Asked by: Tanmanjeet Singh Dhesi (Labour - Slough)
Question to the Department for Education:
To ask the Secretary of State for Education, what recent assessment she has made of the (a) adequacy of the level of experience of cover supervisors in schools and (b) potential impact of the use of cover supervisors on (i) student safety and (ii) educational outcomes.
Answered by Damian Hinds - Minister of State (Education)
Supply teachers perform a valuable role and make an important contribution to the smooth running of schools by filling posts on a temporary basis and by covering teacher absences.
The type of school a supply teacher works in determines the qualifications required. In local authority-maintained schools, maintained special schools and non-maintained special schools, anyone who teaches is legally required to hold qualified teacher status (QTS), subject to the following exceptions:
Academies, free schools and independent schools are not subject to these requirements and have the freedom to appoint teachers with alternative qualifications.
Headteachers are ultimately responsible for the educational performance in their schools and the governing body carries out certain checks on supply staff, and the department trusts them to take decisions about the right mix of qualifications, skills, and experience that they expect teachers in their schools to have.
In August 2018, in conjunction with the Crown Commercial Service, the department launched the agency supply deal. A link to the guidance can be found here: https://www.gov.uk/guidance/deal-for-schools-hiring-supply-teachers-and-agency-workers. The deal supports schools to get value for money when hiring agency supply teachers and other temporary school staff.
The deal has established a list of preferred suppliers that schools can access, all of which:
The department strongly recommends that schools consider using preferred suppliers first for their agency staffing needs.
Schools can learn more about the deal at: https://www.gov.uk/guidance/deal-for-schools-hiring-supply-teachers-and-agency-workers.
The department commissioned a research project last year into the use of supply staff in schools. This research has surveyed and interviewed supply teachers and school leaders and will improve understanding of the supply market. Publication of the report is due in the summer.
Asked by: Tanmanjeet Singh Dhesi (Labour - Slough)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment she has made of the potential impact of the level of (a) qualification and (b) experience of staff employed through teacher supply agencies on educational standards.
Answered by Damian Hinds - Minister of State (Education)
Supply teachers perform a valuable role and make an important contribution to the smooth running of schools by filling posts on a temporary basis and by covering teacher absences.
The type of school a supply teacher works in determines the qualifications required. In local authority-maintained schools, maintained special schools and non-maintained special schools, anyone who teaches is legally required to hold qualified teacher status (QTS), subject to the following exceptions:
Academies, free schools and independent schools are not subject to these requirements and have the freedom to appoint teachers with alternative qualifications.
Headteachers are ultimately responsible for the educational performance in their schools and the governing body carries out certain checks on supply staff, and the department trusts them to take decisions about the right mix of qualifications, skills, and experience that they expect teachers in their schools to have.
In August 2018, in conjunction with the Crown Commercial Service, the department launched the agency supply deal. A link to the guidance can be found here: https://www.gov.uk/guidance/deal-for-schools-hiring-supply-teachers-and-agency-workers. The deal supports schools to get value for money when hiring agency supply teachers and other temporary school staff.
The deal has established a list of preferred suppliers that schools can access, all of which:
The department strongly recommends that schools consider using preferred suppliers first for their agency staffing needs.
Schools can learn more about the deal at: https://www.gov.uk/guidance/deal-for-schools-hiring-supply-teachers-and-agency-workers.
The department commissioned a research project last year into the use of supply staff in schools. This research has surveyed and interviewed supply teachers and school leaders and will improve understanding of the supply market. Publication of the report is due in the summer.
Asked by: Tanmanjeet Singh Dhesi (Labour - Slough)
Question to the Department for Education:
To ask the Secretary of State for Education, whether she has made an assessment of the potential merits of regulating the qualifications and experience of staff made available to schools through teacher supply agencies.
Answered by Damian Hinds - Minister of State (Education)
Supply teachers perform a valuable role and make an important contribution to the smooth running of schools by filling posts on a temporary basis and by covering teacher absences.
The type of school a supply teacher works in determines the qualifications required. In local authority-maintained schools, maintained special schools and non-maintained special schools, anyone who teaches is legally required to hold qualified teacher status (QTS), subject to the following exceptions:
Academies, free schools and independent schools are not subject to these requirements and have the freedom to appoint teachers with alternative qualifications.
Headteachers are ultimately responsible for the educational performance in their schools and the governing body carries out certain checks on supply staff, and the department trusts them to take decisions about the right mix of qualifications, skills, and experience that they expect teachers in their schools to have.
