have spoken very passionately on behalf of the children, families and school communities they represent here in Parliament.

I think we all agree that the scale of the challenge that many of our children and young people are currently facing is immense. We know that children and families have really struggled with the combined impact of years of reduced investment in our public services, compounded by the impact of the pandemic. Indeed, the attainment gap between disadvantaged pupils and their peers, which many have mentioned, has widened across all educational phases since 2019, so any limited progress made in the decade before was wiped out in a couple of years. The hon. Member for Twickenham also highlighted that issue.

We know that what happens outside the school gates reinforces the impact of what happens inside them. With the rising levels of child poverty, the cuts to youth services in communities and the dwindling support for children with additional needs, schools are increasingly becoming the frontline, with teachers having to buy food with their own money and wash clothes for families, and the increasing challenge of mental health issues.

It has now been four years since the enormous disruption and lost learning experienced by so many children began during covid. What was most concerning at that time was the lack of planning for children and for the inevitable impacts: no plan for learning from home in the early days; no plan for ensuring that all children had the equipment they needed; no plan for schools, teachers, or how to support children afterwards. So when the classrooms finally reopened after covid, it was not surprising to anyone that children found it hard to adjust. They had had little socialisation or interaction, and some had received barely any education at all.

I saw the impact on my own children. My youngest had only just started school when he found himself back at home being taught by two parents who had no teaching experience, two other children to try to teach and support, and two full-time jobs that they had to undertake from home. It was an incredibly challenging time for families everywhere, and in far too many households, particularly where less support was available, children paid a very heavy price. Kevan Collins was therefore commissioned by the Government to set out a long-term recovery plan for our children, but the Prime Minister, who was then Chancellor, opted out: he was simply not willing to make that investment in other people’s children. Our country continues to pay a very heavy price for the decision he took then, and it will for some time to come.

The National Audit Office reported last year:

“Disruption to schooling during the COVID-19 pandemic led to lost learning for many pupils, particularly disadvantaged children.”

It also reported:

“Left unaddressed, lost learning may lead to increased disadvantage and significant missing future earnings for those affected.”

As a key measure to address that, the Government introduced the national tutoring programme, which was initially provided through tuition partners. As hon. Members have noted, there were many missteps, from a very low uptake at the start to schools struggling to find the tutors they needed to deliver the support, but as the hon. Member for Stoke-on-Trent North (Jonathan Gullis) highlighted, once the Government introduced the school-led tutoring element in September 2021, there was some success and take-up was higher.

Evidence gathered by the National Foundation for Educational Research showed that increasing the number of tuition hours

“led to better outcomes in maths and English.”

Crucially, however, the foundation noted:

“Less than half of pupils selected for tutoring were from disadvantaged backgrounds.”

As the match-funding requirements kicked in and Government funding went from 75% to 50%, schools that were trying to make the scheme work and that needed it the most found it ever more difficult to deliver. This year, many schools, especially those in the poorest areas, have used up almost all of their pupil premium and recovery premium funding to pay for tutors, leaving them little to pay for other interventions such as enrichment or training. Indeed, the benefits of the scheme risked being undermined by the way it was delivered because it was poorly targeted, so lots of children who needed the support the most were not able to benefit from it.

Tutoring was not mentioned in the Budget earlier this month, so it seems that the national tutoring programme is coming to an end. Just a few months ago, the then Schools Minister, the right hon. Member for Bognor Regis and Littlehampton (Nick Gibb), stated:

“The Department has committed that, from the 2023/24 academic year, tutoring will have been embedded across schools in England.”

However, without a specific budget for tuition, it is assumed that schools will need to use their main budgets to fund that support.

[The Minister for Schools (Damian Hinds)]

Will the hon. Lady give way?

[Catherine McKinnell]

I will just finish my point.

As I was saying, it is assumed that schools will need to use their main budgets to fund tuition support, absorbing the costs into what is already a shrinking pot. It would therefore be helpful if the Minister set out the Government’s vision of the national tutoring programme in the future. I was going to ask if he could do so in his response to this debate, but he is welcome to make an intervention now.

[Damian Hinds]

I will speak in a moment. I just wondered whether the hon. Lady is committing, in the event of her party coming into government, to having a separate line item for the tutoring programme over and above core school budgets.

[Catherine McKinnell]

The question that I am putting to the Government is how they envisage the future of the national tutoring programme. I would be grateful if the Government set out their vision. I will respond to the right hon. Gentleman’s point, as I deal with it in my speech—

[Damian Hinds]

It will not be long until there is a general election. We do not know exactly when, but there will be a general election at some point in the months to come. If the hon. Lady is saying that she thinks the Government’s course of action is a mistake, I am interested in hearing the alternative that she is setting out.

--- Later in debate ---

[The Minister for Schools (Damian Hinds)]

It is a pleasure to see you in the Chair, Mrs Cummins. I thank the hon. Member for Twickenham (Munira Wilson) for securing this important debate today. I also thank everybody who has taken part: the hon. Member herself, my hon. Friend the Member for Sedgefield (Paul Howell), the hon. Member for Strangford (Jim Shannon), who brought the Northern Ireland perspective, my hon. Friend the Member for Stoke-on-Trent North (Jonathan Gullis) and the hon. Member for Newcastle upon Tyne North (Catherine McKinnell), who spoke for the Opposition.

The hon. Member for Newcastle upon Tyne North rightly spoke of the hard times of covid, which we all remember. Our home and professional experiences were indeed very difficult. They were also very difficult to plan for, because they were experiences that our country, like others, had not had before. I do not think it is right to say that people were slow to react. For example, I thought that what happened in respect of Oak National Academy was amazing and came together quickly. The work that teachers and headteachers did converting to virtual education and enabling home learning was remarkable, but there is no doubt that it was an incredibly hard time. International studies such as the programme for international student assessment show that the whole world, with the exception of only one or two jurisdictions, took a really big knock from covid. Almost every country took a serious hit in educational attainment from covid.

England held up relatively well. That is part of the reason why in the most recent PISA results, in mathematics for example, England was ranked 11th in the world. That is an improvement on recent times, particularly so if one looks back to the period before 2010 when England had been ranked 27th. We also saw improvements in reading and in science. In the progress in international reading literacy study 2021, primary school readers in England were ranked fourth in the world and first in the western world. However, none of that changes the fact that covid was a terrible knock to education here and elsewhere in the world.

[Munira Wilson]

Would the Minister give way?

[Damian Hinds]

Would she let me get going? No, sorry; go ahead.

[Munira Wilson]

The Minister and his colleagues talk a lot about the PISA scores, and obviously we cannot deny that evidence. He talked about the impact of the pandemic, but does he recognise that the attainment gap had been starting to dwindle? I noticed that he smarted when I mentioned that the pupil premium was a Liberal Democrat commitment that we delivered with the Conservatives in government.

[Damian Hinds]

It was in every party’s manifesto.

