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903730

	registered interest
	date	14/05/2018
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Young People: Employment
	house id	1
	legislature	25259 pref label House of Commons
	question text	What steps his Department is taking to support more pathways from education into employment for young people.
	tabling member constituency	Witham
	tabling member printed	Priti Patel
	uin	905264
	answer	answer is ministerial correction date of answer 14/05/2018 answer text <p><ins class="ministerial">We are developing 15 prestigious technical routes that will set a clear pathway through apprenticeships and new flagship T level programmes to skilled employment for young people.</ins></p><p><ins class="ministerial">High quality apprenticeships offer an excellent means of progression for many young people leaving education, giving them the skills valued by employers.</ins></p><p><ins class="ministerial">T levels are classroom based, level 3 study programmes and will provide a distinctive and rigorous technical alternative to A levels. A substantial, high-quality industry placement will be an essential part of each T level giving students the chance to put into practice the technical skills they have learned in the classroom.</ins></p><p><ins class="ministerial">Training and qualifications within the technical education routes are being designed and developed by employers - so that students can be confident they are getting the skills that employers need.</ins></p><p><ins class="ministerial">The reformed technical routes will ensure we unlock all the talents of young people across the country, no matter where they come from, and support them into strong, rewarding jobs and careers.</ins></p><p> </p><p><del class="ministerial">We are developing 15 prestigious technical routes to set a clear pathway through apprenticeships and new flagship T levels to skilled employment for young people.</del></p><p><br /><del class="ministerial">We are working with employers to design the content for T levels, which will provide in future a distinctive and rigorous technical alternative to A levels.</del></p><p><br /><del class="ministerial">But apprenticeships must be of high quality. I am pleased that the move from the old frameworks to the new standards has seen the proportion of these apprenticeships in the number of all starts grow from 3% to 36% since last year.</del></p><p><br /><del class="ministerial">Traineeships for those most distant from the labour market are yielding good results. With two thirds progessing to positive destinations and reporting high levels of satifaction (82%). With 84% saying it helped them gain the skills they need.</del></p> answering member constituency Guildford answering member printed Anne Milton question first answered 14/05/2018 17:01:12 question first ministerially corrected 15/05/2018 09:26:10 answering member 1523 label Biography information for Anne Milton previous answer version 57828 answering member constituency Guildford answering member printed Anne Milton answering member 1523 label Biography information for Anne Milton
	tabling member	4066 label Biography information for Priti Patel

