Latest news with #primaryeducation
Telegraph
15-07-2025
- Politics
- Telegraph
Labour scraps proposed ban on sex education for children under nine
Labour will scrap plans to ban children under the age of nine from being taught sex education. New statutory guidance, to be published on Tuesday, will water down Tory proposals that would have ensured pupils in England were taught the subject 'no earlier than Year 5'. The updated relationships, sex and health education [RSHE] curriculum will instead 'recommend' that pupils are not taught sex education until the final two years of primary education, but schools will be free to teach children earlier if they choose. It will also ditch proposals by the previous government to place an age restriction on lessons about extreme sexual violence. Draft Tory guidance, published last year, said that while it was important for pupils under the age of 13 to 'understand the key principles around sexual offences and violence, for example the importance of understanding what consent means, schools should not teach about this in any sexually explicit way before Year 9'. Bridget Phillipson, the Education Secretary, told the Daily Mail: 'My view is that that is too late. Of course, we need to do things in an age-appropriate way, but lots of teenage girls in particular have already been exposed to serious harm both in teenage relationships and also online by that age.' Ms Phillipson has faced a backlash over delays to the new sex education curriculum, which comes more than a year after the closure of a public consultation into the draft Tory guidance. Laura Trott, the shadow education secretary, said: 'More than a year late, and only under pressure, the Education Secretary has finally published guidance she once dismissed as 'partisan'. 'It's not 'partisan' to want to protect children from age-inappropriate content. Yet this guidance weakens key safeguards, scrapping protections that prevented under-nines being taught about sex.' 'Partisan and unnecessary language' Last year, Ms Phillipson said the Tories' proposed sex education guidance 'drifted far too much into partisan and unnecessary language' and that she would ' stop this being a political football '. However, Labour's version will take a similar stance on gender identity and prohibit it from being taught as fact, The Telegraphhas been told. The updated RSHE curriculum will say that schools should inform pupils about the facts and law around biological sex and gender reassignment, but 'not to teach contested issues as fact', a Whitehall source said. It is unclear whether this means schools will still be able to host lessons discussing views on gender identity while presenting them as opinions. Last year, Sir Keir Starmer told The Telegraph that he was 'not in favour of ideology being taught in our schools on gender'. The previous Conservative government called for a ban on gender identity being taught in schools altogether, which attracted criticism from Labour MPs. Draft Tory guidance, published ahead of the general election, stated that while children should be taught the law around gender reassignment, 'schools should not teach about the broader concept of gender identity'. Challenging 'manosphere myths' Teachers will now be told to focus on issues such as pornography and harmful deepfakes under the new statutory guidance, which will come into effect from September 2026. Pupils will also be offered lessons on 'incels' – shorthand for 'involuntary celibates' – as part of efforts to combat misogyny and the influence of figures such as Andrew Tate. The Department for Education (DfE) said the guidance would instead help boys identify positive role models, 'and challenge myths about women and relationships that are spread online in the 'manosphere' – without stigmatising boys for being boys'. Ms Phillipson said: 'I want our children to be equipped to defy the malign forces that exist online. 'Schools and parents alike have a vital role to play, helping children identify positive role models and resist the manipulation too often used online to groom impressionable young minds.' The Government is yet to say whether it will ditch Tory proposals for parents to view all sex education material. The DfE said separate guidance for gender-questioning children would be published at a later date. Writing for The Telegraph ahead of the release, the Children's Commissioner said topics such as pornography should be taught 'with parents' involvement'. Dame Rachel de Souza said: 'Taught appropriately, sensitively, with parents' involvement and with safety at the heart of every lesson, these changes to the curriculum give children the best chance of protecting themselves from a very real and present danger. 'But let me be clear: a strong curriculum is only as good as those who teach it. Badly taught RSHE can be even more damaging than no RSHE at all. Good teachers – the foundation of every child's education – are never more important than with subjects as open to misinterpretation as these.' She also called for a recruitment drive for specialists to teach RSHE, which became compulsory in 2020. These changes give children the best chance of protecting themselves By Dame Rachel de Souza It is a hard truth to accept: it is normal for children to see awful, scary things online – and as adults, we have the task of protecting them. That includes talking to them about the things they see, reassuring them without shame or judgment. Those conversations must start at home, because parents are a child's first teacher, no matter how strange or awkward it feels. Children tell me they want their parents to set clear boundaries and to talk to them openly and regularly about what they are seeing – what it means, and why it's not real. When I became Children's Commissioner four years ago, I asked young children about the kind of content they saw online, where they saw it and when. Back then, it shocked me to learn that children were seeing pornography on mainstream social media sites, and one in 10 