Asked by: Lord Hampton (Crossbench - Excepted Hereditary)
Question to the Department for Transport:
To ask His Majesty's Government what plans they have to require train companies to refund passengers by the same payment method with which the ticket was originally purchased.
Answered by Lord Hendy of Richmond Hill - Minister of State (Department for Transport)
Under the National Rail Conditions of Travel which set out the contract which applies when a passenger buys a ticket to travel on the National Rail Network, train companies are required to offer to refund passengers by the same payment method with which the ticket was originally purchased.
Asked by: Lord Hampton (Crossbench - Excepted Hereditary)
Question to the Department for Education:
To ask His Majesty's Government what plans they have to add young carers to the daily attendance reporting to help improve their attendance.
Answered by Baroness Smith of Malvern - Minister of State (Education)
The department wants to ensure that young carers have the best life chances by supporting them in their education. They were first added to the School Census in the 2022/23 academic year. This change has raised both awareness and the profile of young carers in schools. It has, for the first time, provided hard data on both the numbers of young carers in schools and their education.
The department expects the quality of the data returns to continue to improve as the collection becomes established. 72% of schools did not record any young carers in 2024.
The department produces guidance, which is periodically reviewed with the sector, to ensure that our data asks are clear and that schools understand how to record all elements of the School Census, including identification of young carers. Further, the School Census has embedded validation rules to maintain the quality of the data which mean that for all pupils, schools must respond to say whether or not the child has been identified as a young carer. We will continue to work closely with the sector, including organisations that work directly with schools in the support of young carers, to encourage better identification, recording and support for young carers in schools.
The department’s expectations of local authorities and schools, as set out in the ‘Working together to improve school attendance’ guidance, were made statutory on 19 August 2024. The guidance can be accessed here: https://www.gov.uk/government/publications/working-together-to-improve-school-attendance. The ‘support first’ ethos of the attendance guidance is that pupils and families, including young carers, should receive holistic, whole-family support to help them overcome the barriers to attendance they are facing. This includes holding regular meetings with the parents of pupils who the school, and/or local authority, consider to be vulnerable to discuss attendance and engagement at school. Schools are expected to recognise that absence is a symptom and that improving a pupil’s attendance is part of supporting the pupil’s overall welfare.
The daily attendance data collection has been established to ensure consistent recording and monitoring of pupil attendance, support the identification of absence patterns, and help schools and local authorities provide appropriate interventions. We will continue to monitor the quality of school census data on young carers for consideration for future inclusion in the daily collection.
Asked by: Lord Hampton (Crossbench - Excepted Hereditary)
Question to the Department for Education:
To ask His Majesty's Government what steps they are taking to improve the recording of young carers in the school census.
Answered by Baroness Smith of Malvern - Minister of State (Education)
The department wants to ensure that young carers have the best life chances by supporting them in their education. They were first added to the School Census in the 2022/23 academic year. This change has raised both awareness and the profile of young carers in schools. It has, for the first time, provided hard data on both the numbers of young carers in schools and their education.
The department expects the quality of the data returns to continue to improve as the collection becomes established. 72% of schools did not record any young carers in 2024.
The department produces guidance, which is periodically reviewed with the sector, to ensure that our data asks are clear and that schools understand how to record all elements of the School Census, including identification of young carers. Further, the School Census has embedded validation rules to maintain the quality of the data which mean that for all pupils, schools must respond to say whether or not the child has been identified as a young carer. We will continue to work closely with the sector, including organisations that work directly with schools in the support of young carers, to encourage better identification, recording and support for young carers in schools.
The department’s expectations of local authorities and schools, as set out in the ‘Working together to improve school attendance’ guidance, were made statutory on 19 August 2024. The guidance can be accessed here: https://www.gov.uk/government/publications/working-together-to-improve-school-attendance. The ‘support first’ ethos of the attendance guidance is that pupils and families, including young carers, should receive holistic, whole-family support to help them overcome the barriers to attendance they are facing. This includes holding regular meetings with the parents of pupils who the school, and/or local authority, consider to be vulnerable to discuss attendance and engagement at school. Schools are expected to recognise that absence is a symptom and that improving a pupil’s attendance is part of supporting the pupil’s overall welfare.
The daily attendance data collection has been established to ensure consistent recording and monitoring of pupil attendance, support the identification of absence patterns, and help schools and local authorities provide appropriate interventions. We will continue to monitor the quality of school census data on young carers for consideration for future inclusion in the daily collection.
Asked by: Lord Hampton (Crossbench - Excepted Hereditary)
Question to the Department for Education:
To ask His Majesty's Government what plans they have to continue the holiday activities and food programme into the 2025–26 financial year; and what plans they have for this funding.