347138

	registered interest
	date	27/05/2015
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Vocational Education
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, how many BTEC qualifications at each level were taken in each of the last 10 years.
	tabling member constituency	Kingston upon Hull North
	tabling member printed	Diana Johnson
	uin	295
	answer	answer is ministerial correction date of answer 01/06/2015 answer text <p>Data relating to the number of awards for BTEC qualifications by level has only been collected since the 2005/06 academic year. Therefore, figures for 2005/06 to 2013/14 inclusive are provided in the table below.</p><p> </p><p><strong>BTEC qualification<a title="" href="http://3dcpri-papp09/new_parliamentaryquestion/295-%20Diana%20Johnson/Final/000295%20PQ%20final%20010615.docx#_ftn1" target="_blank">[1]</a> numbers of pupils at the end of Key stage 4<a title="" href="http://3dcpri-papp09/new_parliamentaryquestion/295-%20Diana%20Johnson/Final/000295%20PQ%20final%20010615.docx#_ftn2" target="_blank">[2]</a> in all schools</strong></p><p> </p><p> </p><p>Number of Awards</p><p> </p><table><tbody><tr><td><p><strong>Year<a title="" href="http://3dcpri-papp09/new_parliamentaryquestion/295-%20Diana%20Johnson/Final/000295%20PQ%20final%20010615.docx#_ftn3" target="_blank">[3]</a>,<a title="" href="http://3dcpri-papp09/new_parliamentaryquestion/295-%20Diana%20Johnson/Final/000295%20PQ%20final%20010615.docx#_ftn4" target="_blank">[4]</a></strong></p></td><td><p><strong>Level 1</strong></p></td><td><p><strong>Level 2</strong></p></td></tr><tr><td><p>2005/06</p></td><td><p>-</p></td><td><p>9,835</p></td></tr><tr><td><p>2006/07</p></td><td><p>-</p></td><td><p>37,798</p></td></tr><tr><td><p>2007/08</p></td><td><p>-</p></td><td><p>102,329</p></td></tr><tr><td><p>2008/09</p></td><td><p>-</p></td><td><p>166,242</p></td></tr><tr><td><p>2009/10</p></td><td><p>-</p></td><td><p>259,921</p></td></tr><tr><td><p>2010/11</p></td><td><p>-</p></td><td><p>283,206</p></td></tr><tr><td><p>2011/12<a title="" href="http://3dcpri-papp09/new_parliamentaryquestion/295-%20Diana%20Johnson/Final/000295%20PQ%20final%20010615.docx#_ftn5" target="_blank">[5]</a></p></td><td><p>13,661</p></td><td><p>463,525</p></td></tr><tr><td><p>2012/13</p></td><td><p>15,949</p></td><td><p>503,542</p></td></tr><tr><td><p>2013/14<a title="" href="http://3dcpri-papp09/new_parliamentaryquestion/295-%20Diana%20Johnson/Final/000295%20PQ%20final%20010615.docx#_ftn6" target="_blank">[6]</a></p></td><td><p>3,465</p></td><td><p>294,729</p></td></tr></tbody></table><p> </p><p>Source: Key Stage 4 attainment data</p><p> </p><p> </p><p>These changes are the result of reforms to performance tables which have removed the perverse incentives for schools to teach qualifications that were easy to achieve and/or had an inflated value in performance measures. This served only to devalue vocational education. Now, the qualifications which can count in performance tables are those that are of demonstrably high quality and promote progression.</p><p> </p><p> </p><p><a title="" href="http://3dcpri-papp09/new_parliamentaryquestion/295-%20Diana%20Johnson/Final/000295%20PQ%20final%20010615.docx#_ftnref1" target="_blank">[1]</a> Until 2010/11, comprises BTEC First Diploma and BTEC First Certificate. From 2011/12, it comprises BTEC Award, BTEC Certificate and BTEC Diploma.</p><p><a title="" href="http://3dcpri-papp09/new_parliamentaryquestion/295-%20Diana%20Johnson/Final/000295%20PQ%20final%20010615.docx#_ftnref2" target="_blank">[2]</a> Those in all schools who were at the end of key stage 4 in the relevant academic year.</p><p><a title="" href="http://3dcpri-papp09/new_parliamentaryquestion/295-%20Diana%20Johnson/Final/000295%20PQ%20final%20010615.docx#_ftnref3" target="_blank">[3]</a> Includes achievements by these pupils in previous academic years.</p><p><a title="" href="http://3dcpri-papp09/new_parliamentaryquestion/295-%20Diana%20Johnson/Final/000295%20PQ%20final%20010615.docx#_ftnref4" target="_blank">[4]</a> Figures for 2006/07 and 2007/08 are provisional, all other years are revised.</p><p><a title="" href="http://3dcpri-papp09/new_parliamentaryquestion/295-%20Diana%20Johnson/Final/000295%20PQ%20final%20010615.docx#_ftnref5" target="_blank">[5]</a> From 2011/12 onwards, BTEC and OCR qualifications awarded as part of the Qualifications and Credit Framework (QCF) are included in their respective BTEC and OCR qualification categories.</p><p><a title="" href="http://3dcpri-papp09/new_parliamentaryquestion/295-%20Diana%20Johnson/Final/000295%20PQ%20final%20010615.docx#_ftnref6" target="_blank">[6]</a> Figures for 2013/14 are based on the new 2013/14 methodology where Professor Alison Wolf’s recommendations and the first entry policy have been implemented. Only those BTEC qualifications mentioned in the document at the following link are included: <a href="https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/411159/Archived-KS4_performance_tables_-_inclusion_of_14-16_qualifications_in_2014.pdf" target="_blank">https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/411159/Archived-KS4_performance_tables_-_inclusion_of_14-16_qualifications_in_2014.pdf</a>. Therefore the results for 2013/14 academic years may not be directly comparable to previous years.</p><p> </p><p> </p> answering member constituency Grantham and Stamford answering member printed Nick Boles question first answered 01/06/2015 16:51:41 question first ministerially corrected 02/06/2015 13:51:44 answering member 3995 label Biography information for Nick Boles previous answer version 2083 answering member constituency East Surrey answering member printed Mr Sam Gyimah answering member 3980
	tabling member	1533 label Biography information for Dame Diana Johnson

