Asked by: Valerie Vaz (Labour - Walsall South)
Question to the Department for Education:
To ask the Secretary of State for Education, how many teachers in (a) primary and (b) secondary schools in Walsall South constituency do not have qualified teacher status.
Answered by Nick Gibb
Information on the school workforce in England is published in the annual ‘School Workforce in England’ national statistics release, available at: https://explore-education-statistics.service.gov.uk/find-statistics/school-workforce-in-england.
The number of teachers without qualified teacher status in all state funded schools in England, including a breakdown by primary and secondary, and by local authority, is available at: https://explore-education-statistics.service.gov.uk/data-tables/permalink/29d83b82-2aba-44c7-bb82-08db371944c7.
Data relating to schools in individual constituencies can be found in the ‘teacher and support staff numbers by school’ file, within the additional supporting files section, available at: https://content.explore-education-statistics.service.gov.uk/api/releases/0728fb07-f014-492c-aac9-fd11bb441601/files/2dfcc772-c410-46ac-cb9d-08da713e9200.
There are 24,000 more teachers now than in 2010. The quality of teaching is the most important in school factor in improving outcomes for children, especially for those from disadvantaged backgrounds. Evidence is clear that high quality professional development can lead to improved pupil attainment.
The Department has invested in transforming training for teachers and head teachers. Every teacher and head teacher now has access to high quality, evidence based training and professional development at every stage of their career, starting with initial teacher training (ITT).
By 2024, a reformed ITT provider market will be delivering quality assured training leading to qualified teacher status (QTS) that places a greater emphasis than ever before on embedding structured practice into courses, ensuring trainees are ready to thrive in the classroom.
A new system of higher quality training provider partnerships will be supported by £36 million to introduce new Quality Requirements, including better training for mentors and the delivery of new, cutting edge, intensive training, and practice activity. Every teaching school hub will be involved in ITT to ensure that training places are available across the country.
QTS is considered desirable for teachers in most schools in England. In some schools, including academies, free schools, and independent schools, QTS is not a legal requirement. Academies have a fundamental freedom to employ talented people who do not necessarily have QTS.
Most teachers in all schools, including academies, have QTS and have undertaken initial teacher training. In the 2021/22 academic year, the latest data available, 14,771 teachers (headcount) did not have qualified teacher status, equivalent to 2.9% of teachers.
Asked by: Valerie Vaz (Labour - Walsall South)
Question to the Department for Education:
To ask the Secretary of State for Education, what estimate she has made of the number of Teachers of the Deaf in (a) Walsall South and (b) England.
Answered by Claire Coutinho - Secretary of State for Energy Security and Net Zero
Information on the number of qualified teachers of the deaf is not collected by the department.
Information on the school workforce in England is collected as part of the annual School Workforce Census each November. Information is published in the ‘School Workforce in England’ statistical publication: https://explore-education-statistics.service.gov.uk/find-statistics/school-workforce-in-england.
Asked by: Valerie Vaz (Labour - Walsall South)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment she has made of the adequacy of the number of Teachers of the Deaf in each year since 2010; and if she will make a statement.
Answered by Claire Coutinho - Secretary of State for Energy Security and Net Zero
On 2 March 2023, the department published the Special Educational Needs and Disabilities (SEND) and Alternative Provision (AP) Improvement Plan in response to the Green Paper published in March 2022. This outlines the government’s mission for the SEND and AP system to fulfil children’s potential, including those with sensory impairment.
As stated in the Plan, to support the supply of teachers with a mandatory qualification in sensory impairment (MQSI), the department has developed a new approval process to determine providers of MQSIs from the start of the 2023/24 academic year. The Institute for Apprenticeships and Technical Education (IfATE) are also developing an apprenticeship for teachers of sensory impairment. They are working with universities, local authorities and sector representatives, including the National Deaf Children’s Society, the Royal National Institute of Blind People and the British Association of Teachers of Deaf Children and Young People, to develop the qualification and expect it to be available from 2025. In addition to this, the department is exploring further options to maximise take up of MQSIs, with a view to improve the supply of teachers for children with sensory impairments.
Asked by: Valerie Vaz (Labour - Walsall South)
Question to the Department for Education:
To ask the Secretary of State for Education, with reference to the premature online publication of the AQA A-level Chemistry Paper 2 in June 2022, what steps he is taking to ensure the integrity of examinations and fairness for pupils.
