Asked by: Carla Denyer (Green Party - Bristol Central)
Question to the Department for Education:
To ask the Secretary of State for Education, for what reason her department’s July 2025 statutory guidance on Relationships and Sex Education notes that schools should not teach as fact that all people have a gender identity; and how schools should follow this guidance whilst teaching about the protected characteristic of gender reassignment under the Equality Act 2010.
Answered by Georgia Gould - Minister of State (Education)
The statutory relationships, sex and health education guidance makes it clear that, at secondary school, there should be an equal opportunity to explore the features of stable and healthy same-sex relationships when learning about relationships. It strongly encourages primary schools to include same-sex parents when discussing family arrangements. From primary school, children will learn about the importance of kindness and respect, including respect for people who are different from them.
We expect schools to ensure that all children and young people, including trans pupils, are treated with the same respect and dignity as their peers, fostering an environment where everyone feels safe, valued and supported. The guidance remains clear that those who share the protected characteristic of gender reassignment also have protection from discrimination by law and should be treated with respect and dignity. It acknowledges that, beyond law and facts about biological sex and gender reassignment, there is significant debate. That is why it sets out that schools should not endorse any particular view or teach it as fact.
The new guidance informs teaching from September 2026. We will fund schools to pilot initiatives that enhance teaching of relationships and sex education. Oak National Academy has developed materials across the updated curriculum.
Asked by: Carla Denyer (Green Party - Bristol Central)
Question to the Department for Education:
To ask the Secretary of State for Education, if she will set out the (a) resources and (b) training her Department will make available to support teachers to implement July 2025 statutory guidance on Relationships and Sex Education.
Answered by Georgia Gould - Minister of State (Education)
The statutory relationships, sex and health education guidance makes it clear that, at secondary school, there should be an equal opportunity to explore the features of stable and healthy same-sex relationships when learning about relationships. It strongly encourages primary schools to include same-sex parents when discussing family arrangements. From primary school, children will learn about the importance of kindness and respect, including respect for people who are different from them.
We expect schools to ensure that all children and young people, including trans pupils, are treated with the same respect and dignity as their peers, fostering an environment where everyone feels safe, valued and supported. The guidance remains clear that those who share the protected characteristic of gender reassignment also have protection from discrimination by law and should be treated with respect and dignity. It acknowledges that, beyond law and facts about biological sex and gender reassignment, there is significant debate. That is why it sets out that schools should not endorse any particular view or teach it as fact.
The new guidance informs teaching from September 2026. We will fund schools to pilot initiatives that enhance teaching of relationships and sex education. Oak National Academy has developed materials across the updated curriculum.
Asked by: Carla Denyer (Green Party - Bristol Central)
Question to the Department for Education:
To ask the Secretary of State for Education, with reference to July 2025 statutory guidance on Relationships and Sex Education, whether primary schools are required to teach about same-sex families.
Answered by Georgia Gould - Minister of State (Education)
The statutory relationships, sex and health education guidance makes it clear that, at secondary school, there should be an equal opportunity to explore the features of stable and healthy same-sex relationships when learning about relationships. It strongly encourages primary schools to include same-sex parents when discussing family arrangements. From primary school, children will learn about the importance of kindness and respect, including respect for people who are different from them.
We expect schools to ensure that all children and young people, including trans pupils, are treated with the same respect and dignity as their peers, fostering an environment where everyone feels safe, valued and supported. The guidance remains clear that those who share the protected characteristic of gender reassignment also have protection from discrimination by law and should be treated with respect and dignity. It acknowledges that, beyond law and facts about biological sex and gender reassignment, there is significant debate. That is why it sets out that schools should not endorse any particular view or teach it as fact.
The new guidance informs teaching from September 2026. We will fund schools to pilot initiatives that enhance teaching of relationships and sex education. Oak National Academy has developed materials across the updated curriculum.
Asked by: Carla Denyer (Green Party - Bristol Central)
Question to the Department for Education:
To ask the Secretary of State for Education, with reference to her letter to the Chair of the Education Select Committee dated 22 October 2025, when she will begin (a) to seek views through listening sessions in every region of the country and (b) fortnightly Ministerial meetings with key parent and expert groups; and if she will provide a list of those groups.
Answered by Georgia Gould - Minister of State (Education)
In early December, the department launched a national conversation on special educational needs and disabilities (SEND) reform, building on extensive engagement over the past year with children, young people, parents and professionals.
We are hosting nine regional face‑to‑face events and five open online conversations focused on the five principles of reform. These began on 2 December and provide thousands of opportunities for families and the sector to share their views. We are also running a wide range of roundtable discussions with young people, parents and practitioners, including sessions with KIDS, Speech and Language UK and the Council for Disabled Children. We are encouraging wider participation through our Citizen Space portal.
The department also convenes a weekly development group of SEND parent organisations and key stakeholders, representing a broad range of voices across the sector. Membership includes:
• Council for Disabled Children
• Disabled Children’s Partnership
• National Network of Parent Carer Forums
• National Association for Special Educational Needs
• The Difference
• Dingley’s Promise
• The Athelstan Trust
• Let Us Learn Too
• The SEND Sanctuary.
Additional organisations will be invited on a rolling basis, aligned with the topics under discussion.
Asked by: Carla Denyer (Green Party - Bristol Central)
Question to the Department for Education:
To ask the Secretary of State for Education, if she will take legislative steps to require independent schools to (a) identify SEND pupils and (b) provide support to those pupils in line with the (i) SEND Code of Practice and (ii) Children and Families Act 2014.
Answered by Catherine McKinnell
Independent schools are regulated against The Education (Independent School Standards) Regulations 2014, which set out the standards for the education, welfare and safety for pupils attending an independent school. These standards can be accessed at: https://www.legislation.gov.uk/uksi/2014/3283. The standards related to ‘quality of education provided’ (curriculum and teaching) require independent schools to ensure their written policy, plans and schemes of work take into account the ages, aptitudes and needs of all their pupils, including those with special educational needs.
Section 85 of the Equality Act 2010 prohibits schools, including independent schools, from discriminating against pupils with certain protected characteristics. This includes a requirement that schools must not discriminate in the way they provide education for pupils; the way they afford pupils access to benefits, facilities or services; or by not providing education for pupils.