746445

	registered interest
	date	28/06/2017
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Vaughan Primary School: Insulation
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, if she will investigate whether the cladding installed as part of works on a new building at Vaughan Primary School in Harrow has been tested to ensure it is not combustible; and if she will make a statement.
	tabling member constituency	Harrow West
	tabling member printed	Gareth Thomas
	uin	1662
	answer	answer is ministerial correction date of answer 05/07/2017 answer text <p>The Vaughan Primary School, Harrow, has been delivered by the ESFA through the Priority Schools Building Programme (PSBP). We have completed checks of schools delivered through this programme and confirm that the cladding on this school is not Aluminium Composite Material (ACM).</p><p> </p><p>The Department is undertaking an analysis of all school buildings, seeking information from all bodies responsible for schools, to identify those where external cladding has been used (and its type) for schools with four storeys or more. This exercise will cover school buildings of all ages, whether they have been funded through DfE central programmes or not.</p><p> </p><p> </p><p>All schools must comply with strict building and fire safety regulations. It has always been the case that where a fire risk assessment required for any new building recommends sprinklers are installed to keep children safe, they must be fitted.</p><p>The Department holds information on PSBP schools as these are managed centrally by the ESFA. Of the 260 schools in phase one of the PSBP, 7<ins class="ministerial">4</ins><del class="ministerial">5</del> schools include sprinkler systems. As schools under phase two of the PSBP are still in the early design stage, it is not yet clear which may require sprinklers at this time.</p><p><ins class="ministerial">The number of schools in phase one with sprinklers installed had previously been reported as 75. However, further analysis of the data has confirmed that a joint project between two primary schools in Wiltshire had inadvertently been counted as two schools, when they should only have been counted once. Therefore, we can confirm that the correct number of schools fitted with sprinklers, under phase one of PSBP, is 74.</ins></p><p> </p><p>Until recently, schools developed under the Free Schools programme were managed by the individual Free School proposer groups, via their appointed building contractors. Due to this, the Department does not hold information on the number of Free School buildings with and without sprinklers installed.</p><p>All schools must have robust safety plans to follow in the event of a fire and have very strong safety features in case a fire breaks out. This includes the fact that they are not occupied overnight and are generally low rise with multiple exit routes.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 05/07/2017 16:01:25 question first ministerially corrected 04/10/2017 11:07:16 answering member 111 label Biography information for Nick Gibb previous answer version 2057 answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb answering member 111 label Biography information for Nick Gibb
	tabling member	177 label Biography information for Gareth Thomas

1254440

	registered interest
	date	23/11/2020
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Union Learning Fund
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, what assessment he has made of the potential effect of the ending of the Union Learning Fund from April 2021 on (a) workers affected by covid-19 and (b) the Government’s policy on reducing regional inequality.
	tabling member constituency	Barnsley Central
	tabling member printed	Dan Jarvis
	uin	119247
	answer	answer is ministerial correction date of answer 26/11/2020 answer text <p>The main impact COVID-19 has had on the economy and workforce has been a rise in unemployment. We need to help these people reskill where necessary and re-enter into employment. The Union Learning Fund operates mostly through larger employers within unionised parts of the economy and is not designed to help those out of work – only <del class="ministerial">11%</del> <ins class="ministerial">2% </ins>of people supported via the Union Learning Fund are unemployed.</p><p>The decision to no longer support the Union Learning Fund after 31 March 2021 was taken as part of the wider Spending Review discussions and in light of our expanded commitment to skills development through the £2.5 million National Skills Fund, and Lifetime Skills Guarantee. This national fund will support individuals to get the training and qualifications they need wherever they are located and regardless of whether they are able to access the Unionlearn network.</p><p>As part of this expanded commitment, I can confirm all the money will be invested in skills and retraining that will be accessible to all.</p><p> </p><p> </p> answering member constituency Chichester answering member printed Gillian Keegan question first answered 26/11/2020 11:47:56 question first ministerially corrected 02/12/2020 16:01:29 answering member 4680 label Biography information for Gillian Keegan previous answer version 64103 answering member constituency Chichester answering member printed Gillian Keegan answering member 4680 label Biography information for Gillian Keegan
	tabling member	4243 label Biography information for Dan Jarvis

