Asked by: Baroness Morris of Yardley (Labour - Life peer)
Question to the Department of Health and Social Care:
To ask His Majesty's Government what assessment they have made of the impact of (1) the Voluntary Scheme for Branded Medicines Pricing and Access, and (2) the alternative statutory scheme, on the cost of homecare medicines services to the NHS.
Answered by Lord Markham - Parliamentary Under-Secretary (Department of Health and Social Care)
The Voluntary Scheme for Branded Medicines Pricing and Access and the alternative statutory scheme apply to medicines cost and not to service delivery.
Asked by: Baroness Morris of Yardley (Labour - Life peer)
Question to the Department for Education:
To ask Her Majesty's Government what discussions they had prior to the announcement of the Skills Accelerator: Local Skills Improvement Plan Trailblazers and Strategic Development Fund pilot areas with (1) the mayor of Teeside, (2) the mayors from other trailblazer areas, and (3) council leaders from trailblazer areas.
Answered by Baroness Barran - Parliamentary Under-Secretary (Department for Education)
The Skills Accelerator programme was launched on 20 April 2021 with a prospectus inviting expressions of interest from employer representative bodies to lead a Local Skills Improvement Plan Trailblazer. The successful Local Skills Improvement Plan Trailblazers were subsequently announced on 15 July 2021.
During this time period, there were no discussions regarding the Skills Accelerator programme or Local Skills Improvement Plans between the former Secretary of State for Education, my right hon. Friend for South Staffordshire; the former Minister for Apprenticeships and Skills, my hon. Friend for Chichester; Special Advisors; or officials with mayors or council leaders in any of the areas which were subsequently announced as Trailblazers. Over the same time period, the former Secretary of State for Education met the Mayor of Tees Valley on 20 May 2021. This was a political meeting in his capacity as a Member of Parliament for South Staffordshire, not on departmental business.
Asked by: Baroness Morris of Yardley (Labour - Life peer)
Question to the Department for Education:
To ask Her Majesty's Government what is the minimum qualification or requirement for a person to teach physical education to (1) primary students, (2) secondary students, and (3) post-16 students.
Answered by Baroness Berridge
The table below shows the number of new postgraduate trainee teachers recruited compared to the corresponding Teacher Supply Model (TSM) target in each of the last five years for physical education (PE).
Academic Year1 | 2016/17 | 2017/18 | 2018/19 | 2019/20 | 2020/21 |
TSM target | 999 | 999 | 1,078 | 1,222 | 1,200 |
Postgraduate new entrants2 | 1,087 | 1,103 | 1,242 | 1,281 | 1,615 |
Percentage of TSM target reached | 109% | 110% | 115% | 105% | 135% |
Source: Department for Education initial teacher training (ITT) Census statistical publications
Footnote:
Information for the number of individuals employed by private providers to teach PE in primary schools is not available as data is only collected from a sample of state-funded secondary schools with electronic timetabling.
The number and proportion of hours of PE taught by a teacher without a relevant post-A level qualification, in state funded secondary schools, in each of the last five years for which data are available, is provided in the table attached. A relevant post-A level qualification is a level 4 qualification or above in PE, sports science, sports physiology, sports psychology, or dance (including ballet).
Data for 2020 is not available because, due to the COVID-19 outbreak, schools and local authorities were not required to provide information on teacher qualifications during the November 2020 school workforce census.
Data for 2019 is published in the ‘School Workforce in England’ statistical publication found here: https://explore-education-statistics.service.gov.uk/find-statistics/school-workforce-in-england/2019.
All entrants to teaching must hold a first degree from a United Kingdom higher education institution or equivalent qualification. Legislation does not specify that teachers must have a degree in a particular subject of discipline. There is no specific qualification required for physical education.
In further education, there is no minimum qualification requirement for anyone employed to teach PE or any specific sport or activity. It is for employers to determine the best qualifications and experience required to meet the needs of their pupils. A number of organisations have developed specific qualifications that provide an individual with recognition that they can coach or teach an activity safely.
Asked by: Baroness Morris of Yardley (Labour - Life peer)
Question to the Department for Education:
To ask Her Majesty's Government what estimate they have made of the number of secondary school physical education classes taught by a person without a physical education qualification in each of the last five academic years.
Answered by Baroness Berridge
The table below shows the number of new postgraduate trainee teachers recruited compared to the corresponding Teacher Supply Model (TSM) target in each of the last five years for physical education (PE).
Academic Year1 | 2016/17 | 2017/18 | 2018/19 | 2019/20 | 2020/21 |
TSM target | 999 | 999 | 1,078 | 1,222 | 1,200 |
Postgraduate new entrants2 | 1,087 | 1,103 | 1,242 | 1,281 | 1,615 |
Percentage of TSM target reached | 109% | 110% | 115% | 105% | 135% |
Source: Department for Education initial teacher training (ITT) Census statistical publications
Footnote:
Information for the number of individuals employed by private providers to teach PE in primary schools is not available as data is only collected from a sample of state-funded secondary schools with electronic timetabling.
