Asked by: Laura Kyrke-Smith (Labour - Aylesbury)
Question to the Department for Education:
To ask the Secretary of State for Education, pursuant to the Answer of 17 October 2024 to Question 8936 on Religion: Education, whether locally agreed syllabuses on religious education must also take into account the teaching and practices of (a) humanism and (b) other principal non-religious worldviews.
Answered by Catherine McKinnell - Minister of State (Education)
Following the ruling in the Bowen vs Kent County Council case, the department published additional guidance for local authorities regarding the membership of Standing Advisory Councils for Religious Education (SACREs). The guidance sets out the department’s view on the ruling and makes clear that, where an application has been received, representatives from non-religious belief systems may be appointed to Group A of a SACRE and/or to an Agreed Syllabus Conference (ASC). The non-religious beliefs adhered to by the person/s to be appointed must be analogous to a religious belief, in accordance with case law under the European Convention of Human Rights and the Human Rights Act 1998, and attain the necessary level cogency, seriousness, cohesion, and importance to attract protection under the Convention Rights. The final decision on appointment of persons to a SACRE or ASC, however, is a matter for local authorities.
Locally agreed syllabuses should take account of non-religious worldviews. As referenced in the department’s 2010 guidance, religious education (RE) should encourage pupils to explore their own beliefs, whether they are religious or non-religious. Inclusion of non-religious worldviews should be seen as part of a well-rounded RE curriculum.
Asked by: Laura Kyrke-Smith (Labour - Aylesbury)
Question to the Department for Education:
To ask the Secretary of State for Education, pursuant to the Answer of 17 October 2024 to Question 8936 on Religion: Education and with reference to her Department's Guidance for local authorities about membership of Standing Advisory Councils for Religious Education, published in September 2023, whether membership of (a) Standing Advisory Councils on Religious Education and (b) Agreed Syllabus Conferences must also be drawn from non-religious worldviews analogous to a religious belief.
Answered by Catherine McKinnell - Minister of State (Education)
Following the ruling in the Bowen vs Kent County Council case, the department published additional guidance for local authorities regarding the membership of Standing Advisory Councils for Religious Education (SACREs). The guidance sets out the department’s view on the ruling and makes clear that, where an application has been received, representatives from non-religious belief systems may be appointed to Group A of a SACRE and/or to an Agreed Syllabus Conference (ASC). The non-religious beliefs adhered to by the person/s to be appointed must be analogous to a religious belief, in accordance with case law under the European Convention of Human Rights and the Human Rights Act 1998, and attain the necessary level cogency, seriousness, cohesion, and importance to attract protection under the Convention Rights. The final decision on appointment of persons to a SACRE or ASC, however, is a matter for local authorities.
Locally agreed syllabuses should take account of non-religious worldviews. As referenced in the department’s 2010 guidance, religious education (RE) should encourage pupils to explore their own beliefs, whether they are religious or non-religious. Inclusion of non-religious worldviews should be seen as part of a well-rounded RE curriculum.
Asked by: Laura Kyrke-Smith (Labour - Aylesbury)
Question to the Department for Education:
To ask the Secretary of State for Education, whether her Department has carried out research into the impact of AI in education settings on children's wellbeing.
Answered by Stephen Morgan - Parliamentary Under-Secretary (Department for Education)
Artificial intelligence (AI) represents an opportunity to give our schools’ leaders and teachers a helping hand with classroom life, but only if the technology is safe and reliable and risks are managed appropriately.
The department has undertaken a range of research and engagement to understand the risks and opportunities posed by AI in education. The call for evidence on generative AI in education sought views and experiences from practitioners across all stages of education, as well as the education technology sector and AI experts. The report highlights the opportunities and risks of AI, including consideration of the impacts on pupils and concerns around the quality and reliability of tools.
