Asked by: Rebecca Long Bailey (Labour - Salford and Eccles)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps she is taking to help improve educational outcomes for homeless children in temporary accommodation or experiencing rough sleeping.
Answered by David Johnston - Parliamentary Under-Secretary (Department for Education)
DLUHC is investing £1.2 billion through the Homelessness Prevention Grant over three years, including a £109 million top-up for 2024/25, to ensure that families can move out of temporary accommodation and into stable accommodation, as well as reducing the need for temporary accommodation by preventing homelessness before it occurs.
To help schools tackle the challenges facing disadvantaged pupils, including pupils who might be in temporary accommodation or experiencing homelessness, and to improve children’s educational outcomes, the department has provided pupil premium funding since 2011. Pupil premium funding is increasing to over £2.9 billion this financial year which will ensure that the most disadvantaged pupils receive the support they need to succeed at school.
In 2024/25, the department has targeted a greater proportion of schools’ National Funding Formula towards deprived pupils than ever before with over £4.4 billion of the formula allocated according to deprivation in 2024/25, and over £7.8 billion through additional needs factors based on deprivation, low prior attainment, English as an additional language and mobility. This is alongside various support programmes including free school meals, the National School Breakfast Club programme and the Holiday Activities and Food programme. The department is also targeting support at young people who most need help with the costs of staying in post-16 education and training, through the 16-19 bursary and has extended free meals to disadvantaged 16 to 18 year old students attending further education institutions.
The department is prioritising the attendance of vulnerable children in education, including those who are in temporary accommodation, by introducing stronger expectations of schools, trusts, and local authorities to work together to tackle absence set out in guidance that will become statutory in August 2024, including an expectation on schools to identify at-risk pupils and work with families to support absent students and, from September 2024, introducing a mandatory attendance data tool, allowing them to identify pupils at risk of persistent absence and to enable early intervention.
Asked by: Charlotte Nichols (Labour - Warrington North)
Question to the Department of Health and Social Care:
To ask the Secretary of State for Health and Social Care, if she will make it his policy to increase the price of unhealthy food to subsidise healthier foods.
Answered by Andrea Leadsom - Parliamentary Under-Secretary (Department of Health and Social Care)
We have a comprehensive strategy to improve diets, and to make the healthier choice the easier choice. The Government’s measures with regards to healthy food are focused on consumer behaviour and providing a safety net to those families who need it the most.
Between 2015 and 2020, we have reduced the sugar content of soft drinks by 46% through the Soft Drinks Industry Levy, and our voluntary sugar reduction programme has reduced sugar in breakfast cereals by 14.9%. We are also supporting families from low-income households to eat a healthier diet by investing in the Healthy Start scheme, and our School Fruit and Vegetables Scheme has provided nearly 415 million portions of produce to approximately 2.2 million pupils in 2023/24.
From October 2025, we will be introducing an online and television watershed to restrict advertising of unhealthy food and drink, as well as restrictions on the promotion of less healthy foods by volume price, restricting offers such as three for two, both in store and online.
Asked by: Baroness Goudie (Labour - Life peer)
Question to the Department of Health and Social Care:
To ask His Majesty's Government what plans they have, if any, to undertake a review into levels of childhood obesity and the role that the promotion of meals, snacks and drinks in early years settings can play in combatting this trend.
Answered by Lord Markham - Parliamentary Under-Secretary (Department of Health and Social Care)
The Early Years Foundation Stage Statutory Framework (EYFS) sets the standards that all early years providers must meet, for the learning, development, and care of children from birth to five years old. The EYFS requires that where children are provided with meals, snacks, and drinks, they must be healthy, balanced, and nutritious. The EYFS also refers to example menus and guidance, which support parents, carers, and anyone working with children, to provide healthy food options. The Department for Education has also very recently published a range of tools and advice to support childminders, nursery leaders, and pre-school practitioners to improve the food offered in early years settings on the Help for early years providers platform.
Asked by: Nadia Whittome (Labour - Nottingham East)
Question to the Department of Health and Social Care:
To ask the Secretary of State for Health and Social Care, what steps her Department is taking to protect children from unhealthy food and drink marketing.
Answered by Andrea Leadsom - Parliamentary Under-Secretary (Department of Health and Social Care)
The Government is committed to working with businesses to ensure that we create the conditions for a healthier nation, and we are implementing an ambitious programme of measures to tackle childhood obesity. On 1 October 2022, the Government introduced legislation to restrict the location of foods high in fat, salt, or sugar in shops and online.
On 1 October 2025, the volume price promotion restrictions will come into force, restricting volume price promotions such as three for two offers on less healthy products. The Government will simultaneously introduce a United Kingdom-wide 9:00pm television watershed for products high in fat, salt, or sugar, and a restriction of paid-for advertising of these products online, also on 1 October 2025. We continue to work with industry on the Food Data Transparency Partnership, to co-develop voluntary reporting requirements for food business to demonstrate the healthiness of their sales.
