Asked by: Catherine West (Labour - Hornsey and Wood Green)
Question to the Department for Education:
To ask the Secretary of State for Education, with reference to the report by the Traveller Movement entitled Exploring why Gypsy, Roma and Traveller children experience the school to prison pipeline and how it can be interrupted, published in August 2022, whether she will implement that report's recommendations.
Answered by Claire Coutinho - Secretary of State for Energy Security and Net Zero
The department recognises the issues faced by Gypsy, Roma and Traveller children and young people and how education can make a positive difference. The report contained seven recommendations for the department and the following sets out how we are responding to those recommendations.
The report recommended that the clear disaggregation of Gypsy, Roma, and Traveller identities as adopted by the Office for National Statistics for the 2021 Census, should be implemented across the education sector. As the report references Gypsy, Roma and Traveller data was collected in Census 2021 and phase one of the data has now been released: https://www.ons.gov.uk/peoplepopulationandcommunity/culturalidentity/ethnicity/bulletins/ethnicgroupenglandandwales/census2021. We are currently reviewing the harmonised standard for ethnicity, with any potential question changes being released in 2024.
The report recommended that the department must ensure a race equality and diversity policy is made a statutory element of the Public Sector Equality Duty (PSED) for all schools. Already the PSED requires public bodies, including maintained schools and academies, to have due regard to the need to eliminate discrimination and other conduct prohibited by the Equality Act 2010.
Schools have specific legal duties to publish information to demonstrate how they are complying with the PSED, and to prepare and publish equality objectives. Schools are also required to publish information relating to those who share a relevant protected characteristic and who are affected by their policies and practices. It is for schools to develop their own strategies for meeting their duties, however, the department has published guidance for schools on how to ensure they comply with their duties under the Equality Act 2010.
In regard to education, health and care (EHC) plans, the report recommended that all schools must have the ability and resources to provide assessment of them when requested by a parent or guardian, including annual reviews. Also, local authorities should consider providing base-level EHC plans funding to all schools. The Special Educational Needs and Disabilities (SEND) and Alternative Provision (AP) Green Paper, published in March 2022, sets out our vision to create a more inclusive education system with excellent local mainstream provision which will improve the experience and outcomes for children and young people who need more intensive support. Amongst those consulted was the department’s GRT Stakeholder Group and we are committed to publishing a full response to the consultation through an improvement plan early in 2023.
The report also recommended that the department should require all school and academy trusts to establish an On-Site Inclusion Unit. In July 2022 we published updated guidance on Behaviour in Schools and Suspension and Permanent Exclusion statutory guidance. The Behaviour guidance makes clear some schools can choose to have pupil support units (sometimes called ‘in-school units’) which should be used for two main reasons: to provide planned pastoral support for vulnerable pupils and as a last resort measure to support pupils at risk of exclusion.
Additionally, the report recommended that expert headteacher panels should be established to provide final assessments for proposed permanent exclusions and the department should develop standardised reporting guidelines for monitoring the use of In-School exclusionary practices, and also develop guidance for best practice and use of in-school exclusionary practices.
The updated exclusion guidance is clear that, in all cases, schools should consider initial intervention to address underlying causes of disruptive behaviour which may minimise the need for permanent exclusion. Whilst a permanent exclusion may still be an appropriate sanction, schools should take account of any contributing factors.
The statutory process to review school exclusions is clear that governing boards have a role to review the decision of the headteacher to permanently exclude and if the governing board decides to uphold the permanent exclusion, the parents will have the right to an Independent Review Panel.
Asked by: Catherine West (Labour - Hornsey and Wood Green)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps she is taking to tackle racism towards Gypsy, Roma, Traveller communities in schools.
Answered by Claire Coutinho - Secretary of State for Energy Security and Net Zero
All children and young people must be treated fairly. There is no place for hate or prejudice in our education system.
Schools play an important role in preparing pupils for later life. This involves supporting pupils to understand the society in which they grow up and teaching about respect for other people and for difference. Under the Equality Act 2010, schools must not discriminate against a pupil in a number of respects because of a characteristic protected by the Act, including race. The department has published guidance for schools on how to comply with their duties under the Equality Act 2010, and it is available at: https://www.gov.uk/government/publications/equality-act-2010-advice-for-schools.
