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446289

registered interest
date	20/01/2016
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Schools
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, if she will make it her policy to allocate two unique reference numbers to schools which have designated provision within the school for the purpose of differentiating results for that provision and the whole school.
tabling member constituency	Warrington North
tabling member printed	Helen Jones
uin	23260
answer	answer is ministerial correction date of answer 25/01/2016 answer text <p>We have no plans to allocate two unique reference numbers to schools which have designated provision within the school. Disaggregating the results of children in designation provision from the results of children in mainstream schooling in performance data would be at odds with the principle of inclusivity.</p><p>I refer the Right Honourable MP to my response to PQ 23155, submitted to Parliament on Friday 22 January 2016, in which I explained that disaggregating results in this way would create incentives to place children in designated provision regardless of whether or not that was in their best interest.</p><br /> answering member constituency Crewe and Nantwich answering member printed Edward Timpson question first answered 25/01/2016 16:34:53 answering member 1605 label Biography information for Edward Timpson
tabling member	432 label Biography information for Helen Jones

445915

registered interest
date	19/01/2016
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Teachers: Vacancies
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what estimate her Department has made of the number of teaching vacancies at the start of September 2016.
tabling member constituency	Scunthorpe
tabling member printed	Nic Dakin
uin	23198
answer	answer is ministerial correction date of answer 22/01/2016 answer text <p>The department collects the number of teacher vacancies in November each year. The November 2015 collection is still underway as schools, Local Authorities and Academy Trusts have until the end of January 2016 to provide their workforce data.</p><p>The latest available data on the number of vacancies in schools is from the November 2014 School Workforce Census which was published in July 2015 and is available from table 14 at the following web link: <a href="https://www.gov.uk/government/publications/school-workforce-in-england-november-2014" target="_blank">https://www.gov.uk/government/publications/school-workforce-in-england-november-2014</a></p><p>The published data shows that 0.3% of teaching posts in state funded schools in England were vacant in November 2014.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 22/01/2016 14:22:19 answering member 111 label Biography information for Nick Gibb
tabling member	4056 label Biography information for Nic Dakin

445916

registered interest
date	19/01/2016
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Teachers: Training
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, how many higher education institutions have had their funding allocated by the National College of Teaching and Leadership reduced as a consequence of training more teachers than places allocated in each academic year since 2010-11.
tabling member constituency	Scunthorpe
tabling member printed	Nic Dakin
uin	23197
answer	answer is ministerial correction date of answer 22/01/2016 answer text <p>We have not reduced the funding for any higher education institutions (HEIs) as a consequence of training more teachers than places allocated since 2010-11.</p><br /> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 22/01/2016 14:41:10 answering member 111 label Biography information for Nick Gibb
tabling member	4056 label Biography information for Nic Dakin

445917

registered interest
date	19/01/2016
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Teachers: Vacancies
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what records her Department keeps of the number of unfilled teaching positions at secondary schools (a) nationally and (b) in each local authority area.
tabling member constituency	Scunthorpe
tabling member printed	Nic Dakin
uin	23199
answer	answer is ministerial correction date of answer 22/01/2016 answer text <p>The number of vacancies in each primary and secondary school is collected as part of the annual November School Workforce Census. The latest national and local authority level statistics were published in July 2015 and are located at the following web link: <a href="https://www.gov.uk/government/publications/school-workforce-in-england-november-2014" target="_blank">https://www.gov.uk/government/publications/school-workforce-in-england-november-2014</a></p><p>As part of the School Workforce Census collection each state funded school is asked to provide details of the teacher vacancies they have on Census day. Under the Department’s long-standing standard definition, a post is vacant if it is unfilled or temporarily-filled by a teacher on a contract of less than one term. The vacancy must have been advertised, be vacant at the time of the Census and there should still be an intention to fill it.</p><p>The complete guidance on how schools provide School Workforce Census data (including the vacancy data) is available at the following web link: <a href="https://www.gov.uk/guidance/school-workforce-census" target="_blank">https://www.gov.uk/guidance/school-workforce-census</a></p><p>The published data shows that 0.3% of teaching posts in state funded schools in England were vacant in November 2014.</p><br /> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 22/01/2016 14:40:17 answering member 111 label Biography information for Nick Gibb
tabling member	4056 label Biography information for Nic Dakin

