Asked by: Jim Shannon (Democratic Unionist Party - Strangford)
Question to the Department for Education:
To ask the Secretary of State for Education, whether she has had discussions with her counterpart in the Northern Ireland Executive on funding for breakfast clubs for children of people on the lowest income.
Answered by Stephen Morgan - Parliamentary Under-Secretary (Department for Education)
Education is a devolved matter, and the response outlines the information for England only.
My right hon. Friend, the Secretary of State for Education met with Minister Givan on two occasions, most recently, at the UK Education Minister Council in Northern Ireland on 20 November 2024, but she has not had substantive discussions with him about breakfast clubs. I have also met with Minister Givan twice. As education is a devolved issue, whether to require breakfast clubs in Northern Ireland is matters for the executive. We will be happy to share our learnings from the Early Adopters programme following its launch in April 2025.
Asked by: Jim Shannon (Democratic Unionist Party - Strangford)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps she is taking to increase the safety of teachers.
Answered by Catherine McKinnell - Minister of State (Education)
Education is a devolved matter, and the response outlines the information for England only.
Teachers should not be subjected to any form of abuse simply for doing their jobs. Any form of violence in school is completely unacceptable and should not be tolerated.
All school employers, including trusts, have a duty to protect the health, safety, and welfare of their employees.
By law, schools must have a behaviour policy. It is for school leaders to develop and implement behaviour policies that work for their own schools and school community. Any policy must be lawful, proportionate and reasonable, and comply with the school’s duties under the Equality Act 2010, Education and Inspections Act 2006, and Human Rights Act 1998.
While the department expects schools to take immediate and robust action if incidents of violence occur, any decision on how to sanction the pupil involved is a matter for the school. In the most serious cases, suspensions and permanent exclusion may be necessary to ensure that teachers and pupils are protected from disruption and to maintain safe, calm environments. Should the incident constitute a criminal offence, the school should report it to the police.
Asked by: Jim Shannon (Democratic Unionist Party - Strangford)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment she made with Cabinet colleagues of the potential impact of ADHD medication shortages on the attendance of young people at school.
Answered by Stephen Morgan - Parliamentary Under-Secretary (Department for Education)
Education is a devolved matter, and the response outlines the information for England only.
The Department for Health and Social Care (DHSC) has been working hard with industry to help resolve supply issues with some attention deficit hyperactivity disorder (ADHD) medicines, which are affecting the United Kingdom and other countries around the world.
As a result of intensive work, some issues have been resolved, and all strengths of lisdexamfetamine, atomoxetine capsules and guanfacine prolonged-release tablets are now available. DHSC is continuing to work to resolve supply issues, where they remain, for methylphenidate prolonged-release tablets. They are engaging with all suppliers to assess the challenges faced and the action taken to address them.
DHSC are also directing suppliers to secure additional stocks, expedite deliveries where possible and review plans to further build capacity to support continued growth in demand for the short and long term. Supplies in the UK are expected to improve throughout the rest of 2024. However, DHSC anticipates supply to be limited for some strengths and we continue to work with all suppliers to ensure the remaining issues are resolved as soon as possible.
Departmental guidance sets clear expectations to schools, trusts and local authorities to provide a ‘support-first’ approach to school attendance. This guidance can be accessed at: https://assets.publishing.service.gov.uk/media/66bf300da44f1c4c23e5bd1b/Working_together_to_improve_school_attendance_-_August_2024.pdf.
The department knows that some pupils face more complex barriers to attendance, including pupils who have special educational needs and disabilities (SEND). Their right to an education is the same as any other pupil and therefore the attendance ambition for these pupils should be the same as it is for any other pupil. However, additional support may need to be provided to deliver those ambitions.
For pupils with SEND, schools are expected to work closely with parents to develop tailored support strategies and ensure pupils receive the provisions in their education, health and care plans. This includes implementing strategies to remove in-school barriers, such as considering reasonable adjustments to uniform, routines, lunchtime arrangements and access to support.
