1-19 of 19 results for subject:Schools
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Does the Secretary of State agree that we should prioritise the promotion of British heritage in schools? If so, will she bring in a policy to ensure that every school flies the Union Jack outside its premises, and that a different pupil gets the chance to raise the national flag every morning?
Does the Secretary of State agree that we should prioritise the promotion of British heritage in schools? If so, will she bring in a policy to ensure that every school flies the Union Jack outside its premises, and that a different pupil gets the chance to raise the national flag every morning?
To ask the Secretary of State for Education, what steps she has taken to improve awareness of cardiopulmonary resuscitation techniques amongst pupils in state a) primary and b) secondary schools in i) England and ii) Romford constituency.
To ask the Secretary of State for Education, what steps she has taken to improve awareness of cardiopulmonary resuscitation techniques amongst pupils in state a) primary and b) secondary schools in i) England and ii) Romford constituency.
I refer the hon. Member for Romford to the answer of 28 November 2025 to Question 92868.
To ask the Secretary of State for Education, if she will make it her policy to mandate the flying of the (a) Union flag and (b) Saint George's Cross at schools in England.
To ask the Secretary of State for Education, if she will make it her policy to mandate the flying of the (a) Union flag and (b) Saint George's Cross at schools in England.
Schools in England are free to display the Union flag and the Saint George’s Cross, and it is a matter for individual schools to decide.
To ask the Secretary of State for Education, what steps she has taken to improve early detection of dyslexia in schools.
To ask the Secretary of State for Education, what steps she has taken to improve early detection of dyslexia in schools.
As part of our Plan for Change, the department is determined to fix the special educational needs and disabilities (SEND) system and restore the trust of parents. We will do this by ensuring schools have the tools to better identify and support children before issues escalate.
The department know that effective early identification and intervention is critical in improving the outcomes of children and young people with SEND. In an inclusive education system, settings should be confident in accurately assessing children and young people’s learning and development and meeting any educational needs with evidence-based responses.
A range of measures have been introduced, which aim to support the effective teaching of reading, including for those with SEND or at risk of falling behind. This includes the English Hubs programme, publication of the reading framework and writing frameworks and the publication of an updated list of high quality phonics programmes which have been validated by the department.
The department also launched ‘Reading Ambition for All’, a new continuous professional development programme for primary school teachers. Following this pilot year, we are working with the British Dyslexia Association to refine the programme to further support children with dyslexia.
To ask the Secretary of State for Education, what recent steps she has taken to improve special educational needs support services for dyslexia in English schools.
To ask the Secretary of State for Education, what recent steps she has taken to improve special educational needs support services for dyslexia in English schools.
As part of our Plan for Change, the department is determined to fix the special educational needs and disabilities (SEND) system and restore the trust of parents. We will do this by ensuring schools have the tools to better identify and support children before issues escalate.
The department know that effective early identification and intervention is critical in improving the outcomes of children and young people with SEND. In an inclusive education system, settings should be confident in accurately assessing children and young people’s learning and development and meeting any educational needs with evidence-based responses.
A range of measures have been introduced, which aim to support the effective teaching of reading, including for those with SEND or at risk of falling behind. This includes the English Hubs programme, publication of the reading framework and writing frameworks and the publication of an updated list of high quality phonics programmes which have been validated by the department.
The department also launched ‘Reading Ambition for All’, a new continuous professional development programme for primary school teachers. Following this pilot year, we are working with the British Dyslexia Association to refine the programme to further support children with dyslexia.
To ask the Secretary of State for Education, what steps she is talking to promote the education of animal welfare in schools.
To ask the Secretary of State for Education, what steps she is talking to promote the education of animal welfare in schools.
The government recognises the importance of teaching children about animal welfare in schools and this topic can already be covered within science and citizenship. As with other subjects, the national curriculum in England provides a broad framework within which schools have the flexibility to develop the content of their own school curriculum.
To ask the Secretary of State for Education, what steps she has taken with (a) headteachers, (b) local authorities to reduce (a) mould and (b) damp in educational buildings.
To ask the Secretary of State for Education, what steps she has taken with (a) headteachers, (b) local authorities to reduce (a) mould and (b) damp in educational buildings.
The department takes the safety of children and those who work with them incredibly seriously.
The department supports responsible bodies, such as local authorities, academy trusts and voluntary-aided bodies and their schools to meet their responsibilities to keep buildings safe and well-maintained, including addressing mould and damp.
We do this through providing capital funding, rebuilding programmes and extensive guidance on estate management.
We have increased capital funding to improve the condition of school buildings to £2.1 billion for the 2025/26 financial year, which is almost £300 million more than last year. This is in addition to the continuing School Rebuilding Programme.
The department has also published Good Estate Management for schools, a guide and toolkit to support responsible bodies and their schools to manage their estates strategically, so that pupils can learn in a safe, effective environment.
Responsible bodies should monitor any instances of persistent damp and seek professional advice, as water ingress may be an indicator of a problem with the fabric of the building.
To ask the Secretary of State for Education, whether she plans to take steps to prohibit the use of educational materials produced by People for the Ethical Treatment of Animals in schools in England.
