Asked by: Tanmanjeet Singh Dhesi (Labour - Slough)
Question to the Department for Education:
To ask the Secretary of State for Education, what recent guidance her Department has provided to (a) schools and (b) other educational institutions on food (i) labelling and (ii) allergens.
Answered by Damian Hinds - Minister of State (Education)
The department provides statutory guidance for schools, ‘Supporting pupils with medical conditions’, which makes clear that schools should ensure they are aware of any pupils with allergies and have processes in place to ensure these can be well managed. The guidance is available at: https://www.gov.uk/government/publications/supporting-pupils-at-school-with-medical-conditions--3. Further information is available at: https://www.gov.uk/government/publications/school-food-standards-resources-for-schools/allergy-guidance-for-schools.
In early years settings, the Early Years Foundation Stage (EYFS) framework sets the standards that all registered early years providers must meet for the learning, development and care of children from birth to age five. The framework is available at: https://www.gov.uk/government/publications/early-years-foundation-stage-framework--2.
The EYFS states that before a child is admitted to the setting the provider must also obtain information about any special dietary requirements, preferences and food allergies that the child has, and any special health requirements.
The EYFS signposts to the Department of Health and Social Care document ‘Example menus for early years settings in England’ which includes guidance on menu planning, food safety, managing food allergies and reading food labels, which staff preparing food will find helpful in ensuring that children are kept safe. The guidance is available at: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/658870/Early_years_menus_part_1_guidance.pdf.
The ‘Help for early years providers’ online platform, owned by the department, has a food safety page which also signposts to resources on allergies. This page is available at: https://help-for-early-years-providers.education.gov.uk/safeguarding-and-welfare/food-safety#allergies. The department is also developing nutrition content for the platform which will have a section on allergies and resources such as a common allergies table.
Higher education (HE) institutions and further education institutions are autonomous and it is the responsibility of individual HE institutions to implement and adhere to relevant guidelines with regards to labelling and allergens.
The Food Standards Agency (FSA) promotes its resources including information on allergen labelling and management to all food business operators including schools, nurseries, colleges, and other institutional caterers.
The FSA has published guidance relevant to schools and other educational institutions including sector specific guidance in July 2021 for new allergen labelling legislation which came into force in October 2021. Guidance for institutional caterers (including schools) has been on the FSA website since at least 2017. This has links to training courses offered by allergy charities. In September 2020, the FSA also launched free allergen training which has had over 530,000 users to date, with nearly 75,000 of these being from the education sector.
Asked by: Nick Fletcher (Conservative - Don Valley)
Question to the Department for Education:
To ask the Secretary of State for Education, whether she has taken steps to implement recommendation 27 on page 260 of the Equality and Human Rights Commission's report entitled Equality and Human Rights Monitor, published in November 2023, on the under-performance of boys relative to girls in primary and secondary education.
Answered by Damian Hinds - Minister of State (Education)
Raising attainment for all pupils, no matter their gender or background is at the heart of this government’s agenda and the government is committed to providing a world-class education system for all.
The latest data shows that, while girls continue to outperform boys across most headline measures, the gender gap between boys and girls is narrowing.
At key stage 2 in 2022/23, the gender gap between boys and girls at the expected standard in reading, writing and mathematics has decreased since 2022 and is the lowest it has been since 2016. Key stage 4 results show the gender gap has narrowed across all headline measures when comparing 2022/23 with both 2018/19 and 2021/22.
The Schools White Paper, published in March 2022, was clear about the direction of travel needed to improve attainment. It set out the department’s long-term vision for a school system that helps every child to fulfil their potential by ensuring that they receive the right support, in the right place, at the right time – founded on achieving world-class literacy and numeracy.
This is supported by significant investment in education with the overall core school budget totalling over £59.6 billion in 2024/25 which is the highest ever level in real terms per pupil. This will help schools in their vital work to close attainment gaps, and level up educational opportunities.
Alongside this, the department takes a range of steps to improve attainment and outcomes for all pupils, including improving the quality of teaching and curriculum resources, strengthening the school system, increasing attendance, and providing targeted support where needed.
The department is aware that disadvantaged pupils and those with additional needs are more likely to fall behind and need extra support to reach their full potential. This is why the department has provided additional funding to support disadvantaged pupils through the pupil premium, which will rise to over £2.9 billion in 2024/25, an increase of £80 million from 2023/24.
