Asked by: Baroness Lister of Burtersett (Labour - Life peer)
Question to the Department for Education:
To ask His Majesty's Government how many teachers were funded and training as citizenship specialists in England in 2024–25, and whether they plan to increase that number.
Answered by Baroness Smith of Malvern - Minister of State (Department for Work and Pensions)
The department is working with the sector to re-establish teaching as an attractive profession across all subjects, including citizenship, and as a first step this government has increased teacher pay by almost 10% over two years.
Our Plan for Change is committed to recruiting 6,500 new teachers across secondary and special schools, and our colleges, over the course of this parliament to ensure sufficient teachers across all subjects. We are making good progress, with the workforce growing by 2,346 full-time equivalent between 2023/24 and 2024/25 in secondary and special schools, where it is needed most.
Whilst we do not hold data on the number of trainees for citizenship, recruitment to citizenship initial teacher training courses is unrestricted, enabling providers to recruit to increased demand. All trainees on a tuition fee-funded course can apply for a tuition fee loan and maintenance loan to support their living costs. Additional funding, such as the childcare grant, is available depending on individual circumstances.
Asked by: Vicky Foxcroft (Labour - Lewisham North)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps she is taking to ensure that specialist Citizenship teachers are recruited and retained; and what steps she is taking to extend bursaries to this subject.
Answered by Georgia Gould - Minister of State (Education)
The department is working with the sector to re-establish teaching as an attractive profession across all subjects, including citizenship. As a first step, this government has increased teacher pay by almost 10% over two years.
Our Plan for Change is committed to recruiting 6,500 new expert teachers across secondary and special schools, and our colleges over the course of this Parliament to ensure sufficient teachers across all subjects. We are making good progress with the workforce has grown by 2,346 on a full-time equivalent basis between 2023/24 and 2024/25 in secondary and special schools, where it is needed most.
Trainee bursaries are reviewed annually to ensure we are focusing on the subjects most in need. Our commitment of over £200 million for bursaries in 2026/27 follows improved recruitment, with 10% more acceptances to start initial teacher training courses this year compared to last year and the teacher leaver rate falling to 9%, one of the lowest on record. In 2024/25 3,685 teachers taught citizenship.
Asked by: Vicky Foxcroft (Labour - Lewisham North)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment her Department has made of the potential impact of the exclusion of citizenship from the teacher training bursary list on the (a) recruitment of specialist teachers and (b) ability of schools to deliver high-quality citizenship education.
Answered by Georgia Gould - Minister of State (Education)
The department is working with the sector to re-establish teaching as an attractive profession across all subjects, including citizenship. As a first step, this government has increased teacher pay by almost 10% over two years.
Our Plan for Change is committed to recruiting 6,500 new expert teachers across secondary and special schools, and our colleges over the course of this Parliament to ensure sufficient teachers across all subjects. We are making good progress with the workforce has grown by 2,346 on a full-time equivalent basis between 2023/24 and 2024/25 in secondary and special schools, where it is needed most.
Trainee bursaries are reviewed annually to ensure we are focusing on the subjects most in need. Our commitment of over £200 million for bursaries in 2026/27 follows improved recruitment, with 10% more acceptances to start initial teacher training courses this year compared to last year and the teacher leaver rate falling to 9%, one of the lowest on record. In 2024/25 3,685 teachers taught citizenship.
Asked by: Matt Vickers (Conservative - Stockton West)
Question to the Department for Education:
To ask the Secretary of State for Education, what progress her Department has made towards meeting teacher training targets in the 2024–25 academic year.
Answered by Georgia Gould - Minister of State (Education)
Performance against the postgraduate initial teacher training (ITT) recruitment targets for the 2024/25 academic year is published in the ITT Census here: https://explore-education-statistics.service.gov.uk/find-statistics/initial-teacher-training-census/2024-25.
