Asked by: Barbara Keeley (Labour - Worsley and Eccles South)
Question to the Department for Education:
To ask the Secretary of State for Education, with reference to the findings in the report entitled Teacher Labour Market in England: Annual Report, published by the National Foundation for Educational Research in March 2024, what steps she is taking to help ensure that the Government meets its Initial Teacher Training targets for music teachers.
Answered by Damian Hinds - Minister of State (Education)
Postgraduate Initial Teacher Training (PGITT) recruitment represents a subset of entrants to teaching. Targets do not include all routes. For example, they do not include undergraduate courses.
Each year the department also recruits teachers that return to the profession having previously left the state-funded teaching sector, as well as those that were already qualified but are new to the sector.
The last School Workforce Census, which took place in June 2023, showed that 48,000 teachers entered the profession. Around one third of these were made up of those returning to the profession and half were new teachers entering through PGITT routes.
In the 2023/24 academic year, there were 216 new postgraduate entrants in music, which was 27% of the PGITT target. This is a decline in recruitment from the 2022/23 academic year, in which there were 292 new postgraduate entrants in music or 62% of the PGITT. The PGITT for music increased by 68% in 2023/24, which may partly explain some of the change in performance against the recruitment target.
As of 22 April 2024, 171 candidates have accepted an offer to begin a PGITT course in music in the 2024/25 academic year, which is a 24% increase from the same point last year.
For those intending to train as music teachers in the 2024/25 academic year, the department has introduced a bursary of £10,000 to support and encourage talented trainees to enter the profession. Music trainee teachers can also apply for a tuition fee loan and a maintenance loan to support their living costs. Additional funding is available depending on individual circumstances, such as the Childcare Grant.
The department accepted the School Teachers’ Review Body’s recommendations in full for a 6.5% teacher pay award in 2023, which saw the government achieve its manifesto commitment of £30,000 starting salaries for all teachers in England. This is an attractive offer, which forms part of the overall remuneration package for teachers, including a generous employer pension contribution rate of 28.6%.
Alongside the department’s financial levers, the department is continuing to invest in attracting the best teachers where they are needed most through the teaching marketing campaign and support services for prospective trainees, as well as its new in-house teacher recruitment journey and associated digital services.
Asked by: Jim Shannon (Democratic Unionist Party - Strangford)
Question to the Department for Education:
To ask the Secretary of State for Education, how many and what proportion of secondary school trainee teachers of (a) physics, (b) chemistry, (c) foreign languages, (d) religious education, (e) mathematics and (f) computing have been recruited to begin training in Autumn 2024.
Answered by Damian Hinds - Minister of State (Education)
Departmental targets for 2024/25 postgraduate initial teacher training (PGITT) were calculated by the Teacher Workforce Model (TWM) and include recruitment to High Potential ITT (HPITT) which is a two year employment-based ITT programme attracting high performing graduates and career changers who are unlikely to have otherwise joined the profession. The targets are calculated to replace all teachers expected to leave the workforce in 2025/26, and the working hours lost from teachers that will reduce their teaching hours between years. PGITT is only one of many routes into the teacher workforce, all of which are considered when calculating targets. Other routes include undergraduate university courses, Assessment Only (AO), the upcoming teacher degree apprenticeship, returners, new to the state-funded sector entrants, and newly qualified entrants that defer entry into the profession (deferrers).
Further information may be found in the following publication: https://explore-education-statistics.service.gov.uk/find-statistics/postgraduate-initial-teacher-training-targets.
Departmental targets are for 23,955 secondary teacher trainees to start their initial teacher training (ITT) in autumn 2024, including HPITT trainees. As of last month, there have been 7,618 acceptances to postgraduate secondary courses in England (excluding HPITT acceptances).
Acceptance figures exclude HPITT acceptances as this data is not published. It is expected that more candidates will be recruited in the final four months of the cycle. Therefore, although acceptance figures provide a better indication of the number of teacher trainees starting training in Autumn 2024, they are not directly comparable to TWM trainee targets.
The physics TWM trainee target is 2,250 (incl. HPITT) and currently there have been 554 acceptances (excl. HPITT).
The chemistry TWM trainee target is 1,220 (incl. HPITT) and currently there have been 314 acceptances (excl. HPITT).