Programmes such as free school meals that support 2 million children, the Holiday Activities and Food programme, and support for up to 2,700 breakfast clubs also support disadvantaged pupils.
The department continues to collaborate with other government departments to address out-of-school factors that we know have a significant impact on attainment outcomes.
Asked by: Anthony Mangnall (Conservative - Totnes)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps her Department is taking to improve nutrition education in schools.
Answered by Damian Hinds - Minister of State (Education)
The government wants to support the health and wellbeing of everyone. The department understands the importance of education in delivering this aim and the department is supporting schools in a number of ways to provide high quality nutrition education for their students.
Nutrition is a discrete strand of the national curriculum for Design and Technology (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 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.
A food preparation and nutrition GCSE was introduced in September 2016. It requires pupils to understand and apply the principles of food science, nutrition and healthy eating when preparing and cooking food.
The importance of nutrition is also included in the science curriculum for both primary and secondary schools. Nutrition through healthy eating is covered through topics relating to nutrition and digestion, which cover the content of a healthy diet and the impact of diet on how the body functions.
The statutory guidance for Relationships Education, Relationships and Sex Education, and Health Education includes content on the importance of daily exercise, good nutrition and the risks associated with an inactive lifestyle, including obesity.
Throughout the guidance, there is an emphasis on empowering young people to make choices and adopt lifestyles that will increase their chance of living happy and healthy lives to support the agenda on tackling obesity. To support teachers to deliver the healthy eating topic, the department has developed a teacher training module which can be accessed at: https://www.gov.uk/guidance/teaching-about-relationships-sex-and-health#train-teachers-on-relationships-sex-and-health-education.
The government also supports the provision of nutritious food in schools, which ensures pupils are well nourished, develop healthy eating habits and can concentrate and learn.
The standards for school food are set out in the Requirements for School Food Regulations 2014. The School Food Standards are part of the government’s drive to help children adopt healthy eating habits from a young age. The department provides a number of resources for schools, which are available at: https://www.gov.uk/government/publications/school-food-standards-resources-for-schools.
The School Fruit and Vegetables Scheme also provides over 2.2 million children in reception and key stage 1 with a portion of fresh fruit or vegetables each day at school. Schools are encouraged to use it as an opportunity to educate children and to assist a healthy, balanced diet.
The Oak National Academy will be providing a fully resourced curriculum for key stages 1 to 3 for food and nutrition. This will align with the national curriculum and Oak’s guiding principles, which focus on the knowledge and skills specific to food and nutrition.
Oak have assured the department that pupils will be able to cook more than six savoury dishes by the end of key stage three by following their food curriculum.
Asked by: Richard Foord (Liberal Democrat - Tiverton and Honiton)
Question to the Department for Education:
To ask the Secretary of State for Education, whether she is taking steps to ensure the provision of non-dairy milk products in (a) schools and (b) other early-years learning environments.
Answered by Damian Hinds - Minister of State (Education)
The government’s School Food Standards (SFS) regulate the food and drink provided at both lunchtime and other times of the school day. Although schools are required to make milk available, the SFS (Schedule 1) also enables schools to provide a variety of other drinks including plain soya, rice or oat drinks enriched with calcium and combination, and flavoured variations of these drinks to suit particular medical, dietary and cultural needs. School food policies work best when schools discuss them with parents and pupils, so that parents can raise pupils’ particular dietary needs.
There is a requirement within the early years foundation stage (EYFS) statutory framework that all registered early years settings must ensure that: ‘where children are provided with meals, snacks and drinks, they must be healthy, balanced and nutritious’. The EYFS also states that before a child is admitted to the setting the provider must also obtain information about any special dietary requirements, preferences and food allergies that the child has, and any special health requirements.
The department believes that schools and early year settings are best placed to make decisions about their food policies, taking into account local circumstances and the needs of their children. In doing so, the department expects settings to make reasonable adjustments for children with particular requirements, for example to reflect dietary and cultural needs.
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 effectiveness of the Holiday Activities and Food Programme (HAF) in (a) providing value for money and (b) reaching the most deprived households.
