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: 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: 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.
Asked by: Matt Vickers (Conservative - Stockton West)
Question to the Department for Education:
To ask the Secretary of State for Education, what recent assessment her Department has made of the potential impact of workload reduction measures on teacher retention rates.
Answered by Georgia Gould - Minister of State (Education)
The best recruitment strategy is a strong retention strategy, and this government has provided a near 10% pay award for teachers to ensure teaching is once again a respected and attractive profession.
The department is undertaking a range of initiatives to help teachers manage workload and improve retention. Our ‘Improve workload and wellbeing for school staff’ service, developed alongside school leaders, contains a range of supportive resources for schools to reduce workload. Our education staff wellbeing charter, now with over 4,200 signatories, sets out commitments from government, schools, and colleges to improve staff wellbeing, including commitments to help reduce teacher workload.
The department is seeing signs of improvement. 2024/25 saw one of the lowest leaver rates since 2010, with 1,300 fewer teachers leaving the state-funded sector, and the workforce has grown by 2,346 FTE from the previous year in secondary and special schools, the schools where teachers are needed most.
Asked by: Ben Maguire (Liberal Democrat - North Cornwall)
Question to the Department for Education:
To ask the Secretary of State for Education, if her Department will make an assessment of the potential merits of standardising complaint procedures for (a) schools and (b) trusts to ensure that (i) parents and (ii) guardians have the same opportunity to access those procedures.
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: Ben Maguire (Liberal Democrat - North Cornwall)
Question to the Department for Education:
To ask the Secretary of State for Education, if her Department will make an assessment of the potential merits of assessing (a) schools' and (b) trusts' complaint procedures to ensure that the complaint process is adequately (i) accessible and (ii) understandable.
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 assessment her Department has made of the potential impact of increased SEND responsibilities on (a) teacher and (b) headteacher retention in Surrey Heath constituency.
Answered by Georgia Gould - Minister of State (Education)
This government’s ambition is that all children and young people with special educational needs and disabilities (SEND) or in alternative provision receive the right support to succeed in their education and as they move into adult life.
For 2025/26, we announced a Targeted Retention Incentive (TRI) worth up to £6,000 after tax for mathematics, physics, chemistry and computing teachers in the first five years of their careers who work in disadvantaged schools. Three schools in Surrey Heath constituency are eligible for the TRI.
In 2024, the department began delivery of the mandatory National Professional Qualification for Special Educational Needs Co-ordinators. Participants will develop the essential skills needed to set the strategic direction and conditions to support pupils with SEND to thrive.
To ensure that there are sufficient, high quality teachers and headteachers, the department has increased the core schools budget by £3.7 billion in 2025/26, totalling £65.3 billion. This is alongside the near 10% pay award for teachers over the last two years to ensure teaching is once again a respected and attractive profession.
The department is already seeing positive signs that the investment is delivering. The workforce has grown by 2,346 teachers full-time equivalent between 2023/24 and 2024/25 in secondary and special schools, the schools where they are needed most. This year also has one of the lowest leaver rates since 2010, with 1,300 fewer teachers leaving the state-funded sector.