Answered by Will Quince
This is a matter for Ofqual, the Office of Qualifications and Examinations Regulation. I have asked its Chief Regulator, Dr Jo Saxton, to write to the right hon. Member and a copy of her reply will be placed in the Libraries of both Houses.
Asked by: Valerie Vaz (Labour - Walsall South)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps he plans to take to provide an alternative student finance product for Muslim students who are unable to access student loans owing to their beliefs on interest.
Answered by Michelle Donelan - Secretary of State for Science, Innovation and Technology
The government’s priority, in our response to the report of the Independent Panel of the Review of Post 18 Education and Funding, is to put the student finance system on a sustainable footing for the long term.
As part of our response, we are introducing the Lifelong Loan Entitlement (LLE). We are considering if and how Alternative Student Finance (ASF) could be delivered as part of the LLE.
We believe it is sensible to align future delivery of an ASF product with these major reforms to ensure fair treatment for all students.
Asked by: Valerie Vaz (Labour - Walsall South)
Question to the Department for Education:
To ask the Secretary of State for Education, if he will make an estimate of the number of overseas students in the UK, broken down by (a) nationality and (b) university.
Answered by Michelle Donelan - Secretary of State for Science, Innovation and Technology
The Higher Education Statistics Agency (HESA) collects and publishes data about students enrolled at UK higher education (HE) providers.
Statistics on the total number of overseas students at each HE provider in the UK can be found in Table 1 of HESA’s Open Data tables. This data is available here: https://www.hesa.ac.uk/data-and-analysis/students/table-1.
Further detail, which includes the country of domicile prior to study, is available in Table 28. This data is available here: https://www.hesa.ac.uk/data-and-analysis/students/table-28.
The statistics available in HESA’s Open Data tables refer to the academic years 2014/15 to 2019/20. Figures for the academic year 2020/21 will be published by HESA in February 2022.
The government fully recognises the important contribution that international students make to the UK’s HE sector, both economically and culturally. International students enrich the university experience for all students, including those from the UK themselves. They bring greater diversity to university and college campuses adding an international dimension to the experience of all students. We are proud that so many international students choose to study here each year and look forward to welcoming many more in the future.
The International Education Strategy update published in February 2021, reaffirms the government’s commitment to the two key ambitions of the International Education Strategy to increase the value of our education exports to £35 billion per year, and to sustainably increase the number of international HE students hosted in the UK to at least 600,000 per year, both by 2030.
Asked by: Valerie Vaz (Labour - Walsall South)
Question to the Department for Education:
To ask the Secretary of State for Education, with reference to the Education and Childcare settings New National Restrictions from 5 November 2020 guidance and the updated guidance for full opening of schools, whether private instrumental lessons can take place in (a) teachers' homes, (b) private studios and (c) pupils' homes during the November 2020 covid-19 lockdown.
Answered by Nick Gibb
As outlined in the guidance for education and childcare settings on new national restrictions from 5 November 2020, out-of-school activities such as private tuition may continue to operate during the period of national restrictions: https://www.gov.uk/guidance/education-and-childcare-settings-new-national-restrictions-from-5-november-2020#ooss. Providers of these activities who are operating out of their own homes or private studios should ensure they are only being accessed for face-to-face provision by parents if their primary purpose is registered childcare. If they are providing other activities for children, this should be done only where it is reasonably necessary to enable parents to work or search for work, to undertake training or education, or for the purposes of respite care.
Out-of-school activities that are primarily used by home educating parents, as part of their arrangements for their child to receive a suitable full-time education, may also continue to operate for face-to-face provision for the duration of the national restrictions. This could include, for example, private tutors.
Where online lessons are not reasonably possible, providers are permitted to offer face-to-face provision in pupils’ homes, where it is necessary for them to continue to work.
Tutors that continue to operate face-to-face provision during this period should continue to undertake risk assessments and implement the system of controls set out in the protective measures for holiday clubs, after-school clubs and other out-of-school clubs for children during the COVID-19 outbreak: https://www.gov.uk/government/publications/protective-measures-for-holiday-or-after-school-clubs-and-other-out-of-school-settings-for-children-during-the-coronavirus-covid-19-outbreak/protective-measures-for-out-of-school-settings-during-the-coronavirus-covid-19-outbreak. Providers operating out of other people’s homes should also implement the guidance on working safely in these environments: https://www.gov.uk/guidance/working-safely-during-coronavirus-covid-19/homes.