In August 2018, in conjunction with the Crown Commercial Service, the department launched the agency supply deal. A link to the guidance can be found here: https://www.gov.uk/guidance/deal-for-schools-hiring-supply-teachers-and-agency-workers. The deal supports schools to get value for money when hiring agency supply teachers and other temporary school staff.
The deal has established a list of preferred suppliers that schools can access, all of which:
The department strongly recommends that schools consider using preferred suppliers first for their agency staffing needs.
Schools can learn more about the deal at: https://www.gov.uk/guidance/deal-for-schools-hiring-supply-teachers-and-agency-workers.
The department commissioned a research project last year into the use of supply staff in schools. This research has surveyed and interviewed supply teachers and school leaders and will improve understanding of the supply market. Publication of the report is due in the summer.
Asked by: Tanmanjeet Singh Dhesi (Labour - Slough)
Question to the Department for Education:
To ask the Secretary of State for Education, whether her Department plans to take steps to assess the adequacy of qualifications held by people recruited to teacher supply agencies.
Answered by Damian Hinds - Minister of State (Education)
Supply teachers perform a valuable role and make an important contribution to the smooth running of schools by filling posts on a temporary basis and by covering teacher absences.
The type of school a supply teacher works in determines the qualifications required. In local authority-maintained schools, maintained special schools and non-maintained special schools, anyone who teaches is legally required to hold qualified teacher status (QTS), subject to the following exceptions:
Academies, free schools and independent schools are not subject to these requirements and have the freedom to appoint teachers with alternative qualifications.
Headteachers are ultimately responsible for the educational performance in their schools and the governing body carries out certain checks on supply staff, and the department trusts them to take decisions about the right mix of qualifications, skills, and experience that they expect teachers in their schools to have.
In August 2018, in conjunction with the Crown Commercial Service, the department launched the agency supply deal. A link to the guidance can be found here: https://www.gov.uk/guidance/deal-for-schools-hiring-supply-teachers-and-agency-workers. The deal supports schools to get value for money when hiring agency supply teachers and other temporary school staff.
The deal has established a list of preferred suppliers that schools can access, all of which:
The department strongly recommends that schools consider using preferred suppliers first for their agency staffing needs.
Schools can learn more about the deal at: https://www.gov.uk/guidance/deal-for-schools-hiring-supply-teachers-and-agency-workers.
The department commissioned a research project last year into the use of supply staff in schools. This research has surveyed and interviewed supply teachers and school leaders and will improve understanding of the supply market. Publication of the report is due in the summer.
Asked by: Tanmanjeet Singh Dhesi (Labour - Slough)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps her Department plans to take to support schools in low income areas that may experience challenges in securing qualified supply teachers.
Answered by Damian Hinds - Minister of State (Education)
Supply teachers perform a valuable role and make an important contribution to the smooth running of schools by filling posts on a temporary basis and by covering teacher absences.
The type of school a supply teacher works in determines the qualifications required. In local authority-maintained schools, maintained special schools and non-maintained special schools, anyone who teaches is legally required to hold qualified teacher status (QTS), subject to the following exceptions:
Academies, free schools and independent schools are not subject to these requirements and have the freedom to appoint teachers with alternative qualifications.
Headteachers are ultimately responsible for the educational performance in their schools and the governing body carries out certain checks on supply staff, and the department trusts them to take decisions about the right mix of qualifications, skills, and experience that they expect teachers in their schools to have.
In August 2018, in conjunction with the Crown Commercial Service, the department launched the agency supply deal. A link to the guidance can be found here: https://www.gov.uk/guidance/deal-for-schools-hiring-supply-teachers-and-agency-workers. The deal supports schools to get value for money when hiring agency supply teachers and other temporary school staff.
The deal has established a list of preferred suppliers that schools can access, all of which:
The department strongly recommends that schools consider using preferred suppliers first for their agency staffing needs.
Schools can learn more about the deal at: https://www.gov.uk/guidance/deal-for-schools-hiring-supply-teachers-and-agency-workers.
The department commissioned a research project last year into the use of supply staff in schools. This research has surveyed and interviewed supply teachers and school leaders and will improve understanding of the supply market. Publication of the report is due in the summer.
Asked by: Tanmanjeet Singh Dhesi (Labour - Slough)
Question to the Department for Education:
To ask the Secretary of State for Education, if she will update guidance for schools on mitigating poor air quality.
