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1698982

	registered interest
	date	26/03/2024
	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 funding her Department has allocated to support teachers through (a) subject knowledge enhancement courses for trainees, (b) Oak National Academy Resources (i) planned and (ii) existing, (c) subject hubs, (d) support for level 3 provision and (d) bursaries and other support for continuing professional development for (A) maths and numeracy, (B) English and literacy, (C) science, (D) music, (E) history and (F) Religious Education in the last five years.
	tabling member constituency	Worthing West
	tabling member printed	Sir Peter Bottomley
	uin	20499
	answer	answer is ministerial correction date of answer 16/04/2024 answer text <p>Teachers are the foundation of the education system; there are no great schools without great teachers. The quality of teaching is the single most important in-school factor for improving pupil outcomes. This is particularly important for pupils from disadvantaged backgrounds.</p><p>The department is creating a world class teacher development system, which builds from Initial Teacher Training (ITT), through to early career support, specialisation, and onto school leadership. The funding breakdown requested over the last five years is included in the attached table. The department is providing support across a range of subjects via a network of hubs that help build teacher capability and pupil access to subjects. This focuses on support for teachers in schools and extends to sixth form provision in some schools.</p><p>In addition to this funding, in 2021, as part of the government’s long term recovery plan, £184 million of new funding was allocated to enable teachers employed at state-funded organisations to access fully funded training scholarships for National Professional Qualifications (NPQs) for three years until the end of the 2023/24 academic year. This includes two specialist NPQs in Leading Literacy (NPQLL) and the NPQ in Leading Primary Mathematics (NPQLPM). In March 2024, the government announced scholarship funding for NPQs for the October 2024 cohort. This includes a guarantee that the NPQLPM will be fully funded until October 2025 to further expand teaching of mathematics mastery approaches through primary education.</p> answering member constituency East Hampshire answering member printed Damian Hinds question first answered 16/04/2024 12:35:08 answering member 3969 label Biography information for Damian Hinds attachment 1 file name 20499_Teacher_Funding_Breakdown_Table.xlsx title 20499_Teacher_Funding_Breakdown_Table
	tabling member	117 label Biography information for Sir Peter Bottomley

1698874

	registered interest
	date	26/03/2024
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Nuisance Calls: Schools
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, what information his Department holds on the number of threatening calls that were made to schools in (a) Romford constituency and (b) the UK in the last 12 months.
	tabling member constituency	Romford
	tabling member printed	Andrew Rosindell
	uin	20558
	answer	answer is ministerial correction date of answer 16/04/2024 answer text <p>Schools in England do not have a legal requirement to report to the department threats that are received via phone calls. However, schools are expected to have policies and procedures in place to handle these situations. The procedures may include reporting threats to local authorities and the police, this depends on the nature and severity of the threat. Schools may also choose to inform the relevant authorities as a precautionary measure to ensure the safety and security of students and staff.</p><p> </p> answering member constituency East Hampshire answering member printed Damian Hinds question first answered 16/04/2024 12:25:17 answering member 3969 label Biography information for Damian Hinds
	tabling member	1447 label Biography information for Andrew Rosindell