Asked by: Jim Shannon (Democratic Unionist Party - Strangford)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps she is taking to help ensure cyber security and resilience in (a) schools, (b) academies and (c) other educational establishments.
Answered by Stephen Morgan - Parliamentary Under-Secretary (Department for Education)
Education is a devolved matter, and the response outlines the information for England only.
Whilst education institutions are responsible for their own IT, the department supports schools, colleges and other education institutions to enhance their cyber resilience through various initiatives.
The department has published a set of 11 core digital and technology standards. These can be found here: https://www.gov.uk/guidance/meeting-digital-and-technology-standards-in-schools-and-colleges/cyber-security-standards-for-schools-and-colleges. Developed by technical and educational experts, these standards provide guidance on the essential technology and infrastructure required to meet both business and teaching needs. The standards cover key areas, including connectivity, cyber security, filtering and monitoring, cloud services, servers and storage, digital accessibility, leadership and governance and devices.
Adhering to these cyber security standards helps schools and colleges mitigate the risk of cyber-attacks and minimise disruption in the event of a cyber incident. Additionally, compliance ensures sensitive data is securely protected and critical data is backed up effectively.
The department has a dedicated sector cyber security team that provides appropriate advice and guidance to help schools and colleges meet these standards and maintain robust cyber security practices.
Further support is available through the department’s Risk Protection Arrangement (RPA), which has included cyber incident cover as a standard benefit since the 2022/23 membership year. RPA members have access to a 24/7 Incident Response Service in the event of a cyber incident, with 56% of schools in England currently participating in the RPA.
The department also collaborates with the National Cyber Security Centre (NCSC), Jisc and other organisations to further support educational institutions. This includes providing access to the NCSC’s Protective DNS (PDNS) service, part of its Active Cyber Defence suite, which offers ongoing protection against malware and other network-based threats for schools, colleges and universities.
Further guidance on cyber security for schools can be found here: https://www.ncsc.gov.uk/section/education-skills/cyber-security-schools.
Asked by: Jim Shannon (Democratic Unionist Party - Strangford)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps her Department is taking to ensure that children are taught about the potential impact of ultra-processed foods on health.
Answered by Catherine McKinnell - Minister of State (Education)
Education is a devolved matter, and response outlines information for England only.
The government acknowledges there is no universally agreed definition of ultra-processed foods (UPF).
The topic of UPFs could be covered under a number of subjects within the National Curriculum, including design and technology (D&T), science, and relationships, sex and health education (RSHE). The department does not specifically prescribe the teaching of UPFs. This is because we want schools to have flexibility over how they deliver these subjects, so they can develop an integrated approach that is sensitive to the needs and background of their pupils.
The cooking and nutrition strand of D&T, which is compulsory for key stages 1 to 3 in maintained schools, teaches pupils how to cook and apply the principles of healthy eating and nutrition.
Similarly, in science, healthy eating is covered through topics relating to nutrition and digestion, which cover the content of a healthy diet and the impact of diet on how the body functions. Science teachers could decide to highlight UPFs and their impact where appropriate in the course.
Furthermore, within the health education portion of RSHE it is expected that by the end of primary, pupils should know what constitutes a healthy diet, including understanding calories and other nutritional content, the characteristics of a poor diet, and the risks associated with unhealthy eating. Then by the end of secondary, pupils should know how to maintain healthy eating and the links between a poor diet and health risks, including tooth decay and cancer.
At GCSE, pupils can choose to study the food preparation and nutrition course. The subject content requires pupils to demonstrate knowledge and understanding of how foods are grown, reared or caught, and the primary and secondary stages of processing and production, along with how this processing affects the sensory and nutritional properties of ingredients.
To support teachers, Oak National Academy currently have free online resources on their website that will help in delivering education on food processing in D&T, and also within geography as well where they highlight the negative impacts of UPFs. Included in this are lessons specifically on the different ways that food is processed and how new technologies are used in manufacturing.