All other out of school activities, not being primarily used by parents for these purposes and that can offer remote education, should close for face-to-face provision for the duration of the national restrictions. This will minimise the amount of mixing between different groups of people and therefore reduce the risk of infection and transmission of COVID-19.
Asked by: Valerie Vaz (Labour - Walsall South)
Question to the Department for Education:
To ask the Secretary of State for Education, when he plans to publish the refreshed National Plan for Music Education.
Answered by Nick Gibb
The call for evidence on music education was launched on 9 February and closed on 13 March, the findings from which will inform the refreshed National Plan for Music Education. Due to the COVID-19 outbreak, the refresh of the plan is currently on hold but will be published in due course.
The Government has been clear in its intention to keep schools open throughout the COVID-19 outbreak and ensure all pupils get a high-quality education. Schools should undertake a COVID-19 risk assessment by following the advice set out in the Department’s guidance for full opening of schools. The guidance can be found at: https://www.gov.uk/government/publications/actions-for-schools-during-the-coronavirus-outbreak/guidance-for-full-opening-schools. There may be an additional risk of infection in environments where singing and the playing of wind or brass instruments takes place. The guidance also includes advice on how schools can teach music safely, including on musical equipment. Guidance can be found here: https://www.gov.uk/guidance/working-safely-during-coronavirus-covid-19/performing-arts.
The guidance is also clear that the curriculum should remain broad so that the majority of pupils are taught a full range of subjects over the year, including the arts. In Key Stages 4 and 5, the majority of GCSE and A-level students are expected to continue to study their examination subjects, including those who are due to take exams in music, to support them towards their preferred route to further study.
Asked by: Valerie Vaz (Labour - Walsall South)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps he will take to accommodate students who have been unable to practice their chosen musical instrument in school during the covid -19 outbreak in forthcoming GCSE and A Level music exams.
Answered by Nick Gibb
The Government has been clear that it is a top priority to keep schools open throughout the COVID-19 outbreak and ensure all pupils get a high quality education.
The Department’s guidance for the full opening of schools for this academic year makes clear that the curriculum should remain broad so that the majority of pupils are taught a full range of subjects over the year, including the arts. The guidance also states that in Key Stage 4 and 5, the majority of GCSE and A level students are expected to continue to study their examination subjects, including those due to take exams in music, to support them towards their preferred route to further study.
There may be an additional risk of infection in environments where singing, and playing of wind or brass instruments, takes place. The guidance also sets out detailed advice on how schools can teach these aspects of music safely. Schools should take the necessary steps to ensure those singing or practicing woodwind or brass instruments in school can do so safely. The Department’s full guidance is available at: https://www.gov.uk/government/publications/actions-for-schools-during-the-coronavirus-outbreak/guidance-for-full-opening-schools#music-dance-and-drama-in-school.
In August, Ofqual published decisions on subject-level changes to exams and assessments in 2021, including for GCSE and A level music, to reduce pressure on teaching time next year and respond to public health requirements. On Monday 12 October, the Government confirmed that no further subject-level changes to exams and assessments will be made for GCSEs, AS and A levels. This confirmation gives teachers, school and college leaders, and students clarity on what will be assessed in exams next summer.
Asked by: Valerie Vaz (Labour - Walsall South)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps he is taking to ensure that music is not removed from the curriculum during the covid-19 outbreak.
Answered by Nick Gibb
The call for evidence on music education was launched on 9 February and closed on 13 March, the findings from which will inform the refreshed National Plan for Music Education. Due to the COVID-19 outbreak, the refresh of the plan is currently on hold but will be published in due course.
The Government has been clear in its intention to keep schools open throughout the COVID-19 outbreak and ensure all pupils get a high-quality education. Schools should undertake a COVID-19 risk assessment by following the advice set out in the Department’s guidance for full opening of schools. The guidance can be found at: https://www.gov.uk/government/publications/actions-for-schools-during-the-coronavirus-outbreak/guidance-for-full-opening-schools. There may be an additional risk of infection in environments where singing and the playing of wind or brass instruments takes place. The guidance also includes advice on how schools can teach music safely, including on musical equipment. Guidance can be found here: https://www.gov.uk/guidance/working-safely-during-coronavirus-covid-19/performing-arts.
The guidance is also clear that the curriculum should remain broad so that the majority of pupils are taught a full range of subjects over the year, including the arts. In Key Stages 4 and 5, the majority of GCSE and A-level students are expected to continue to study their examination subjects, including those who are due to take exams in music, to support them towards their preferred route to further study.