445918

registered interest
date	19/01/2016
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Teachers: Training
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, how many places were available on teacher training courses at higher education institutions in each academic year since 2009-10.
tabling member constituency	Scunthorpe
tabling member printed	Nic Dakin
uin	23200
answer	answer is ministerial correction date of answer 22/01/2016 answer text <p>We have changed the approach to initial teacher training (ITT) allocations for the 2016 to 2017 academic year. The National College of Teaching and Leadership (NCTL) will not be allocating a specific number of places to individual organisations for postgraduate ITT courses due to start in the 2016 to 2017 academic year. Instead, eligible schools, school-centred initial teacher training providers (SCITTs) and higher education institutions (HEIs) will be able to recruit (subject to a limited number of controls) as many trainees as they feel they need – until the overall system has recruited sufficient trainees. For 2016/17 the number of places available for HEIs to recruit to (based on the estimate of trainee need as per the teacher supply model) can be found on GOV.UK:</p><ul><li>2016/17 - <a href="https://www.gov.uk/government/publications/initial-teacher-training-itt-recruitment-controls" target="_blank">https://www.gov.uk/government/publications/initial-teacher-training-itt-recruitment-controls</a>. (Total core postgraduate places available to HEIs = 14,027).</li></ul><p>Prior to 2016/17 we have operated an allocations system for School Direct lead schools, SCITTs and HEIs. For recent years detailed initial and final allocations data for HEIs can be found on GOV.UK:</p><ul><li>2015/16 - <a href="https://www.gov.uk/government/publications/initial-teacher-training-allocations-for-academic-year-2015-to-2016" target="_blank">https://www.gov.uk/government/publications/initial-teacher-training-allocations-for-academic-year-2015-to-2016</a>. (Total core postgraduate places allocated to HEIs = 17,066).</li></ul><br /><ul><li>2014/15 - <a href="https://www.gov.uk/government/publications/initial-teacher-training-allocations-for-academic-year-2014-to-2015" target="_blank">https://www.gov.uk/government/publications/initial-teacher-training-allocations-for-academic-year-2014-to-2015</a>. (Total core postgraduate places initially allocated to HEIs = 23,095).</li></ul><br /><ul><li>2013/14 - <a href="https://www.gov.uk/government/publications/initial-teacher-training-allocations-for-academic-year-2013-to-2014-final" target="_blank">https://www.gov.uk/government/publications/initial-teacher-training-allocations-for-academic-year-2013-to-2014-final</a>. (Total core postgraduate places available to HEIs = 20,005).</li></ul><br /><p>For 2012/13 and earlier published allocations data can be found on the national archives (<a href="http://webarchive.nationalarchives.gov.uk/20130423140808/http:/education.gov.uk/rsgateway/DB/TIM/m002013/index.shtml" target="_blank">http://webarchive.nationalarchives.gov.uk/20130423140808/http:/education.gov.uk/rsgateway/DB/TIM/m002013/index.shtml</a>). An extract detailing the relevant years is shown below. It should be noted that this data cannot be disaggregated into HEIs and non-HEIs but is included for information.</p><br /><table><tbody><tr><td><p><strong>England</strong></p></td><td><p><strong>2009/10</strong></p></td><td><p><strong>2010/11</strong></p></td><td><p><strong>2011/12</strong></p></td><td><p><strong>2012/13</strong></p></td></tr><tr><td><p><strong>Primary</strong></p></td><td><p>18,050</p></td><td><p>18,640</p></td><td><p>19,730</p></td><td><p>20,840</p></td></tr><tr><td><p><br></p></td></tr><tr><td><p><strong>Secondary by subject</strong></p></td></tr><tr><td><p><strong>Art</strong></p></td><td><p>595</p></td><td><p>515</p></td><td><p>320</p></td><td><p>320</p></td></tr><tr><td><p><strong>Citizenship<sup>3</sup></strong></p></td><td><p>265</p></td><td><p>260</p></td><td><p>185</p></td><td><p>180</p></td></tr><tr><td><p><strong>Economics, Dance, Media, Performing Arts, Other subjects<sup>5,6</sup></strong></p></td><td><p>295</p></td><td><p>260</p></td><td><p>210</p></td><td><p>220</p></td></tr><tr><td><p><strong>English &amp; Drama</strong></p></td><td><p>2,535</p></td><td><p>2,415</p></td><td><p>2,100</p></td><td><p>2,010</p></td></tr><tr><td><p><strong>Geography</strong></p></td><td><p>715</p></td><td><p>665</p></td><td><p>615</p></td><td><p>625</p></td></tr><tr><td><p><strong>History</strong></p></td><td><p>620</p></td><td><p>545</p></td><td><p>545</p></td><td><p>545</p></td></tr><tr><td><p><strong>Mathematics<sup>2</sup></strong></p></td><td><p>2,685</p></td><td><p>2,635</p></td><td><p>2,635</p></td><td><p>2,635</p></td></tr><tr><td><p><strong>Foreign Languages<sup>5</sup></strong></p></td><td><p>1,525</p></td><td><p>1,390</p></td><td><p>1,490</p></td><td><p>1,575</p></td></tr><tr><td><p><strong>Music</strong></p></td><td><p>635</p></td><td><p>570</p></td><td><p>390</p></td><td><p>380</p></td></tr><tr><td><p><strong>Physical Education</strong></p></td><td><p>1,380</p></td><td><p>1,180</p></td><td><p>890</p></td><td><p>835</p></td></tr><tr><td><p><strong>Religious Education</strong></p></td><td><p>695</p></td><td><p>655</p></td><td><p>460</p></td><td><p>450</p></td></tr><tr><td><p><strong>Science<sup>2,6</sup></strong></p></td><td><p>3,405</p></td><td><p>3,195</p></td><td><p>2,835</p></td><td><p>2,835</p></td></tr><tr><td><p><strong>Technology<sup>4</sup></strong></p></td><td><p>2,770</p></td><td><p>2,560</p></td><td><p>1,880</p></td><td><p>1,845</p></td></tr><tr><td><p><strong>Vocational subjects<sup>5,7</sup></strong></p></td><td><p><strong>..</strong></p></td><td><p><strong>..</strong></p></td><td><p><strong>..</strong></p></td><td><p><strong>..</strong></p></td></tr><tr><td><p><strong>Margin of Flexibility/Secondary Reserve<sup>8</sup></strong></p></td><td><p><strong>..</strong></p></td><td><p><strong>..</strong></p></td><td><p><strong>..</strong></p></td><td><p><strong>..</strong></p></td></tr><tr><td><p><br></p></td></tr><tr><td><p><strong>Total Secondary</strong></p></td><td><p>18,120</p></td><td><p>16,845</p></td><td><p>14,555</p></td><td><p>14,455</p></td></tr><tr><td><p><br></p></td></tr><tr><td><p><strong>Primary and Secondary</strong></p></td><td><p>36,170</p></td><td><p>35,485</p></td><td><p>34,285</p></td><td><p>35,295</p></td></tr></tbody></table><p>Notes:</p><ol start="2"><li>1999/2000 places exclude 600 Maths and Science Scheme places.</li><li>Citizenship includes Personal Social Health &amp; Economic Education and Social Studies</li><li>Technology includes Design and Technology, Information and Communications Technology (ICT) and Business Sudies.</li><li>Classics/Ancient Languages are included in 'Other' until 2010/11 inclusive, and in Foreign Languages from 2011/12.</li><li>Places for vocational subjects from 2006/07 onwards are included with the allocation for related academic subject: Science includes places for Applied Science, Design and Technology includes both Manufacturing and Engineering, ICT includes Applied ICT, Business Studies includes Applied Business, Geography includes Leisure and Tourism, Art includes Applied Art and Other subjects includes Health and Social Care and subjects relating to the new diploma subjects.</li><li>In 2004/05 places for vocational subjects were shown separately.</li><li>In 2003/04 the margin of flexibility included places for a vocational subjects pilot. The margin of flexibility/secondary reserve constituted places that the Training and Development Agency for Schools could allocate to any secondary subject, to support providers whose baselines would otherwise be below economic levels; to ensure the appropriate denominational balance; and to help providers with a high proportion of places in shortage subjects and who therefore had particular uncertainty of income. The margin of flexibility included in the places for 2000/01 and 2001/02 is equivalent to the provision the Teacher Training Agency had in 1999/2000 to move places between secondary subjects within certain parameters, but is now given explicitly.</li></ol><p>... Not applicable</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 22/01/2016 14:57:36 answering member 111 label Biography information for Nick Gibb
tabling member	4056 label Biography information for Nic Dakin