The department is also providing over £2 million of funding, between August 2021 and March 2023, to five anti-bullying organisations to support schools to tackle bullying. We have deliberately focused this grant programme on preventing and tackling bullying of pupils with protected characteristics. The training and resources provided cover hate-based bullying, including resources specifically relating to the bullying of Gypsy, Roma and Traveller children.
Asked by: Baroness Whitaker (Labour - Life peer)
Question to the Department for Education:
To ask His Majesty's Government what assessment they have made of the report by the Traveller Movement Disrupting the School to Prison Pipeline, published in July; and what steps they intend to take in response to the recommendations made in that report.
Answered by Baroness Barran - Parliamentary Under-Secretary (Department for Education)
The department recognises the issues faced by Gypsy, Roma and Traveller children and young people and how education can make a positive difference. The report contained seven recommendations for the department and the following sets out how we are responding to those recommendations.
The report recommended that the clear disaggregation of Gypsy, Roma, and Traveller identities as adopted by the Office for National Statistics for the 2021 Census, should be implemented across the education sector. As the report references Gypsy, Roma and Traveller data was collected in Census 2021 and phase one of the data has now been released: https://www.ons.gov.uk/peoplepopulationandcommunity/culturalidentity/ethnicity/bulletins/ethnicgroupenglandandwales/census2021. We are currently reviewing the harmonised standard for ethnicity, with any potential question changes being released in early 2024.
The report recommended that the department must ensure a race equality & diversity policy is made a statutory element of the Public Sector Equality Duty (PSED) for all schools. Already the PSED requires public bodies, including maintained schools and academies, to have due regard to the need to eliminate discrimination and other conduct prohibited by the Equality Act 2010.
Schools have specific legal duties to publish information to demonstrate how they are complying with the PSED, and to prepare and publish equality objectives. Schools are also required to publish information relating to those who share a relevant protected characteristic and who are affected by their policies and practices. It is for schools to develop their own strategies for meeting their duties, however, the Department has published guidance for schools on how to ensure they comply with their duties under the Equality Act.
In regard to Education, Health and Care (EHC) Plans, the report recommended that all schools must have the ability and resources to provide assessment of them when requested by a parent or guardian, including annual reviews. Also, local authorities should consider providing base-level EHC Plans funding to all schools. The Special Educational Needs and Disabilities Green Paper, published in March 2022 sets out our vision to create a more inclusive education system with excellent local mainstream provision which will improve the experience and outcomes for children and young people who need more intensive support. Amongst those consulted was the department’s GRT Stakeholder Group and we are committed to publishing a full response to the consultation through an improvement plan early in 2023.
The report also recommended that the department should require all school and academy trusts to establish an On-Site Inclusion Unit (OSIU). In July 2022 we published updated guidance on Behaviour in Schools and Suspension and Permanent Exclusion statutory guidance. The Behaviour guidance makes clear some schools can choose to have pupil support units (sometimes called ‘in-school units’) which should be used for two main reasons: to provide planned pastoral support for vulnerable pupils and as a last resort measure to support pupils at risk of exclusion.
Additionally, the report recommended that expert headteacher panels should be established to provide final assessments for proposed permanent exclusions and the department should develop standardised reporting guidelines for monitoring the use of In-School exclusionary practices, and also develop guidance for best practice and use of in-school exclusionary practices.
The updated Exclusion guidance is clear that, in all cases, schools should consider initial intervention to address underlying causes of disruptive behaviour which may minimise the need for permanent exclusion. Whilst a permanent exclusion may still be an appropriate sanction, schools should take account of any contributing factors.
The statutory process to review school exclusions is clear that governing boards have a role to review the decision of the headteacher to permanently exclude and if the governing board decides to uphold the permanent exclusion, the parents will have the right to an Independent Review Panel.
Asked by: Chi Onwurah (Labour - Newcastle upon Tyne Central)
Question
To ask the Minister for Women and Equalities, if she will make an assessment of the implications for her policies of the findings of the Speaking Up report published by the Sutton Trust in November 2022; and if she will take steps to (a) assess the prevalence of and (b) help prevent workplace discrimination relating to accent.