In 2024/25, 88% of the postgraduate ITT recruitment target was met for Primary ITT, and 62% for Secondary ITT. This was a significant increase in secondary, where just 48% of the target was met in 2023/24. For science, technology, engineering, and mathematics subjects (Biology, Chemistry, Physics, Mathematics and Computing), there were positive improvements, with 61% of the postgraduate ITT target met, compared to 47% in 2023/24. We are working hard to build on these improvements, as the government reestablishes teaching as a respected, valued profession once again.
Asked by: Andrew Mitchell (Conservative - Sutton Coldfield)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps her Department is taking to help support the retention of (a) primary and (b) secondary school teachers in Sutton Coldfield constituency.
Answered by Georgia Gould - Minister of State (Education)
This government is committed to re-establishing teaching as an attractive profession, which is why the department announced a 4% pay award for teachers and leaders in maintained schools from September 2025, on top of a 5.5% pay award for 2024/25, resulting in a near 10% pay award since this government came to power.
The department also announced targeted retention payments worth up to £6,000, with eligible teachers of chemistry, computing, mathematics and physics in The Royal Sutton School in Sutton Coldfield constituency qualifying for these.
To further boost retention, the department worked with the sector to develop the ‘Improve workload and wellbeing for school staff’ service, which contains a range of supportive resources for schools to review and reduce workload, and improve staff wellbeing.
The education staff wellbeing charter, which sets out commitments from government, schools and colleges to improve staff wellbeing and workload, has over 4,200 signatories, including two schools in Sutton Coldfield.
Asked by: Lord Freyberg (Crossbench - Excepted Hereditary)
Question to the Department for Education:
To ask His Majesty's Government what assessment they have made of the effect of removing the initial teacher training bursary for music on access to the teaching profession for candidates from lower-income backgrounds.
Answered by Baroness Smith of Malvern - Minister of State (Department for Work and Pensions)
Initial teacher training (ITT) bursaries are offered to incentivise more applications to ITT courses. The department reviews the bursaries annually to take account of ITT recruitment to date, forecast economic conditions, and teacher supply need in each subject. The bursaries we offer also take account of the high earning potential of science, technology, engineering and mathematics (STEM) graduates. Whether a bursary is offered or not, student trainee teachers can access a tuition fee loan, maintenance loan and additional support dependent on their circumstances, such as the Childcare Grant.
Between the 2023/24 and 2024/25 academic years, postgraduate ITT recruitment for music increased by 53%, one of the largest increases for any subject. Acceptances for ITT courses starting in the 2025/26 academic year indicate a further improvement. At the same time, demand for music trainee teachers has fallen due to this higher ITT recruitment and more favourable teacher retention forecasts. As a result, the postgraduate ITT target in music reduced by 31% for courses starting in 2025/26.
As part of our Opportunity Mission, we want high quality music and arts education for every child in all state-funded schools. This is why we announced our intention to launch a new National Centre for Arts and Music Education to deliver excellent continuing professional development for teachers in all the arts subjects, including music. The Curriculum and Assessment Review final report is also considering all the arts subjects, and final report and government response will be published shortly.
Asked by: Al Pinkerton (Liberal Democrat - Surrey Heath)
Question to the Department for Education:
To ask the Secretary of State for Education, whether her Department has made an assessment of the potential merits of updating guidance for (a) schools and (b) inspectorates on handling complaints that are escalated without first being considered under published complaints policies.
Answered by Georgia Gould - Minister of State (Education)
The department is working closely with the Improving Education Together group to improve the complaints system. We are exploring how to reset the relationship between schools and parents through encouraging informal resolution, reducing duplication, and clarifying roles and responsibilities. Where schools cannot resolve complaints, they should be passed quickly to the right body. We expect to provide more detail in the Schools White Paper.
The department has published best practice guidance for maintained schools and academies, including model complaints policies, and this can be accessed at: https://www.gov.uk/government/publications/school-complaints-procedures and https://www.gov.uk/government/publications/setting-up-an-academies-complaints-procedure/best-practice-guidance-for-academies-complaints-procedures.
