Asked by: Baroness Sherlock (Labour - Life peer)
Question to the Department for Education:
To ask His Majesty's Government, further to the Ofsted Annual Report 2022/23: education, children’s services and skills, published on 23 November 2023, what plans they have to implement the recommendation contained in that report to ensure curriculum publishers identify clearly what pupils will learn and when, in relation to religious education.
Answered by Baroness Barran - Parliamentary Under-Secretary (Department for Education)
Religious Education (RE) is an important part of a school’s curriculum and can contribute to a young person’s personal, social and academic development. When taught well, the subject develops children’s knowledge of British values and traditions, helps them to better understand those of other countries, and refines pupils’ ability to construct well-informed, balanced, and structured arguments. This is why it remains a compulsory subject in all state-funded schools in England for each pupil up to the age of 18.
Whilst the department read Ofsted’s recommendations with interest, the department believes that RE curricula should continue to be designed at a local level, whether that is through locally agreed syllabuses or by individual schools and academy trusts developing their own curricula. It will remain for individual schools to plan, organise, and deliver their curriculum, so that local demographics can be appropriately accounted for.
In maintained schools without a religious designation, Standing Advisory Councils for Religious Education (SACRE) should monitor the provision and quality of RE taught according to its agreed syllabus, together with the overall effectiveness of the syllabus.
Academies are accountable for the quality of their curricular provision, including for RE. They can choose to adopt a locally agreed syllabus or develop its own, as long as it meets the requirements of a locally agreed syllabus.
The department does, however, welcome the work that the Religious Education Council (REC) has done to assist curriculum developers by publishing its National Content Standard for RE in England. This is not in itself a curriculum but, without specifying precisely the content that schools should teach, provides a non-statutory benchmark against which syllabus providers and others could choose to inform and evaluate their work.
To support teachers, and to ensure high standards and consistency in RE teaching, resources will be procured by Oak National Academy during the second tranche of its work. Oak will work closely with the sector and utilise sector experience when producing new materials for RE. This will ensure that high-quality lessons are available nationwide, benefitting both teachers and pupils, should schools opt to use them. Oak RE resources will be available for teaching from autumn 2024, with full packages expected to be available by autumn 2025.
Asked by: Baroness Sherlock (Labour - Life peer)
Question to the Department for Education:
To ask His Majesty's Government, further to the Ofsted Annual Report 2022/23: education, children’s services and skills, published on 23 November 2023, what plans they have to implement the recommendation contained in that report to clarify expectations about the level of religious education provision in schools.
Answered by Baroness Barran - Parliamentary Under-Secretary (Department for Education)
Religious Education (RE) is an important part of a school’s curriculum and can contribute to a young person’s personal, social and academic development. When taught well, the subject develops children’s knowledge of British values and traditions, helps them to better understand those of other countries, and refines pupils’ ability to construct well-informed, balanced, and structured arguments. This is why it remains a compulsory subject in all state-funded schools in England for each pupil up to the age of 18.
Whilst the department read Ofsted’s recommendations with interest, the department believes that RE curricula should continue to be designed at a local level, whether that is through locally agreed syllabuses or by individual schools and academy trusts developing their own curricula. It will remain for individual schools to plan, organise, and deliver their curriculum, so that local demographics can be appropriately accounted for.
In maintained schools without a religious designation, Standing Advisory Councils for Religious Education (SACRE) should monitor the provision and quality of RE taught according to its agreed syllabus, together with the overall effectiveness of the syllabus.
Academies are accountable for the quality of their curricular provision, including for RE. They can choose to adopt a locally agreed syllabus or develop its own, as long as it meets the requirements of a locally agreed syllabus.
The department does, however, welcome the work that the Religious Education Council (REC) has done to assist curriculum developers by publishing its National Content Standard for RE in England. This is not in itself a curriculum but, without specifying precisely the content that schools should teach, provides a non-statutory benchmark against which syllabus providers and others could choose to inform and evaluate their work.
To support teachers, and to ensure high standards and consistency in RE teaching, resources will be procured by Oak National Academy during the second tranche of its work. Oak will work closely with the sector and utilise sector experience when producing new materials for RE. This will ensure that high-quality lessons are available nationwide, benefitting both teachers and pupils, should schools opt to use them. Oak RE resources will be available for teaching from autumn 2024, with full packages expected to be available by autumn 2025.
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 Ofsted Annual Report 2022/23, what plans her Department has to reduce the variation in the standards of teaching of religious education; and what assessment she has made of the potential merits of adding the subject to the national curriculum.