[Munira Wilson]

Sorry, I was not wishing to make a political point. My question is: will the Minister recognise that the attainment gap was actually starting to widen again before the pandemic, and that the pandemic accelerated that trend? That is what we are all here to try to tackle through the tutoring programme.

[Damian Hinds]

Let us not pursue the thing about the pupil premium. That happened to be in both the Conservative and Liberal Democrat plans for Government ahead of 2010. The two parties worked well together in coalition, and that is a good thing that we should welcome. There had been progress on the disadvantage gap. It is also true, as I was just saying, that covid hit the whole world, but it also hit different groups of children differentially, and we are still seeing the effects of that in the disadvantage gap. I will come back to that.

Tutoring has been a key part of our recovery plan, and I thank everybody who has been involved in it: the tutors, the tutoring organisations, the teachers and teaching assistants, and everybody else who has made it possible. My hon. Friend the Member for Sedgefield mentioned the particular role and contribution of volunteers, and I join him in that. It is a very special thing to do.

The national tutoring programme is not necessarily what always comes to mind when the person in the street thinks of tutoring. A lot of it, as the hon. Member for Twickenham alluded to, is small group work; it is not just one to one. Although very important work has been done by outside tutoring organisations, most of the work on the national tutoring programme has been done by existing staff in schools. We have committed £1.4 billion to the four-year life of the national tutoring programme in schools and colleges, and invested in the 16 to 19 tuition fund.

For the second year of the programme—my hon. Friend the Member for Stoke-on-Trent North referred to this—funding has gone directly to schools. That has enabled schools to choose the right approach for them and their children through the use of their own staff, accessing quality-assured tuition partners or employing an academic mentor. We created the find a tuition partner service to put schools in touch with those opportunities, and also provided training through the Education Development Trust for staff, including teaching assistants who deliver tutoring.

Nearly 5 million courses have been started since the NTP launched in November 2020, and 46% of the pupils tutored last year had been eligible for free school meals in the past six years. That is the “ever 6” measure—a measure of disadvantage. The 16 to 19 tuition fund will also have delivered hundreds of thousands of courses.

The tutoring programme has been part of the wider £5 billion education recovery funding, which is made up of the £1.4 billion for tutoring, £400 million for aspects of teacher training, £800 million for additional time in 16 to 19, and nearly £2 billion directly to schools for evidence-based interventions appropriate to pupils’ needs.

The hon. Member for Newcastle upon Tyne North rightly mentioned speech and language interventions. I can tell her that already two thirds of primary schools have benefited—211,000 year R children so far—from our investment in the Nuffield early language intervention programme. The evidence suggests that the programme assists children in making four months’ worth of additional progress, while children eligible for free school meals make greater progress of seven months.

Covid hit the world, including us. It did not hit every discipline in exactly the same way. Some of us will recognise from our own time at home with children that some things were easier to do than others. Reading at key stage 2 and junior school held up pretty well during covid. Maths has now improved and the standard is now close to what it was in the years before covid. Writing is still behind, although we have had a 2% improvement since last year.

Big challenges remain. No one denies that the No. 1 issue is attendance. This almost sounds trite, but there is an obvious link between being at school and the attainment achieved. It bears repeating that even if there are difficulties in having many children in school, we really have to work on attendance. As well as the overall attainment effect of attendance, there is a differential factor between the cohort of pupils as a whole and disadvantaged pupils; in other words, there is a bit more absence in the latter group than the former. There is also a link—some studies say it plays a really big part—between attendance and the attainment gap, which makes it doubly important that we work on attendance.

As colleagues know, schools are doing many things brilliantly, as are local authorities and others, to try to get attendance back up to pre-covid levels. Obviously, every child needs to be off school at some time because of sickness—all of us were when we were children. That will always be true, but we need to get back to the levels we had before covid.

The hon. Member for Newcastle upon Tyne North alluded to specific things that we do around breakfast clubs. It is important to do them in a targeted way, and not just in primary school, as the Labour party plans to do, but in secondary school as well. There are issues around mental health support, which is why we are gradually rolling out the mental health support teams across the country. Again, we think that it is right to have that in both phases—it is important at both primary and secondary school—and schools are also doing an immense amount of work.

Although the national tutoring programme was always a time-limited programme post-covid, tutoring will continue to play an important role and we know that the evidence shows that tutoring is an effective, targeted approach to increase pupils’ attainment. Headteachers are best placed to decide how to invest their funding, depending on their particular circumstances and priorities, and that approach underpins our whole approach to the school system, in that we put headteachers in charge. I anticipate many schools continuing to make tutoring opportunities available to their pupils and we will continue to support schools to deliver tutoring in future, including through pupil premium funding, which will rise to more than £2.9 billion in 2024-25.

Schools decide how to use their funding, aided by the Education Endowment Foundation, which sets out good knowledge and advice on the best uses of funding for the education programmes with the most efficacy. I do not think there is a conflict between universal and highly targeted programmes. We target via the funding formula and then headteachers are best placed, armed with the knowledge from the EEF and others, to decide how to use that funding. The overall national funding formula has the disadvantage element, which next year will be a bigger proportion than has previously been the case. Then, of course, there is the pupil premium.

[Jonathan Gullis]

I have outlined in detail why I think schools need the additional funding due to the financial pressures they are under. However, if the Government are not seeking to do that—which, personally, I think is a mistake—is the Department for Education planning to somehow monitor how many schools continue to deliver tutoring and the percentage of disadvantaged pupils? Or is the Department simply not going to keep an eye on the ball after the funding ends and rely on headteachers, who will, as the Minister has rightly said, do things in the best interests of their pupils? Ultimately, that will leave us in this place with less knowledge about the spending decisions and whether the support is continuing and embedded, which was the aim of the programme when initially introduced.

[Damian Hinds]

It is absolutely appropriate to embed tutoring into schools’ wider progress, because we know from our gold standard analyser the EEF and other studies that that approach has efficacy and achieves results, although obviously it depends on how it is done. As my hon. Friend puts it, we will keep an eye on the matter, but that is not the same as specifying that Mrs Smith the headteacher should do this but not that. We think Mrs Smith should be able to decide. We also have Ofsted inspections and the results are published as part of a system that is transparent but that also empowers schools, school leaders and trusts to make those decisions.

[Munira Wilson]

I completely agree with the Minister about giving headteachers and teachers autonomy. As a Liberal, I do not believe in things being controlled from the centre, and teachers know best, but the reality of the funding situation, as the hon. Member for Stoke-on-Trent North (Jonathan Gullis) pointed out, is that many schools are setting deficit budgets for the first time ever. We can talk about how money has gone up in cash terms, but it has not gone up in real terms. The Institute for Fiscal Studies has said that schools’ spending power has been reduced massively by inflationary costs.