The Government, through its focus on prevention, is committed to improving the oral health of our young children through the Smile for Life programme, so that they have good habits by the time they start primary school.
Asked by: Alex Cunningham (Labour - Stockton North)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps her Department is taking to reduce the proportion of ultra-processed foods in school meals.
Answered by Damian Hinds - Minister of State (Education)
There is no universally agreed definition of ultra-processed foods. The term defines foods by how much processing they have been through rather than their nutritional composition.
The standards for school food are set out in The Requirements for School Food Regulations 2014. These regulations are designed to ensure that schools provide pupils with healthy food and drink options and to make sure that pupils have the energy and nutrition they need throughout the school day.
The ‘School Food Standards’ define the foods and drinks that must be provided, those which are restricted and those which must never be provided. The standards already restrict foods high in fat, salt and sugar, including crisps, confectionery and high-sugar drinks, as well as low quality reformed or reconstituted foods. They also ensure that the right foods are available for children every day. For example, one or more portions of fruit must be provided every day and at least three different fruits every week.
Compliance with the standards is mandatory for all maintained schools, academies and free schools. School governors and trustees have a responsibility to ensure compliance and should appropriately challenge the headteacher and the senior leadership team to ensure the school is meeting its obligations.
The department believes that the standards provide a robust yet flexible framework for school food provision. The government continues to keep the standards under review.
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 - Parliamentary Under-Secretary (Department for 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: Mark Hendrick (Labour (Co-op) - Preston)
Question to the Department for Education:
To ask the Secretary of State for Education, what recent assessment she has made of the potential impact of free school meals on educational attainment.
Answered by Damian Hinds - Minister of State (Education)
The department has not recently made a formal assessment of the links between free school meals and educational outcomes.
Nutritious food plays an important role in the development of healthy eating habits and ensures that pupils can concentrate and learn. That is why the department spends over £1 billion annually providing free meals to the greatest ever proportion of school children. Over one third of children are now eligible for free school meals, compared to one in six in 2010. This increase has been driven by the introduction of Universal Infant Free School Meals in 2014, as well as the department’s generous Universal Credit transitional protections put in place in 2018.
Asked by: Lloyd Russell-Moyle (Labour (Co-op) - Brighton, Kemptown)
Question to the Department for Education:
To ask the Secretary of State for Education, whether she plans to encourage a greater emphasis on developing essential skills for life in schools and colleges.
Answered by Damian Hinds - Minister of State (Education)
The department wants all children to leave school with the knowledge, skills and values that will prepare them to be citizens in modern Britain. There are many aspects of the curriculum that help young people develop essential life skills, including through the teaching of Relationships, Sex and Health Education (RSHE), citizenship, mathematics and design and technology (D&T).
In primary schools, age-appropriate relationships education involves supporting children to learn how to develop mutually respectful relationships in all contexts, including online. In secondary schools, this broadens to become age-appropriate relationships and sex education. In health education, there is a strong focus on mental wellbeing, including a recognition that mental wellbeing and physical health are linked. The statutory guidance is available at: https://www.gov.uk/government/publications/relationships-education-relationships-and-sex-education-rse-and-health-education.
The department is currently reviewing the RSHE statutory guidance. The review has been informed by an independent expert panel to advise the Secretary of State for Education on the introduction of age limits for sensitive subjects. A draft of the amended guidance will be published for consultation as soon as possible.
The national curriculum for secondary citizenship develops pupils’ awareness and understanding of democracy, government and how laws are made and upheld. Teaching should equip pupils with the skills and knowledge to explore political and social issues critically, to weigh evidence, debate and make reasoned arguments. The citizenship programmes of study are available at the following link: https://www.gov.uk/government/publications/national-curriculum-in-england-citizenship-programmes-of-study.
Primary maintained schools and all academies are encouraged to cover citizenship as part of their duty to deliver a broad and balanced curriculum following the non-statutory framework for citizenship.
Pupils should be prepared to manage their money well, make sound financial decisions and know where to seek further information when needed.
Financial knowledge is a compulsory part of the national curriculum for mathematics at key stages 1 to 4 and citizenship at key stages 3 and 4. The mathematics curriculum provides young people with the mathematical knowledge that underpins their ability to make important financial decisions. At primary schools, there is a strong emphasis on enabling pupils to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. At secondary schools and in GCSE mathematics, pupils solve problems in financial contexts. The mathematics programme of study can be found on GOV.UK.
