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  • Catherine West – 2016 Parliamentary Question to the Department for Education

    Catherine West – 2016 Parliamentary Question to the Department for Education

    The below Parliamentary question was asked by Catherine West on 2016-02-09.

    To ask the Secretary of State for Education, what steps she plans to take to ensure that (a) LGBT-inclusive sex and relationships education and (b) sexually transmitted infections and HIV awareness are taught in all schools.

    Edward Timpson

    The Government believes that all children should have the opportunity to receive a high quality and appropriate sex and relationship education (SRE). SRE is compulsory in all maintained secondary schools and many primary schools also teach it in an age-appropriate way. The Government also expects academies and free schools to deliver SRE as part of their provision of a broad and balanced curriculum.

    Any state-funded school teaching SRE must have regard to the Secretary of State’s SRE guidance (2000). The Department has received requests about updating the existing SRE guidance which we will carefully consider.

    Initial Teacher Training (ITT) is currently determined by the Teachers’ Standards, which all trainee teachers must be able to demonstrate by the end of their training. The Standards set out the key principles of good subject pedagogy and the importance of subject knowledge development across the curriculum. Schools and headteachers are best placed to determine which staff learning activities will be most beneficial for their schools and we expect them to lead the personal development of their teachers to improve the quality of all round teaching.

    The Department supports schools’ efforts to improve PSHE teaching by drawing schools’ attention to a range of high quality PSHE education teaching resources, including quality resources, lesson plans, a programme of study, factsheets and case studies. These resources are kite-marked by the PSHE Association to ensure that schools can trust the materials they use and improve their teaching.

    Ofsted does not inspect individual curriculum subjects. However, aspects of PSHE education and SRE will inform its judgment on personal development, behaviour and welfare. Inspectors must also consider the spiritual, moral, social and cultural development of pupils. Schools have responsibility for acting upon the inspection reports they receive and any weaknesses will be considered when the school is next inspected.

    We expect schools to ensure that young people, whatever their developing sexuality or identity, feel that SRE education is relevant to them and sensitive to their needs. The statutory SRE guidance is clear that schools should teach about HIV/AIDS and other sexually transmitted diseases. Sexually transmitted infections are also covered as part of the national curriculum for science at key stage 3.

    We welcome the supplementary SRE guidance ‘SRE for the 21st Century’ produced by Brook, the PSHE Association and the Sex Education Forum, which includes guidance on ensuring that SRE is inclusive. All children and young people, regardless of background or identity, are entitled to quality SRE that helps them build confidence and stay healthy.

  • Catherine West – 2016 Parliamentary Question to the Department for Education

    Catherine West – 2016 Parliamentary Question to the Department for Education

    The below Parliamentary question was asked by Catherine West on 2016-02-09.

    To ask the Secretary of State for Education, what steps she plans to take to improve the teaching of Personal Social Health and Economic education and Sex and Relationships Education in schools that Ofsted has identified as requiring improvement when teaching those subjects.

    Edward Timpson

    The Government believes that all children should have the opportunity to receive a high quality and appropriate sex and relationship education (SRE). SRE is compulsory in all maintained secondary schools and many primary schools also teach it in an age-appropriate way. The Government also expects academies and free schools to deliver SRE as part of their provision of a broad and balanced curriculum.

    Any state-funded school teaching SRE must have regard to the Secretary of State’s SRE guidance (2000). The Department has received requests about updating the existing SRE guidance which we will carefully consider.

    Initial Teacher Training (ITT) is currently determined by the Teachers’ Standards, which all trainee teachers must be able to demonstrate by the end of their training. The Standards set out the key principles of good subject pedagogy and the importance of subject knowledge development across the curriculum. Schools and headteachers are best placed to determine which staff learning activities will be most beneficial for their schools and we expect them to lead the personal development of their teachers to improve the quality of all round teaching.

    The Department supports schools’ efforts to improve PSHE teaching by drawing schools’ attention to a range of high quality PSHE education teaching resources, including quality resources, lesson plans, a programme of study, factsheets and case studies. These resources are kite-marked by the PSHE Association to ensure that schools can trust the materials they use and improve their teaching.

    Ofsted does not inspect individual curriculum subjects. However, aspects of PSHE education and SRE will inform its judgment on personal development, behaviour and welfare. Inspectors must also consider the spiritual, moral, social and cultural development of pupils. Schools have responsibility for acting upon the inspection reports they receive and any weaknesses will be considered when the school is next inspected.