Answered by Damian Hinds - Minister of State (Education)
Religious Education (RE) is an important part of a school’s curriculum and can contribute to a young person’s personal, social and academic development. When taught well, the subject develops children’s knowledge of British values and traditions, helps them to better understand those of other countries, and refines pupils’ ability to construct well-informed, balanced and structured arguments. This 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 read Ofsted’s 2023 report with interest. Whilst there is no specific allocation of funding for RE curriculum programmes, the department does provide support for RE teaching in a number of other ways, particularly in relation to teaching quality.
The department is offering a £10,000 bursary for RE trainee teachers that are starting initial teacher training courses in the 2024/25 academic year.
To support teachers when they are in post, and to ensure high standards and consistency of RE teaching, RE resources will be procured by Oak National Academy during the second tranche of its work. Oak will work closely with the sector and utilise sector experience when producing new materials for RE. This will ensure that high-quality lessons are available nationwide, benefitting both teachers and pupils, should schools opt to use them. Oak RE resources will be available for teaching from autumn 2024, with full packages expected to be available by autumn 2025.
The department also continues to offer eight-week subject knowledge enhancement (SKE) courses in the 2022/23 academic year for candidates who have the potential to become outstanding teachers but need to increase their subject knowledge. The eight week SKE course, available in RE, can be undertaken on a full time or part time basis but must be completed before qualified teacher status can be recommended and awarded. Eligible candidates could be entitled to a SKE bursary of £175 per week to support them financially whilst completing their SKE course.
More information on these courses is available here: www.gov.uk/guidance/subject-knowledge-enhancement-an-introduction.
The core national curriculum subjects of English, mathematics and science have received an estimated £290 million over the past five years. Allocated funding for English facilitates the English hubs programme, which is a school-to-school improvement programme that focusses on systematic synthetic phonics, early language and reading for pleasure. It also facilitates Poetry By Heart, which is a national poetry speaking competition for schools. The funding for mathematics supports the implementation of programmes that aim to improve the teaching of mathematics from age 4 to 18 and to increase participation in post-16 mathematics. Similarly for science, this funding supports programmes which aim to improve the subject expertise of teachers and improve workforce capacity and confidence for science teachers.
In the Schools White Paper, the department has committed not to make any changes to the curriculum for the remainder of this Parliament, in order to provide stability for schools and pupils following the pandemic.
Asked by: Rachael Maskell (Labour (Co-op) - York Central)
Question to the Department for Education:
To ask the Secretary of State for Education, what her Department's policy is on the classification of religious education as a school subject; and what funding she has allocated to support the teaching of (a) religious education and (b) national curriculum core subjects in each of the last five years.
Answered by Damian Hinds - Minister of State (Education)
Religious Education (RE) is an important part of a school’s curriculum and can contribute to a young person’s personal, social and academic development. When taught well, the subject develops children’s knowledge of British values and traditions, helps them to better understand those of other countries, and refines pupils’ ability to construct well-informed, balanced and structured arguments. This 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 read Ofsted’s 2023 report with interest. Whilst there is no specific allocation of funding for RE curriculum programmes, the department does provide support for RE teaching in a number of other ways, particularly in relation to teaching quality.
The department is offering a £10,000 bursary for RE trainee teachers that are starting initial teacher training courses in the 2024/25 academic year.
To support teachers when they are in post, and to ensure high standards and consistency of RE teaching, RE resources will be procured by Oak National Academy during the second tranche of its work. Oak will work closely with the sector and utilise sector experience when producing new materials for RE. This will ensure that high-quality lessons are available nationwide, benefitting both teachers and pupils, should schools opt to use them. Oak RE resources will be available for teaching from autumn 2024, with full packages expected to be available by autumn 2025.
The department also continues to offer eight-week subject knowledge enhancement (SKE) courses in the 2022/23 academic year for candidates who have the potential to become outstanding teachers but need to increase their subject knowledge. The eight week SKE course, available in RE, can be undertaken on a full time or part time basis but must be completed before qualified teacher status can be recommended and awarded. Eligible candidates could be entitled to a SKE bursary of £175 per week to support them financially whilst completing their SKE course.
More information on these courses is available here: www.gov.uk/guidance/subject-knowledge-enhancement-an-introduction.