1242530

	registered interest
	date	12/10/2020
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Training: Remote Education
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, how much money from the public purse has been spent on The Skills Toolkit online learning platform in each year since the beginning of that platform.
	tabling member constituency	Oxford East
	tabling member printed	Anneliese Dodds
	uin	102155
	answer	answer is ministerial correction date of answer 19/10/2020 answer text <p>The Skills Toolkit was announced in April 2020 and the cost of developing the platform in this financial year is £798,700. This includes the launch and the two subsequent expansions of the platform. A further £325,700 has been spent on communications activities to promote the platform.</p><p><del class="ministerial">As of 4 October there have been a total of 118,011 starts of the courses on the platform and 19,564 course completions. As of 11 October, the platform had 1.2 million page views.</del></p><p><ins class="ministerial">As of 1 November 2020 there have been an estimated 119,000 course registrations. As of 1 November 2020 there have been 1,323,450 page views. These are experimental statistics and further information can be found in the official statistical release of 27 November 2020 in the following link: <a href="https://explore-education-statistics.service.gov.uk/find-statistics/apprenticeships-and-traineeships." target="_blank">https://explore-education-statistics.service.gov.uk/find-statistics/apprenticeships-and-traineeships.</a></ins></p> answering member constituency Chichester answering member printed Gillian Keegan question first answered 19/10/2020 16:09:57 question first ministerially corrected 17/12/2020 18:41:06 answering member 4680 label Biography information for Gillian Keegan previous answer version 54420 answering member constituency Chichester answering member printed Gillian Keegan answering member 4680 label Biography information for Gillian Keegan
	tabling member	4657 label Biography information for Anneliese Dodds

1544421

	registered interest
	date	22/11/2022
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Teachers: Workplace Pensions
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, how many (a) independent and (b) state schools have left the Teachers' Pension Scheme in the last five years.
	tabling member constituency	Brent North
	tabling member printed	Barry Gardiner
	uin	93408
	answer	answer is ministerial correction date of answer 28/11/2022 answer text <p><del class="ministerial">324 independent schools have left the Teachers’ Pension Scheme (TPS) between August 2019, when this information started to be compiled, and November 2022. 22 independent schools have joined the Scheme between January 2018 and November 2022.</del></p><p><del class="ministerial">State schools and academies cannot choose to leave the TPS. The records show that 1,008 academies have ceased to be registered as scheme employers and 4,383 new academy employers have been registered in the TPS between January 2018 and November 2022. This is a result of state schools converting to academies and some single academy trusts joining multi-academy trusts.</del></p><p><ins class="ministerial">463 independent schools have left the Teachers’ Pension Scheme (TPS) between January 2018 and November 2022. 37 independent schools have joined the Scheme between January 2018 and November 2022. </ins></p><p><ins class="ministerial">State schools and academies cannot choose to leave the TPS. The records show that 814 state schools have closed and so have ceased to be registered as scheme employers since January 2018. This is largely as a result of state schools converting to academies. 79 new state schools have been registered in the TPS since January 2018.</ins></p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 28/11/2022 18:14:08 question first ministerially corrected 20/12/2022 19:15:23 answering member 111 label Biography information for Nick Gibb previous answer version 37093 answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb answering member 111 label Biography information for Nick Gibb
	tabling member	146 label Biography information for Barry Gardiner

517141

	registered interest
	date	03/05/2016
	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, what information her Department holds on the relationship between the degree classifications of trainee teachers with their later performance in a teaching career.
	tabling member constituency	Scunthorpe
	tabling member printed	Nic Dakin
	uin	36309
	answer	answer is ministerial correction date of answer 12/05/2016 answer text <p><del class="ministerial">It has not proved possible to respond to the hon. Member in the time available before Prorogation.</del></p><p><ins class="ministerial">In order to complete initial teacher training successfully, all trainees must meet the Teachers’ Standards in full. The standards emphasise the importance of the basics of good teaching, such as strong subject knowledge and effective behaviour management. Following the review teacher training by Sir Andrew Carter, we have a commissioned an expert group to develop a new framework of content for training, based closely on the Teachers’ Standards and reiterating the requirement to place a clear focus on essentials such as the effective development of subject knowledge and being able to identify and respond to special educational needs. The group will be making its recommendations to Ministers shortly.</ins></p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 12/05/2016 12:15:13 question first ministerially corrected 13/05/2016 09:53:43 answering member 111 label Biography information for Nick Gibb previous answer version 60912 answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb answering member 111 label Biography information for Nick Gibb
	tabling member	4056 label Biography information for Nic Dakin