I pointed out that the pupil premium has been cut by 14% in real terms. The tutoring fund underspent because many of the schools cannot match the funding that is available. The Minister may really believe that this is an effective, evidence-based intervention, but schools will not be able to continue without ringfenced, dedicated funding. I was told that last year when I went to visit Southwark College, which is dealing with some of the most disadvantaged pupils, who otherwise will have no life chances at all if they do not get the support they need.

[Damian Hinds]

On the subject of funding, including the pupil premium and the recently announced additional amounts for covering pension contributions, overall school funding next year will be £2.9 billion higher than it was in 2023-24. That will take the total to over £60 billion in 2024-25—the highest ever level in real terms per pupil.

We also remain committed to improving outcomes for students aged 16 to 19, particularly those yet to achieve their GCSE English and maths. That is a subject that came up earlier. I should stress that not having English and maths is not an impediment to starting an apprenticeship; the person just has to continue to study them while doing their apprenticeship.

I know that this subject stirs strong feelings in many people. We know that the workplace and life value of English and maths is immense, and that is why there is so much focus on those subjects as we develop the advanced British standard and in our design of the T-levels and some of the apprenticeship reforms. English and maths are so important for the futures of these young people, which is why in October we announced an additional £300 million over two years to support students who need to resit their GCSEs.

There is no rule that everybody has to resit a GCSE. Whether the person resits GCSE mathematics or takes a functional skills qualification depends on the GCSE grade that they got the first time around. The £300 million is part of what we call an initial downpayment on the development of the advanced British standard. As colleagues know, it will be a new baccalaureate-style qualification, bringing together the best of A-levels and T-levels in a single qualification and ending the artificial distinction between academic and vocational for good.

I am grateful to the hon. Member for Twickenham for securing this debate, and to everybody who has been and continues to be involved in the national tutoring programme and the 16 to 19 programme. Tutoring can have a transformational effect on pupils’ and students’ attainment, and I am proud that the Department’s flagship tutoring programmes have been supporting so many in catch-up following covid-19. I thank everyone who has taken part in this debate, all the schools and colleges that have participated in these programmes, all the tutors—including the volunteer tutors—who have delivered them, and of course all the pupils and students for engaging so enthusiastically.

Music Education

Damian Hinds Excerpts

Tuesday 19th March 2024 Commons Chamber

[The Minister for Schools (Damian Hinds)]

I congratulate my right hon. and learned Friend the Member for Northampton North (Sir Michael Ellis) on securing a debate on this important subject, and on what is an unusually well-attended Adjournment debate. I thank all his colleagues—all our colleagues—from Northamptonshire for being here. My right hon. and learned Friend is a former arts Minister, and I commend him on the great work he did in that role, including his very important work on public libraries as well as on music. I know that music is a subject very close to his heart, as it is to the hearts of so many of us in this place, including my own.

My right hon. and learned Friend mentioned my predecessor, my right hon. Friend the Member for Bognor Regis and Littlehampton (Nick Gibb). As our right hon. Friend has often said, studying and engaging with music is not a privilege, but a vital part of a broad and ambitious curriculum. All pupils should have access to an excellent music education and all the knowledge and joy it brings. This is why music is part of the national curriculum for all maintained schools from the age of five to 14, and why the Government expect that academies should teach music as part of their statutory requirement to promote pupils’ cultural development.

Music, like every subject, is generally funded by schools through their core budget. In the November 2022 autumn statement, we announced an additional £2 billion in each of 2023-24 and 2024-25, over and above the totals that had been announced at the 2021 spending review. In July 2023, we announced an additional £525 million this year to support schools with the teachers’ pay award, and £900 million in 2024-25. The Government have continued to provide additional funding, over and above school budgets, to enable children and young people to access high-quality music and arts education. From 2016 to 2022 we invested £714 million, and we are investing £115 million per year up to 2025. Altogether, since 2016, this sums to close to £1 billion for a diverse portfolio of organisations over those years.

That sum includes £79 million a year for music hubs, as was mentioned by my right hon. and learned Friend the Member for Northampton North and by the hon. Member for Worsley and Eccles South (Barbara Keeley), who is no longer in her place. Hubs provide specialist music education services to around 87% of state-funded schools, and over £30 million a year goes to the music and dance scheme, which provides means-tested bursaries to over 2,000 young people showing the greatest potential in those art forms. It also includes a growing cohort of national youth music organisations, with new additions such as the National Open Youth Orchestra, which works with young disabled people, and UD, which runs programmes including Flames Collective, its flagship pre-vocational creative development programme. It was great to see Flames Collective perform with Raye at this year’s Brits. As part of the refreshed plan, the Government continue to invest £79 million a year in music hubs, as well as providing an additional £25 million of funding for musical instruments.

On the teachers’ pension scheme—the TPS, as it is commonly known—the Department for Education has secured £1.25 billion to support eligible settings with the increased employer contribution rate in financial year 2024-25. That will mean additional funding of £9.3 million for local authorities for centrally employed teachers, including those employed in local authority-based music hubs. The Department has published the details of the additional funding for mainstream schools, high needs and local authorities with centrally employed teachers. I can also confirm that the Department is committed to providing funding to cover the increase in employer contribution rates for existing non-local authority hubs for the current academic year—that is, until August 2024—and officials are working to agree the precise amount. Further details, including funding rates and allocations, will be provided soon.

My right hon. and learned Friend the Member for Northampton North will know there is a music hubs competition in progress. Following its conclusion, which is due to be announced next month, the Department will work with Arts Council England to set final grant allocations for the newly competed hub lead organisations that will take over from September. As part of that work, due consideration will be given to additional pension pressures due to the increase in employer contributions through the TPS.

We know that, while potential is equally spread throughout the country, opportunity is not. As part of levelling up, our plan is to provide an additional £2 million of funding to support the delivery of a music progression programme. This programme will support up to 1,000 disadvantaged pupils to learn how to play an instrument or sing to a high standard over a sustained period. Further details about the programme will be announced in the coming weeks, once a national delivery partner has been appointed.

We know that many schools across the country deliver first-rate music lessons to pupils and offer high-quality extracurricular activities as well. However, we are also aware that there are some areas where music provision may be more limited, and to address this a refreshed national plan for music education was published in June 2022. That plan clearly sets out the ambition of the Government up to 2030 that every child, regardless of circumstance, needs or geography, should have access to a high-quality music education—to learn to sing, play an instrument and create music together and have the opportunity to progress their musical interests and talents.

[Mr Hollobone]

I thank the Minister for his response so far. Encouragingly, he is moving in the right direction. Does he recognise that Northamptonshire Music and Performing Arts Trust has warmly embraced the publication of the Government national plan for music education, the title of which is “The power of music to change lives”? Is the Minister impressed by the reach of NMPAT to over 53,000 children across Northamptonshire and Rutland? Not many music hubs have that scale of reach.

[Damian Hinds]

I echo my hon. Friend’s words about the power of music, and I join him in paying tribute to the great work of NMPAT. I do not have the statistics at my fingertips to assess where in the table, as it were, those thousands place it relative to others, but it certainly is a very impressive reach.