    We expect schools to ensure that young people, whatever their developing sexuality or identity, feel that SRE education is relevant to them and sensitive to their needs. The statutory SRE guidance is clear that schools should teach about HIV/AIDS and other sexually transmitted diseases. Sexually transmitted infections are also covered as part of the national curriculum for science at key stage 3.

    We welcome the supplementary SRE guidance ‘SRE for the 21st Century’ produced by Brook, the PSHE Association and the Sex Education Forum, which includes guidance on ensuring that SRE is inclusive. All children and young people, regardless of background or identity, are entitled to quality SRE that helps them build confidence and stay healthy.

  • Catherine West – 2016 Parliamentary Question to the Department for Education

    Catherine West – 2016 Parliamentary Question to the Department for Education

    The below Parliamentary question was asked by Catherine West on 2016-02-09.

    To ask the Secretary of State for Education, when her Department’s Sex and Relationship Education guidance published in 2000 will be updated.

    Edward Timpson

    The Government believes that all children should have the opportunity to receive a high quality and appropriate sex and relationship education (SRE). SRE is compulsory in all maintained secondary schools and many primary schools also teach it in an age-appropriate way. The Government also expects academies and free schools to deliver SRE as part of their provision of a broad and balanced curriculum.

    Any state-funded school teaching SRE must have regard to the Secretary of State’s SRE guidance (2000). The Department has received requests about updating the existing SRE guidance which we will carefully consider.

    Initial Teacher Training (ITT) is currently determined by the Teachers’ Standards, which all trainee teachers must be able to demonstrate by the end of their training. The Standards set out the key principles of good subject pedagogy and the importance of subject knowledge development across the curriculum. Schools and headteachers are best placed to determine which staff learning activities will be most beneficial for their schools and we expect them to lead the personal development of their teachers to improve the quality of all round teaching.

    The Department supports schools’ efforts to improve PSHE teaching by drawing schools’ attention to a range of high quality PSHE education teaching resources, including quality resources, lesson plans, a programme of study, factsheets and case studies. These resources are kite-marked by the PSHE Association to ensure that schools can trust the materials they use and improve their teaching.

    Ofsted does not inspect individual curriculum subjects. However, aspects of PSHE education and SRE will inform its judgment on personal development, behaviour and welfare. Inspectors must also consider the spiritual, moral, social and cultural development of pupils. Schools have responsibility for acting upon the inspection reports they receive and any weaknesses will be considered when the school is next inspected.

    We expect schools to ensure that young people, whatever their developing sexuality or identity, feel that SRE education is relevant to them and sensitive to their needs. The statutory SRE guidance is clear that schools should teach about HIV/AIDS and other sexually transmitted diseases. Sexually transmitted infections are also covered as part of the national curriculum for science at key stage 3.

    We welcome the supplementary SRE guidance ‘SRE for the 21st Century’ produced by Brook, the PSHE Association and the Sex Education Forum, which includes guidance on ensuring that SRE is inclusive. All children and young people, regardless of background or identity, are entitled to quality SRE that helps them build confidence and stay healthy.

  • Catherine West – 2016 Parliamentary Question to the Department for Education

    Catherine West – 2016 Parliamentary Question to the Department for Education

    The below Parliamentary question was asked by Catherine West on 2016-02-09.

    To ask the Secretary of State for Education, if she will make it her policy to make training on teaching Sex and Relationships Education mandatory for all teachers.

    Edward Timpson

    The Government believes that all children should have the opportunity to receive a high quality and appropriate sex and relationship education (SRE). SRE is compulsory in all maintained secondary schools and many primary schools also teach it in an age-appropriate way. The Government also expects academies and free schools to deliver SRE as part of their provision of a broad and balanced curriculum.

    Any state-funded school teaching SRE must have regard to the Secretary of State’s SRE guidance (2000). The Department has received requests about updating the existing SRE guidance which we will carefully consider.

    Initial Teacher Training (ITT) is currently determined by the Teachers’ Standards, which all trainee teachers must be able to demonstrate by the end of their training. The Standards set out the key principles of good subject pedagogy and the importance of subject knowledge development across the curriculum. Schools and headteachers are best placed to determine which staff learning activities will be most beneficial for their schools and we expect them to lead the personal development of their teachers to improve the quality of all round teaching.

    The Department supports schools’ efforts to improve PSHE teaching by drawing schools’ attention to a range of high quality PSHE education teaching resources, including quality resources, lesson plans, a programme of study, factsheets and case studies. These resources are kite-marked by the PSHE Association to ensure that schools can trust the materials they use and improve their teaching.