The number and proportion of hours of PE taught by a teacher without a relevant post-A level qualification, in state funded secondary schools, in each of the last five years for which data are available, is provided in the table attached. A relevant post-A level qualification is a level 4 qualification or above in PE, sports science, sports physiology, sports psychology, or dance (including ballet).
Data for 2020 is not available because, due to the COVID-19 outbreak, schools and local authorities were not required to provide information on teacher qualifications during the November 2020 school workforce census.
Data for 2019 is published in the ‘School Workforce in England’ statistical publication found here: https://explore-education-statistics.service.gov.uk/find-statistics/school-workforce-in-england/2019.
All entrants to teaching must hold a first degree from a United Kingdom higher education institution or equivalent qualification. Legislation does not specify that teachers must have a degree in a particular subject of discipline. There is no specific qualification required for physical education.
In further education, there is no minimum qualification requirement for anyone employed to teach PE or any specific sport or activity. It is for employers to determine the best qualifications and experience required to meet the needs of their pupils. A number of organisations have developed specific qualifications that provide an individual with recognition that they can coach or teach an activity safely.
Asked by: Baroness Morris of Yardley (Labour - Life peer)
Question to the Department for Education:
To ask Her Majesty's Government what estimate they have made of the number of individuals employed by private providers to teach physical education in primary schools in each of the last five years; and how many of these individuals hold a qualification in physical education.
Answered by Baroness Berridge
The table below shows the number of new postgraduate trainee teachers recruited compared to the corresponding Teacher Supply Model (TSM) target in each of the last five years for physical education (PE).
Academic Year1 | 2016/17 | 2017/18 | 2018/19 | 2019/20 | 2020/21 |
TSM target | 999 | 999 | 1,078 | 1,222 | 1,200 |
Postgraduate new entrants2 | 1,087 | 1,103 | 1,242 | 1,281 | 1,615 |
Percentage of TSM target reached | 109% | 110% | 115% | 105% | 135% |
Source: Department for Education initial teacher training (ITT) Census statistical publications
Footnote:
Information for the number of individuals employed by private providers to teach PE in primary schools is not available as data is only collected from a sample of state-funded secondary schools with electronic timetabling.
The number and proportion of hours of PE taught by a teacher without a relevant post-A level qualification, in state funded secondary schools, in each of the last five years for which data are available, is provided in the table attached. A relevant post-A level qualification is a level 4 qualification or above in PE, sports science, sports physiology, sports psychology, or dance (including ballet).
Data for 2020 is not available because, due to the COVID-19 outbreak, schools and local authorities were not required to provide information on teacher qualifications during the November 2020 school workforce census.
Data for 2019 is published in the ‘School Workforce in England’ statistical publication found here: https://explore-education-statistics.service.gov.uk/find-statistics/school-workforce-in-england/2019.
All entrants to teaching must hold a first degree from a United Kingdom higher education institution or equivalent qualification. Legislation does not specify that teachers must have a degree in a particular subject of discipline. There is no specific qualification required for physical education.
In further education, there is no minimum qualification requirement for anyone employed to teach PE or any specific sport or activity. It is for employers to determine the best qualifications and experience required to meet the needs of their pupils. A number of organisations have developed specific qualifications that provide an individual with recognition that they can coach or teach an activity safely.
Asked by: Baroness Morris of Yardley (Labour - Life peer)
Question to the Department for Education:
To ask Her Majesty's Government what their Initial Teacher Training recruitment targets were for secondary physical education in each of the last five years; and what the actual recruitment level was in each of those years.
Answered by Baroness Berridge
The table below shows the number of new postgraduate trainee teachers recruited compared to the corresponding Teacher Supply Model (TSM) target in each of the last five years for physical education (PE).
Academic Year1 | 2016/17 | 2017/18 | 2018/19 | 2019/20 | 2020/21 |
TSM target | 999 | 999 | 1,078 | 1,222 | 1,200 |
Postgraduate new entrants2 | 1,087 | 1,103 | 1,242 | 1,281 | 1,615 |
Percentage of TSM target reached | 109% | 110% | 115% | 105% | 135% |
Source: Department for Education initial teacher training (ITT) Census statistical publications
Footnote:
Information for the number of individuals employed by private providers to teach PE in primary schools is not available as data is only collected from a sample of state-funded secondary schools with electronic timetabling.
The number and proportion of hours of PE taught by a teacher without a relevant post-A level qualification, in state funded secondary schools, in each of the last five years for which data are available, is provided in the table attached. A relevant post-A level qualification is a level 4 qualification or above in PE, sports science, sports physiology, sports psychology, or dance (including ballet).