Answered by Damian Hinds - Minister of State (Education)
The department takes the health, safety and wellbeing of school users very seriously. ‘Building Bulletin 101’, published by the department, provides non-statutory guidance on ventilation, thermal comfort and indoor air quality in schools. This is available at: https://www.gov.uk/government/publications/building-bulletin-101-ventilation-for-school-buildings.
Further guidance on ventilation is included in the ‘Good Estate Management for Schools’ guidance, which is available at: https://www.gov.uk/guidance/good-estate-management-for-schools/health-and-safety. The department has also produced operational guidance on using CO2 monitors and managing ventilation, which is available at: https://www.gov.uk/guidance/using-co-monitors-and-air-cleaning-units-in-education-and-care-settings.
The department regularly reviews its guidance to ensure that it aligns with best practice and industry standards, to deliver high-quality school environments.
Asked by: Tanmanjeet Singh Dhesi (Labour - Slough)
Question to the Department for Education:
To ask the Secretary of State for Education, whether she is taking steps to include information about the benefits of eating (a) wholemeal and (b) traditionally made bread in the school curriculum to promote healthier eating habits.
Answered by Damian Hinds - Minister of State (Education)
The government wants to support the health and well-being of everyone. The department recognises the importance of education in delivering this aim and is supporting schools in a number of ways to provide high-quality healthy eating education for their students.
The department does not specify how schools should teach the curriculum. It is a framework setting out the content of what the department expects schools to cover in each subject and trusts that teachers will develop the right approach for pupils in their particular school.
Cooking and nutrition are a discrete strand of the national curriculum for design and technology and is compulsory for key stages 1 to 3. The curriculum aims to teach children how to cook and how to apply the principles of healthy eating and nutrition. Students should become competent in a range of cooking techniques, as well as understanding the characteristics of a broad range of ingredients. The curriculum does not specify bread, but teachers may choose to include it among the foods they study.
A food preparation and nutrition GCSE, introduced in September 2016, requires pupils to understand and apply the principles of food science, nutrition and healthy eating when preparing and cooking food. Pupils learn about bread when studying food groups, where they could learn about the nutritional benefits of wholemeal. Similarly, they develop dough making skills in the preparation section of the course, allowing them to learn about traditional bread making.
The importance of healthy eating is also included in the science curriculum for both primary and secondary schools. Healthy eating is covered through topics relating to nutrition and digestion, which cover the content of a healthy diet and the impact of diet on how the body functions.
The statutory guidance for Relationships, Sex and Health Education includes content on the importance of daily exercise, good nutrition and the risks associated with an inactive lifestyle, including obesity.
Oak National Academy will be providing a fully resourced curriculum for key stage 1 to key stage 3 for food and nutrition. This will align with the national curriculum and also Oak’s guiding principles, which focus on the knowledge and skills specific to food and nutrition.
In addition, the standards for school food are set out in the requirements for school food regulations 2014, which can be found here: https://www.gov.uk/government/publications/standards-for-school-food-in-england. These regulations are to ensure that schools provide children with healthy food and drink options, and to make sure that children get the energy and nutrition they need across the school day. The standards require bread, with no added fat or oil, to be available every day. The ‘School food standards practical guide’ encourages use of wholegrain varieties of starchy foods, as well as using at least half wholemeal or granary flour when making bread, puddings, cakes, biscuits, batters and sauces. The ‘School food standards practical guide’ can be found here: https://www.gov.uk/government/publications/school-food-standards-resources-for-schools/school-food-standards-practical-guide#the-standards-for-school-lunch.
Asked by: Tanmanjeet Singh Dhesi (Labour - Slough)
Question to the Department for Education:
To ask the Secretary of State for Education, whether she plans to review the current funding formula for schools to ensure that it is adjusted for (a) inflation and (b) increases in the cost of living.
Answered by Damian Hinds - Minister of State (Education)
The overall core school budget will total £60.7 billion in the 2024/25 financial year, the highest ever level in real terms per pupil. School funding is therefore set to have risen by £11 billion next year, compared with 2021/2022.
Asked by: Tanmanjeet Singh Dhesi (Labour - Slough)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps her Department is taking to support young people in receipt of Carer's Allowance in (a) further and (b) higher education.
Answered by Robert Halfon
The department is determined that all young carers and young adult carers get the support they need to succeed in all stages of education.
The department provides a range of financial support for students who need it to enable them to participate in further education. This includes free meals, bursaries to help with the cost of education, such as travel, books, equipment, and trips, plus support for childcare and residential costs where required.