445919

registered interest
date	19/01/2016
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	GCSE: Standards
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, if she will discuss with the Secretary of State for Defence how the best examples of literacy and numeracy education carried out in initial basic training in HM Armed Forces can be introduced to assist underachieving pupils in attaining GCSE grade C in English and mathematics.
tabling member constituency	Kettering
tabling member printed	Mr Philip Hollobone
uin	23241
answer	answer is ministerial correction date of answer 22/01/2016 answer text <p>The Government is committed to raising standards of literacy and numeracy for all pupils. We have strengthened the teaching of reading through rigorous phonics methods and placed greater emphasis within the primary curriculum and assessment on secure grasp of the essentials such as grammar, punctuation and spelling and fluency in mental and written calculation. We provide funding to secondary schools to help pupils catch up quickly and have announced resits for year 7 pupils in reading and mathematics.</p><p>Our reforms to mathematics and English at GCSE offer greater assurance that pupils with these qualifications will have the literacy and numeracy skills they need in employment, and we now require every 16-19 year old without a good pass in GCSE English and maths to study these subjects as part of their 16-19 programme.</p><p>In every aspect of this work the Department for Education is active in looking for ways to improve literacy and numeracy. We will look with interest at the work of the Armed Forces in this area.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 22/01/2016 14:42:12 answering member 111 label Biography information for Nick Gibb
tabling member	1537 label Biography information for Mr Philip Hollobone

445924

registered interest
date	19/01/2016
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Schools: Standards
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what recent representations she has received on changing the way school performance data is published so that data on children in designation provision is disaggregated from data on children in mainstream schooling; and if she will make a statement.
tabling member constituency	Warrington North
tabling member printed	Helen Jones
uin	23155
answer	answer is ministerial correction date of answer 22/01/2016 answer text <p>We have received recent representations on this issue. Most recently we received a letter, on 8<sup>th</sup> January 2016, from Paul King, the headteacher of Green Lane special school, on behalf of designated provision and special schools in Warrington.</p><p>We do not disaggregate the results of children in designation provision from the results of children in mainstream schooling when publishing performance data as to do so would be at odds with our principle of inclusivity. Designated provision caters for pupils with a wide range of special educational needs (SEN) and ability; disaggregating their results could suggest that we have a different or lower expectation of them. In many schools, children split their time between mainstream and designated provision. Disaggregating results would create an inconsistent approach between schools with separate provision and those where SEN children are integrated. This could create an incentive to either move SEN children from mainstream to designated provision, or to reduce the amount of integration in schools. However, the performance tables do provide additional contextual information on the number and percentage of pupils on roll with SEN.</p> answering member constituency Crewe and Nantwich answering member printed Edward Timpson question first answered 22/01/2016 14:25:13 answering member 1605 label Biography information for Edward Timpson
tabling member	432 label Biography information for Helen Jones