Answered by Baroness Smith of Malvern - Minister of State (Education)
I refer the noble Lord to the answer of 6 January 2025 to Question 20959.
Asked by: Lord Hampton (Crossbench - Excepted Hereditary)
Question to the Department for Education:
To ask His Majesty's Government what assessment they have made of the effectiveness of teacher training in preparing teachers to deliver physical education to girls in (1) primary, and (2) secondary, schools.
Answered by Baroness Smith of Malvern - Minister of State (Education)
The department recognises there are number of issues that affect girls’ experience of, and engagement with PE lessons, including body image and negative stereotypes. It is for Initial Teacher Training (ITT) providers to design a curriculum for primary teacher training and specialist secondary PE teaching, in line with the ITT core content framework and early career framework, that is relevant to subject or phase they will be teaching and provides the opportunity for all pupils to experience success.
Decisions relating to teachers’ professional development rest with schools, headteachers and teachers themselves, as they are in the best position to judge the development and training that teachers in their schools need to support their pupils. The PE and sport premium can be used by primary schools to make additional and sustainable improvements to their offer including continuing professional development and training where needed as well as support for equal access for boys and girls.
Asked by: Lord Hampton (Crossbench - Excepted Hereditary)
Question to the Department for Education:
To ask His Majesty's Government what plans they have to broaden the range of physical activities available to girls inside and outside schools.
Answered by Baroness Smith of Malvern - Minister of State (Education)
The government is committed to creating the healthiest ever generation of children. Breaking down the barriers to accessing sport and physical activity will be critical to achieving the government’s ambitions.
The department knows from the Active Lives Children and Young People survey results, covering the 2023/24 academic year, that only 45% of girls meet the Chief Medical Officers’ 60 minutes of activity a day recommendation, compared with 51% of boys. The figures for both remaining largely stable over the last two years.
The School Games Mark, funded by the government and managed by the Youth Sport Trust (YST), has introduced mandatory equality criteria for PE, school sport and physical activity participation for the 2024/25 academic year. Schools aiming to achieve or maintain the award’s status and recognition must now meet these criteria. The department is collaborating with the YST to identify and share best practice from the School Games Mark, with all schools on enhancing girls' equal access to PE, school sport, and physical activity.
The PE and sport premium for the 2024/25 academic year helps all eligible primary schools to make additional and sustainable improvements to their offer, and the guidance states that funding can be used to provide or improve equal access for boys and girls.
The department works in tandem with a wide range of sporting bodies to further support equal access to sport and physical activities.
The department has also launched an independent Curriculum and Assessment Review, which will seek to deliver a broader curriculum so that children and young people do not miss out on subjects such as music, art, PE and drama, as well as vocational subjects.
Asked by: Lord Hampton (Crossbench - Excepted Hereditary)
Question to the Department for Education:
To ask His Majesty's Government what steps they are taking to increase girls’ participation in physical activity in schools.
Answered by Baroness Smith of Malvern - Minister of State (Education)
The government is committed to creating the healthiest ever generation of children. Breaking down the barriers to accessing sport and physical activity will be critical to achieving the government’s ambitions.
The department knows from the Active Lives Children and Young People survey results, covering the 2023/24 academic year, that only 45% of girls meet the Chief Medical Officers’ 60 minutes of activity a day recommendation, compared with 51% of boys. The figures for both remaining largely stable over the last two years.
The School Games Mark, funded by the government and managed by the Youth Sport Trust (YST), has introduced mandatory equality criteria for PE, school sport and physical activity participation for the 2024/25 academic year. Schools aiming to achieve or maintain the award’s status and recognition must now meet these criteria. The department is collaborating with the YST to identify and share best practice from the School Games Mark, with all schools on enhancing girls' equal access to PE, school sport, and physical activity.
The PE and sport premium for the 2024/25 academic year helps all eligible primary schools to make additional and sustainable improvements to their offer, and the guidance states that funding can be used to provide or improve equal access for boys and girls.
The department works in tandem with a wide range of sporting bodies to further support equal access to sport and physical activities.
The department has also launched an independent Curriculum and Assessment Review, which will seek to deliver a broader curriculum so that children and young people do not miss out on subjects such as music, art, PE and drama, as well as vocational subjects.
Asked by: Lord Hampton (Crossbench - Excepted Hereditary)
Question to the Department of Health and Social Care:
To ask His Majesty's Government what assessment they have made of impact on health inequalities of fortifying only non-wholemeal wheat flour with folic acid, including the impact on groups that are less likely to consume such flour; what estimate they have made of the number of birth defects that will be prevented by the introduction of folic acid fortification; and what consideration they have given to increasing fortification to a level similar to that deployed in the United States and Canada.
