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To ask His Majesty's Government, further to the Written Answer by Baroness Barran on 22 June (HL7956), whether they will now answer the question put; namely, what assessment they have made of any implications for national security arising from the funding received by schools from Qatar Foundation International for the...
To ask His Majesty's Government, further to the Written Answer by Baroness Barran on 22 June (HL7956), whether they will now answer the question put; namely, what assessment they have made of any implications for national security arising from the funding received by schools from Qatar Foundation International for the...
The government continuously assesses threats posed to the UK. As a matter of longstanding policy, the department is unable to release information regarding threat assessments on the grounds of national security.
The government is clear that any challenges to its core values, whatever their origin, will not be tolerated.
If there is a concern that a school is not fulfilling its legal duties, complaints procedure should be followed. Where the department is made aware that schools are not fulfilling their legal duties, it will investigate.
To ask His Majesty's Government, further to the Written Answer by Baroness Barran on 15 May (HL7542), what assessment they have made of any implications for national security arising from the funding received by schools from Qatar Foundation International on the teaching of religious education and Arabic in schools.
To ask His Majesty's Government, further to the Written Answer by Baroness Barran on 15 May (HL7542), what assessment they have made of any implications for national security arising from the funding received by schools from Qatar Foundation International on the teaching of religious education and Arabic in schools.
The Department does not receive funding from Qatar Foundation International (QFI) for curriculum programmes that support the teaching of religious education (RE) or Arabic in schools in England. We are aware that QFI partner with primary and secondary schools in the UK, the British Council, and other philanthropic organisations. In their partnership with the British Council, they offer grants to schools to introduce, improve or expand provision for Arabic.
When accepting funds from third party individuals or organisations, we expect schools to follow the guidance of the local authority or the academy trust handbook.
Independent schools, like all private businesses, are required to abide by all relevant legislation.
To ask His Majesty's Government to what extent remand prisoners are denied access to educational courses offered by the Prisoners' Educational Trust and similar bodies; and what assessment they have made of the causes of such services being denied.
To ask His Majesty's Government to what extent remand prisoners are denied access to educational courses offered by the Prisoners' Educational Trust and similar bodies; and what assessment they have made of the causes of such services being denied.
Prisoners on remand are entitled to access education should they wish to, however external partners such as charitable organisations will have their own eligibility criteria for those wishing to take advantage of their provision.
It is the policy of the Prisoners’ Education Trust to only permit sentenced prisoners to apply for their courses, this is not something within the control of the Ministry.
To ask His Majesty's Government, further to the Written Answer by Baroness Barran on 15 May (HL7542), what assessment they have made of any effect arising from funding from Qatar Foundation International on the teaching of religious education and Arabic in UK schools.
To ask His Majesty's Government, further to the Written Answer by Baroness Barran on 15 May (HL7542), what assessment they have made of any effect arising from funding from Qatar Foundation International on the teaching of religious education and Arabic in UK schools.
To ask His Majesty's Government what assessment they have made of any effect arising from funding from Qatar Foundation International on the teaching of religious education and Arabic in UK schools.
To ask His Majesty's Government what assessment they have made of any effect arising from funding from Qatar Foundation International on the teaching of religious education and Arabic in UK schools.
The department does not receive any funding from Qatar Foundation International (QFI) for curriculum programmes that support the teaching of religious education (RE) or Arabic in schools in England. Therefore, no assessment has been made on the potential effects of this.
To ask His Majesty's Government what assessment they have made of the paper published by the Commission for Countering Extremism in October 2019 entitled Mainstream Islamism in Britain: educating for the Islamic Revival.
To ask His Majesty's Government what assessment they have made of the paper published by the Commission for Countering Extremism in October 2019 entitled Mainstream Islamism in Britain: educating for the Islamic Revival.
The department acknowledges the report published by the Commission for Countering Extremism in 2019. This report raises several issues related to integration, extremism, and relationships, sex and health education (RSHE).
The department is clear that education plays a vital role in promoting integration and ensuring children and young people are prepared for life in modern Britain, including through learning about the values that underpin and unite our society. All schools have specific duties to promote the spiritual, moral, social and cultural development of their pupils and to prepare them for the opportunities and responsibilities of adult life. Schools are required to promote the fundamental British values (FBVs) of democracy, the rule of law, individual liberty and mutual respect, and tolerance of those of different faiths and beliefs.
The department is committed to keeping children safe from extremism and has taken strong action to prevent extremism from gaining a foothold in our schools across the country, including:
- guidance on the promotion of FBVs so that schools have a clear understanding of what is required and how best to practically deliver these.
- powers to take action against individual teachers or governors who act in a way which undermines FBVs.
- working with Ofsted to strengthen their inspection frameworks, requiring inspectors to assess how well schools protect pupils from the risks of extremism and radicalisation, and how they promote FBVs.
- providing additional resources to Ofsted to inspect suspected unregistered independent schools.
- a counter-extremism helpline and online referral form to ensure those working in the sector and the public can report extremism concerns directly to the department to be investigated where appropriate.
- our Educate Against Hate website providing advice, support, and resources for parents, teachers, and school leaders to help them protect young people from extremism and radicalisation.