445925

registered interest
date	19/01/2016
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Teachers: Recruitment
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what steps she is taking to improve teacher recruitment in local education authority areas with poor educational attainment; and if she will make a statement.
tabling member constituency	Peterborough
tabling member printed	Mr Stewart Jackson
uin	23090
answer	answer is ministerial correction date of answer 22/01/2016 answer text <p>The Government is committed to achieving educational excellence everywhere so that children in every part of the country, regardless of their background and circumstances, have access to an outstanding education.</p><p>High-quality teachers are central to that ambition, and we have recently announced the establishment of a new National Teaching Service (NTS) that will second outstanding teachers and middle leaders into the schools that most need support, particularly in areas of the country that find it hardest to retain and recruit good teachers. Our ambition is that by 2020 there will be 1,500 NTS teachers/middle leaders in underperforming schools in areas of the country facing particular challenges in terms of teacher quality and recruitment. The NTS will begin with a pilot of 100 outstanding teachers and middle leaders in the North West from September 2016. Following the pilot the national programme will be rolled out from September 2017 where it will be extended into other regions.</p><p>We are also increasing the number of high-achieving graduates teaching in disadvantaged schools by supporting the geographical expansion of Teach First into every region of England. This gives Teach First the scope to reach 90 per cent of eligible schools by 2016, boosting the Government’s commitment to recruit more top teachers throughout England, including in more rural, coastal and disadvantaged areas. We are continuing to increase the proportion of initial teacher training that is led by schools, and our School Direct programme is giving more head teachers the ability to select, train and employ the teachers they need in their local areas.</p><p>The pay reforms that we have introduced since September 2013 give schools greater autonomy and more freedom to decide how much they pay teachers and how quickly pay progresses. Schools may also choose to use their pupil premium funding to attract or retain the best teachers. This increased flexibility gives schools in disadvantaged areas more scope to attract and recruit the high quality teachers that they need to deliver outstanding education in the most challenging circumstances.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 22/01/2016 14:44:55 answering member 111 label Biography information for Nick Gibb
tabling member	1551 label Biography information for Lord Jackson of Peterborough

445959

registered interest
date	19/01/2016
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Parents: Mental Illness
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, pursuant to the Answer of 18 January 2016 to Question 22307, on parents: mental illness, if she will make it her policy to collect such data.
tabling member constituency	Liverpool, Wavertree
tabling member printed	Luciana Berger
uin	23218
answer	answer is ministerial correction date of answer 22/01/2016 answer text <p>The Department for Education does not intend to collect this data.</p><p>Information on parental status and mental health illness is collected through the Adult Psychiatric Morbidity Survey managed by the Health and Social Care Information Centre.</p> answering member constituency East Surrey answering member printed Mr Sam Gyimah question first answered 22/01/2016 13:00:59 answering member 3980 label Biography information for Mr Sam Gyimah
tabling member	4036 label Biography information for Luciana Berger

446297

registered interest
date	19/01/2016
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Foster Care: Care Leavers
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what assessment her Department has made of the effect of the introduction of Staying Put arrangements on foster children.
tabling member constituency	Dudley South
tabling member printed	Mike Wood
uin	903218
answer	answer is ministerial correction date of answer 25/01/2016 answer text <p>Staying Put arrangements help to provide the security and stability that care leavers need to make a successful transition to adulthood. The Department for Education has provided funding of £44m to local authorities for 2014/15 to 2016/17 to support them in implementing the new duty.</p><br /><p>Data published by my Department in October 2015 show that, for the year ending March 2015, 48% of eligible care leavers were in a Staying Put arrangement at age 18.</p> answering member constituency Crewe and Nantwich answering member printed Edward Timpson question first answered 25/01/2016 16:41:53 answering member 1605 label Biography information for Edward Timpson
tabling member	4384 label Biography information for Mike Wood