The core national curriculum subjects of English, mathematics and science have received an estimated £290 million over the past five years. Allocated funding for English facilitates the English hubs programme, which is a school-to-school improvement programme that focusses on systematic synthetic phonics, early language and reading for pleasure. It also facilitates Poetry By Heart, which is a national poetry speaking competition for schools. The funding for mathematics supports the implementation of programmes that aim to improve the teaching of mathematics from age 4 to 18 and to increase participation in post-16 mathematics. Similarly for science, this funding supports programmes which aim to improve the subject expertise of teachers and improve workforce capacity and confidence for science teachers.
In the Schools White Paper, the department has committed not to make any changes to the curriculum for the remainder of this Parliament, in order to provide stability for schools and pupils following the pandemic.
Asked by: Jim Shannon (Democratic Unionist Party - Strangford)
Question to the Department for Education:
To ask the Secretary of State for Education, whether her Department plans to require all students undertaking the Advanced British Standard to study religious education until the age of 18.
Answered by Damian Hinds - Minister of State (Education)
The department launched a consultation on 14 December 2023 on our proposals for the Advanced British Standard, seeking views on the design of the overall programme. This includes seeking views on the approach to agreeing subjects included, and on what should be covered in the Employability, Enrichment and Pastoral (EEP) offer for all students.
The government firmly believes that religious education (RE) is important, which is why it remains compulsory for all state-funded schools in England, including academies and free schools, in each year group. Quality RE can develop knowledge of British values and traditions and refine pupils’ ability to construct well-informed, balanced, and structured arguments.
The publication of the consultation on 14 December 2023 marks a new phase of working in partnership with students, teachers, leaders, schools, colleges, universities, and employers to develop these proposals. The department will consult extensively over the coming months, and this will inform our plan for subjects and EEP, which the department will set out in a White Paper this year.
Asked by: Jim Shannon (Democratic Unionist Party - Strangford)
Question to the Department for Education:
To ask the Secretary of State for Education, for what reason religious education has not been included in the consultation document for the Advanced British Standard.
Answered by Damian Hinds - Minister of State (Education)
The department launched a consultation on 14 December 2023 on our proposals for the Advanced British Standard, seeking views on the design of the overall programme. This includes seeking views on the approach to agreeing subjects included, and on what should be covered in the Employability, Enrichment and Pastoral (EEP) offer for all students.
The government firmly believes that religious education (RE) is important, which is why it remains compulsory for all state-funded schools in England, including academies and free schools, in each year group. Quality RE can develop knowledge of British values and traditions and refine pupils’ ability to construct well-informed, balanced, and structured arguments.
The publication of the consultation on 14 December 2023 marks a new phase of working in partnership with students, teachers, leaders, schools, colleges, universities, and employers to develop these proposals. The department will consult extensively over the coming months, and this will inform our plan for subjects and EEP, which the department will set out in a White Paper this year.
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 review the effectiveness of governance structures of Multi-Academy Trusts (MAT) in ensuring adequacy of (a) accountability of MAT leadership and (b) avenues for resolving disagreement from school staff with decisions taken by the MAT leadership.
Answered by Damian Hinds - Minister of State (Education)
The department sets clear standards and expectations for the governance of multi-academy trusts (MATs) through requirements set by the Academy Trust Handbook, in model articles of association, funding agreements and through the guidance provided by the Governance Handbook. These documents are reviewed regularly to ensure they are up to date.
The department requires a high level of accountability and transparency from academy trusts. Academy trusts’ status as companies, charities and public sector bodies means that they are subject to rigorous accountability systems. Trustees must comply with the trust’s charitable objects, with company and charity law, and with their contractual obligations under the trust’s funding agreement with the Secretary of State. The academy trust board has collective accountability and responsibility for the governance of the MAT and in assuring itself that there is compliance with regulatory, contractual, and statutory requirements; this includes providing effective challenge and support to school leaders.
The department also published detailed trust quality descriptions as part of the ‘Commissioning high-quality trusts’ guidance in July 2023. These define what trusts are expected to deliver across five key pillars, of which governance and leadership is one. The guidance is the basis for commissioning decisions, including approving the growth of trusts.
The description of governance and leadership includes the expectation that the trust’s accounting officer, board and leadership team create a culture of ethical leadership, including the seven principles of public life; trust leadership should involve parents, schools, communities and, where appropriate, dioceses and other religious authorities so that decision making is supported by meaningful engagement.
The evidence annex sets out the information the department uses to assess trusts under each pillar. In the case of governance and leadership, qualitative evidence is used within a risk-based approach. Where it is determined that a detailed assessment of the trust’s governance and leadership is appropriate, the department will make a judgement based on the evidence held and/or that provided by the trust, in line with the published guidance.