The expectations set out in the plan, starting from early years, are unashamedly ambitious, and informed by the excellent practice demonstrated by so many schools, music hubs and music charities around the country. As highlighted in the Ofsted “music subject” report published late last year, we know some schools do not allocate sufficient curriculum time to music. Starting this school year, schools are now expected to teach music lessons for at least one hour each week of the school year for key stages 1 to 3 alongside providing extracurricular opportunities to learn an instrument and sing, and opportunities to play and sing together in ensembles and choirs. We are monitoring lesson times to ensure that that improves.

Another weakness in some schools that was highlighted in the Ofsted report was the quality of the curriculum, in which there was insufficient focus on musical understanding and sequencing and progression. To support schools to develop a high-quality curriculum we published a model music curriculum in 2021, and, based on a survey of schools from last March, we understand that around 59% of primary schools and 43% of secondary schools are now implementing that non-statutory guidance. We want to go further in supporting schools with the music curriculum, which is why we published a series of case studies alongside the plan to highlight a variety of approaches to delivering music education as part of the curriculum. We are also working with Oak National Academy, which published its key stage 3 and 4 music curriculum sequence and exemplar lesson materials late last year, with the full suite of resources to follow in the summer.

While the refreshed plan rightly focuses on the place of music education in schools, it also recognises that music hubs have a vital role in supporting schools and ensuring that young people can access opportunities that schools on their own might not be able to offer. I join colleagues in paying tribute to the work of our music hubs across the country, including the organisations who lead them and their partners, who for the past 12 years have worked tirelessly to support music education.

One such organisation is of course the Northamptonshire Music and Performing Arts Trust, which I was pleased to hear my right hon. and learned Friend the Member for Northampton North speak of in such glowing terms. I join him in thanking its chief executive, Peter Smalley, who I gather might be with us today. Just last week I had the privilege of seeing the work of another music hub in Surrey. I was very impressed by all that its partnership is doing to support schools to provide high-quality music and offer amazing opportunities to young people also beyond the classroom.

This year, hubs have continued their excellent work against the backdrop of a re-competition of the lead organisations led by Arts Council England. I recognise that that will not have been easy. As no announcement of which organisations will be leading the new hubs has yet been made, Members will understand that I cannot comment on the individual circumstances of any organisation currently in receipt of hub funding.

From September a new network of 43 hubs made up of hundreds of organisations working in close partnership will continue to build on the outstanding legacy of the hubs to date, and I offer my wholehearted thanks to everyone who has played a part in the music hub story so far. It will be exciting to see how the new hub partnerships develop and flourish with the support of the announced centres of excellence, once they are in place.

One area where hubs provide support to schools is in helping them to develop strong music development plans. This year we have invited every school to have a plan that considers how they and their hub will work together to improve the quality of music education. Our sample survey of school leaders last March showed that slightly under half of schools already had a music development plan in place. Of those, the vast majority—nine in 10—of school leaders intended to review it for this school year. Of those without a plan, nearly half reported intending to put one in place this school year. I hope it will not be long before every school has a strong music development plan that sets out how the vision of the national plan is being realised for their pupils.

The quality of teaching remains the single most important factor in improving outcomes for children, especially those from disadvantaged backgrounds. We plan to update our teacher recruitment and retention strategy and build on our reforms to ensure that every child has an excellent teacher, and that includes those teaching music. Our strategy update will reflect on our progress on delivering our reforms, as well as setting out priorities for the years ahead. For those starting initial teacher training in music in academic year 2024-25, we are offering tax-free bursaries of £10,000. That should help attract more music teachers into the profession and support schools in delivering at least one hour of music lessons a week. The Government will also be placing a stronger emphasis on teacher development as part of the music hub programme in the future, including peer-to-peer support through new lead schools in every hub.

There is fantastic music education taking place across the country. Indeed, the opening remarks of my right hon. and learned Friend the Member for Northampton North did a better job at bringing that to life than I ever could. For my part, I offer and add my thanks to every music teacher in every setting for all that they do, but there is still a lot to do to make our vision for music education become a reality for every child in every school. I am confident, however, that our reforms are having an impact and will lead to concrete action that every school and trust can take to improve their music education provision. Through partnership and collaboration with hub partners, we will ensure that all young people and children can have access to a high-quality music education.

[Mr Deputy Speaker (Mr Nigel Evans)]

Following this excellent debate, I am going to go to a reception sponsored by Mr Speaker with the London Philharmonic Orchestra. It struck me that we have all the orchestras, sinfoniettas, musical theatre and musicians generally—all these incredible talents—and I wonder how many of them started their lifelong love affair with music by picking up a musical instrument in school. We are so fortunate.

Question put and agreed to.

Relationships Education: LGBT Content

Damian Hinds Excerpts

Monday 18th March 2024 Westminster Hall

[The Minister for Schools (Damian Hinds)]

It is a great pleasure to see you in the Chair, Mr Dowd—in my case, for the first time—and a pleasure to be here for this well-attended debate in Westminster Hall. I thank my hon. Friend the Member for Carshalton and Wallington (Elliot Colburn) for opening the petition debate on whether lesbian, gay, bisexual and transgender content should be included in relationships education in primary schools. I also thank the petitioners involved in the two petitions.

The subjects are, as my hon. Friend the Member for Gravesham (Adam Holloway) said, sensitive. We have heard different perspectives and had a passionate but respectful and reflective debate informed by constituency experiences and, in multiple cases, colleagues’ own personal experiences, which they have shared today. I thank everyone who has taken part: my hon. Friends the Members for Carshalton and Wallington, for Gravesham, for Darlington (Peter Gibson), and for Don Valley (Nick Fletcher); the hon. Members for Rotherham (Sarah Champion), and for Brighton, Kemptown (Lloyd Russell-Moyle); the right hon. Member for Exeter (Mr Bradshaw); and the Opposition spokesperson, the hon. Member for Newcastle upon Tyne North (Catherine McKinnell). I also thank those who took part through interventions.

When we brought in the relationships, sex and health education statutory guidance from September 2020, it was the first update to that guidance for 19 years. In the intervening period, a lot had changed. A lot had changed in our society, and the law had changed in important ways. Technology and new media had changed, and continues to change, both what happens in our society and what our children are exposed to in ways that continue to develop.

It is essential to support all pupils to have the knowledge they need to lead happy, safe and healthy lives, and that they are able to understand and respect difference in others. That is not just my view. It also comes from extensive engagement with teachers, parents and others: we issued a call for evidence and a consultation on RSHE back in 2018. Colleagues across the House have repeated it, including my hon. Friend the Member for Darlington who did so rather powerfully.