had seen it by the age of nine. Extreme acts of violence, slapping and choking are just some types of porn children were seeing back then – but I now know that even more worrying acts are being depicted and fed to children in the online world. Abject failures Today, it still shocks me – but sadly, it no longer surprises me how far we still are from eliminating this risk. It's frightening. This summer, I will update my work on children's access to pornography to see what, if any, progress is being made to tackle this early exposure – but early indications are not reassuring. In fact, early analysis of this research suggests that any changes by technology companies to make it harder to see pornography online have been abject failures. July 25th, which heralds the enforcement of Ofcom's rules to protect children from content like this, cannot come soon enough. It is the fault of the pornography and technology industries that young primary school children are seeing pornography online. But there is more we could be doing offline to support them to manage what is proving to be one of the biggest risks to their childhoods. That's why I'm so pleased to see some of the changes in the updated Relationships, Sex and Health Education (RSHE) guidance published today, many of which have been made in response to my research and recommendations – and in response to what children have told me they want to be learning, to help make sense of the world they live in today. As a former RSE teacher, I've long advocated for high-quality, age-appropriate RSHE that starts early and evolves as children mature. RSHE is so much more than just 'sex education': it can teach empathy, respect and the kind of critical thinking that helps young people understand what they are seeing and why it is harmful. Children have told me they want to learn about how to be in a successful relationship, how to maintain these into their adult lives and what healthy emotional development looks like. Without that, and without those same conversations started by parents at home continuing at school, we risk young people learning about sex and relationships from TikTok, Snapchat or porn sites – or not being able to spot the signs of abuse or to ask for help. The stark truth The new guidance will now allow subjects to be introduced in the safety of the classroom, that children told me they wanted on the curriculum to reflect the world they live in, like the prevalence of choking pornography. It will teach them that non-fatal strangulation is not only a criminal offence, but that it isn't normal in sexual relations. It will remove age restrictions on when some of these subjects are first introduced, specifically on topics like online pornography. Given the large numbers of children who see porn before they reach secondary school, it would not be appropriate to delay educating children about it until they are that age. Some will argue that even late primary school – age nine or 10 – is too young to discuss concepts like naked images or pornography. I hear them. Childhood is short and precious – who could blame a parent for wanting to keep their child innocent forever? But the stark truth is that most parents underestimate just how much harmful content is available to our children without them even having to search for it. Many – understandably – cannot fathom the extreme versions of sexual or violent content it's possible for a nine-year-old to stumble upon in just a few quick clicks, helped by rapidly advancing tech and clever algorithms. Of course, that doesn't mean giving a nine-year-old a detailed explanation about the concept of pornography. It will allow teachers to explain why it might make them feel uncomfortable and gently guide them away from the content they've seen. Education is a crucial tool in the fight to protect our children online and create a generation that is respectful, tolerant and fair-minded. In the absence of moral leadership from the companies running these platforms, and slow progress from regulators to hold them accountable, it is more important than ever. Real and present danger Taught appropriately, sensitively, with parents' involvement and with safety at the heart of every lesson, these changes to the curriculum will give them the best chance of protecting themselves from a very real and present danger. But let me be clear: a strong curriculum is only as good as those who teach it. Badly taught RSHE can be even more damaging than no RSHE at all. Good teachers – the foundation of every child's education – are never more important than with subjects as open to misinterpretation as these. We only have to look at the soaring rates of sexually transmitted infections among young people – 43,000 under-20s were diagnosed with a new case last year alone – to see where ineffective sex education can be damaging. So that's why, while celebrating a decision that has genuinely acted in response to children's views and experiences, I also urge the government not to lose sight of the primacy of quality and safety. We need more great teachers to be able to specialise in RSHE as they do in other subjects, and for the RSHE training they receive to be regular, high-quality and connected with other local services so that risks are identified and tackled. And I want schools to continue proactively working with parents, together making safeguarding a primary focus in this new curriculum – and with every school safeguarding lead taking an active role in curating the content. Parents and children deserve to be confident that any resource, and any discussion, is designed to protect young minds. Education is the closest thing we have to a silver bullet – but it cannot perform miracles in isolation. Now we need accountability from the tech companies who refuse to acknowledge their complicity in the harms perpetrated against children online, from those who still allow harmful content to be hosted freely online. A responsive, modern curriculum can never replace the need for safety at the source.