In partnership with The Responsible Technology Adoption Unit within the Department for Science, Innovation and Technology, the department commissioned research to understand parent and pupil attitudes to the use of AI in education. This research can be found here: https://www.gov.uk/government/publications/research-on-parent-and-pupil-attitudes-towards-the-use-of-ai-in-education/research-on-public-attitudes-towards-the-use-of-ai-in-education.
Parents and pupils were found to be supportive of opportunities for teachers to use AI to help reduce workload and allow them to focus on face-to-face interactions with pupils, but had concerns about pupil use of AI, including the impacts on wellbeing through over-reliance on technology and privacy and safeguarding risks.
The department’s approach to AI in education is informed by these insights. We have committed to publish expectations for the safety of generative AI products used in education to address concerns around safeguarding and privacy. Our project to develop a store of educational content optimised for use with AI aims to drive up the reliability and quality of tools. We are providing funding for innovation to develop tools which will help to reduce everyday feedback and marking workload for teachers, whilst avoiding AI use for high stakes marking, responding to parent and pupil views.
The department will continue to gather feedback and evidence on AI in education to inform the policy direction and remains committed to working in partnership with the sector to respond to technological developments.
Asked by: Laura Kyrke-Smith (Labour - Aylesbury)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment she has made of the potential merits of creating a statutory requirement to log centrally incidents of hate at (a) schools and (b) colleges.
Answered by Stephen Morgan - Parliamentary Under-Secretary (Department for Education)
The department has published guidance for schools on how to comply with their duties under the Equality Act 2010. The Public Sector Equality Duty also requires public bodies, including maintained schools and academies, to have due regard to the need to eliminate discrimination and other conduct prohibited by the Act, advance equality of opportunity for people who share a protected characteristic and people who do not share it, and foster good relations across all characteristics.
Education is a key component of building a fairer and more equal society. As part of a broad and balanced curriculum, there are opportunities in the curriculum for children to learn about:
The department is making sure that all children in England will learn about respectful relationships, in person and online, as part of mandatory relationships, sex and health education. These subjects are designed to give pupils the knowledge they need to lead happy, safe and healthy lives, and to foster respect for other people and for difference.
The department has published ‘Respectful School Communities’, which is a self-review and signposting tool to support schools to develop a whole-school approach which promotes respect and discipline. This can combat bullying, harassment, and prejudice of any kind, including hate-based bullying. This tool is available here: https://www.educateagainsthate.com/resources/respectful-school-communities-self-review-signposting-tool-2/.
Educate Against Hate provides education settings with access to free, quality-assured teaching resources that build students’ resilience to all forms of extremism and hatred. These resources help settings discuss sensitive topics with students, including discrimination, hate-crime and holding classroom debates and discussion.
Non-crime hate related incidents are often managed under school and college behaviour policies and procedures. The Home Office’s statutory guidance on Non-Crime Hate Incidents is clear that if a report is made to the police about an incident that occurs in a school and does not amount to a crime, the appropriate police response would be to refer the matter to the school management team and to offer advice to the complainant about available support.
The school management team will assess the risk and decide on a proportionate response. When considering resolution of such incidents, the school management team should implement safeguarding measures for any children involved, and in appropriate circumstances ensure that a parent or guardian is notified and present when a child may be questioned.
Ofsted inspectors will expect to see records and analysis of bullying incidents, discriminatory and prejudiced behaviour, either directly or indirectly, which puts the onus on schools to keeping these records already. Where bullying, aggression, discrimination and use of derogatory language has occurred, inspectors will expect that this is dealt with quickly and effectively and is not allowed to spread. Ofsted’s school inspection handbook sets out that the behaviour and attitudes judgement is likely to be inadequate where such incidents are frequent, and pupils have little confidence in a school’s ability to tackle them successfully.
Asked by: Laura Kyrke-Smith (Labour - Aylesbury)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps she is taking to ensure that (a) teachers are given training in and (b) schools have high-quality resources to support teaching on Hinduism in (i) primary and (ii) secondary schools in Aylesbury constituency.