High-quality, evidence-based and age-appropriate teaching of RSHE can help to achieve exactly what I have just set out. It can prepare pupils for the opportunities and the responsibilities of adult life, and it can promote pupils’ spiritual, moral, social, cultural, mental and physical development. In that context, we want all children to understand the importance of respect for relationships and the different types of loving and healthy relationships that exist in our society.

In primary schools, age-appropriate relationships education involves supporting children to learn about what healthy relationships are; about mutual respect, trustworthiness, loyalty, kindness, and generosity; as well as, crucially, keeping safe both online and offline. That then provides the basis for relationships and sex education at secondary school, where pupils are taught the facts around sex, sexual health and sexuality, set firmly within the context of relationships.

We do need to strike the right balance. We do not want teaching inadvertently to fast-track children into engaging in, or exploring, adult activities, rather than enjoying childhood and being children. To teach young people about same-sex relationships does not mean teaching children in primary schools about sex.

It should focus on teaching children that society consists of a diverse range of people, that families come in many shapes and sizes, and that it is all right to be different. Some children in the classroom may, of course, have lesbian, gay or transgender family members and will rightly want to feel included in lessons about positive, healthy and trusting relationships.

Crucially, if this content is not covered in the classroom, it does not mean that children are not going to come into contact with it. Most frequently, they will either turn to their peers—in fact, they do not even have to turn to their peers; they will get it from them anyway—or to the internet. My hon. Friend the Member for Carshalton and Wallington reiterated the fact that, as we all know, that can be a dangerous and distorted place. The RSHE statutory guidance is clear that it is for schools to decide at what point in their pupils’ education it is appropriate to cover content related to LGBT—

[Dame Andrea Jenkyns]

Eighteen months ago, when I was very briefly in the DFE, I raised with civil servants my concern over constituents not being able to see the actual materials and being shown a summary only. I was reassured then that all schools would be emailed to say that materials must be shown to parents if requested. It was not done while I was there. Can the Minister confirm whether it has been done since?

[Damian Hinds]

It has, and later in my remarks I will come on to this very matter. As I was saying, the statutory guidance is clear that it is for schools to decide the point in their pupils’ education at which it is appropriate to cover matters related to LGBT.

[Sarah Champion]

I thank the Minister for his speech, and for all the work that he has done in this area. However, there is something that I have found increasingly frustrating. All schools were meant to have the necessary training by September 2021. I think that what we are hearing today are concerns that some teachers are not equipped, so they may be drawing on their personal experiences. Without giving every teacher the training, the Minister is leaving them somewhat exposed.

[Damian Hinds]

I recognise that there are questions around training. In truth, it is also the case that we cannot just say, “If only there was more training then none of these issues would arise.” That is just not the case. It is something that one looks at, and I recognise the issue, and the related issues around materials and their quality. I will touch on both of those later.

The RHSE statutory guidance is clear that it is for schools to decide the point in their pupils’ education at which it is appropriate to cover matters related to LGBT. That means that primary schools have discretion over whether to discuss sexual orientation or families that have same-sex parents. Earlier, the hon. Member for Rotherham outlined what the statutory guidance says. When we talk about LGBT in primary schools it is in the context of relationships and, in particular, families. The statutory guidance says:

“Families of many forms provide a nurturing environment for children. (Families can include for example, single parent families, LGBT parents, families headed by grandparents, adoptive parents, foster parents/carers amongst other structures.)”

There is no statutory content on LGBT in the primary curriculum tables.

Similarly, it is for primary schools to decide whether to teach any sex education. The RHSE guidance does not provide a definition of what relationships and sex education should include, but it is clear that it should be

“tailored to the age and the physical and emotional maturity of the pupils. It should ensure that both boys and girls are prepared for the changes that adolescence brings”.

Primary schools that do teach sex education must set out the details of what they will teach in their relationships and sex education policy, on which they must consult in advance with parents.

Secondary schools should provide an equal opportunity to explore the features of stable and healthy same-sex relationships, and ensure the content is integrated throughout the relationships and sex education curriculum. We trust our teachers to deliver this content in a suitable and age-appropriate way, respecting the beliefs and values of all pupils in the school. Our guidance says that schools are free to determine how they cover LGBT-related contented, and

“we expect all pupils to have been taught LGBT content at a timely point as part of this area of the curriculum.”

The majority of teachers do that well, and adapt to the circumstances of their pupils.

Some people may feel that covering LGBT matters contradicts tenets of their faith. I am conscious that religious faith is itself a protected characteristic. However, schools with a religious character can teach the distinctive faith perspective on relationships, and pupils should be able to have a balanced debate about issues that are contentious. A good understanding of pupils’ faith backgrounds and positive relationships between the school and local faith communities help to create a constructive context for the teaching of those subjects. Religions teach tolerance and respect, and those subjects are designed to help children from all backgrounds and faiths build positive and safe relationships.

We worked closely with the Catholic Education Service, the Church of England, the Board of Deputies of British Jews, and the Association of Muslim Schools on the support for implementing the curriculum. I know that some of those organisations develop their own materials that align the new curriculum with their faith prospectus. There is no reason why teaching children about the society that we live in, and the different types of loving, healthy relationships that exist, cannot be done in a way that respects everyone.

I also know that some parents are frustrated that they cannot withdraw their children from relationships education, as opposed to sex education; that came up earlier in a contribution from my hon. Friend the Member for Don Valley. They believe that the boundaries can be blurred with sex education, from which there is a right for a child to be withdrawn, and I recognise those sensitivities.

I also recognise that parents are the first educators of their children and may want to withdraw their child from lessons so that they can first discuss some topics with them outside school. All pupils should be taught about caring friendships and respectful relationships, and they need to understand how to keep themselves and others safe and what to do when they feel unsafe. It is important that parents know what their child will be taught in advance of it being delivered in the classroom, which is why there is a requirement on schools to publish their relationships, or relationships and sex, education policy. Schools must consult parents as they develop and renew that policy.

There has been concern, which has come up again today, over the materials that some organisations have prepared to teach relationships and sex education in schools. It is for schools to make decisions about what materials to use, and it is their responsibility to ensure that what is taught is safe and age-appropriate. For clarity, it is worth reiterating that it has long been the case in our school system that schools decide what materials they use for everything. We do not have a top-down system where some mandarin decides, “This is the textbook for such and such a subject,” and everybody learns from that. There has always been diversity, which sometimes creates challenges, but having it is a strength of our system. However, parents must have confidence that what is taught is safe and age-appropriate. We believe that transparency is the best—indeed, the only—way to be absolutely sure of that, so it is essential that parents know what is being taught in the classroom and what resources are being used.

My hon. Friend the Member for Carshalton and Wallington was absolutely correct when he said that those requirements are already set out and clear. However, following concerns about things such as barriers because of copyrights, the Secretary of State has now written—twice—to all schools to remind them of the responsibility to make available materials, including relationships education materials, where parents want to see them, and that copyright law does not prevent them from doing that. We will ensure that the content of those letters is reflected in the revised RSHE statutory guidance when it comes out.