To ask the Secretary of State for Education, whether she plans to take steps to prohibit the use of educational materials produced by People for the Ethical Treatment of Animals in schools in England.
Schools are subject to statutory duties regarding political impartiality under section 406 and 407 of the Equality Act 1996. This means schools must not promote partisan political views and should ensure that pupils are provided with a balanced treatment of political issues. In 2022 the department published comprehensive guidance to support schools to meet their duties on political impartiality: https://www.gov.uk/government/publications/political-impartiality-in-schools/political-impartiality-in-schools#using-external-agencies.
This includes sections on choosing resources and working with external organisations.
The department does not approve or monitor externally produced resources or track their distribution. We have also not met or corresponded with People for the Ethical Treatment of Animals and do not fund them.
If a parent is concerned about a school using politically partial, inaccurate or inappropriate resources, they should raise the matter with the school immediately and, if necessary, escalate it through the school’s publish complaints process: https://www.gov.uk/complain-about-school.
To ask the Secretary of State for Education, what guidance her Department issues to schools on the use of educational materials produced by (a) PETA and (b) other political and campaign organisations.
To ask the Secretary of State for Education, what guidance her Department issues to schools on the use of educational materials produced by (a) PETA and (b) other political and campaign organisations.
Schools are subject to statutory duties regarding political impartiality under section 406 and 407 of the Equality Act 1996. This means schools must not promote partisan political views and should ensure that pupils are provided with a balanced treatment of political issues. In 2022 the department published comprehensive guidance to support schools to meet their duties on political impartiality: https://www.gov.uk/government/publications/political-impartiality-in-schools/political-impartiality-in-schools#using-external-agencies.
This includes sections on choosing resources and working with external organisations.
The department does not approve or monitor externally produced resources or track their distribution. We have also not met or corresponded with People for the Ethical Treatment of Animals and do not fund them.
If a parent is concerned about a school using politically partial, inaccurate or inappropriate resources, they should raise the matter with the school immediately and, if necessary, escalate it through the school’s publish complaints process: https://www.gov.uk/complain-about-school.
To ask the Secretary of State for Education, what assessment she has made of the potential impact of material produced by PETA on the school curriculum.
To ask the Secretary of State for Education, what assessment she has made of the potential impact of material produced by PETA on the school curriculum.
Schools are subject to statutory duties regarding political impartiality under section 406 and 407 of the Equality Act 1996. This means schools must not promote partisan political views and should ensure that pupils are provided with a balanced treatment of political issues. In 2022 the department published comprehensive guidance to support schools to meet their duties on political impartiality: https://www.gov.uk/government/publications/political-impartiality-in-schools/political-impartiality-in-schools#using-external-agencies.
This includes sections on choosing resources and working with external organisations.
The department does not approve or monitor externally produced resources or track their distribution. We have also not met or corresponded with People for the Ethical Treatment of Animals and do not fund them.
If a parent is concerned about a school using politically partial, inaccurate or inappropriate resources, they should raise the matter with the school immediately and, if necessary, escalate it through the school’s publish complaints process: https://www.gov.uk/complain-about-school.
To ask the Secretary of State for Education, whether her Department monitors the (a) distribution and (b) use of educational materials from (a) PETA and (b) other organisations in English schools.
To ask the Secretary of State for Education, whether her Department monitors the (a) distribution and (b) use of educational materials from (a) PETA and (b) other organisations in English schools.
Schools are subject to statutory duties regarding political impartiality under section 406 and 407 of the Equality Act 1996. This means schools must not promote partisan political views and should ensure that pupils are provided with a balanced treatment of political issues. In 2022 the department published comprehensive guidance to support schools to meet their duties on political impartiality: https://www.gov.uk/government/publications/political-impartiality-in-schools/political-impartiality-in-schools#using-external-agencies.
This includes sections on choosing resources and working with external organisations.
The department does not approve or monitor externally produced resources or track their distribution. We have also not met or corresponded with People for the Ethical Treatment of Animals and do not fund them.
If a parent is concerned about a school using politically partial, inaccurate or inappropriate resources, they should raise the matter with the school immediately and, if necessary, escalate it through the school’s publish complaints process: https://www.gov.uk/complain-about-school.
To ask the Secretary of State for Education, whether her Department has provided funding to support the educational activities of People for the Ethical Treatment of Animals in schools.
To ask the Secretary of State for Education, whether her Department has provided funding to support the educational activities of People for the Ethical Treatment of Animals in schools.
Schools are subject to statutory duties regarding political impartiality under section 406 and 407 of the Equality Act 1996. This means schools must not promote partisan political views and should ensure that pupils are provided with a balanced treatment of political issues. In 2022 the department published comprehensive guidance to support schools to meet their duties on political impartiality: https://www.gov.uk/government/publications/political-impartiality-in-schools/political-impartiality-in-schools#using-external-agencies.
This includes sections on choosing resources and working with external organisations.
The department does not approve or monitor externally produced resources or track their distribution. We have also not met or corresponded with People for the Ethical Treatment of Animals and do not fund them.