Answered by Catherine McKinnell - Minister of State (Education)
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. RE 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. To support high-quality teaching, the department offers a £10,000 bursary for those undertaking RE postgraduate initial teacher training in the 2024/25 academic year.
The government does not specify of what a local RE curriculum should consist. These considerations, in relation to mainstream state funded schools, are a matter for individual schools or for Agreed Syllabus Conferences (ASCs), which review and recommend a locally agreed syllabus to their local authority for approval.
Academies and most maintained schools with a religious designation are permitted to develop their own RE syllabus. In the case of schools with a religious designation these may be in accordance with their trust deeds or tenets of their faith. For other schools, and in locally agreed syllabuses, schools must reflect: “the fact that the religious traditions in Great Britain are in the main Christian, whilst taking account of the teaching and practices of the other principal religions represented in Great Britain”.
Legislation requires each locally agreed syllabus for religious education to be reviewed at least once every five years by an ASC established by the local authority. Membership of the ASC must be drawn from Christian denominations and such other religions and religious denominations as, in the opinion of the local authority, will appropriately reflect the principal religious traditions in the area. Membership must also be drawn from the Church of England, teacher associations and the local authority. This ensures that all relevant faith groups can be consulted.
Asked by: Laura Kyrke-Smith (Labour - Aylesbury)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps she is taking to ensure faith groups are regularly consulted on locally agreed syllabuses for religious education.
Answered by Catherine McKinnell - Minister of State (Education)
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. RE 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. To support high-quality teaching, the department offers a £10,000 bursary for those undertaking RE postgraduate initial teacher training in the 2024/25 academic year.
The government does not specify of what a local RE curriculum should consist. These considerations, in relation to mainstream state funded schools, are a matter for individual schools or for Agreed Syllabus Conferences (ASCs), which review and recommend a locally agreed syllabus to their local authority for approval.
Academies and most maintained schools with a religious designation are permitted to develop their own RE syllabus. In the case of schools with a religious designation these may be in accordance with their trust deeds or tenets of their faith. For other schools, and in locally agreed syllabuses, schools must reflect: “the fact that the religious traditions in Great Britain are in the main Christian, whilst taking account of the teaching and practices of the other principal religions represented in Great Britain”.
Legislation requires each locally agreed syllabus for religious education to be reviewed at least once every five years by an ASC established by the local authority. Membership of the ASC must be drawn from Christian denominations and such other religions and religious denominations as, in the opinion of the local authority, will appropriately reflect the principal religious traditions in the area. Membership must also be drawn from the Church of England, teacher associations and the local authority. This ensures that all relevant faith groups can be consulted.
Asked by: Laura Kyrke-Smith (Labour - Aylesbury)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps she is taking to ensure that Hinduism is taught in (a) primary and (b) secondary schools in Aylesbury constituency.
Answered by Catherine McKinnell - Minister of State (Education)
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. RE 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. To support high-quality teaching, the department offers a £10,000 bursary for those undertaking RE postgraduate initial teacher training in the 2024/25 academic year.
The government does not specify of what a local RE curriculum should consist. These considerations, in relation to mainstream state funded schools, are a matter for individual schools or for Agreed Syllabus Conferences (ASCs), which review and recommend a locally agreed syllabus to their local authority for approval.
Academies and most maintained schools with a religious designation are permitted to develop their own RE syllabus. In the case of schools with a religious designation these may be in accordance with their trust deeds or tenets of their faith. For other schools, and in locally agreed syllabuses, schools must reflect: “the fact that the religious traditions in Great Britain are in the main Christian, whilst taking account of the teaching and practices of the other principal religions represented in Great Britain”.
Legislation requires each locally agreed syllabus for religious education to be reviewed at least once every five years by an ASC established by the local authority. Membership of the ASC must be drawn from Christian denominations and such other religions and religious denominations as, in the opinion of the local authority, will appropriately reflect the principal religious traditions in the area. Membership must also be drawn from the Church of England, teacher associations and the local authority. This ensures that all relevant faith groups can be consulted.