[Nick Fletcher]

The Department has written to schools, but I have evidence that they are ignoring the guidance. Will the Department write to the producers of this literature and tell them their responsibilities? There are fewer of them than there are schools, so that is probably the best way forward until we completely review what we are teaching our children and, hopefully, get in place a full right to withdraw from RSHE materials.

[Damian Hinds]

We think it is a good thing that there is a diversity of material to support all subjects. I mentioned that some religious organisations, for example, produce materials to support RSHE, as do many other organisations, such as commercial organisations and so on. Oak National Academy has committed to produce materials to support the teaching of RSHE in the future. Oak has had significant investment from Government, not so that it can replace other sources, but so that it can be a trusted and—from a teacher’s point of view—time-saving producer of those materials. However, we do not get involved in the production, or as a gatekeeper, of materials, and we will not do that with Oak either; it will do that independently. Our relationship is with the 22,000 schools that we have in this country and with the trusts and local authorities that they are part of; they make the decisions about what to teach with. Again, however, we think that the surest guarantee in this area is absolute transparency. That is the most important thing for everybody’s confidence in the system. As I said, the Secretary of State has already written to schools, and that will be reflected in the new guidance when it comes out.

[Peter Gibson]

Could the Minister provide a bit of clarity? If a school seeks to share with parents the information it will use in its classes, but the provider of that information refuses it permission to do so, could it legitimately terminate the contract with that provider, and should it do so?

[Damian Hinds]

I am not a lawyer; I will not start commenting on commercial contracts. However, in any circumstances, if a parent wants to see what their child is seeing in relationships and sex education, they should absolutely be able to do so.

[Nick Fletcher]

I thank my hon. Friend the Member for Darlington (Peter Gibson) for his comment. As I say, we agree on certain things, and it is important that we come together. I have a similar question: if parents see material they are not happy with—I have a folder full of material here that thousands have seen and are not happy with—what redress do they have? What can they do from that point forward, and what if the school will not listen?

[Damian Hinds]

In my experience, schools do listen. They want to listen, and they want to be in communion with their community and the parents at the school. I am not in the business of trying to create or encourage conflict; we want people to talk. We cannot legislate for everything; we cannot say that there is no circumstance in which an unsatisfactory outcome will pertain, but it is my firm belief that, when people talk to each other and try to understand each another, as a general rule, sensible ways forward can be found. Again, transparency is the key thing underpinning that. If we do not have transparency, we risk not having trust in what is actually happening.

To further strengthen the content in the RSHE statutory guidance, the Secretary of State brought forward a review of the guidance and appointed an independent expert panel to advise on the ages at which sensitive topics should be taught in the curriculum. We have also invited parents into the Department to share their experiences of school engagement and access to RSHE materials.

We are currently working through recommendations and expect to have the revised statutory guidance out for public consultation at the earliest opportunity. We are looking at how to be clearer about the distinctions between the subjects, and about the content taught in each of them, to support decisions about whether to withdraw children, including from relationships education. We will consult on those changes, and parents and other interested parties will have the opportunity to present their thoughts on the curriculum when the revised RSHE statutory guidance is published for consultation.

We know that young LGBT people are more likely to be bullied and discriminated against, and to suffer with mental ill health. The Department’s school omnibus survey of 2017 showed that after gender, being or being perceived to be LGBT is one of the main reasons why pupils face bullying. “Keeping children safe in education” is the statutory guidance that all schools and colleges must have regard to when carrying out their duties to safeguard and promote the welfare of children. Among other things, the guidance sets out how schools should protect children from harm and what to do if they have concerns about a child. In addition, all schools have to comply with the relevant requirements of the Equality Act 2010 and to ensure that topics in RSHE are taught in a way that does not discriminate against pupils or amount to harassment.

Over three years, the Department provided £3 million to fund five anti-bullying organisations to support schools to tackle bullying. That included projects targeting bullying of particular groups and projects supporting victims of hate-related or homophobic bullying. Anne Frank Trust UK has developed a “Different But The Same” project and supported nearly 80,000 young people and their teachers and schools to tackle bullying focused on protected characteristics.

Colleagues including the hon. Member for Sheffield Central (Paul Blomfield) and my hon. Friend the Member for Carshalton and Wallington raised the important topic of young people’s mental health. To support the mental health of pupils, the Government have committed to offer all state schools and colleges a grant to train a senior mental health lead by 2025, enabling them to introduce effective whole-school approaches to mental health and wellbeing. As at December 2023, 15,000 settings had claimed a grant, including more than seven in 10 state-funded secondary schools. The Department is also expanding mental health and wellbeing support for school and college leaders, and from April will begin funding a three-year mental health and wellbeing support package.

Our consultation on the different but related subject of gender questioning and related guidance has recently closed, and we will publish the Government response to the consultation alongside the guidance itself in the coming months. I want to reiterate today that the safety and wellbeing of children will always be our primary concern, which is why it is at the heart of that guidance. The new RSHE curriculum has been taught in schools for less than four years. We want to know what parents, teachers and, of course, pupils think, and our public consultation will give everyone the opportunity to tell us. In addition, we have sought the views of school leaders, teachers and pupils through an independent research project that has undertaken quantitative and qualitative research to look at how useful the statutory guidance is, the challenges in implementing it, pupils’ engagement, and teachers’ confidence in delivering it. The final report will be published shortly and support the review process.

The Government understand that parents are the primary educators of their children and that all will want to preserve the innocence of childhood until they feel the time is right to teach them about the society in which they are growing up. These children are our future business owners, doctors, dentists and politicians, and they need to understand and respect the diverse population of the country in which we live. The RSHE curriculum is there partly to help them to do just that.

Oral Answers to Questions

Damian Hinds Excerpts

Monday 11th March 2024 Commons Chamber

[The Minister for Schools (Damian Hinds)]

In 2010-11, school funding was £35 billion. Next year, it will be £59.6 billion. That is the highest ever level in real terms per pupil.

[Sarah Owen]

Recent figures show that the worst impacted schools in Luton North have endured more than £2 million of real-terms cuts since 2010. There are school roofs with holes in, buckets scattered across corridors collecting rainwater, and entire buildings held up by scaffolding. Those are the defining images of 14 years of Conservative Government, 14 years of budget cuts and teaching staff expected to do more with less. We need change. Children in Luton North deserve better. If the Minister agrees, why will he not give children what they deserve?

[Damian Hinds]

On the condition of school buildings, the hon. Lady will know that there is £1.8 billion-worth of capital for maintaining and improving school buildings. On the broader questions about school funding, she might have been alluding—I am looking for some visual recognition—to figures put together by the National Education Union. If so, I have to tell her that we believe those figures to be flawed in multiple respects, including in assumptions they make about the money and the number of children in schools in previous years. I hope she will join me in celebrating the record resourcing rightly going in to educating children.