Disadvantaged English domiciled 18-year-olds are now 74% more likely to enter higher education than they were in 2010.
In the 2023/24 academic year, over £160 million of bursary funding has been allocated to institutions to help disadvantaged 16 to 19 year olds meet costs, which is nearly 12% higher than published allocations for last year. Institutions decide which young people receive bursaries and determine the level of financial support they receive. They can develop their own eligibility criteria for access to the discretionary bursary fund, including setting a household income threshold appropriate to their area and must publish information on this for students.
In November 2021, the department asked the Office for Students (OfS) to refocus the access and participation regime in higher education to create a system that supports young people from disadvantaged backgrounds throughout their education. This regime should include support for disadvantaged students before entry to higher education (HE) and be set out in new access and participation plans. Providers should be working meaningfully with schools to ensure that pupils from disadvantaged backgrounds, including young carers, are encouraged and supported to achieve the highest possible grades and move up the ladder of opportunity whether that be an apprenticeship or higher technical qualification, or a course at university.
Furthermore, in March 2023, the OfS launched an Equality of Opportunity Risk Register, which can be found here: https://www.officeforstudents.org.uk/advice-and-guidance/promoting-equal-opportunities/equality-of-opportunity-risk-register/. It focusses on students least likely to experience equal opportunity in HE with references to young carers in six of the key sector risks set out in the register.
HE providers are expected to refer to the register when writing access and participation plans.
Asked by: Tanmanjeet Singh Dhesi (Labour - Slough)
Question to the Department for Education:
To ask the Secretary of State for Education, what data her Department holds on levels of adult literacy in the UK; and what steps she is taking to increase adult literacy levels.
Answered by Robert Halfon
The department recognises the importance of good literacy skills, both in work and everyday life. Securing good levels of literacy has a positive impact on participation in society, improves earnings and employment opportunities and opens doors to further learning.
The department participates in the OECD’s International Survey of Adult Skills, which was last conducted in England and 24 other countries in 2011-12. The results show that 16% of 16-65-year-olds have the literacy skills of an 11 year old, or lower. The next survey is due to report in late 2024. A link to view the OECD adult skills surveys can be found here: https://www.oecd.org/skills/piaac/.
The government has also conducted the Skills for Life survey in 2011 which provided a national profile of adult literacy, numeracy, and ICTskills, and assessed the impact that different levels of skills had on people’s lives. The survey findings were published in 2012 and reported that, in England, 15% of the working age population have the literacy skills of an 11 year old, or lower (an estimated 5 million people).
The department also gathers data annually from providers delivering government funded adult further education (FE) and skills provision in England. The latest statistics can be found here: https://www.gov.uk/government/statistics/further-education-and-skills-march-2024.
To improve essential literacy and numeracy skills, a legal entitlement was introduced through the Apprenticeships, Skills, Children and Learning Act 2009 (Sections 87-89).This legal entitlement can be viewed here: https://www.legislation.gov.uk/ukpga/2009/22/part/4/chapter/1/crossheading/education-and-training-for-persons-aged-19-or-over-etc.
Through its legal entitlement, the department provides fully-funded study for adults who do not have essential literacy skills up to the equivalent of a GCSE grade 4/C or higher. In the 2022/23 academic year, around 223,000 learners participated in a literacy course funded through the entitlement.
The department supports all adults for whom English is not their first language to secure the English language skills they need. Adults are fully-funded or co-funded to study English for Speakers of Other Languages (ESOL) courses and qualifications up to and including GCSE 4/C equivalent. The number of learners participating in ESOL courses and qualifications continues to grow, with around 144,000 learners in the 2022/23 academic year. Already, round 120,000 learners have participated in ESOL courses in the first two quarters of this academic year.
The department recognises that community learning within its Adult Education Budget (AEB) can play a valuable role in helping individuals improve their literacy, particularly for learners where a qualification is not the most appropriate first step.
Currently 60% of the AEB has been devolved to 9 Mayoral Combined Authorities (MCAs) and delegated to the Mayor of London, working where appropriate through the Greater London Authority (GLA). These authorities are responsible for the provision of adult education and allocation of the AEB in their local areas, including funding of English and maths statutory entitlements. The Education and Skills Funding Agency (ESFA) is responsible for the remaining AEB in non-devolved areas where colleges and other training providers have the freedom and flexibility to determine how they use their AEB to best meet the needs of their communities.