The government has established an independent Curriculum and Assessment Review, covering ages 5 to 18, chaired by Professor Becky Francis CBE. The review will seek to refresh the curriculum to ensure it is cutting edge, fit for purpose and meeting the needs of children and young people to support their future life and work.
Asked by: Jim Shannon (Democratic Unionist Party - Strangford)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps she is taking to support young girls with eating disorders in schools.
Answered by Stephen Morgan - Parliamentary Under-Secretary (Department for Education)
Education is a devolved matter, and the response outlines the information for England only.
The government is committed to improving mental health outcomes for all children and young people, including young girls with eating disorders. Having an eating disorder can often be devastating for young people suffering with the condition, as well as for those around them, which is why the department wants to ensure they have access to the support they need.
The department’s statutory health education curriculum, which should be taught in all schools from primary, includes a strong focus on mental health. This includes teaching pupils how to identify the early signs of mental wellbeing concerns and where and how to seek support if they are worried about their own or someone else’s mental health. As part of the secondary health curriculum, schools can teach pupils how to be safe and healthy and manage their lives in a positive way, seeking support when needed. They can also teach about eating disorders, drawing on qualified support or advice as needed for this specialist area. A consultation on proposed changes to the statutory guidance closed in July. It is vitally important that teachers have clear guidance, which is why we will be looking carefully at the consultation responses, talking to stakeholders and considering the relevant evidence, before setting out next steps on relationships, sex education and health education.
Early intervention is key when a child or young person is experiencing a mental health issue, including problems with eating. To ensure that every young person has access to early support to address problems before they escalate, we will provide access to specialist mental health professionals in every school. As of April 2024, Mental Health Support Teams (MHSTs) cover 44% (4.2 million) of pupils in schools and learners in further education in England and are expected to cover at least 50% by the end of March 2025. The government will also be putting in place new Young Futures hubs, including access to mental health support workers, and will recruit an additional 8,500 new mental health staff to treat children and adults.
The department also supports schools to embed whole school approaches to mental health and wellbeing, which often includes training staff to recognise early signs of eating disorders and promoting a culture of openness and support. More than 8 in 10 state-funded secondary schools have accessed grants from my department to train a senior mental health lead, developing their knowledge and skills to embed a whole school or college approach to mental health and wellbeing. Information is available here: https://www.gov.uk/guidance/senior-mental-health-lead-training.
Asked by: Jim Shannon (Democratic Unionist Party - Strangford)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps she has taken to help ensure regional opportunities for young people in STEM (a) further education and (b) careers.
Answered by Janet Daby - Parliamentary Under-Secretary (Department for Education)
Education is a devolved matter, and the response outlines the information for England only.
Developing the skills of young people, especially in science, technology, engineering and mathematics (STEM) is a critical enabler for the government’s missions to break down barriers to opportunity and drive economic growth.
That is why the department is setting up Skills England, a new body, to bring together central and local government, businesses, training providers and unions, to help meet the skills needs of the next decade, aligned to the government’s Industrial Strategy.
This will be underpinned by Local Skills Improvement Plans (LSIPs), that support our aim to make technical education and training more responsive to local labour market and employer needs. A £165 million Local Skills Improvement Fund (LSIF) has been made available across all areas of the country to support providers to respond collaboratively to the skills needs identified in the LSIPs.
The department will continue to support learners who wish to have a career in STEM through our technical education offer with a range of high quality qualifications and apprenticeship opportunities at all levels.
Access to future employers should never be dependent on who you know, or where you live. Our ambition is to offer a guarantee of two weeks’ worth of high quality work experience to all young people, irrespective of their background. This will open doors to a wider range of employers and businesses and give young people a greater insight into the labour market.