The modern foreign languages TWM trainee target is 2,540 (incl. HPITT) and currently there have been 622 acceptances (excl. HPITT).
The religious education TWM trainee target is 580 (incl. HPITT) and currently there have been 198 acceptances (excl. HPITT).
The mathematics TWM trainee target is 3,065 (incl. HPITT) and currently there have been 1,001 acceptances (excl. HPITT).
The computing TWM trainee target is 1,330 (incl. HPITT) and currently there have been 202 acceptances (excl. HPITT).
One of the department’s top priorities is to ensure that it continues to attract and retain high-quality teachers. The department is investing in attracting the best teachers where they are needed the most, through its teaching marketing campaign, support services for prospective trainees, and financial incentives package including bursaries worth up to £28,000 and scholarships worth up to £30,000. The department’s in-house teacher recruitment journey and associated digital services are generating new real-time data and insight to drive innovation. For example, the department has now rolled out an ITT course specifically designed to support more engineers to teach physics.
Asked by: Luke Evans (Conservative - Bosworth)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps she is taking to encourage more people to consider a career as a (a) SEND teacher and (b) member of support staff in a SEND school.
Answered by David Johnston - Parliamentary Under-Secretary (Department for Education)
High-quality, well-supported teaching is the single most important in-school factor in improving outcomes for children, and it is particularly important for pupils from disadvantaged backgrounds and those with special educational needs and disabilities (SEND). That is why, on top of last years’ teacher pay award of 6.5%, which was the highest in over thirty years, the department ensures that an additional SEND allowance of up to £5,009 per year must be paid to teachers in a SEND post that requires a mandatory special educational needs qualification and involves teaching pupils with SEND.
The department is further encouraging people to consider becoming teachers, including teachers of SEND, through its Get into Teaching service and marketing campaign. The campaign provides inspiration and support to explore a career in teaching and directs people to the Get into Teaching service’s website.
Through the website, prospective trainees can access support and advice through expert one-to-one Teacher Training Advisers, a contact centre, and a national programme of events. The long-standing campaign has established a strong brand identity for teaching over time and continues to do so across the teacher lifecycle, supporting initial teacher training (ITT) recruitment whilst aiming to raise the status and improve perceptions of the profession over time.
The department has put in place a range of measures, including bursaries worth £28,000 tax-free and scholarships worth £30,000 tax-free, to encourage talented trainees to key subjects such as mathematics, physics, chemistry and computing. The ITT financial incentives package for the 2024/25 recruitment cycle is worth up to £196 million, a £15 million increase on the last cycle.
The department is also offering a Levelling Up Premium worth up to £3,000 after tax for mathematics, physics, chemistry and computing teachers in the first five years of their careers who choose to work in disadvantaged schools, including in Education Investment Areas. For 2024/25 and 2025/26, the department will be doubling the rates of the Levelling Up Premium to up to £6,000 after tax. This will support recruitment and retention of specialist teachers in these subjects and in the schools and areas that need them most.
The department has published a range of resources to help address teacher workload and wellbeing and support schools to introduce flexible working practices. Similarly, it has convened a workload reduction taskforce to explore how the department can go further to support trust and school leaders to minimise workload for teachers and leaders.
The government values and appreciates the dedication, professionalism and hard work of support staff, and knows that they play a key role in supporting children and young people with SEND. The department’s education reforms gave schools the freedom to make their own decisions about recruitment, pay, conditions, and use of support staff. Schools should have this freedom as they are best placed to understand their pupils’ needs. To support schools recruit and train teaching assistants, schools can access up to £7,000 in levy funding through the recently revised Level 3 Teaching Assistant apprenticeship.
Asked by: Steve McCabe (Labour - Birmingham, Selly Oak)
Question to the Department for Education:
To ask the Secretary of State for Education, if she will make an assessment of the potential merits of employing veterans in schools to provide courses on leadership and resilience for (a) teachers and (b) students.
Answered by Damian Hinds - Minister of State (Education)
A key principle behind the government's plan for education is to give teachers and school leaders the freedom to use their professional judgement to do what works best for their pupils. As such, headteachers are ultimately responsible for employment in their schools 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.
The department recently reviewed the Initial Teacher Training (ITT) Core Content Framework (CCF) and Early Career Framework (ECF) alongside each other and revised the ITT CCF and the ECF into the combined and updated Initial Teacher Training and Early Career Framework (ITTECF). This now covers the first three years or more at the start of a teacher’s career, and sets out the entitlement of every trainee and early career teacher (ECT) to the core body of knowledge, skills and behaviours that define great teaching. The ITTECF is universal and designed to work for all teachers, across all phases and subjects.
Beyond this, school leaders are responsible for ensuring their workforce has appropriate training to meet the needs of all pupils, which is in line with the department’s position on school autonomy and school leaders being best placed to assess the needs of their pupils and workforce.
The government remains committed to supporting veterans with a passion for teaching to enter the profession, both in schools and the further education sector. The department is working with the Ministry of Defence to ensure veterans are aware of the range of programmes and support available through the department’s services and bursaries.
Veterans are eligible for a tax-free undergraduate bursary of £40,000 if they are:
Graduate veterans may also be eligible for a postgraduate scholarship or bursary if they are training to teach priority subjects.
More information on how the department support veterans to become teachers, including the offer of one-to-one support from a teacher training advisor, can be found here: https://getintoteaching.education.gov.uk/funding-and-support/if-youre-a-veteran.
Asked by: Steve McCabe (Labour - Birmingham, Selly Oak)
Question to the Department for Education:
To ask the Secretary of State for Education, if she will make an assessment of the potential merits of introducing veteran awareness training for teachers.
Answered by Damian Hinds - Minister of State (Education)
A key principle behind the government's plan for education is to give teachers and school leaders the freedom to use their professional judgement to do what works best for their pupils. As such, headteachers are ultimately responsible for employment in their schools 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.
The department recently reviewed the Initial Teacher Training (ITT) Core Content Framework (CCF) and Early Career Framework (ECF) alongside each other and revised the ITT CCF and the ECF into the combined and updated Initial Teacher Training and Early Career Framework (ITTECF). This now covers the first three years or more at the start of a teacher’s career, and sets out the entitlement of every trainee and early career teacher (ECT) to the core body of knowledge, skills and behaviours that define great teaching. The ITTECF is universal and designed to work for all teachers, across all phases and subjects.
Beyond this, school leaders are responsible for ensuring their workforce has appropriate training to meet the needs of all pupils, which is in line with the department’s position on school autonomy and school leaders being best placed to assess the needs of their pupils and workforce.
The government remains committed to supporting veterans with a passion for teaching to enter the profession, both in schools and the further education sector. The department is working with the Ministry of Defence to ensure veterans are aware of the range of programmes and support available through the department’s services and bursaries.
Veterans are eligible for a tax-free undergraduate bursary of £40,000 if they are:
Graduate veterans may also be eligible for a postgraduate scholarship or bursary if they are training to teach priority subjects.
More information on how the department support veterans to become teachers, including the offer of one-to-one support from a teacher training advisor, can be found here: https://getintoteaching.education.gov.uk/funding-and-support/if-youre-a-veteran.
Asked by: Ellie Reeves (Labour - Lewisham West and Penge)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps her Department is taking to work with (a) schools and (b) local authorities to help (i) ensure adequate funding for SEND provision and (ii) promote inclusion in mainstream schools in London.
Answered by David Johnston - Parliamentary Under-Secretary (Department for Education)
Mainstream schools in London are being allocated a total of £7.15 billion in the 2023/24 financial year. Of that, local authorities have identified £869 million as notional budgets, which act as a guide to how much schools might need to spend on their pupils with special educational needs (SEN). Where SEN support costs for an individual pupil are in excess of £6,000, schools can additionally access local authorities' high needs budgets, which are for children and young people with more complex needs. Local authorities in London have been allocated high needs funding amounting to £1.9 billion in 2023/24. This is set to increase to £2 billion in the 2024/25 financial year, meaning a cumulative increase of 29% per head over the three years from the 2021/22 allocations. By 2024/25, high needs funding will have increased by 60% over the five years since 2019/20, to a total of over £10.5 billion nationally.
As of March 2024, the department has published just under £850 million of further investment in places for children and young people with special educational needs and disabilities (SEND) or who require alternative provision. Spread over the 2023/24 and 2024/25 financial years, it forms part of the £2.6 billion the department has committed to investing in high needs capital between 2022 and 2025 and represents a significant, transformational investment in new high needs provision. Between 2021/22 and 2024/25, London has been allocated just over £542 million. This is 20% of the total funding provided to local councils to support the provision of new places and improve existing provision for children and young people with special educational needs and disabilities or requiring alternative provision.
In the Special Educational Needs and Disabilities (SEND) and Alternative Provision (AP) Improvement Plan, published in March 2023 following extensive consultation with schools and local authorities, the department set out its mission for more children and young people to have their needs met effectively in mainstream settings. To bring together local authorities, health and education partners across local systems to strategically plan and commission support for children and young people with SEND, the department is working with local authorities to create or strengthen local SEND and AP partnerships. To support authorities, the department is investing £21 million to train 400 more educational psychologists and introducing a National Professional Qualification (NPQ) for special educational needs coordinators (SENCOs) at leadership level.
School and multi-academy trust leaders should promote collaborative working and drive inclusive practices across local areas. The department’s expectations for high-quality, inclusive education are set out in the ‘High Quality Trust Framework’ and enforced through the inspections under Ofsted’s 2019 Education Inspection Framework.
The department is also investing in specific programmes designed to help schools develop their inclusive practice. For example, the Universal Services Programme helps the school and FE workforce to identify and meet the needs of children and young people with SEND, earlier and more effectively. As part of the Programme, over 135,000 professionals have undertaken autism awareness training. And to support schools to create calm, safe and supportive environments for all pupils, the department has invested £10 million in the Behaviour Hubs programme.
Supporting children and young people with SEND is embedded in Initial Teacher Training (ITT) and the professional standards that teachers are expected to adhere to throughout their careers. The Teachers' standards define the minimum level of practice expected of all teachers This includes Teachers Standard 5, which requires all teachers to adapt teaching to respond to the strengths and needs of all pupils, including those with SEND.
The government does not prescribe the curriculum of ITT courses. However, the mandatory ITT Core Content Framework (CCF) (2019) sets out the minimum entitlement of knowledge, skills and experiences that all trainees need to enter the profession in the best position possible to teach and support their pupils. This core content must be covered in full for all ITT courses leading to Qualified Teacher Status (QTS).
Once they have been awarded QTS at the end of their ITT course, all early career teachers are entitled to a new two-year induction underpinned by the Early Career Framework (ECF).
Following the ITT CCF and Early Career Framework (ECF) review in 2023, the Initial Teacher Training and Early Career Framework (ITTECF), which was published in January 2024, contains significantly more content related to adaptive teaching and supporting pupils with SEND. The adaptive teaching content includes, for example, developing an understanding of different pupil needs, and learning how to provide opportunities for success for all pupils.
Asked by: Rachael Maskell (Labour (Co-op) - York Central)
Question to the Department for Education:
To ask the Secretary of State for Education, if she will take steps to (a) ensure that teacher training is using a trauma-informed approach to educating new teachers and (b) assess the adequacy of the delivery of that approach.
Answered by Damian Hinds - Minister of State (Education)
The mandatory initial teacher training (ITT) Core Content Framework (CCF) (2019) sets out the minimum entitlement of knowledge, skills and experiences that all trainees need to enter the profession in the best position possible to teach and support their pupils. This core content must be covered in full for all ITT courses that lead to Qualified Teacher Status (QTS). A link to the framework can be found here: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/974307/ITT_core_content_framework_.pdf.
It is for accredited ITT providers to incorporate the CCF into curriculum that are appropriate to the needs of trainees, and to adapt them for the subject, phase and age range that the trainees will be teaching.
ITT courses must be designed so that, by the end of the course, teacher trainees can demonstrate that they meet all the Teachers’ Standards at the appropriate level. This includes Teachers’ Standard 5, which requires teachers to respond to the strengths and needs of all pupils and to have a secure understanding of how a range of factors can inhibit pupil’s ability to learn, and how best to overcome these.
Following the award of QTS, all early career teachers are entitled to a two year induction underpinned by the Early Career Framework (ECF). In 2023, the department undertook a review of the CCF and ECF, and in January 2024, the new ITTECF was published. From September 2025, this new framework combines and replaces the CCF and ECF into one framework, which sets out the training entitlement during ITT and the two year induction. The department worked closely with the Education Endowment Foundation to ensure the ITTECF is framed around the best available evidence of what defines great teaching. Trauma informed practice is an emerging field of research and the evidence base is still developing.