517144

	registered interest
	date	03/05/2016
	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, what information her Department holds on evidence suggesting a link between the A-level results of trainee teachers and their later performance when in a teaching career.
	tabling member constituency	Scunthorpe
	tabling member printed	Nic Dakin
	uin	36310
	answer	answer is ministerial correction date of answer 12/05/2016 answer text <p><del class="ministerial">It has not proved possible to respond to the hon. Member in the time available before Prorogation.</del></p><p><ins class="ministerial">In order to complete initial teacher training successfully, all trainees must meet the Teachers’ Standards in full. The standards emphasise the importance of the basics of good teaching, such as strong subject knowledge and effective behaviour management. Following the review teacher training by Sir Andrew Carter, we have a commissioned an expert group to develop a new framework of content for training, based closely on the Teachers’ Standards and reiterating the requirement to place a clear focus on essentials such as the effective development of subject knowledge and being able to identify and respond to special educational needs. The group will be making its recommendations to Ministers shortly.</ins></p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 12/05/2016 12:15:36 question first ministerially corrected 13/05/2016 09:53:33 answering member 111 label Biography information for Nick Gibb previous answer version 60913 answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb answering member 111 label Biography information for Nick Gibb
	tabling member	4056 label Biography information for Nic Dakin

625942

	registered interest
	date	31/10/2016
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Teachers: Retirement
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, how many nominations for an appreciation letter for being an exceptional teacher on retirement her Department has received since 2010.
	tabling member constituency	Manchester Central
	tabling member printed	Lucy Powell
	uin	51276
	answer	answer is ministerial correction date of answer 08/11/2016 answer text <p>The Department has received <del class="ministerial">ten</del> <ins class="ministerial">eleven</ins> nominations for a thank you letter on retirement for exceptional teachers since 2013, seven of which were received in 2016. The number of nominations before 2013 is not available.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 08/11/2016 11:55:19 question first ministerially corrected 11/11/2016 13:21:14 answering member 111 label Biography information for Nick Gibb previous answer version 19280 answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb answering member 111 label Biography information for Nick Gibb
	tabling member	4263 label Biography information for Lucy Powell

1358768

	registered interest
	date	11/10/2021
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Teachers: Qualifications
	house id	2
	legislature	25277 pref label House of Lords
	question text	To ask Her Majesty's Government how many schools do not have a qualified teacher in a subject they offer.
	tabling member printed	Baroness Wilcox of Newport
	uin	HL2984
	answer	answer is ministerial correction date of answer 25/10/2021 answer text <p>Legislation does not specify that teachers must have a degree in a particular subject or discipline. It is the Teachers’ Standards that specify the subject knowledge required for the award of qualified teacher status. All trainee teachers must meet these by the time they complete their training.</p><p><del class="ministerial">Of the 2,948 state-funded secondary schools in England that supplied data on curriculum subjects taught and the subject of qualifications held by their teachers, there were 1,386 schools, equivalent to 47%, where at least one subject was taught for which none of its teachers held a relevant post A level qualification in that subject.</del></p><p><del class="ministerial">The most common subjects where no teachers in a school held a relevant post A level qualification in the subject were: computing (408 schools); media studies (214); religious education (171); citizenship (115); engineering (114) and drama (109).</del></p><p><ins class="ministerial">Of the 2,957 state-funded secondary schools in England that supplied data on curriculum subjects taught and the subject of qualifications held by their teachers, there were 1,256 schools, equivalent to 42%, where at least one subject was taught for which none of its teachers held a relevant post A level qualifications in that subject. </ins></p><p><ins class="ministerial">The most common subjects where no teachers in a school held a relevant post A level qualification in the subject were: computing (293 schools); Spanish (271); media studies (225); ICT (206); religious education (153); citizenship (105) and engineering (105).</ins></p><p>To reduce burden during the COVID-19 outbreak, schools were not required to provide information on teacher qualifications in 2020. Therefore, the information provided relates to the November 2019 School Workforce Census.</p><p>Information on subjects taught and teacher post A level qualifications is published in the ‘School Workforce in England’ statistical publication at: <a href="https://explore-education-statistics.service.gov.uk/find-statistics/school-workforce-in-england" target="_blank">https://explore-education-statistics.service.gov.uk/find-statistics/school-workforce-in-england</a>.</p><p> </p> answering member printed Baroness Barran question first answered 25/10/2021 11:13:26 question first ministerially corrected 11/04/2022 11:33:08 answering member 4703 label Biography information for Baroness Barran previous answer version 25154 answering member printed Baroness Barran answering member 4703 label Biography information for Baroness Barran
	tabling member	4730 label Biography information for Baroness Wilcox of Newport