Data for 2020 is not available because, due to the COVID-19 outbreak, schools and local authorities were not required to provide information on teacher qualifications during the November 2020 school workforce census.
Data for 2019 is published in the ‘School Workforce in England’ statistical publication found here: https://explore-education-statistics.service.gov.uk/find-statistics/school-workforce-in-england/2019.
All entrants to teaching must hold a first degree from a United Kingdom higher education institution or equivalent qualification. Legislation does not specify that teachers must have a degree in a particular subject of discipline. There is no specific qualification required for physical education.
In further education, there is no minimum qualification requirement for anyone employed to teach PE or any specific sport or activity. It is for employers to determine the best qualifications and experience required to meet the needs of their pupils. A number of organisations have developed specific qualifications that provide an individual with recognition that they can coach or teach an activity safely.
Asked by: Baroness Morris of Yardley (Labour - Life peer)
Question to the Department for Education:
To ask Her Majesty's Government, of the 15 per cent of schools in England who excluded at least one child in 2016–17, what percentage of those schools were (1) maintained schools, and (2) academies.
Answered by Lord Agnew of Oulton
Data from the National Statistics release on ‘Permanent and fixed-period exclusions in England 2016 to 2017’ shows that 3,063 (14%) of state funded primary, secondary and special schools had at least one permanent exclusion in 2016/17. The table below shows the proportion of these that are maintained schools and academies by school type. The data in the table below is also available here: https://www.gov.uk/government/statistics/permanent-and-fixed-period-exclusions-in-england-2016-to-2017.
| Number of schools with one or more permanent exclusion | % that are academies | % that are maintained schools |
State funded primary | 1,022 | 31% | 69% |
State funded secondary | 1,981 | 66% | 34% |
Special | 60 | 25% | 75% |
All schools | 3,063 | 53% | 47% |
Asked by: Baroness Morris of Yardley (Labour - Life peer)
Question to the Department for Education:
To ask Her Majesty's Government what plans they have to implement the recommendation in the Timpson review of school exclusion to establish "a practice fund of sufficient value, longevity and reach".
Answered by Lord Agnew of Oulton
In its response to Edward Timpson’s review of school exclusion, the government set out its intention to establish a practice programme to build on the excellent practice identified by Edward Timpson.
This programme will embed effective partnership working between local authorities, schools, alternative provision, and other partners to better equip schools to intervene early for children at risk of exclusion and to ensure that the most effective provision is put in place for those who are excluded.
Asked by: Baroness Morris of Yardley (Labour - Life peer)
Question to the Department for Education:
To ask Her Majesty's Government what steps they are taking to ensure that sector experts are regularly consulted on the implementation of the recommendations of the Timpson review of school exclusion.
Answered by Lord Agnew of Oulton
The department will take a collaborative and consultative approach in delivering the recommendations of Edward Timpson’s review.
Over the summer, we will work with education leaders to design a consultation on how to reform school accountability for children who are excluded, and how we can enable schools to fulfil new accountabilities through reform to commissioning and funding arrangements for alternative provision. This consultation will launch in the autumn.
The department will also consult widely in responding to several of Edward Timpson’s other recommendations, including the revision of guidance relating to behaviour and exclusions, on improvements to the national data on exclusion, and on possible changes to the arrangements for fixed term exclusion.
Asked by: Baroness Morris of Yardley (Labour - Life peer)
Question to the Department for Education:
To ask Her Majesty's Government what steps they are taking to support local authorities in fulfilling their duties under section 436A of the Education Act 1996, in respect of children attending unregistered schools.
Answered by Lord Agnew of Oulton
In January 2016, we announced funding for Ofsted to establish a dedicated team of specialist inspectors to identify and inspect those suspected of operating unlawfully and take action to bring them into compliance with the law, including closing the school, or working with the police and Crown Prosecution Service as necessary.
Local councils have overarching responsibility for safeguarding and promoting the welfare of all children and young people, and, together with local safeguarding children board partners, they should be assessing any risks to children wherever they are educated. Statutory guidance outlining the responsibilities of local councils is attached and can be accessed at:
https://www.gov.uk/government/publications/children-missing-education.
The government has been working with Directors of Children’s Services on the issue of unregistered schools, and in collaboration with them and with Ofsted have drawn up guidance on joint working between Ofsted, the department and local councils on tackling unregistered schools. We intend to publish the guidance in the near future. Where an unregistered school is identified, Ofsted take steps to share this information with the department and the local council. The department supports councils to use their powers under safeguarding or health and safety legislation to disrupt and tackle unregistered independent schools. Local councils have a duty to investigate where they suspect that a child in their area is suffering, or likely to suffer, harm. Where unregistered independent schools are identified, it is likely to be in the children’s best interests, in terms of both education and safety, for them to move as quickly as possible into properly regulated schools.