    Ofsted does not inspect individual curriculum subjects. However, aspects of PSHE education and SRE will inform its judgment on personal development, behaviour and welfare. Inspectors must also consider the spiritual, moral, social and cultural development of pupils. Schools have responsibility for acting upon the inspection reports they receive and any weaknesses will be considered when the school is next inspected.

    We expect schools to ensure that young people, whatever their developing sexuality or identity, feel that SRE education is relevant to them and sensitive to their needs. The statutory SRE guidance is clear that schools should teach about HIV/AIDS and other sexually transmitted diseases. Sexually transmitted infections are also covered as part of the national curriculum for science at key stage 3.

    We welcome the supplementary SRE guidance ‘SRE for the 21st Century’ produced by Brook, the PSHE Association and the Sex Education Forum, which includes guidance on ensuring that SRE is inclusive. All children and young people, regardless of background or identity, are entitled to quality SRE that helps them build confidence and stay healthy.

  • Catherine West – 2016 Parliamentary Question to the Department for Education

    Catherine West – 2016 Parliamentary Question to the Department for Education

    The below Parliamentary question was asked by Catherine West on 2016-02-09.

    To ask the Secretary of State for Education, how she monitors how (a) academies, (b) primary schools and (c) other schools are following her Department’s Sex and Relationship Education (SRE) Guidance when teaching SRE.

    Edward Timpson

    The Government believes that all children should have the opportunity to receive a high quality and appropriate sex and relationship education (SRE). SRE is compulsory in all maintained secondary schools and many primary schools also teach it in an age-appropriate way. The Government also expects academies and free schools to deliver SRE as part of their provision of a broad and balanced curriculum.

    Any state-funded school teaching SRE must have regard to the Secretary of State’s SRE guidance (2000). The Department has received requests about updating the existing SRE guidance which we will carefully consider.

    Initial Teacher Training (ITT) is currently determined by the Teachers’ Standards, which all trainee teachers must be able to demonstrate by the end of their training. The Standards set out the key principles of good subject pedagogy and the importance of subject knowledge development across the curriculum. Schools and headteachers are best placed to determine which staff learning activities will be most beneficial for their schools and we expect them to lead the personal development of their teachers to improve the quality of all round teaching.

    The Department supports schools’ efforts to improve PSHE teaching by drawing schools’ attention to a range of high quality PSHE education teaching resources, including quality resources, lesson plans, a programme of study, factsheets and case studies. These resources are kite-marked by the PSHE Association to ensure that schools can trust the materials they use and improve their teaching.

    Ofsted does not inspect individual curriculum subjects. However, aspects of PSHE education and SRE will inform its judgment on personal development, behaviour and welfare. Inspectors must also consider the spiritual, moral, social and cultural development of pupils. Schools have responsibility for acting upon the inspection reports they receive and any weaknesses will be considered when the school is next inspected.

    We expect schools to ensure that young people, whatever their developing sexuality or identity, feel that SRE education is relevant to them and sensitive to their needs. The statutory SRE guidance is clear that schools should teach about HIV/AIDS and other sexually transmitted diseases. Sexually transmitted infections are also covered as part of the national curriculum for science at key stage 3.

    We welcome the supplementary SRE guidance ‘SRE for the 21st Century’ produced by Brook, the PSHE Association and the Sex Education Forum, which includes guidance on ensuring that SRE is inclusive. All children and young people, regardless of background or identity, are entitled to quality SRE that helps them build confidence and stay healthy.

  • Andrew Percy – 2016 Parliamentary Question to the Ministry of Justice

    Andrew Percy – 2016 Parliamentary Question to the Ministry of Justice

    The below Parliamentary question was asked by Andrew Percy on 2016-02-09.

    To ask the Secretary of State for Justice, what steps he is taking to reduce the incidence of self-harm and self-inflicted deaths among young people in custody.

    Andrew Selous

    The safety and welfare of young people in custody is vital and we are clear that reducing the level of self-inflicted deaths is of utmost importance.

    We have improved the assessment of young people’s risks and needs when they enter custody. We have also improved the specifications for Secure Training Centre and Young Offender Institutions (YOIs) to place an increased emphasis on the management of self-harm and suicide including ensuring the appropriate skills and training of staff are in place to meet the needs of young people.

    In YOIs we have introduced new psychological services to better inform risk management and support those detained.

  • Andrew Percy – 2016 Parliamentary Question to the Ministry of Justice

    Andrew Percy – 2016 Parliamentary Question to the Ministry of Justice

    The below Parliamentary question was asked by Andrew Percy on 2016-02-09.