Complaints can be escalated to the department once a school’s process has been exhausted, unless the complainant has been obstructed. Once received, officials check whether the school’s complaints policy complies with relevant guidance and regulations.
The department values the dedication and expertise of the school workforce and is committed to working with them to re-establish teaching as an attractive, expert profession.
Asked by: Al Pinkerton (Liberal Democrat - Surrey Heath)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps her Department is taking to support schools in managing persistent complaints referred to external bodies without being resolved through schools internal procedures in Surrey Heath constituency.
Answered by Georgia Gould - Minister of State (Education)
The department is working closely with the Improving Education Together group to improve the complaints system. We are exploring how to reset the relationship between schools and parents through encouraging informal resolution, reducing duplication, and clarifying roles and responsibilities. Where schools cannot resolve complaints, they should be passed quickly to the right body. We expect to provide more detail in the Schools White Paper.
The department has published best practice guidance for maintained schools and academies, including model complaints policies, and this can be accessed at: https://www.gov.uk/government/publications/school-complaints-procedures and https://www.gov.uk/government/publications/setting-up-an-academies-complaints-procedure/best-practice-guidance-for-academies-complaints-procedures.
Complaints can be escalated to the department once a school’s process has been exhausted, unless the complainant has been obstructed. Once received, officials check whether the school’s complaints policy complies with relevant guidance and regulations.
The department values the dedication and expertise of the school workforce and is committed to working with them to re-establish teaching as an attractive, expert profession.
Asked by: Al Pinkerton (Liberal Democrat - Surrey Heath)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps her Department is taking to support schools in managing reputational issues from (a) repeated and (b) unsubstantiated complaints in Surrey Heath constituency.
Answered by Georgia Gould - Minister of State (Education)
The department is working closely with the Improving Education Together group to improve the complaints system. We are exploring how to reset the relationship between schools and parents through encouraging informal resolution, reducing duplication, and clarifying roles and responsibilities. Where schools cannot resolve complaints, they should be passed quickly to the right body. We expect to provide more detail in the Schools White Paper.
The department has published best practice guidance for maintained schools and academies, including model complaints policies, and this can be accessed at: https://www.gov.uk/government/publications/school-complaints-procedures and https://www.gov.uk/government/publications/setting-up-an-academies-complaints-procedure/best-practice-guidance-for-academies-complaints-procedures.
Complaints can be escalated to the department once a school’s process has been exhausted, unless the complainant has been obstructed. Once received, officials check whether the school’s complaints policy complies with relevant guidance and regulations.
The department values the dedication and expertise of the school workforce and is committed to working with them to re-establish teaching as an attractive, expert profession.
Asked by: Al Pinkerton (Liberal Democrat - Surrey Heath)
Question to the Department for Education:
To ask the Secretary of State for Education, if her Department will take steps to recognise the (a) work and (b) contributions of staff in special educational needs schools in Surrey Heath constituency.
Answered by Georgia Gould - Minister of State (Education)
The department is working closely with the Improving Education Together group to improve the complaints system. We are exploring how to reset the relationship between schools and parents through encouraging informal resolution, reducing duplication, and clarifying roles and responsibilities. Where schools cannot resolve complaints, they should be passed quickly to the right body. We expect to provide more detail in the Schools White Paper.
The department has published best practice guidance for maintained schools and academies, including model complaints policies, and this can be accessed at: https://www.gov.uk/government/publications/school-complaints-procedures and https://www.gov.uk/government/publications/setting-up-an-academies-complaints-procedure/best-practice-guidance-for-academies-complaints-procedures.
Complaints can be escalated to the department once a school’s process has been exhausted, unless the complainant has been obstructed. Once received, officials check whether the school’s complaints policy complies with relevant guidance and regulations.
The department values the dedication and expertise of the school workforce and is committed to working with them to re-establish teaching as an attractive, expert profession.