[Mr Robin Walker (Worcester) (Con)]

I welcome the record real-terms funding flowing into our schools, but will my right hon. Friend join me in looking very carefully at the case for extending funding for tutoring? It has raised attainment, in particular for the most disadvantaged, in many of our schools, and been seen as a great success story. When it was introduced, it was intended to be a long-term intervention. May I urge the Minister to continue to look at that and ensure we find money, in addition to the pupil premium, to support that noble aim?

[Damian Hinds]

I absolutely agree that tutoring is important in multiple contexts. In particular, in the years since the pandemic it has played an essential part. I will add that tutoring by undergraduates can help to introduce a wider range of people to the potential of a career in teaching. I want tutoring to continue. As my hon. Friend rightly mentions, part of the function of the pupil premium is to make such interventions and it can be spent on them.

[Sarah Dyke (Somerton and Frome) (LD)]

A teacher in Frome recently reached out and told me that too few pupils are successful in their education, health and care plan applications. Without a plan and the accompanying support for children’s life chances, they are diminished. Can the Minister reassure my constituents that the Government’s plans to reform the EHCP will still ensure that children receive care that is personalised to their needs and not a one-size-fits-all approach to cut costs?

[Damian Hinds]

I absolutely and wholeheartedly agree with the hon. Lady on the central importance of that support and how vital it is to have it. There are, of course, many more EHCPs than there were statements under the old system, with more children receiving support. She will understand that I cannot comment on the individual case she mentions, but I will mention the special educational needs and disabilities and alternative provision improvement plan that we have in place.

[Theresa Villiers (Chipping Barnet) (Con)]

I welcome the substantial additional funding that has been given to maintained nursery schools in my constituency, but does the Minister agree that it is vital for us to continue to increase funding for all Barnet’s schools?

[Damian Hinds]

As ever, my right hon. Friend is a great champion and advocate for Barnet’s schools and, indeed, for maintained nursery schools, which, as she says, play a unique role in our system in carrying out those particular functions.

[Madam Deputy Speaker]

I call the shadow Minister.

[Catherine McKinnell (Newcastle upon Tyne North) (Lab)]

Last year the National Audit Office reported that 700,000 children were being taught in schools needing major rebuilding works. On top of the problems caused by reinforced autoclaved aerated concrete, construction issues are emerging daily with block and beam flooring, high-alumina cement and asbestos—all long past their shelf life—up in North Tyneside and down to Luton and beyond. Fourteen years of Conservative Governments have left children learning under props and in portacabins and sheds. Given that this Government’s plan seems to be to leave it for the next Labour Government to sort out those problems, can the Minister at least inform us of the latest estimate of the total school repairs bill?

[Damian Hinds]

Keeping our school estates in the right condition for optimally educating children is of the foremost importance. Since 2015 we have allocated £15 billion to keeping schools safe and operational. I pay tribute to everyone who has been involved in the most recent RAAC issue, including the schools and pupils who dealt with it and my colleagues who helped to ensure that we reached this point. All schools have been told what will happen next: either they will receive a remediation grant, or they will be part of the school rebuilding programme.

[Daniel Zeichner (Cambridge) (Lab)]

4. What steps she is taking to improve support for children with special educational needs and disabilities.

--- Later in debate ---

[John Penrose (Weston-super-Mare) (Con)]

5. If she will issue statutory guidance on teaching economic education in schools as part of the PSHE curriculum.

[The Minister for Schools (Damian Hinds)]

It is essential that young people are equipped to make important financial decisions later in life. My hon. Friend will recall our curriculum reforms, and the national curriculum for mathematics and secondary citizenship equips pupils with the essential knowledge, understanding and practical skills needed to manage their money.

[John Penrose]

The Minister is absolutely right to suggest that good financial education helps people to avoid debts and poverty, and to build up a savings cushion for a rainy day. Prevention is undoubtedly better than cure, yet while statutory guidance ensures that students learn about threats such as drugs or unplanned pregnancy, money and finance are more optional. Should they not be taken as seriously as everything else?

[Damian Hinds]

I agree with my hon. Friend. There is relevant content in different parts of the curriculum, not only in mathematics, which is statutory throughout key stages 1 to 4, but at secondary level in citizenship. Further elements such as computing are particularly relevant to online fraud. In relationships, sex and health education, some aspects of fraud are covered, as is gambling, but I absolutely agree that it is important to keep these things under review.

[Chris Stephens (Glasgow South West) (SNP)]

6. What recent discussions she has had with her counterparts in the devolved Administrations on the potential merits of providing additional financial support to students in the context of increases in the cost of living.

--- Later in debate ---

[Mr Barry Sheerman (Huddersfield) (Lab/Co-op)]

7. Whether she is taking steps to help improve the morale of teachers and school support staff.

[The Minister for Schools (Damian Hinds)]

Supporting teacher wellbeing is crucial to our commitment to a supportive culture in schools, and for encouraging teacher retention. That is why we co-created the education staff wellbeing charter with the education sector, and we have invested over £1 million in school leader mental health and wellbeing support.

[Mr Sheerman]

Is the truth not that retention is down, recruitment is down and early retirements are up? What is the Minister going to do to boost the morale of teachers? They say to me, “Wouldn’t it be wonderful to have a Cabinet who had been through a state sector education and sent their children to state schools?”

[Damian Hinds]

I think the hon. Gentleman needs to do some research before he starts asking questions in Parliament. On recruitment and retention, I join him in stressing the importance of retention, which we are absolutely focused on, including through our workload programme. We have a good set of scholarships and bursaries for encouraging entry and a range of different routes into teaching to get the full range of talent that can benefit our children and young people.

[Sir David Evennett (Bexleyheath and Crayford) (Con)]

Would my right hon. Friend agree that good and enthusiastic teachers are vital to ensuring that we have good, successful schools and pupils? What more can be done to assist schools with discipline and truancy issues, because it would obviously help teachers’ morale if they could have some more support?

[Damian Hinds]

My right hon. Friend is absolutely right about the importance of brilliant teachers—I think he might have some personal experience of that. He is also right about the central importance of behaviour. In relation to retention, we hear back in surveys that we need to improve further on this. This is one of the reasons that we have the network of behaviour hubs, so that schools can learn one from another about what works best.

[Carol Monaghan (Glasgow North West) (SNP)]

Morale among teachers and support staff is affected by their pay and working conditions, and now the teachers are being threatened with minimum service levels, which would limit their fundamental right to strike. Surely the Minister can recognise that this course of action will lower morale further and ultimately impact the recruitment and retention of teaching staff.

[Damian Hinds]

Nobody is talking about taking away the right to strike. All that we are seeking to do is balance that right, which we absolutely recognise and protect, with the right of a child to have an education.