BBC News
25-06-2025
- General
- BBC News
Fall in Surrey primary school numbers due to lower birth rates
The number of children starting primary school education in Surrey has fallen by the equivalent of 56 classes, council papers School Organisation Plan 2025-2035 aims to set out how Surrey County Council (SCC) should make sure there are sufficient places to meet demand over the next 10 report says falling birth rates, alongside other changes, means there are too many infant, junior and primary places than are needed by children and, in some cases, school closures will have to be Hulley, SCC's cabinet member for children, families and lifelong learning, said: "The primary and secondary school populations in Surrey, and across the country, are changing." SCC said between 2003 and 2012, Surrey saw a 22% increase in births, but there was a decline from 2013, which has affected Reception to Year 2 year October 2016, there were 13,438 children who had just started in by October 2024, that had fallen to 11,735 children, a drop of 12.7% - the same as 56 council says it is "committed to working with schools to develop innovative solutions that work towards achieving long term sustainability for all schools". It said: "We also must acknowledge the reality that in cases where the number of children remains too low and is not projected to increase, all outcomes must be considered, including that of school closure." One of the schools currently at risk of closing is St Mary's Church of England Infant School in Shackleford, where the number of pupils dropped from 81 in October 2021 to 44 in October a consultation, a decision on the school's future is due to be announced on 7 in the village told BBC Radio Surrey it will be "very sad" if the closure does go report raises the concern that, because schools get money from the government based on the number of children attending them, a "high number of vacant places" can result in less money for staff, equipment, and maintenance also said it is expected that there will be more than 2,000 extra specialist school places in Surrey, including for children with special educational needs and disabilities (SEND), by Department for Education (DfE) has been approached for a comment. Jonathan Hulley says: "High quality education is key to transforming the outcomes of children and young people. The primary and secondary school populations in Surrey, and across the country, are changing."He said SCC was working "collaboratively" with its partners, including schools, academy trusts and dioceses, "to secure sustainable settings and schools, and to continue to provide secure, high quality provision across the county".
Daily Mail
17-06-2025
- Daily Mail
Teachers reveal shocking extent of drug use in school and say kids at PRIMARY are high on cannabis
One in five teachers say their pupils use cannabis at school including some who are still primary-aged, a poll has found. A survey of almost 4,000 teachers found many pupils are abusing drugs and alcohol on school grounds – with ketamine and cocaine also rife. The NASUWT union, which conducted the study, said substance abuse is contributing to 'violent and abusive' behaviour in class. It called on the Government to take more action to stop pupils accessing drugs as schools 'cannot solve it alone'. The poll found 19 per cent of teachers said their pupils used cannabis within school, and 9 per cent said pupils used spice. Meanwhile, 13 per cent were aware of pupils using nicotine pouches or snus in school, 7 per cent said the same of alcohol, and 5 per cent said it of other drugs. The most commonly-cited drugs aside from cannabis were ketamine and cocaine. The poll also found 4 per cent said pupils had used nitrous oxide – or laughing gas – in school. The respondents were all secondary teachers aside from a very small handful of those in primary schools. However, five primary teachers said they were aware of pupils using cannabis in school and one primary respondent said pupils drank alcohol in school. One teacher said: 'They tend to present as disengaged from school once they become habitual or heavy users of cannabis or alcohol.' Another said of drug-taking pupils: 'They are not focusing in class; they are usually very tired and will often sleep in the lesson if not noticed.' A third said: 'They become volatile and disconnected and are hard to engage or refuse to take ownership of their studies.' Matt Wrack, NASUWT Acting General Secretary, said: 'Not only are many of these activities illegal or prohibited for young people aged under 18, they are contributing to the rise we are seeing in disruptive, violent and abusive behaviour in schools. 'NASUWT teachers tell us that along with increased tiredness and lack of focus and interest in learning, they are causing irritability, mood swings and erratic behaviour among the pupils they teach. 'This is clearly not an issue that schools can solve alone, we need greater action from government and other expert services to help deter young people from using or accessing illegal or prohibited substances.' The survey also showed energy drinks which send pupils 'hyper' are becoming a problem, with 71 per cent of teachers saying these were consumed in school. Meanwhile, 6 per cent said they knew pupils used gambling websites at their school. A respondent said: 'The gambling issue seems to fly under the radar a lot but it's a very real concern, especially for the post-16 students. 'Some are not sleeping and instead gambling all night and come into school half asleep.' The NASUWT is calling for partnerships with health, police and youth justice services to solve the problem, and for every school to have a counsellor. The Department for Education has been contacted for comment.