Through primary citizenship curriculum, pupils should be taught to realise that money comes from different sources and can be used for different purposes. They should also be taught how to spend and save money sensibly and that economic choices affect individuals and communities. This is expanded in secondary citizenship where pupils are taught the function and uses of money, how to budget, and manage credit and debt, as well as concepts like insurance, savings and pensions.
Cooking and nutrition is a discrete strand of the national curriculum for D&T. This was introduced as part of the 2014 D&T curriculum and is compulsory for key stages 1 to 3. The curriculum aims to teach children how to cook, with an emphasis on savoury dishes, and how to apply the principles of healthy eating and nutrition. It recognises that cooking is an important life skill that will help children to feed themselves and others healthy and affordable food.
RSHE and citizenship sit alongside extra-curricular programmes to develop a variety of life skills such as resilience, leadership, persistence, and teamwork. Schools are best placed to understand and meet the needs of their pupils and so have flexibility to decide how they deliver the curriculum and what range of extra-curricular activities to offer. The department supports a range of initiatives to expand access to extra-curricular activities through schools, such as working with the Department for Culture, Media and Sport to offer the Duke of Edinburgh’s Award to all state secondary schools in England.
Asked by: Rachael Maskell (Labour (Co-op) - York Central)
Question to the Department for Education:
To ask the Secretary of State for Education, with reference to the findings in the report by Action for Children in their report entitled Above and beyond, published on 25 April 2024 on the number of children that experience barriers to their education due to issues outside school, what steps her Department is taking to provide (a) early and (b) timely help to affected families.
Answered by David Johnston - Parliamentary Under-Secretary (Department for Education)
This government recognises the importance of providing early and timely help for children to support them to achieve their full potential at school so that they can thrive in adulthood.
At the last spending review, the department announced over £1 billion toward programmes to improve early help services from birth to adulthood, including delivering on Family Hubs and helping families facing multiple disadvantage through the Supporting Families and Holiday Activities and Food programmes.
The department’s statutory guidance, titled ‘Working together to safeguard children’, which was updated in 2023, confirms the expectation that local areas should have a range of evidence-based services available to provide early support for children and families who need it.
In ‘Stable Homes, Built on Love’, the department announced plans to build on the strengths of early help services through the implementation of Family Help. In the Families First for Children Pathfinder, the department is investigating how multi-disciplinary family help teams can provide targeted support to help children and families overcome challenges at the earliest opportunity.
The department is spending more on children’s mental health services than ever before and working across government to ensure partnerships working across different sectors are delivering for children who need support.
The department is also continuing to roll out Mental Health Support Teams in education settings and supporting schools and colleges to train senior mental health leads, ensuring that as many young people as possible have access to the support they need.
Up to an additional £2.3 billion of additional funding a year since 2018/19 has been allocated to expand and transform mental health services. This is with the aim that 345,000 more children and young people will have been able to access NHS-funded mental health support by March 2024.
The department is 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 how 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 there were 440,000 fewer children persistently absent or not attending in 2022/23 compared to 2021/22.
Asked by: Rachael Maskell (Labour (Co-op) - York Central)
Question to the Department for Education:
To ask the Secretary of State for Education, if she will make an assessment of the implications for her policies of the findings in the report by Action for Children in their report entitled Above and beyond, published on 25 April 2024, on the number of children that experience barriers to their education due to issues outside school.
Answered by David Johnston - Parliamentary Under-Secretary (Department for Education)
This government recognises the importance of providing early and timely help for children to support them to achieve their full potential at school so that they can thrive in adulthood.
At the last spending review, the department announced over £1 billion toward programmes to improve early help services from birth to adulthood, including delivering on Family Hubs and helping families facing multiple disadvantage through the Supporting Families and Holiday Activities and Food programmes.
The department’s statutory guidance, titled ‘Working together to safeguard children’, which was updated in 2023, confirms the expectation that local areas should have a range of evidence-based services available to provide early support for children and families who need it.
In ‘Stable Homes, Built on Love’, the department announced plans to build on the strengths of early help services through the implementation of Family Help. In the Families First for Children Pathfinder, the department is investigating how multi-disciplinary family help teams can provide targeted support to help children and families overcome challenges at the earliest opportunity.
The department is spending more on children’s mental health services than ever before and working across government to ensure partnerships working across different sectors are delivering for children who need support.
The department is also continuing to roll out Mental Health Support Teams in education settings and supporting schools and colleges to train senior mental health leads, ensuring that as many young people as possible have access to the support they need.
Up to an additional £2.3 billion of additional funding a year since 2018/19 has been allocated to expand and transform mental health services. This is with the aim that 345,000 more children and young people will have been able to access NHS-funded mental health support by March 2024.
The department is 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 how 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 there were 440,000 fewer children persistently absent or not attending in 2022/23 compared to 2021/22.