[Mr Mark Francois (Rayleigh and Wickford) (Con)]

8. What steps she is taking to increase the provision of special educational needs places in Essex.

--- Later in debate ---

[Sir Simon Clarke (Middlesbrough South and East Cleveland) (Con)]

13. What progress her Department has made on rebuilding Skelton Primary School in Cleveland.

[The Minister for Schools (Damian Hinds)]

Skelton Primary School was announced in the second round of the school rebuilding programme in July 2021. It is the second school in a batch being delivered by the contractor Tilbury Douglas. We therefore expect construction work on this complete new build to begin in late summer and complete next year.

[Sir Simon Clarke]

I thank my right hon. Friend for his answer, which is reassuring news, because Skelton Primary is a very good school but it is in need of a comprehensive rebuild. The headteacher, Mrs Walker, worked through last summer in the expectation that the rebuild could begin as soon as this Easter, but that has not happened, because the builders came back saying that more money was required. Will my right hon. Friend assure me that that date of the end of the summer is now fixed? Will it be possible for me to meet the civil service team in charge to discuss this with them further?

[Damian Hinds]

I acknowledge all that my right hon. Friend says. I can reassure him that the scope of works, including all funding committed, has been confirmed on this new build. However, of course, if it would be helpful to have a meeting, I would be happy to do this.

[Greg Smith (Buckingham) (Con)]

14. What steps her Department is taking to encourage take-up of degree-level apprenticeships.

--- Later in debate ---

[Steve Tuckwell (Uxbridge and South Ruislip) (Con)]

17. What steps her Department is taking to help improve teaching and learning in schools.

[The Minister for Schools (Damian Hinds)]

Great teaching is truly transformational in children’s lives. Thanks to our brilliant teachers, and the focus on high standards in the curriculum, attendance and behaviour, nine and 10-year-olds in England are now the fourth best in the world for reading.

[Steve Tuckwell]

We have seen how children in English schools are the best readers in the western world thanks to this Government. In Uxbridge and South Ruislip, we see how that work is being translated into outstanding or good Ofsted ratings. Will my right hon. Friend join me in congratulating the team at Ruislip High School and the children’s services team at Hillingdon Council on their recent outstanding ratings, and will he pledge to work with me to ensure that children across Uxbridge and South Ruislip have the best possible education?

[Damian Hinds]

I join my hon. Friend in congratulating Ruislip High School and Hillingdon Council’s children’s services team. Nearly 90% of schools in Uxbridge and South Ruislip are now rated good or outstanding by Ofsted, up from under 70% in 2010, following the great work of teachers and our relentless focus on improving school standards.

[Stella Creasy (Walthamstow) (Lab/Co-op)]

19. What steps she is taking to help ensure the availability of high-quality childcare for children with special educational needs and disabilities.

--- Later in debate ---

[Gareth Johnson (Dartford) (Con)]

T5. I have four grammar schools in my constituency, which provide an important and very popular element of a diverse education system. Therefore, will the Minister please commit today to continue her support of grammar schools, both now and in the future?

[The Minister for Schools (Damian Hinds)]

I support all great schools in our diverse school system, including strong grammar schools. I continue to encourage grammar schools to increase access for disadvantaged pupils, which can help so much with social mobility.

[Grahame Morris (Easington) (Lab)]

T3. Acre Rigg Infant School in Peterlee was given a 25-year life expectancy when it was built in 1950. It has asbestos in every wall and a metal structure made from recycled world war two aircraft. Seaham Trinity Primary School has lifting floors, rising damp, black mould caused by a faulty roof, leaking pipes and poor screeding. It is a £5.3 million school that was built in 2008 by Surgo. Can the Schools Minister explain to parents how their children are supposed to flourish and prosper in such an inadequate educational environment?

[Damian Hinds]

In the 2021 spending review, we committed £19 billion for school capital over the three years. I do not know offhand the specifics of the schools that the hon. Gentleman has mentioned, but I would of course be very happy to meet him to hear further details.

[Mark Eastwood (Dewsbury) (Con)]

T6. I recently held my third annual skills and apprenticeships fair at the iconic Pioneer House Kirklees College building in Dewsbury. Will my right hon. Friend visit the college and meet some of the apprentices, employers and college staff who helped make that event a great success?

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[Damian Hinds]

The hon. Gentleman will, of course, know of our plans and our support for the private Member’s Bill on that subject. He and I used to serve together on the Education Committee back in the day; these are issues that have been long standing, including under previous Governments. From the schools White Paper, he will also know of the other things we have committed to do when legislative time allows.

[Selaine Saxby (North Devon) (Con)]

T9. I recently had the pleasure of visiting Berrynarbor primary school, where I discussed the challenges that rurality imposes on that school and how hard its staff have worked to overcome those challenges. What steps is the Department taking to support rural primary schools, which often have a vast catchment area and difficult buildings?

[Damian Hinds]

I recognise what my hon. Friend says about rurality. Of course, the lump sum element in the funding formula is important for small schools. We have more than doubled the national funding formula sparsity funding in three years, with £6.5 million for Devon in 2024-25. We are also investing to improve the condition of school buildings, and Devon County Council received an annual capital allocation of £3.5 million this year.

[Mary Glindon (North Tyneside) (Lab)]

Ministers will be aware that four schools in North Tyneside closed just over a month ago because of a structural problem not related to RAAC. The 1,700 pupils have been relocated, thanks to the council and to the schools working together. Can the Minister assure me that funding will be made available either to rebuild or to restructure the schools as soon as it is needed?

[Damian Hinds]

Yes, and I am aware that the hon. Lady has met my noble Friend Baroness Barran. Inspections by structural engineers are ongoing, as I think the hon. Lady will know, but the early indications are that this was a historical and isolated issue about the way the school was built. We continue to work with the local authority and with the school, and I would of course be happy—if appropriate, and if it would help—to meet her in due course.

[Tim Loughton (East Worthing and Shoreham) (Con)]

About 10 years ago, following the Government’s reforms, the number of adoptions in England doubled, but 10 years on, they have halved. Why?

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[Dr James Davies (Vale of Clwyd) (Con)]

Headteachers in Denbighshire, Flintshire and Conwy have recently written to all parents about the dire financial situation facing their schools. My understanding is that schools in England are receiving the highest funding ever per pupil in real terms. Will my right hon. Friend confirm that and outline what discussions he has had with the Welsh Government to ensure schools in Wales also see the benefit of that funding?

[Damian Hinds]

I regret that, as education is a devolved matter, the Labour party is in charge of education in Wales. It really saddens me to hear of children in my hon. Friend’s constituency suffering from its mismanagement of that system, despite the great work of brilliant and inspiring teachers in Wales. He is absolutely right that in England, under this Government, funding is at a record level. Meanwhile, in Wales, I am sad to say that education standards are not only the lowest in the UK, but lower than the OECD average. I am afraid it is clear that every time Labour gets into power, children’s education suffers.

[Mr Barry Sheerman (Huddersfield) (Lab/Co-op)]

The Secretary of State loves plans. What is her plan to reinvigorate and change the course of Ofsted?