Answered by Stuart Andrew - Parliamentary Under Secretary of State (Department for Culture, Media and Sport)
Advancing fairness and equality of opportunity in the workplace is a key priority for this Government. Everyone should be treated fairly as an employee or job applicant so that they can thrive and reach their full potential. A diverse workforce is good for business and we recognise that employers stand the best chance of achieving this when they focus their efforts on effective actions which have a proven track record of improving diversity and inclusion.
The Government’s approach is to progress specific policies and practical actions that will deliver real change. Our agenda set out in the White Paper ‘Levelling Up the United Kingdom’ is key to this and we are promoting social mobility and tackling inequality through a range of initiatives – for example in education, through reforms to the welfare system, by giving greater developmental devolution in England and rebalancing the economy through schemes such as the Towns Fund.
We welcome the Sutton Trust’s Speaking Up report and note it recognises that accent is a key facet of several protected characteristics in the Equality Act 2010 – for example, sex, race, age and sexual orientation – this may offer some protection, depending on the particular circumstances of the case.
We have taken on board the Commission on Race and Ethnic Disparities (CRED) recommendations, and as part of the UK Government’s response ‘Inclusive Britain’, Action 69 is the commitment to establish an Inclusion at Work Panel to examine the evidence to understand what actually works to improve inclusion in the workplace and to share that information with employers so they can take action.
Made up of a panel of academics and practitioners in business it will develop and disseminate effective resources to help employers drive fairness across organisations. This will go beyond just race and ethnicity to identify actions to promote fairness for all in the workplace. It will include a programme of research and workplace trials to provide a robust evidence base and root out poor quality training.
In addition, we have published guidance that sets out the steps that employees can take if they are experiencing bullying or harassment at work, which is available at: https://www.gov.uk/workplace-bullying-and-harassment.
Acas provides free and impartial advice for employers and employees, and has also published useful guidance on how to deal with bullying in the workplace that we encourage individuals and employers to consider when dealing with such matters. This is available at: https://www.acas.org.uk/if-youre-treated-unfairly-at-work/being-bullied.
Asked by: Cat Smith (Labour - Lancaster and Fleetwood)
Question to the Department for Education:
To ask the Secretary of State for Education, whether he has made an assessment of the level of institutional racism in UK universities.
Answered by Andrea Jenkyns
Any form of racism is abhorrent and unacceptable anywhere, including in higher education (HE). HE providers are autonomous institutions with clear responsibilities. Under the Equality Act 2010, they should have robust policies and procedures in place to comply with the law in investigating and swiftly addressing reports of racism.
The department is clear that HE providers should be proactive in confronting and preventing racism, ensuring campuses are safe, welcoming environments for students of all races and backgrounds, and empowering those students to feel confident in reporting issues. The 2020 Commission on Race and Ethnic Disparities report found that most students from ethnic minority groups do relatively well in accessing and completing HE.
However, the department continues to work with universities, sector organisations, student organisations, and the regulator to drive racism out of HE institutions.
The Office for Students (OfS) has published data showing that black students are less likely than white students to achieve a first or 2.1 degree. The department notes that the OfS will be tracking this further as part of its range of new performance indicators.
The department is in regular contact with other government departments, such as the Home Office and the Ministry of Justice, to align activity and ensure effective practice in prevention and victim support is shared widely.
Asked by: Cat Smith (Labour - Lancaster and Fleetwood)
Question to the Department for Education:
To ask the Secretary of State for Education, what discussions he has had with the Secretary of State for Business, Energy and Industrial Strategy on tackling institutional racism in higher education institutions.
Answered by Andrea Jenkyns
Any form of racism is abhorrent and unacceptable anywhere, including in higher education (HE). HE providers are autonomous institutions with clear responsibilities. Under the Equality Act 2010, they should have robust policies and procedures in place to comply with the law in investigating and swiftly addressing reports of racism.
The department is clear that HE providers should be proactive in confronting and preventing racism, ensuring campuses are safe, welcoming environments for students of all races and backgrounds, and empowering those students to feel confident in reporting issues. The 2020 Commission on Race and Ethnic Disparities report found that most students from ethnic minority groups do relatively well in accessing and completing HE.