    To ask the Secretary of State for Justice, what steps he is taking to give greater support to people with mental health vulnerabilities who come into contact with the criminal justice system.

    Andrew Selous

    Liaison and Diversion services place clinical staff at police stations and courts to assess and identify offenders for a range of health problems, including mental health, and then make referrals to treatment and support services. Information about their health needs can be shared so that court proceedings, decisions and sentences can be tailored to meet needs. Where appropriate offenders can be diverted towards appropriate interventions.

    In April 2014, services were launched in 10 trial areas, and extended in April 2015 to a further 15 areas. This brings current coverage to over half of England. We are also exploring how problem-solving courts can support people with complex needs. A working group has been established in partnership with the judiciary which will make recommendations in due course.

  • Andrew Percy – 2016 Parliamentary Question to the Department of Health

    Andrew Percy – 2016 Parliamentary Question to the Department of Health

    The below Parliamentary question was asked by Andrew Percy on 2016-02-09.

    To ask the Secretary of State for Health, what steps his Department is taking to ensure (a) more efficient use by the NHS of funding from the public purse and (b) support for investment in the health and care system in areas most likely to deliver positive benefit to the most people.

    Alistair Burt

    We are taking steps to help spend taxpayers’ money more efficiently and enable the National Health Service to live within its resources. By 2020-21, the Government will increase funding for the NHS by £10 billion a year in real terms compared to 2014-15, to support the implementation of the NHS’s own plan – the Five Year Forward View. We will be giving the NHS £3.8 billion more next year, over and above inflation. This will in part support a sustainability and transformation fund to give the NHS the resources it needs to sustain services as well as delivering the transformational changes required to achieve year-on-year efficiency and productivity improvements. We will use the local planning process to identify those areas where investment in transformation will deliver positive benefits to the most people and will focus on encouraging the most productive ways of working throughout the NHS. These measures will help ensure we get the maximum value for patients and service users whilst delivering high quality care.

  • Andrew Percy – 2016 Parliamentary Question to the Department for Business, Innovation and Skills

    Andrew Percy – 2016 Parliamentary Question to the Department for Business, Innovation and Skills

    The below Parliamentary question was asked by Andrew Percy on 2016-02-09.

    To ask the Secretary of State for Business, Innovation and Skills, what assessment he has made of the implications for freedom of speech in universities of recent reports of violent protests at an Israeli Society event at King’s College London.

    Joseph Johnson

    The Government strongly opposes any kind of violence or intimidation that curtails free speech in universities and leads to the closure of peaceful meetings.

    King’s College London has undertaken its own review of the protests at the Israeli Society event on 19th January and concluded that a number of individuals “intentionally disrupted the rights of others to exercise freedom of speech within the law”.

    Whilst the violent protests were deplorable, KCL has acted to reiterate its commitment to free speech and take disciplinary measures against individuals concerned.

    The Prevent duty introduced in September 2015 requires institutions to have robust policies and procedures in place to manage events such as this in order to protect students and staff and safeguard freedom of speech. As the designated monitoring body, the Higher Education Funding Council for England (HEFCE) will be making an assessment of compliance with the requirements of the duty.

  • Andrew Percy – 2016 Parliamentary Question to the Department for Business, Innovation and Skills

    Andrew Percy – 2016 Parliamentary Question to the Department for Business, Innovation and Skills

    The below Parliamentary question was asked by Andrew Percy on 2016-02-09.

    To ask the Secretary of State for Business, Innovation and Skills, what steps his Department has taken to ensure that freedom of speech in universities is safeguarded; and what assessment he has made of the effect of the reported forced closure of an Israel Society event at King’s College London on his Department’s policies.

    Joseph Johnson

    The Government strongly opposes any kind of violence or intimidation that curtails free speech in universities and leads to the closure of peaceful meetings.

    King’s College London has undertaken its own review of the protests at the Israeli Society event on 19th January and concluded that a number of individuals “intentionally disrupted the rights of others to exercise freedom of speech within the law”.

    Whilst the violent protests were deplorable, KCL has acted to reiterate its commitment to free speech and take disciplinary measures against individuals concerned.

    The Prevent duty introduced in September 2015 requires institutions to have robust policies and procedures in place to manage events such as this in order to protect students and staff and safeguard freedom of speech. As the designated monitoring body, the Higher Education Funding Council for England (HEFCE) will be making an assessment of compliance with the requirements of the duty.