To support young people with careers information, advice and guidance, the Careers and Enterprise Company, back by £30 million of government funding in 2024/25, coordinates a national network of Careers Hubs which now includes 93% of secondary schools and colleges. The network includes 400 leading employers and around 4,000 business volunteers, including many representing STEM occupations. Our careers framework, the Gatsby Benchmarks, includes a clear expectation that all 11 to 18-year-olds should have at least one meaningful interaction with employers per year. This should include an encounter with a STEM employer or workplace, or a careers event focused on STEM, before year 11.
Asked by: Jim Shannon (Democratic Unionist Party - Strangford)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment she has made of the potential implications for her policies of the proposal of the Religious Education Council’s National Content Standard for Religious Education; and whether she plans to include the National Content Standard for Religious Education in the planned review of the National Curriculum.
Answered by Catherine McKinnell - Minister of State (Education)
Education is a devolved matter, and the response outlines the information for England only.
Religious education (RE) is an important subject that should provide pupils with an opportunity to learn about a wide range of religious and non-religious beliefs. Religious education should help pupils to better understand the values and traditions of different religious communities, which is why it remains a compulsory subject in all state-funded schools in England for each pupil up to the age of 18.
The government has established an independent Curriculum and Assessment Review, covering ages 5 to 18, which is chaired by Professor Becky Francis CBE. The review will seek to deliver a curriculum that reflects the issues and diversities of our society, ensuring that all children and young people are represented in their learning and have access to a broad range of subjects.
The review group has recently launched a call for evidence, which sets out key questions and themes where it would particularly welcome input.
Anyone can access and respond to the call for evidence or register to join a live event. The review is looking to hear from a range of experts across the sector, in addition to the regular contact departmental officials have with stakeholders on the matter of religious education.
Asked by: Jim Shannon (Democratic Unionist Party - Strangford)
Question to the Department for Education:
To ask the Secretary of State for Education, whether she plans to hold discussions with the (a) National Association of Teachers of RE, (b) RE Council and (c) National Association of Standing Advisory Councils on RE on the Curriculum and Assessment Review.
Answered by Catherine McKinnell - Minister of State (Education)
Education is a devolved matter, and the response outlines the information for England only.
Religious education (RE) is an important subject that should provide pupils with an opportunity to learn about a wide range of religious and non-religious beliefs. Religious education should help pupils to better understand the values and traditions of different religious communities, which is why it remains a compulsory subject in all state-funded schools in England for each pupil up to the age of 18.
The government has established an independent Curriculum and Assessment Review, covering ages 5 to 18, which is chaired by Professor Becky Francis CBE. The review will seek to deliver a curriculum that reflects the issues and diversities of our society, ensuring that all children and young people are represented in their learning and have access to a broad range of subjects.
The review group has recently launched a call for evidence, which sets out key questions and themes where it would particularly welcome input.
Anyone can access and respond to the call for evidence or register to join a live event. The review is looking to hear from a range of experts across the sector, in addition to the regular contact departmental officials have with stakeholders on the matter of religious education.
Asked by: Jim Shannon (Democratic Unionist Party - Strangford)
Question to the Department for Education:
To ask the Secretary of State for Education, whether she plans to include a review of the current arrangements for religious education in the planned review of the national curriculum.
Answered by Catherine McKinnell - Minister of State (Education)
Education is a devolved matter, and the response outlines the information for England only.
Religious education (RE) is an important subject that should provide pupils with an opportunity to learn about a wide range of religious and non-religious beliefs. Religious education should help pupils to better understand the values and traditions of different religious communities, which is why it remains a compulsory subject in all state-funded schools in England for each pupil up to the age of 18.
The government has established an independent Curriculum and Assessment Review, covering ages 5 to 18, which is chaired by Professor Becky Francis CBE. The review will seek to deliver a curriculum that reflects the issues and diversities of our society, ensuring that all children and young people are represented in their learning and have access to a broad range of subjects.
The review group has recently launched a call for evidence, which sets out key questions and themes where it would particularly welcome input.
Anyone can access and respond to the call for evidence or register to join a live event. The review is looking to hear from a range of experts across the sector, in addition to the regular contact departmental officials have with stakeholders on the matter of religious education.