Answered by Damian Hinds - Minister of State (Education)
The department’s Holiday Activities and Food (HAF) programme is targeted at disadvantaged families on the lowest incomes. The department knows that these children are less likely to access organised out-of-school activities, are more likely to experience ‘unhealthy holidays’ in terms of nutrition and physical health, and are more likely to experience social isolation. The programme is targeted primarily towards children who receive benefits-related free school meals (FSM). This can include children from families where parents are working on low incomes and are in receipt of Universal Credit. While the department asks local authorities to focus the majority of the funding on FSM children, they also have flexibility to use up to 15% of their funding to support other children and families that align with the local authorities’ own priorities.
Based on reporting from local authorities, over 680,000 children and young people attended the holiday activities and food programme in the 2023 summer holidays. Of these participating children, over 560,000 were funded directly by the HAF programme and over 460,000 were receiving benefits-related FSM. The reports showed that over 10,000 clubs, events or organised activities operated across the country over the summer.
HAF is a voluntary programme for eligible children, and families can therefore choose whether or not their children attend. The department is pleased that the programme reached so many children last summer.
Asked by: Baroness Garden of Frognal (Liberal Democrat - Life peer)
Question to the Department for Education:
To ask His Majesty's Government what consideration they have given to funding (1) infrastructure, (2) guidance, and (3) training for education providers and potential partners, to support enrichment activity in schools.
Answered by Baroness Barran - Parliamentary Under-Secretary (Department for Education)
The department is committed to ensuring young people have access to high-quality extra-curricular opportunities. The department understands these are an important part of a rich educational experience and can bring wider benefits to young people's mental health, confidence, social skills and general wellbeing.
The department supports a range of initiatives to expand access to high-quality extra-curricular activities. For example, the department is investing over £200 million a year in our Holiday Activities and Food programme and working with the Department for Culture, Media and Sport (DCMS) to offer the Duke of Edinburgh’s Award to all state secondary schools in England. This is in addition to working with DCMS to help schools ensure their pupils are getting the most out of the National Youth Guarantee, which is designed to ensure young people are given access to more activities, trips away from home and volunteering opportunities.
The department’s wider approach to enrichment is informed by the view that schools are best placed to understand and meet the needs of their pupils and should have flexibility to decide what range of extra-curricular activities to offer. Both pupil premium and recovery premium can be used to fund enrichment activities and in March 2022 the department updated the guidance to make this clearer to schools.
The department has also started to work alongside DCMS on the Enrichment Partnerships Pilot (EPP), which aims to improve the enrichment offer of up to 200 secondary schools in Education Investment Areas. The EPP has been awarded £3.381 million from HM Treasury’s Shared Outcomes Fund and will test whether greater coordination locally can enhance school enrichment offers and remove barriers to participation, create efficiencies (reducing the burden on school staff resources) and unlock existing funding and provision. The Centre of Learning run by our joint delivery partners, the National Citizen Service Trust and the Duke of Edinburgh’s Award, will also develop best practice guidance and resources. This will support relevant, high-quality enrichment coordination for the pilot, which is subsequently intended to support schools and improve access to and participation in enrichment in the future.
Asked by: Steve McCabe (Labour - Birmingham, Selly Oak)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment she has made of the adequacy of support available for children with allergies in pre-school nurseries in the West Midlands.
Answered by David Johnston - Parliamentary Under-Secretary (Department for Education)
The early years foundation stage framework (EYFS) sets the standards that all registered early years providers in England must meet for the learning, development and care of children from birth to age five and includes provisions to support children with allergies. The framework is available at: https://www.gov.uk/government/publications/early-years-foundation-stage-framework--2.
The EYFS requires that before a child is admitted to the setting the provider must obtain information about any special dietary requirements, preferences and food allergies that the child has, and any special health requirements.
In addition to this, the EYFS states that at least one person who has a current paediatric first aid (PFA) certificate must be on the premises and available at all times when children are present. PFA training must include how to help a baby or child suffering from anaphylactic shock.
The EYFS also signposts to the Department of Health and Social Care document: ‘Example menus for early years settings in England’ which includes guidance on menu planning, food safety, managing food allergies and reading food labels, which staff preparing food will find helpful in ensuring that children are kept safe. The document is available at: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/658870/Early_years_menus_part_1_guidance.pdf.
In September 2023, the department changed the adequate supervision requirement within the EYFS to be explicit that “adequate supervision” while children are eating means that children must always be in sight and hearing of an adult, not within sight or hearing. This will help practitioners to be able to notice the signs of an allergic reaction as soon as they present and allow them to act quickly.