If a parent is concerned about a school using politically partial, inaccurate or inappropriate resources, they should raise the matter with the school immediately and, if necessary, escalate it through the school’s publish complaints process: https://www.gov.uk/complain-about-school.
To ask the Secretary of State for Education, what steps she is taking to help support relevant authorities with the transportation of disabled pupils to and from school.
To ask the Secretary of State for Education, what steps she is taking to help support relevant authorities with the transportation of disabled pupils to and from school.
I refer the hon. Member for Romford to the answer of 18 November 2024 to Question 13330.
To ask the Secretary of State for Education, what assessment she has made of the adequacy of (a) primary and (b) secondary school provision in Romford constituency.
To ask the Secretary of State for Education, what assessment she has made of the adequacy of (a) primary and (b) secondary school provision in Romford constituency.
Primary and secondary pupil numbers are forecast to rise from 2025/26. The department will work with local authorities and trusts to manage future demand.
The department has previously approved two primary free school projects to serve planned housing development in the Rainham and Romford planning areas. My right hon. Friend, the Secretary of State for Education has asked the department to review mainstream free schools planned by the last government, and that have not yet opened, to ensure that they continue to meet a need for places in the local area and offer value for taxpayers’ money. As part of this, we are working with the London Borough of Havering to review the need for the planned provision in Romford.
What steps she is taking with Cabinet colleagues to ensure that children with SEND have adequate support in schools.
What steps she is taking with Cabinet colleagues to ensure that children with SEND have adequate support in schools.
To ask the Secretary of State for Education, how much funding she plans to provide for school infrastructure in the London Borough of Havering in each of the next three financial years.
To ask the Secretary of State for Education, how much funding she plans to provide for school infrastructure in the London Borough of Havering in each of the next three financial years.
Making sure the education estate is fit for purpose is a key part of the government’s mission to break down barriers to opportunity and give every child the best start in life.
The government has just announced £2.1 billion for the 2025/26 financial year to improve the condition of the school estate, part of a broader capital package totalling £6.7 billion in 2025/26. The department will aim to set out the details of school condition allocations to local authorities and other responsible bodies, as well as outcomes of the condition improvement fund for 2025/26, in spring 2025.
In addition, the government has committed to £1.4 billion in 2025/26 to continue the school rebuilding programme, which includes projects at Parklands Primary School and The Coopers’ Company and Coburn School in Havering. Furthermore, the department will continue to engage with trusts and local authorities in relation to free school projects with approved applications within Havering.
The department will additionally provide support for school infrastructure through providing capital funding to create mainstream and high-needs school places. The basic need grant supports local authorities to provide mainstream school places based on their own pupil forecasts and school capacity data. Havering has been allocated £19.6 million in 2025/26 for places needed by September 2026. Other funding for place creation in the next three financial years will be confirmed in due course.
Funding for future years post-2025/26 will be confirmed following the second phase of the spending review, concluding in late spring 2025.
To ask the Secretary of State for Education, what steps she is taking to help support (a) primary and (b) secondary education for citizens of British overseas territories.
To ask the Secretary of State for Education, what steps she is taking to help support (a) primary and (b) secondary education for citizens of British overseas territories.
Education is a devolved matter and decisions about primary and secondary education is the responsibility of each Overseas Territory (OT). The department responds positively to direct requests from the OTs for support to enhance or reform their education systems by sharing information on approaches in England and facilitating opportunities to engage with policy and technical experts.
Montserrat, the Pitcairn Islands, St Helena and Tristan da Cunha are in receipt of Official Development Assistance through the Foreign, Commonwealth and Development Office (FCDO), which is used to assist their governments in the delivery of essential services including education. This includes funding for teaching staff and the FCDO work in partnership with the local governments to agree targets to improve outcomes and standards in education. Work is underway to establish partnerships between education teams in the OTs with counterparts in the UK, similar to the partnerships the FCDO have helped to establish on child safeguarding.
The FCDO funded capital investment programme in Montserrat has included improvements to building in the secondary school and equipment for schools in St Helena.
To ask the Secretary of State for Education, what guidance will be issued to schools to assist with the new Ofsted framework for inspection.
To ask the Secretary of State for Education, what guidance will be issued to schools to assist with the new Ofsted framework for inspection.
This is a matter for His Majesty’s Chief Inspector, Sir Martyn Oliver. I have asked him to write to the hon. Member for Romford and a copy of his reply will be placed in the Libraries of both Houses.
To ask the Secretary of State for Education, whether she plans to reform the national headship qualification to include a focus upon improving schools in deprived communities.
To ask the Secretary of State for Education, whether she plans to reform the national headship qualification to include a focus upon improving schools in deprived communities.
The National Professional Qualification for Headship (NPQH) content framework includes evidence-based statements regarding school improvement, including around setting a strong culture, establishing and sustaining continuous improvement and sharing effective practice between schools to close the disadvantage attainment gap.
Whilst NPQH is already equipping headteachers with the evidence-based knowledge and understanding they need to drive improvement for all pupils, including those in deprived areas, the department will continue to review all national professional qualifications to ensure the qualifications are based on the latest evidence of what works for teaching and learning.