Asked by: Laura Kyrke-Smith (Labour - Aylesbury)
Question to the Department for Education:
To ask the Secretary of State for Education, whether she has had discussions with Buckinghamshire Council on the adequacy of SEND provision in Buckinghamshire.
Answered by Catherine McKinnell - Minister of State (Education)
The department is continuing to support and challenge Buckinghamshire to improve its delivery of special educational needs and disabilities (SEND) services.
The last local area SEND inspection by Ofsted and the Care Quality Commission (CQC) for Buckinghamshire was in March 2022, during which inspectors identified three areas of significant weakness:
The local area was required to produce a Written Statement of Action (WSoA) to address these areas of weakness, which was accepted by Ofsted and CQC.
Following the inspection outcome, the department has worked closely with its partners in NHS England to monitor, support and challenge the local area partnership in making the necessary improvements. This includes regular monitoring meetings with the local area, focussing on the impact of actions taken on improving the lives of children and young people with SEND and their families.
Buckinghamshire are part of the Delivering Better Value (DBV) programme which provides £1 million in grant funding to support local authorities to provide more effective SEND services by meeting the needs of children and young people with SEND at an early stage and with the right level of support. The department monitors Buckinghamshire's progress in the DBV programme through quarterly reporting and meetings with the local authority.
Asked by: Laura Kyrke-Smith (Labour - Aylesbury)
Question to the Department for Education:
To ask the Secretary of State for Education, if she will take steps to provide additional funding for pay increases for administrative staff in schools in Buckinghamshire.
Answered by Catherine McKinnell - Minister of State (Education)
This government recognises the vital role that support staff play in children’s education and we are committed to reinstating the School Support Staff Negotiating Body. This reform will ensure that schools can recruit and retain the staff needed to deliver high quality, inclusive education.
Most school support staff are currently employed on the pay and conditions of the National Joint Council (NJC) for local government services. The NJC is a negotiating body made up of representatives from trade unions and local government employers. The 2024/25 pay offer is currently under negotiation.
On 29 July, we announced that we are providing schools with almost £1.1 billion of additional funding in 2024/25, through the new core schools budget grant (CSBG), to support them with their overall costs this year. This matches what we have calculated is needed to fully fund, at a national level, both the support staff pay offer and the teacher pay award in the 2024/25 financial year, after accounting for the overall available headroom in schools’ existing budgets. We recognise that the picture will be different for individual schools. Schools in Buckinghamshire will receive over £8.9 million from the CSBG.
Asked by: Laura Kyrke-Smith (Labour - Aylesbury)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps she is taking to ensure the school curriculum is LGBTQIA+ inclusive.
Answered by Catherine McKinnell - Minister of State (Education)
Within a broad framework, set out in subject specific programmes of study, schools have flexibility to organise the content and delivery of the curriculum to meet the needs of their pupils.
To prepare children for life in modern Britain, pupils need to understand the world in which they are growing up. The relationships, sex and health education (RSHE) curriculum is therefore designed to give pupils the knowledge they need to lead happy, safe and healthy lives, and to foster respect for other people and for difference.
The RSHE statutory guidance states that all pupils should receive teaching on LGBT content during their school years. Pupils should have an equal opportunity to explore the features of stable and healthy same sex relationships and this should be integrated appropriately into the relationships and sex education programme, rather than addressed separately or in only one lesson.
The government has established an independent Curriculum and Assessment Review, covering ages 5 to 18, which is chaired by Professor Becky Francis CBE. The Curriculum and Assessment Review will seek to deliver a curriculum that reflects the issues and diversities of our society, ensuring all children and young people are represented. The review group has recently launched a call for evidence, setting out a number of key questions and themes where it would particularly welcome evidence and input.