The Guardian
11-06-2025
- General
- The Guardian
‘The impact has been profound': the headteacher bringing play back to the classroom
When Tina Farr visits the year 2 classroom at her Oxford primary school, she can feel the changed atmosphere since play was put firmly back on the curriculum. 'When I walk in there, I just feel the energy. The children come running up with things they have made, there is always a shop on the go so they will be pricing up something or finding change. They are always working together,' the headteacher says. It might not seem radical to see six- and seven-year-olds busy in a world of imagination, but in the majority of primary schools it is not how children this age learn. Play-based learning – letting children move around, interact with friends, make up games and explore within loosely guided activities – usually stops when they leave reception. Lessons then become desk-based, focused on reading and writing. Farr had long championed the value of play, working hard to bring it into breaktimes through the Opal play scheme. But the eureka moment for the school came when her year 2 teacher suggested incorporating play-based learning into her lessons – extending it beyond reception. After reading the Department for Education's guidelines, Farr realised she had the freedom to decide how to deliver the national curriculum. 'It says we are free to arrange the school day any way we like – it actually says that at point 3.4 in the national curriculum. 'Teachers would recognise what we do as learning, but we do it through play. For example we might explain money and maths to them with a PowerPoint then they move on to games and play on that theme, it doesn't take any more planning than the standard approach.' With play-based learning in place for her year 1 and 2 children, Farr then looked at where else she could change any practices that weren't working. 'There is so much that we can do within our current system. We just think we can't. If a practice isn't aligned with healthy child development, why are we doing it? The school's year 5 children – aged nine and 10 – were struggling to sit still in a cramped room so she removed all the furniture. 'Children are shamed for needing to move their bodies in cramped classrooms,' she says. 'So we took out all the tables and chairs and decided to let them sit or lie or stand where they liked. It wasn't expensive, it was almost free as an experiment.' She added beanbags, comfy chairs and lap trays, as well as a high desks for children to stand at. 'The impact was immediate and profound particularly for the neurodiverse learners. Children now choose where and how to learn, relocating without permission when needed. A class once struggling with attention is now calm, focused, and engaged.' One of the year 5 children said: 'I like flexible seating. I find it very calming. A normal classroom is a bit overwhelming. I like that you don't have to sit at a table but can sit anywhere. I prefer a spinny seat because it makes less noise when you turn your chair around. You can choose who you sit with during the day.' And according to the teacher: 'Their self-regulation has improved immensely. They are much calmer and can have space from someone if they wish. They settle down to work much more readily, and I have more of an opportunity to see their level of engagement which has been deep.' Farr believes the outdated system needs to urgently change. 'If a time traveller arrived from Victorian times into a school they would recognise it immediately. But the world has changed and what we know about the brain has changed. We have the neuroscience to know children learn through play.' In June the school sailed through its Ofsted inspection. 'The inspector was great and really understood our play based learning. They didn't question it and they wrote us a lovely report.' Farr's message for other professionals is that her approach can be replicated. 'It's blown my mind how engaged the children are. It's phenomenal,' she says. 'Don't call our school progressive or maverick. We are teaching the national curriculum but through play.'
South China Morning Post
30-05-2025
- General
- South China Morning Post
79.7% of pupils get Hong Kong schools in their top 3 picks via allocation system
About 80 per cent of children set to enter Hong Kong's public primary schools in September were assigned one of their top three choices under the city's central allocation system, down from around 84 per cent last year. The figure from the Education Bureau on Friday was the third highest over the past 17 years. This year also saw the second-lowest number of pupils since 1997 join the central allocation system. In Hong Kong, Primary One places at public schools are allocated using a two-stage process. The results of the first stage, known as the discretionary admission phase, for the 2025-26 academic year were announced in November, while those for the second part, the central allocation system, will be shared with parents on Wednesday of next week. The bureau announced on Friday that 15,538 out of 19,489 children, or 79.7 per cent, were allocated a spot at one of their top three choices under the second stage. Pupils submitted their preferences in January. The latest allocation rate marked a drop from last year's 83.7 per cent.