Since 2020, relationships and health education has been compulsory in all primary schools, and relationships, sex and health education has been compulsory in all secondary schools. The department set out the topics that schools should teach about in RSHE statutory guidance, which is clear that schools are responsible for what they teach and should ensure that all content is factual, age appropriate and politically impartial, particularly when using materials produced by external organisations. When teaching, schools should take into account the age of pupils and their religious and cultural background. The department’s statutory guidance on RSHE is available at: https://www.gov.uk/government/publications/relationships-education-relationships-and-sex-education-rse-and-health-education.
The department continues to keep this area under close review. On 8 March, my right hon. Friend, the Prime Minister announced that the department has started a review of the guidance. This will cover the full scope of the statutory guidance, and we will be working closely with our stakeholders and experts to draw on the best available evidence about high quality RSHE which meets the needs of young people.
My Lords, I am most grateful. Can I ask the Minister whether the Government are impressed by the ideas and achievements of Katharine Birbalsingh? If so, what are they doing to see that her methods are more widely followed in our state education system?
My Lords, I am most grateful. Can I ask the Minister whether the Government are impressed by the ideas and achievements of Katharine Birbalsingh? If so, what are they doing to see that her methods are more widely followed in our state education system?
Obviously, the Government appointed Katharine Birbalsingh as the social mobility tsar, so I think that perhaps answers the noble Lord’s
question. More broadly, the principles she espouses of aspiration for every child are upheld by the Government and delivered in many of our schools and trusts.
To ask Her Majesty’s Government what action they will take to ensure that teaching about the European Union in United Kingdom schools is balanced.
To ask Her Majesty’s Government what action they will take to ensure that teaching about the European Union in United Kingdom schools is balanced.
Further to the Written Answer by the Baroness Symons of Vernham Dean on 4 July 2003 (WA 141–42), under the Treaty of Maastricht, what areas of education, public health and culture (with unanimity) were made subject to qualified majority voting or the co-decision procedure.
Further to the Written Answer by the Baroness Symons of Vernham Dean on 4 July 2003 (WA 141–42), under the Treaty of Maastricht, what areas of education, public health and culture (with unanimity) were made subject to qualified majority voting or the co-decision procedure.
Whether they will promote the study of English grammar in schools, particularly with regard to the differences between the demonstrative adjective ““that”” and the relative pronoun ““which””.
Whether they will promote the study of English grammar in schools, particularly with regard to the differences between the demonstrative adjective ““that”” and the relative pronoun ““which””.
Further to the Written Answer by the Baroness Symons of Vernham Dean on 4 July 2003 650 c140-42WA, what aspects of United Kingdom education and public health were subjected to, or introduced subject to, qualified majority voting under the Treaty of Maastricht. [HL 2381].
Further to the Written Answer by the Baroness Symons of Vernham Dean on 4 July 2003 650 c140-42WA, what aspects of United Kingdom education and public health were subjected to, or introduced subject to, qualified majority voting under the Treaty of Maastricht. [HL 2381].
Further to the Written Answer by the Baroness Symons of Vernham Dean on 4 July 2003 650 c140-42WA, what aspects of United Kingdom education and public health were subjected to the co-decision procedure under the Treaty of Maastricht. [HL 2382].
Further to the Written Answer by the Baroness Symons of Vernham Dean on 4 July 2003 650 c140-42WA, what aspects of United Kingdom education and public health were subjected to the co-decision procedure under the Treaty of Maastricht. [HL 2382].
What is the total cost of their information package Partners in Europe; how it was funded; and to how many (a) primary schools; (b) other schools; and (c) further education/higher education colleges, universities, local education authorities and other educational establishments it has been or is to be sent. [HL1311]. -...
What is the total cost of their information package Partners in Europe; how it was funded; and to how many (a) primary schools; (b) other schools; and (c) further education/higher education colleges, universities, local education authorities and other educational establishments it has been or is to be sent. [HL1311]. -...
Further to the Written Answer by the Baroness Blackstone on 9 February at 585 c148WA, how much money the European Commission has spent and has budgeted to spend worldwide, and over what period of time - (a) disseminating information about the European Union; and (b) publishing and distributing materials intended...
Further to the Written Answer by the Baroness Blackstone on 9 February at 585 c148WA, how much money the European Commission has spent and has budgeted to spend worldwide, and over what period of time - (a) disseminating information about the European Union; and (b) publishing and distributing materials intended...
What programmes the European Union has in force, or in prospect, which may lead (a) schools or (b) other educational establishments in this country to disseminate information about the European Union; how much such programmes are estimated to cost over what period of time; and how they are paid for....
What programmes the European Union has in force, or in prospect, which may lead (a) schools or (b) other educational establishments in this country to disseminate information about the European Union; how much such programmes are estimated to cost over what period of time; and how they are paid for....
In view of their recent White Paper Your Right to Know: Freedom of Information, whether they will make available to the public the agendas and papers prepared for meetings of educational non-departmental public bodies such as the Qualifications and Curriculum Authority and the Teacher Training Agency in advance of meetings...
In view of their recent White Paper Your Right to Know: Freedom of Information, whether they will make available to the public the agendas and papers prepared for meetings of educational non-departmental public bodies such as the Qualifications and Curriculum Authority and the Teacher Training Agency in advance of meetings...