However, the department continues to work with universities, sector organisations, student organisations, and the regulator to drive racism out of HE institutions.
The Office for Students (OfS) has published data showing that black students are less likely than white students to achieve a first or 2.1 degree. The department notes that the OfS will be tracking this further as part of its range of new performance indicators.
The department is in regular contact with other government departments, such as the Home Office and the Ministry of Justice, to align activity and ensure effective practice in prevention and victim support is shared widely.
Asked by: Bridget Phillipson (Labour - Houghton and Sunderland South)
Question to the Department for Education:
To ask the Secretary of State for Education, how many allegations of discriminatory behaviour in the workplace were made in respect of each of the protected characteristics in the Equality Act in (a) the Department for Education, (b) Ofqual and (c) Ofsted in each of the last five years.
Answered by Jonathan Gullis
The number of allegations made in respect of each of the protected characteristics in the Equality Act 2010 in the Department are listed in the following table:
| 2017 | 2018 | 2019 | 2020 | 2021 | 2022* | Total |
Disability | >5 | >5 | >5 | >5 | >5 | 6 | 16 |
Race | 0 | >5 | >5 | 8 | >5 | 0 | 16 |
Age | 0 | 0 | 0 | 6 | >5 | 0 | 9 |
Sex | 0 | 0 | 0 | 0 | >5 | >5 | 3 |
Gender | 0 | 0 | 0 | 0 | >5 | 0 | >5 |
religion | 0 | 0 | 0 | 0 | >5 | 0 | >5 |
Total | >5 | >5 | 5 | 15 | 14 | 7 | 46 |
*until 2 July 2022 |
Details where the total number of allegations, complainants, and outcomes are five or fewer are withheld under section 40(2) of the Equality Act that relates to Personal Information. This is because releasing the numbers may potentially lead to the identification of individual(s).
No records are held centrally for Ofqual and Ofsted.
Asked by: Munira Wilson (Liberal Democrat - Twickenham)
Question to the Department for Education:
To ask the Secretary of State for Education, what funding the Government has allocated to support racial justice work and workshops in schools.
Answered by Robin Walker
The government condemns and strives to tackle all forms of racial discrimination, prejudice, and harassment. Under the Equality Act 2010, schools have a duty to take steps to eliminate discrimination, harassment, victimisation, to advance equality of opportunity and foster good relations across all protected characteristics, including between people of different ethnic backgrounds.
The department has not provided specific guidance or funding to schools to deliver racial justice work and workshops. Schools have flexibility over how they deliver subjects, so they can develop an integrated approach that is sensitive to the needs and background of their pupils. The department has published advice to support schools to fulfil their duties under the Equality Act 2010, which is available here: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/315587/Equality_Act_Advice_Final.pdf.
As part of a broad and balanced curriculum, pupils should be taught about different societies. This includes learning how different groups have contributed to the development of Britain. The curriculum offers many opportunities for schools to do this, notably through citizenship education and relationships education, which is now compulsory in all schools and has a clear focus on the importance of valuing difference. The history curriculum also gives teachers the flexibility to include the contribution of black and minority ethnic history into lessons. This aligns with the school’s duty to promote and foster good relations across all protected characteristics, including race.
Guidance on the implementation and teaching of the relationships, sex and health education curriculum is available at: https://www.gov.uk/guidance/teaching-about-relationships-sex-and-health. The national curriculum content for citizenship can be found at: https://www.gov.uk/government/publications/national-curriculum-in-england-citizenship-programmes-of-study.
The department continues to publish information, guidance and support for teachers and school leaders on how to challenge radical views, including racist and discriminatory beliefs, on the website Educate Against Hate, which is available at: https://educateagainsthate.com/. One of these resources is the ‘Respectful School Communities’ toolkit, 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 toolkit is available here: https://educateagainsthate.com/resources/respectful-school-communities-self-review-signposting-tool-2/.
It is important that schools take full responsibility for ensuring lessons and materials are age appropriate, suitable, and politically impartial, particularly when using materials produced by external organisations. The department published the guidance, ‘Political impartiality in schools’, to support schools to meet their duties in this area, which is available here: https://www.gov.uk/government/publications/political-impartiality-in-schools.