Academy trusts have the freedom to establish their own procedures for staff. Trusts should have the freedom to make these decisions, as they are best placed to understand their local needs, but in doing so, they must take account of relevant legislation and guidance. Advice for boards about establishing these procedures is provided in the department’s guidance on managing staff employment in schools, which is available at: https://www.gov.uk/government/publications/staffing-and-employment-advice-for-schools.
Academy trusts must have a policy that details their procedures for addressing staff grievances. Governing boards should be mindful of their obligations under employment law and take into account the ACAS Code of Practice in their approach, which is accessible at: https://www.acas.org.uk/acas-code-of-practice-on-disciplinary-and-grievance-procedures. While this policy may be delegated to individual academies, the trust board remains accountable for all policies across its schools and they should ensure that members of their schools’ workforce are fully aware of the process by which they can seek redress as a result of any disagreement relating to their work at the school.
Asked by: Rachael Maskell (Labour (Co-op) - York Central)
Question to the Department for Education:
To ask the Secretary of State for Education, whether she has made an assessment of the potential impact of disproportionately harsh disciplinary measures in schools on children with (a) autism, (b) ADHD and (c) mental health challenges.
Answered by Damian Hinds - Minister of State (Education)
The department does not collect data on the impact of behaviour policies on pupils, including those who have autism, attention deficit hyperactivity disorder (ADHD), mental health needs or who are neurodivergent.
In July 2022, the department published updated guidance on Behaviour in Schools which is the primary source of help and support for schools on developing and implementing a behaviour policy that can create a school culture with high expectations of behaviour.
Any school behaviour policy must be lawful, proportionate and reasonable and comply with the school’s duties under the Equality Act 2010 and the Education and Inspections Act 2006. Account must be taken of a pupil’s age, any Special Educational Needs or Disability they may have, and any religious requirements affecting them.
Schools have a duty under the Equality Act 2010 to take such steps as is reasonable to avoid any substantial disadvantage to a disabled pupil caused by the school’s policies or practices.
Within these legal parameters, it is then for individual schools to develop their own policies.
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 take steps to measure the potential impact of school (a) disciplinary processes and (b) culture on children (i) with autism and (ii) who are neurodivergent.
Answered by Damian Hinds - Minister of State (Education)
The department does not collect data on the impact of behaviour policies on pupils, including those who have autism, attention deficit hyperactivity disorder (ADHD), mental health needs or who are neurodivergent.
In July 2022, the department published updated guidance on Behaviour in Schools which is the primary source of help and support for schools on developing and implementing a behaviour policy that can create a school culture with high expectations of behaviour.
Any school behaviour policy must be lawful, proportionate and reasonable and comply with the school’s duties under the Equality Act 2010 and the Education and Inspections Act 2006. Account must be taken of a pupil’s age, any Special Educational Needs or Disability they may have, and any religious requirements affecting them.
Schools have a duty under the Equality Act 2010 to take such steps as is reasonable to avoid any substantial disadvantage to a disabled pupil caused by the school’s policies or practices.
Within these legal parameters, it is then for individual schools to develop their own policies.
Asked by: Rachael Maskell (Labour (Co-op) - York Central)
Question to the Department for Education:
To ask the Secretary of State for Education, whether she is taking steps to monitor the number of children who (a) are neurodivergent and (b) have pre-existing mental health challenges and who are placed in isolation within schools.
Answered by Damian Hinds - Minister of State (Education)
The department does not collect data on the number of pupils who are placed in isolation within school, including those who are neurodivergent or have pre-existing mental health challenges.
In July 2022, the department published the updated Behaviour in Schools guidance, which is the primary source of advice for schools on developing and implementing a behaviour policy. This guidance provides clarity and support to schools on removing pupils from the classroom, including advice that schools should collect, monitor and analyse data about this intervention so that they can make data-based decisions about any additional support individual pupils may require and to identify whether the school’s removal policy is having a disproportionate impact on pupils sharing particular characteristics.
Any school behaviour policy must be lawful, proportionate and reasonable and comply with the school’s duties under the Equality Act 2010 and the Education and Inspections Act 2006. Account must be taken of a pupil’s age, any Special Educational Needs or Disability they may have, and any religious requirements affecting them.
Schools have a duty under the Equality Act 2010 to take such steps as is reasonable to avoid any substantial disadvantage to a disabled pupil caused by the school’s policies or practices.
Within these legal parameters, it is then for individual schools to develop their own policies.