Answered by Baroness Merron - Parliamentary Under-Secretary (Department of Health and Social Care)
The Government laid legislation in England on 14 November 2024 to introduce the mandatory fortification of non-wholemeal wheat flour with folic acid. Similar legislation in Scotland, Wales, and Northern Ireland will be laid shortly. An impact assessment has been published to accompany this legislation. Fortifying non-wholemeal wheat flour with folic acid will help prevent approximately 200, or 20%, of Neural Tube Defects in the United Kingdom, such as spina bifida, in pregnancies.
We know that approximately 50% of pregnancies in the UK are unplanned, and folic acid intakes for women are lower than recommended, particularly amongst younger women and some lower socio-economic groups. The new regulations will help provide women with a higher baseline intake of folic acid, better protecting their babies in all scenarios. Importantly, fortification is intended to supplement, not replace, current advice on folic acid supplementation.
Non-wholemeal wheat flour is an established vehicle for mandatory fortification in the UK as it is already fortified with calcium, iron, niacin, and thiamine. By not requiring wider fortification of products, burdens and costs on businesses are minimised. Consumers are able to obtain folate, the non-synthetic form of folic acid, from other food sources, and some products are already voluntarily fortified with folic acid, such as breakfast cereals and spreads. Limiting folic acid fortification to non-wholemeal wheat flour enables individuals to choose not to consume fortified flour, if that is their choice.
Many countries have folic acid fortification policies, but each country fortifies different products, has different approaches, populations, and diets. Both Canada and the United States fortify at levels below the UK. There is a clear consensus from scientific committees that the proposed levels of fortification are appropriate, and provide a balanced approach to fortification.
Asked by: Lord Hampton (Crossbench - Excepted Hereditary)
Question to the Department for Education:
To ask His Majesty's Government, given the findings by Action for Children in its report, Above and Beyond: How teachers fill gaps in the system to keep children learning, that (1) nine children in an average class of 25 face challenges outside of school which hinder their ability to learn, and (2) teachers are struggling to support them and their families, what action they are taking to encourage schools to employ family liaison officers to support struggling families.
Answered by Baroness Barran - Shadow Minister (Education)
The government recognises the pivotal role teachers and education settings play in safeguarding and promoting the welfare of vulnerable children and families.
The department’s 2023 updated statutory guidance ‘Working together to safeguard children’ confirms that staff working in education settings play an important role in building relationships, identifying concerns and providing direct support to children.
At the last Spending Review, the department announced over £1 billion for programmes to improve early help services from birth to adulthood, including delivering on Family Hubs and helping families facing multiple disadvantages through the Supporting Families Programme and the holiday activities and food programme. Local authorities working with their partners can decide to use this funding to employ family liaison officers or other professionals to support families within education settings.
The department’s ‘Stable Homes, Built on Love: strategy and consultation’, announced plans to build on the strengths of these vital early help services through the implementation of family help. In the Families First for Children Pathfinder, the department is testing how it can increase the role of education in multi-agency safeguarding arrangements and how local areas can provide targeted support to help children and families overcome challenges at the earliest opportunity. The Pathfinder is running in ten local authority areas across two ‘waves’: Dorset, Lincolnshire and Wolverhampton (wave one announced July 2023) and Lewisham, Luton, Redbridge, Walsall, Warrington, Warwickshire and Wirral (wave two announced April 2024).
The department is also making the ‘Working together to improve school attendance’ guidance statutory from September 2024. This sets out how schools, local authorities and other services need to work together to support pupils at risk of poor attendance and ensure support provided to these families is consistent across the country.
The department’s package of wide-ranging reforms designed to support schools to improve attendance means that there were 440,000 fewer children persistently absent or not attending in 2022/23 compared to 2021/22.
Asked by: Lord Hampton (Crossbench - Excepted Hereditary)
Question to the Department for Education:
To ask His Majesty's Government, given the finding by Action for Children in its report, Above and Beyond: How teachers fill gaps in the system to keep children learning, that teachers are supporting 3.3 million children who face barriers to their education because of issues outside of school, what plans they have to make schools the fourth statutory safeguarding partner.
Answered by Baroness Barran - Shadow Minister (Education)
The government recognises that education needs to play a greater role in local safeguarding arrangements. This reflects the part schools, colleges, early years and other education settings play in the lives of children and families, and their safeguarding responsibilities.
In 2023, the department consulted on and strengthened its statutory guidance, titled ‘Working Together to Safeguard Children’, which clarified the roles and responsibilities of education settings, both strategically and operationally, in local safeguarding arrangements.
As outlined in ‘Stable Homes, Built on Love’, the department is exploring how it can increase the role of education in multi-agency safeguarding arrangements.