Asked by: Munira Wilson (Liberal Democrat - Twickenham)
Question to the Department for Education:
To ask the Secretary of State for Education, what guidance the Government has issued on racial justice work and workshops in schools.
Answered by Robin Walker
The government condemns and strives to tackle all forms of racial discrimination, prejudice, and harassment. Under the Equality Act 2010, schools have a duty to take steps to eliminate discrimination, harassment, victimisation, to advance equality of opportunity and foster good relations across all protected characteristics, including between people of different ethnic backgrounds.
The department has not provided specific guidance or funding to schools to deliver racial justice work and workshops. Schools have flexibility over how they deliver subjects, so they can develop an integrated approach that is sensitive to the needs and background of their pupils. The department has published advice to support schools to fulfil their duties under the Equality Act 2010, which is available here: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/315587/Equality_Act_Advice_Final.pdf.
As part of a broad and balanced curriculum, pupils should be taught about different societies. This includes learning how different groups have contributed to the development of Britain. The curriculum offers many opportunities for schools to do this, notably through citizenship education and relationships education, which is now compulsory in all schools and has a clear focus on the importance of valuing difference. The history curriculum also gives teachers the flexibility to include the contribution of black and minority ethnic history into lessons. This aligns with the school’s duty to promote and foster good relations across all protected characteristics, including race.
Guidance on the implementation and teaching of the relationships, sex and health education curriculum is available at: https://www.gov.uk/guidance/teaching-about-relationships-sex-and-health. The national curriculum content for citizenship can be found at: https://www.gov.uk/government/publications/national-curriculum-in-england-citizenship-programmes-of-study.
The department continues to publish information, guidance and support for teachers and school leaders on how to challenge radical views, including racist and discriminatory beliefs, on the website Educate Against Hate, which is available at: https://educateagainsthate.com/. One of these resources is the ‘Respectful School Communities’ toolkit, 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 toolkit is available here: https://educateagainsthate.com/resources/respectful-school-communities-self-review-signposting-tool-2/.
It is important that schools take full responsibility for ensuring lessons and materials are age appropriate, suitable, and politically impartial, particularly when using materials produced by external organisations. The department published the guidance, ‘Political impartiality in schools’, to support schools to meet their duties in this area, which is available here: https://www.gov.uk/government/publications/political-impartiality-in-schools.
Asked by: Fleur Anderson (Labour - Putney)
Question to the Department for Education:
To ask the Secretary of State for Education, if he will make it his policy to (a) include anti-racism teaching in the national curriculum and (b) introduce anti-racism training for Ofsted school inspectors.
Answered by Robin Walker
The department condemns and strives to tackle all forms of racial discrimination, prejudice, and harassment. Under the Equality Act 2010, schools have a duty to take steps to eliminate discrimination, harassment, victimisation, to advance equality of opportunity and foster good relations across all protected characteristics, including between people of different ethnic backgrounds.
As part of a broad and balanced curriculum, pupils should be taught about different societies. This includes learning how different groups have contributed to the development of Britain, and can include experiences and voices of people from all backgrounds. The curriculum offers many opportunities for schools to do this, notably through citizenship education and relationships education. The history curriculum also gives teachers the flexibility to include the contribution of black and minority ethnic history into lessons. This aligns with the school’s duty to promote and foster good relations across all characteristics, including race.
Relationships education is now compulsory in all schools. The relationships, sex and health education (RSHE) curriculum has a strong focus on equality, respect, the harmful impact of stereotyping, as well as on the importance of valuing difference. Guidance on the implementation and teaching of RSHE curriculum can be accessed at: https://www.gov.uk/guidance/teaching-about-relationships-sex-and-health. The national curriculum content for citizenship can be found at: https://www.gov.uk/government/publications/national-curriculum-in-england-citizenship-programmes-of-study.
Part B of the parliamentary question is a matter for Her Majesty’s Chief Inspector, Amanda Spielman. I have asked her to write to the hon. Member and a copy of her reply will be placed in the Libraries of both Houses.