The new early years educator Level 3 qualification criteria will come into force in September 2024. The criteria is available at: https://www.gov.uk/government/publications/early-years-educator-level-3-qualifications-criteria/early-years-educator-level-3-qualifications-criteria-from-1-september-2024. Changes have been made to ensure that early years practitioners have an understanding of allergies and anaphylaxis.
Asked by: Sarah Dyke (Liberal Democrat - Somerton and Frome)
Question to the Department for Education:
To ask the Secretary of State for Education, what proportion of education, health and care plans include nutritional information; and what (a) funding and (b) other support she has made available to local authorities to support SEND children with nutritional needs.
Answered by David Johnston - Parliamentary Under-Secretary (Department for Education)
The department does not collect data on how many Education, Health and Care plans include nutritional information.
High needs funding to support the education of children with complex Special Educational Needs and Disabilities (SEND) will total to £10.5 billion in 2024/25 which is an increase of over 60% from 2019/20. The majority of this funding is allocated to local authorities: they, and the schools they fund, can use this funding to subsidise or meet the cost of school food, including for those children with SEND who have nutritional needs.
Asked by: Sarah Dyke (Liberal Democrat - Somerton and Frome)
Question to the Department for Education:
To ask the Secretary of State for Education, with reference to the guidance entitled Free school meals: guidance for schools and local authorities, published on 31 January 2023, if she will publish revised guidance with information on the provision of free school meals for children with special educational needs and disabilities.
Answered by Damian Hinds - Minister of State (Education)
There are many pupils with Special Educational Needs and Disability (SEND) status that meet the eligibility criteria necessary for free school meals (FSM). The latest published statistics show that 41.1% of pupils with an Education, Health and Care plan and 37.5% of pupils on SEND support were eligible for FSM provision in 2023. Similarly, many children with disabilities but not Special Educational Needs will be eligible, and those rates are higher than the overall proportion of pupils eligible for FSM in England.
The standard food offering provided by schools will be suitable to the needs of many of these children. However, some pupils with additional needs may require special food provision or arrangements. All schools have duties under the Equality Act 2010 towards individual disabled children and young people, and they must make reasonable adjustments to prevent them being put at a substantial disadvantage. That means that a school cannot treat a pupil unfairly because of their disability.
The department will update its published guidance on FSM to make reference to the reasonable adjustments duty in order to heighten awareness about reasonable adjustments, such as meal provision, amongst schools, local authorities and families. This guidance will be made available in spring 2024.
Asked by: Stephen Morgan (Labour - Portsmouth South)
Question to the Department for Education:
To ask the Secretary of State for Education, what recent assessment she has made of trends in the level of persistent school absence rates in the last 12 months.
Answered by Damian Hinds - Minister of State (Education)
Persistent absence is a post-pandemic challenge which is affecting schools around the world. With the standards of schools continuing to rise, the benefits of this success can only be felt when all children are in school.
The department knows that persistent absence is often a symptom of other problems. Progress has already been made with 380,000 fewer children persistently absent or not attending in the 2022/23 academic year than in 2021/22. The department’s comprehensive strategy to improve attendance continues to tackle this attendance challenge.
The department has published new, stronger guidance setting out the expectations for schools, academy trusts and local authorities to work together to improve attendance. To make it easier for schools and local authorities to identify pupils at risk of becoming persistently absence, a new attendance data tool to has also been piloted with 88% of state-funded schools currently involved.
This year, the department will introduce 18 new attendance hubs, bringing the total to 32 and 2,000 schools supported to tackle persistent absence. Attendance hubs involve several leading schools sharing practical solutions with others to break down barriers to attendance. From direct pupil engagement initiatives, like breakfast clubs and extracurricular activities, to improving other schools’ processes and analysis, these hubs are already making a real difference, with more than one million pupils being supported into regular education.
The department is also expanding the three-year mentoring programme to tackle absenteeism. Backed by an additional investment of £15 million, this programme provides direct intensive one-to-one support to 10,000 persistent and severely absent pupils and their families. From September 2024, attendance mentors will work in a further ten areas. These areas are in addition to the existing pilot programme with Barnardo’s, which is already operating in Middlesbrough, Doncaster, Knowsley, Salford, and Stoke on Trent.
Ten newly appointed expert attendance advisers have also played an important role in supporting local authorities and a number of multi-academy trusts with higher levels of persistent absence to review their current practice and develops plans to improve.
Alongside these measures, the department is investing: