Asked by: Lord Pearson of Rannoch (Non-affiliated - Life peer)
Question to the Department for Education:
To ask His Majesty's Government, following the publication of their Draft non-statutory guidance for schools and colleges in England on Gender Questioning Children, published in December 2023, whether they will ask the Teaching Regulation Authority to reconsider their findings and sanction in the report of 2023 concerning Mr Joshua Sutcliffe.
Answered by Baroness Barran - Parliamentary Under-Secretary (Department for Education)
It is important that processes relating to teacher misconduct are progressed without any political involvement. Decisions on whether to progress cases are taken independently by the Teaching Regulation Agency (TRA).
An independent professional conduct panel is appointed to hear cases and determine whether the evidence proves unacceptable professional conduct, conduct that may bring the profession into disrepute, or a conviction of a relevant offence. If so, the professional conduct panel will make a recommendation to the Secretary of State for Education about whether to prohibit the individual from teaching.
In the case of Mr Joshua Sutcliffe, after hearing all live evidence and mitigations, the independent appointed panel made a recommendation to the Secretary of State decision maker to prohibit him from the teaching profession, with a two-year review period.
Following recommendation, the decision to impose a prohibition order is taken by a senior TRA official.
Although that decision is taken on behalf of the Secretary of State, neither she nor any other Minister in the department can have any involvement in these independent investigations, related processes, and decisions.
Mr Sutcliffe has appealed this decision to the High Court, as is his right. It is now for the High Court to carefully consider Mr Sutcliffe’s grounds of appeal. It would not be appropriate to comment on or discuss ongoing litigation further.
Asked by: Catherine West (Labour - Hornsey and Wood Green)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps she is taking to close the attainment gap for disadvantaged pupils in (a) primary and (b) secondary state schools in the long-term.
Answered by Damian Hinds - Minister of State (Education)
Raising attainment for all pupils is at the heart of this government’s agenda. The disadvantage gap at key stage 2 (KS2), as measured by the disadvantage gap index, is stable compared to 2022 having slightly reduced from 3.23 in 2022 to 3.21 in 2023. The key stage 4 (KS4) disadvantage gap index has widened slightly compared to 2021/22, from 3.84 to 3.95.
Across all major departmental programmes and all phases of education, help to narrow these gaps is targeted towards pupils that need it most. The department is investing in 55 Education Investment Areas where outcomes in literacy and numeracy are the poorest, including £86 million in trust capacity funding to help strong trusts expand into areas most in need of improvement.
Regular school attendance is vital for children’s attainment, mental wellbeing and long term development. The department has a comprehensive strategy in place to improve attendance that includes stronger expectations of the system, an improved data tool, and the expansion of the attendance mentor and attendance hubs programmes. This is important as statistics show that pupils with higher attainment at KS2 and KS4 had lower levels of absence over the key stage compared to those with lower attainment.
The schools National Funding Formula (NFF) targets funding to schools that have the greatest numbers of pupils with additional needs. In 2024/25, the department is targeting over £4.4 billion (10.2%) of the NFF according to deprivation, and over £7.8 billion (17.8%) for additional needs overall. In 2024/25, schools with the highest levels of deprivation, on average, attract the largest per pupil funding increases.
As part of the department’s almost £5 billion multi-year recovery programme, the National Tutoring Programme (NTP) also addresses this gap and has delivered nearly five million tutoring courses since it began in November 2020, of which 345,606 courses were started by pupils from September to October 2023. The department listened to feedback from schools and as a result set the subsidy at 50% for 2023/24, which reduces the amount of money schools contribute towards tutoring, which may enable more tutoring to be delivered. Recovery programmes, such as the NTP and the recovery premium, are also focused on helping the most disadvantaged. The department has provided £1 billion to extend the recovery premium over the 2022/23 and 2023/24 academic years. This builds on £300 million delivered in 2021/22.
Pupil premium also provides extra support for these children. This funding will rise to over £2.9 billion in the 2024/25 financial year, an increase of £80 million from 2023/24. The most disadvantaged three and four year olds are also eligible for early years pupil premium funding, which is being extended to the most disadvantaged two year olds from April 2023 and to under twos from September 2023. Low-income families and children experiencing other forms of disadvantage can qualify for 15 hours free early education for two year olds, a year before all children become eligible for 15 hours at ages three and four.
The quality of teaching a pupil receives is the single most important, in-school factor for improving outcomes. That is why the department’s ambition, as set out in the 2022 Schools White Paper, is to build a system of world-class teacher training and professional development that delivers high-quality professional development at every stage of a teacher’s career. 52,939 early career teachers have now benefitted from provider-led training as part of Early Career Framework reforms which are designed to support teachers in their crucial first years in the profession. 65,416 professionals have benefitted from a fully funded National Professional Qualification (NPQ) based on the best available evidence for effective practice since NPQs were reformed in 2021. This represents a substantial increase in comparison to the 33,399 professionals who undertook a funded NPQ in the four years between 2017 and 2021.
Additionally, the Levelling Up Premium offers higher annual payments of up to £3,000 after tax to mathematics, physics, chemistry and computing teachers in the first five years of their careers who choose to work in disadvantaged secondary schools. For 2024/25 and 2025/26, the department will be doubling the rate of Levelling Up Premium to up to £6,000 after tax.
Asked by: Munira Wilson (Liberal Democrat - Twickenham)
Question to the Department for Education:
To ask the Secretary of State for Education, what the teacher Supply Model target for the 2024 entry into initial teacher training is, by subject; and whether that number has been recruited in a previous year.
Answered by Damian Hinds - Minister of State (Education)
There are multiple routes into teaching, including those returning to the profession, those that are new to the English state-funded schools sector, assessment only, and initial teacher training. Approximately 50% of teachers entering into the school workforce each year are newly qualified, with the vast majority of them having been trained via postgraduate initial teacher training (ITT) in the previous academic year.
Each year the department sets a target for enrolment on postgraduate certificates in education (PGCE) courses, with the majority of those students entering the teaching workforce in the following year. This is the only route for which the department sets a recruitment target, and this is calculated within the Teacher Workforce Model (TWM).
The postgraduate ITT recruitment targets for those trainees starting in September of the 2024/25 academic year will be published as official statistics in the coming months. However, it will be 2025/26 before those trainees enter into the workforce as newly qualified entrants. The specific publication date will be announced in due course, with all upcoming official statistics publications being announced via the department’s statistics release calendar, which is available at: https://www.gov.uk/search/research-and-statistics?content_store_document_type=upcoming_statistics&organisations%5B%5D=department-for-education&order=updated-newest.
Statistics on recruitment against the 2024/25 targets will be published in late 2024 as part of the ITT census official statistics publication. Data on previous recruitment against historical targets may be found within previously published versions of the ITT census. The 2023/24 version of the census is available here: https://explore-education-statistics.service.gov.uk/find-statistics/initial-teacher-training-census/2023-24.
The 2023/24 version of the postgraduate ITT recruitment targets publication, calculated by the department’s TWM, is available here: https://www.gov.uk/government/statistics/postgraduate-initial-teacher-training-targets-2023-to-2024.
Asked by: Munira Wilson (Liberal Democrat - Twickenham)
Question to the Department for Education:
To ask the Secretary of State for Education, with reference to table 9.1 of her Department's publication entitled Initial teacher training applications for courses starting in the 2024 to 2025 academic year, published on 22 January 2024, how many candidates there were for each secondary subject by (a) region, (b) nation and (c) each other geographical breakdown available.
Answered by Damian Hinds - Minister of State (Education)
The department is working to ensure teaching remains an attractive, high-status profession, and will recruit and retain the best teachers in the subjects and areas they are needed most.
The department publishes Initial Teacher Training (ITT) recruitment statistics each month, providing insight into ITT candidates applying for courses that start in the 2024/25 academic year. The most recent monthly publication was released on the 22 January 2024 and covers candidates that have applied to ITT courses up to this date. This is available at: https://www.apply-for-teacher-training.service.gov.uk/publications/monthly-statistics.
Table 9.1 of the publication focusses on the number of candidates who have applied to secondary courses by subject. Table 10 of the publication provides further information about candidate applications to training providers, split by region. Additional breakdowns of ITT subject-level data, which splits candidates by the area they have applied from, is available to download in section 11, accessible at: https://www.apply-for-teacher-training.service.gov.uk/publications/monthly-statistics#downloads.
Asked by: Steve McCabe (Labour - Birmingham, Selly Oak)
Question to the Department for Education:
To ask the Secretary of State for Education, with reference to page 4 of the Veterans’ Strategy Action Plan: 2022‑2024, published in January 2022, how many veterans have joined the teaching profession since the publication of that plan.
Answered by Damian Hinds - Minister of State (Education)
The department supports Veterans into teaching in primary, secondary, and further education through its broad support services and bursaries. Since the publication of its commitments in the Veterans Strategy Action Plan 2022-2024, the department has tailored support and communications for the Veteran community including dedicated teacher training advisers, webpages, case study blogs on the Get Into Teaching website and information in Civvy Street publications. More information is available at the following weblinks:
https://getintoteaching.education.gov.uk/funding-and-support/if-youre-a-veteran.
https://getintoteaching.education.gov.uk/blog/from-the-army-to-teacher-training.
Also available are bespoke webinars, and attendance at regional employer fairs with the Career Transition Partnership (CTP) and British Forces Resettlement Service (BFRS) and more information about these can be found by visiting the following weblinks:
https://www.ctp.org.uk/job-finding/directory/get-into-teaching.
https://www.bfrss.org.uk/profiles/companies/986419/.
Whilst the department collects data to assess the impact of our commitments, it does not have reportable data on the number of veterans applying to initial teacher training. The department is currently exploring what opportunities it has to improve Veteran data capture as it remains committed to promoting opportunities for service leavers and supporting their journey into teaching.
Asked by: Munira Wilson (Liberal Democrat - Twickenham)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps her Department is taking to retain teachers when they become parents.
Answered by Damian Hinds - Minister of State (Education)
Great teaching is transformational for children’s life chances, but the department cannot achieve its ambitions unless there are sufficient teachers. The department recognises there is more to do to ensure teaching remains an attractive, high-status profession, and to recruit and retain the best teachers. The department wants teaching to be an inclusive profession where all teachers, regardless of background or circumstance, are supported throughout their career journeys.
The department’s ‘Teacher Recruitment and Retention’ strategy, published in 2019, outlines the department’s approach to improving teacher retention, including activities which contribute to supporting teachers returning from parental leave or those with caring responsibilities.
Well-designed flexible working can enable individuals to reconcile work and caring responsibilities. The department is taking action to promote flexible working in schools, including by publishing non-statutory guidance and case studies on GOV.UK, a flexible working toolkit, and funding a programme focused on embedding flexible working in schools and Multi-Academy Trusts (MATs).
This programme includes the delivery of supportive webinars and peer support provided by flexible working ambassador schools and MATs. This funded programme offers practical support with combining flexible working life as a parent, including how flexible working can be navigated alongside career progression.
The department is also clear about the importance of efforts to reduce unnecessary workload and an improved wellbeing offer for all teachers. Workload is often cited as an important reason why teachers leave the profession. The department is supporting schools to act and remove unhelpful practice that creates unnecessary workload. The department’s school workload reduction toolkit, developed alongside school leaders, is a helpful resource for schools to review and reduce workload.
In September 2023, the department launched a workload reduction taskforce. The taskforce is made up of union representatives, experts and experienced practitioners. The taskforce will make recommendations to government, Ofsted and school and trust leaders by the end of March 2024.
Staff wellbeing is also crucial to the department’s commitment to recruit and retain more teachers and support teacher quality. The department has worked in partnership with the education sector and mental health experts to co-create the Education Staff Wellbeing Charter and is encouraging schools to sign up as a shared commitment to promote staff wellbeing. Over 3,000 schools and colleges have signed up to the charter since it was launched for sign-up in November 2021.
Asked by: Luke Pollard (Labour (Co-op) - Plymouth, Sutton and Devonport)
Question to the Ministry of Defence:
To ask the Secretary of State for Defence, if he will make an assessment of the potential merits of introducing accredited STEM education for new armed forces recruits under the age of 18.
Answered by Andrew Murrison - Parliamentary Under-Secretary (Ministry of Defence)
Defence makes significant investment in STEM-accredited opportunities for our people, including to the under-18 cohort, because we believe that this will enable us to create high-performing and technologically astute personnel with the skills and agility required for a modernised Armed Forces. We also recognise that by investing wholeheartedly in our recruits and apprentices, who come from all walks of life, the Armed Forces are an engine for social mobility and productivity for the nation.
Royal Navy
The Royal Navy offers a well-developed STEM route for 16- to 18-year-olds which, irrespective of their prior qualifications, can lead to a fully funded degree within their career. All engineer pathways start with a Level 2 or 3 apprenticeship aligned to the future role and will include maths and English teaching as required. Alongside the nationally accredited engineering opportunities, which also count toward chartered status with the Institute of Engineering and Technology, they will be able to achieve broadening qualifications in areas such as leadership and management.
Army
The Army invests significantly in skills, education and training, including skills-enhancing learning and development pathways for all, including our under-18 cohort. The Army’s Foundation College at Harrogate offers opportunity for under-18s to study for STEM accredited education through study towards maths Level 2 qualifications and up to Level 3 qualification in Information and Communication Technology. As the UK’s top apprenticeship employer for the third year running, and the largest employer of apprenticeships in England, the Army provides further opportunity for under-18s on entry to their Initial Trade Training – including STEM. The Army has over 15,500 soldier-apprentices on programme at any one time and opportunities in most trade sectors including engineering, manufacturing, logistics and construction.
Royal Air Force (RAF)
The RAF has only a very small number of under-18 recruits who undergo Phase 1 training (conducted at RAF Halton). The Aviator Training Academy (AvTA) at RAF Halton does not deliver any bespoke STEM training to under-18s on the Basic Recruit Training Course as there are no training objectives related directly to STEM. The AvTA does, however, deliver Level 1 and Level 2 maths after basic recruit training to those that need it. Those recruits who are under 18 and progress onto Phase 2 training within the RAF Engineering Profession, will by its very nature receive significant exposure to STEM. The RAF recognises this and awards all recruits that successfully complete their profession training with a Level 3 Advanced Apprenticeship.
Asked by: Tahir Ali (Labour - Birmingham, Hall Green)
Question to the Department for Education:
To ask the Secretary of State for Education, whether her Department has made an estimate of how many newly qualified teachers work abroad because of (a) pay and (b) working conditions.
Answered by Damian Hinds - Minister of State (Education)
The department does not collect data on teachers teaching outside England.
One of the department’s top priorities is to ensure that we continue to attract, retain and develop the highly skilled teachers we need to inspire the next generation.
On 13 July 2023, the department announced that we are accepting the School Teachers Review Body’s (STRB) recommendations for the 2023/24 pay award for teachers and headteachers. This means that teachers and leaders in maintained schools received the highest pay award in over thirty years and it delivers our manifesto commitment of at least a £30,000 starting salary for school teachers in all regions of the country.
The department has created an entitlement to at least three years of structured training, support and professional development for all new teachers underpinned by the Initial Teacher Training (ITT) Core Content Framework and the Early Career Framework Together, these ensure that new teachers will benefit from at least three years of evidence-based training, across ITT and into their induction.
The department has also launched a new and updated suite of National Professional Qualifications for teachers and headteachers at all levels, from those who want to develop expertise in high-quality teaching practice to those leading multiple schools across trusts.
There are now over 468,000 full time equivalent (FTE) teachers in state funded schools in England, which is an increase of 27,000 (6%) since 2010. This makes it the highest FTE of teachers since the School Workforce Census began in 2010.
The department’s reforms are aimed not only at increasing teacher recruitment through an attractive pay offer and financial incentives such as bursaries, but also at ensuring teachers stay and thrive in the profession.
Asked by: Lord Pearson of Rannoch (Non-affiliated - Life peer)
Question to the Department for Education:
To ask His Majesty's Government who sits on the senior management board of the Teaching Regulation Agency; how are its members appointed; and on what basis do they make decisions regarding teacher misconduct.
Answered by Baroness Barran - Parliamentary Under-Secretary (Department for Education)
The Teaching Regulation Agency’s (TRA) Senior Leadership Team (SLT) sit on the TRA Executive Board. The TRA SLT includes the Chief Executive and Senior Managers who lead the two operational units within TRA. Board members are not formally appointed as they are existing civil servants employed by the TRA. The purpose of the Board is to develop and monitor the strategic planning, risk management and leadership priorities of the Agency.
An independent Professional Conduct Panel, appointed under the Public Appointments process, hear cases of serious teacher misconduct. The independent Professional Conduct Panel determine whether the evidence proves unacceptable professional conduct, conduct that may bring the profession into disrepute, or a conviction of a relevant offence. If so, the Professional Conduct Panel will make a recommendation to my right hon. Friend, the Secretary of State for Education on whether to prohibit the individual from teaching. Following recommendation, the decision to impose a prohibition order is taken by a member of the TRA SLT, on behalf of the Secretary of State. Individual cases and decisions are not discussed at the TRA Executive Board.
Asked by: Matthew Offord (Conservative - Hendon)
Question to the Foreign, Commonwealth & Development Office:
To ask the Secretary of State for Foreign, Commonwealth and Development Affairs, what were the objectives of the British Council's Creative Producers in the Western Balkans 2021-2022 programme.
Answered by David Rutley - Parliamentary Under-Secretary (Foreign, Commonwealth and Development Office)
The British Council's priority objectives for the Western Balkans are to build the skills and capacity of individuals and organisations operating in the media and cultural sectors, to support region-wide digital transformation, and enhance and support English language teaching and learning.
The Creative Producers programme was designed to develop the profession of creative production and artistic good practices across the countries involved and the UK.
The British Council determines its own funding programmes operating at arms' length to Government.