The quality of ITT provision is assessed through Ofsted’s routine inspections of accredited ITT providers. Ofsted provide critical and independent quality assurance of all ITT provision that leads to QTS.
Asked by: Stephen Morgan (Labour - Portsmouth South)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps her Department is taking to work with universities to help train (a) doctors, (b) nurses and (c) teachers.
Answered by Robert Halfon
The department is working closely with Higher Education Providers (HEP’s) to ensure that everyone has the opportunity to access a world class education. This remains a top priority and is fundamental to the government’s ambition to level-up skills, growth, and economic opportunity across the country.
Record numbers of doctors, nurses, and other healthcare staff will be trained in England as part of the first ever NHS Long Term Workforce Plan (LTWP), which was published in June 2023. By significantly expanding domestic education, training and recruitment, we will have more healthcare professionals working in the NHS. The LTWP will:
The government is backing the LTWP with over £2.4 billion over the next five years to fund additional education and training places. This is on top of increases to education and training investment, reaching a record £6.1 billion over the next two years. The department is working closely with the Department of Health and Social Care, NHS England, the Office for Students, as well as the General Medical Council to actualise the delivery of the plan.
The department will continue to work with the sector so everyone who wants to pursue a rewarding healthcare career has the support and opportunities to do so.
There are record numbers of teachers in England’s schools, with more than 468,000 working in state-funded schools across the country, which is 27,000 (6%) more than in 2010. The department works closely with schools and universities to recruit the best teachers, in the subjects and areas they are needed most. The department has already put in place a range of measures for trainees in the 2023/24 academic, including bursaries worth up to £27,000 and scholarships worth up to £29,000, to encourage talented trainees to apply to train in key subjects such as chemistry, computing, mathematics, and physics.
The department is also offering a levelling up premium worth up to £3,000 after tax for mathematics, physics, chemistry and computing teachers in the first five years of their careers who choose to work in disadvantaged schools. For 2024/25 and 2025/26, the department is doubling the rates of the levelling up premium to up to £6,000 after tax. This will support recruitment and retention of specialist teachers in these subjects and in the schools and areas that need them most.
The department is also working with the Institute for Apprenticeships and Technical Education (IfATE) and an employer-led trailblazer group to develop the Teacher Degree Apprenticeship (TDA). The TDA will be a new route into the teaching profession, for both primary and secondary teachers, through which successful candidates will ‘earn while they learn’ and attain an undergraduate degree and qualified teacher status while working in a school. Subject to IfATE approvals, the TDA standard will be published in spring 2024, with the candidate recruitment commencing from autumn 2024 and training commencing in autumn 2025.
Asked by: Baroness Garden of Frognal (Liberal Democrat - Life peer)
Question to the Department for Education:
To ask His Majesty's Government what steps they are taking to address the gender divide amongst science and maths teachers in order to provide more positive role models for girls in the classroom.
Answered by Baroness Barran - Parliamentary Under-Secretary (Department for Education)
The department is offering a Levelling Up Premium worth up to £3,000 after tax annually for mathematics, physics, chemistry and computing teachers in the first five years of their careers who choose to work in disadvantaged schools, including in Education Investment Areas. For 2024/25 and 2025/26, the department will be doubling the rates of the Levelling Up Premium to up to £6,000 after tax. These payments will incentivise the recruitment and retention of science, technology, engineering and mathematics (STEM) teachers within the schools where they are needed most.
The department has put in place a range of measures, including bursaries worth £28,000 tax-free and scholarships worth £30,000 tax-free, to encourage talented trainee teachers to key subjects such as mathematics, physics, chemistry and computing. This is alongside delivering a £30,000 starting salary for school teachers in all regions of the country, with a pay award of up to 7.1% for new teachers outside London.
This academic year, physics trainees from overseas are also eligible for bursaries and scholarships, and for a one-off payment of £10,000 as part of the international relocation payment pilot.
To encourage engineering graduates and career changers with an engineering background to consider a career as a physics teacher, the department has also launched the ‘Engineers teach physics’ Initial Teacher Training course. Following a pilot in 2022, the department has now rolled this out nationally.
The department is also taking action to support all teachers to stay in the profession and thrive and has published a range of resources to help address teacher workload and wellbeing and to support schools to introduce flexible working practices.
On the subject of diverse teacher role models in science and mathematics, there remains a larger proportion of female teachers than male teachers in state-funded schools overall (76%).
The department aims to support the diversity of the workforce through our communications campaigns, workforce programmes that support all teachers to develop across their careers, and policies to support the workforce, such as flexible working. For example, the Get Into Teaching marketing campaign supports diverse recruitment into the profession through inclusive recruitment campaigns and marketing materials, which strive to reflect the diversity of our target audiences who want reassurance that teaching is for people like them. The campaign regularly showcases STEM teachers from diverse backgrounds.
The department supports a range of work to improve diversity and inclusion in STEM education in schools, including funding a Stimulating Physics Network to improve the quality of physics teaching and improve progression to A level physics, particularly for girls.
More widely, the government supports girls and pupils from other underrepresented groups into STEM education through programmes such as the CyberFirst Girls competition which aims to promote cybersecurity careers to girls aged between 12 and 14.
The government also funds the STEM Ambassadors programme, a nationwide network of over 30,000 registered volunteers representing thousands of employers, who engage with young people to increase their interest in STEM subjects and to raise awareness of the range of careers that STEM qualifications offer. Approximately 48% of Ambassadors are women and 17% are from minority ethnic backgrounds, providing young people with a variety of role models.
Asked by: Baroness Garden of Frognal (Liberal Democrat - Life peer)
Question to the Department for Education:
To ask His Majesty's Government what steps they are taking to (1) recruit, and (2) retain, more science and maths teachers in schools serving the most disadvantaged communities.
Answered by Baroness Barran - Parliamentary Under-Secretary (Department for Education)
The department is offering a Levelling Up Premium worth up to £3,000 after tax annually for mathematics, physics, chemistry and computing teachers in the first five years of their careers who choose to work in disadvantaged schools, including in Education Investment Areas. For 2024/25 and 2025/26, the department will be doubling the rates of the Levelling Up Premium to up to £6,000 after tax. These payments will incentivise the recruitment and retention of science, technology, engineering and mathematics (STEM) teachers within the schools where they are needed most.
The department has put in place a range of measures, including bursaries worth £28,000 tax-free and scholarships worth £30,000 tax-free, to encourage talented trainee teachers to key subjects such as mathematics, physics, chemistry and computing. This is alongside delivering a £30,000 starting salary for school teachers in all regions of the country, with a pay award of up to 7.1% for new teachers outside London.
This academic year, physics trainees from overseas are also eligible for bursaries and scholarships, and for a one-off payment of £10,000 as part of the international relocation payment pilot.
To encourage engineering graduates and career changers with an engineering background to consider a career as a physics teacher, the department has also launched the ‘Engineers teach physics’ Initial Teacher Training course. Following a pilot in 2022, the department has now rolled this out nationally.
The department is also taking action to support all teachers to stay in the profession and thrive and has published a range of resources to help address teacher workload and wellbeing and to support schools to introduce flexible working practices.
On the subject of diverse teacher role models in science and mathematics, there remains a larger proportion of female teachers than male teachers in state-funded schools overall (76%).
The department aims to support the diversity of the workforce through our communications campaigns, workforce programmes that support all teachers to develop across their careers, and policies to support the workforce, such as flexible working. For example, the Get Into Teaching marketing campaign supports diverse recruitment into the profession through inclusive recruitment campaigns and marketing materials, which strive to reflect the diversity of our target audiences who want reassurance that teaching is for people like them. The campaign regularly showcases STEM teachers from diverse backgrounds.
The department supports a range of work to improve diversity and inclusion in STEM education in schools, including funding a Stimulating Physics Network to improve the quality of physics teaching and improve progression to A level physics, particularly for girls.
More widely, the government supports girls and pupils from other underrepresented groups into STEM education through programmes such as the CyberFirst Girls competition which aims to promote cybersecurity careers to girls aged between 12 and 14.
The government also funds the STEM Ambassadors programme, a nationwide network of over 30,000 registered volunteers representing thousands of employers, who engage with young people to increase their interest in STEM subjects and to raise awareness of the range of careers that STEM qualifications offer. Approximately 48% of Ambassadors are women and 17% are from minority ethnic backgrounds, providing young people with a variety of role models.