1698600

	registered interest
	date	25/03/2024
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Supply Teachers
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, what steps her Department plans to take to support schools in low income areas that may experience challenges in securing qualified supply teachers.
	tabling member constituency	Slough
	tabling member printed	Mr Tanmanjeet Singh Dhesi
	uin	20380
	answer	answer is ministerial correction date of answer 16/04/2024 answer text <p>Supply teachers perform a valuable role and make an important contribution to the smooth running of schools by filling posts on a temporary basis and by covering teacher absences.</p><p>The type of school a supply teacher works in determines the qualifications required. In local authority-maintained schools, maintained special schools and non-maintained special schools, anyone who teaches is legally required to hold qualified teacher status (QTS), subject to the following exceptions:</p><ul><li>Trainee teachers working towards QTS.</li><li>Overseas trained teachers who have been in the UK less than four years.</li><li>Instructors, where special qualifications and/or experience are required and teaching assistants (provided they are directed and supervised by a qualified teacher).</li></ul><p>Academies, free schools and independent schools are not subject to these requirements and have the freedom to appoint teachers with alternative qualifications.</p><p>Headteachers are ultimately responsible for the educational performance in their schools and the governing body carries out certain checks on supply staff, 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.</p><p>In August 2018, in conjunction with the Crown Commercial Service, the department launched the agency supply deal. A link to the guidance can be found here: <a href="https://www.gov.uk/guidance/deal-for-schools-hiring-supply-teachers-and-agency-workers" target="_blank">https://www.gov.uk/guidance/deal-for-schools-hiring-supply-teachers-and-agency-workers</a>. ​The deal supports schools to get value for money when hiring agency supply teachers and other temporary school staff.</p><p>The deal has established a list of preferred suppliers that schools can access, all of which:</p><ul><li>Will be transparent with schools about the rates they charge.</li><li>Will agree to not charge finder’s fees for workers who have been in post for 12 weeks, when four weeks’ notice is given.</li><li>Will conduct consistent, rigorous background screening checks in line with the statutory guidance ‘Keeping children safe in education’.</li><li>Will be accredited by an approved accreditation body, that will audit suppliers for compliance with robust recruitment principles and the terms of the framework.</li></ul><p>The department strongly recommends that schools consider using preferred suppliers first for their agency staffing needs.</p><p>Schools can learn more about the deal at: <a href="https://www.gov.uk/guidance/deal-for-schools-hiring-supply-teachers-and-agency-workers" target="_blank">https://www.gov.uk/guidance/deal-for-schools-hiring-supply-teachers-and-agency-workers</a>.</p><p> </p><p>The department commissioned a research project last year into the use of supply staff in schools. This research has surveyed and interviewed supply teachers and school leaders and will improve understanding of the supply market. Publication of the report is due in the summer.</p><p> </p> answering member constituency East Hampshire answering member printed Damian Hinds grouped question UIN 20376 20377 20378 20379 question first answered 16/04/2024 11:41:56 answering member 3969 label Biography information for Damian Hinds
	tabling member	4638 label Biography information for Mr Tanmanjeet Singh Dhesi

1698599

	registered interest
	date	25/03/2024
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Supply Teachers
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, whether her Department plans to take steps to assess the adequacy of qualifications held by people recruited to teacher supply agencies.
	tabling member constituency	Slough
	tabling member printed	Mr Tanmanjeet Singh Dhesi
	uin	20379
	answer	answer is ministerial correction date of answer 16/04/2024 answer text <p>Supply teachers perform a valuable role and make an important contribution to the smooth running of schools by filling posts on a temporary basis and by covering teacher absences.</p><p>The type of school a supply teacher works in determines the qualifications required. In local authority-maintained schools, maintained special schools and non-maintained special schools, anyone who teaches is legally required to hold qualified teacher status (QTS), subject to the following exceptions:</p><ul><li>Trainee teachers working towards QTS.</li><li>Overseas trained teachers who have been in the UK less than four years.</li><li>Instructors, where special qualifications and/or experience are required and teaching assistants (provided they are directed and supervised by a qualified teacher).</li></ul><p>Academies, free schools and independent schools are not subject to these requirements and have the freedom to appoint teachers with alternative qualifications.</p><p>Headteachers are ultimately responsible for the educational performance in their schools and the governing body carries out certain checks on supply staff, 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.</p><p>In August 2018, in conjunction with the Crown Commercial Service, the department launched the agency supply deal. A link to the guidance can be found here: <a href="https://www.gov.uk/guidance/deal-for-schools-hiring-supply-teachers-and-agency-workers" target="_blank">https://www.gov.uk/guidance/deal-for-schools-hiring-supply-teachers-and-agency-workers</a>. ​The deal supports schools to get value for money when hiring agency supply teachers and other temporary school staff.</p><p>The deal has established a list of preferred suppliers that schools can access, all of which:</p><ul><li>Will be transparent with schools about the rates they charge.</li><li>Will agree to not charge finder’s fees for workers who have been in post for 12 weeks, when four weeks’ notice is given.</li><li>Will conduct consistent, rigorous background screening checks in line with the statutory guidance ‘Keeping children safe in education’.</li><li>Will be accredited by an approved accreditation body, that will audit suppliers for compliance with robust recruitment principles and the terms of the framework.</li></ul><p>The department strongly recommends that schools consider using preferred suppliers first for their agency staffing needs.</p><p>Schools can learn more about the deal at: <a href="https://www.gov.uk/guidance/deal-for-schools-hiring-supply-teachers-and-agency-workers" target="_blank">https://www.gov.uk/guidance/deal-for-schools-hiring-supply-teachers-and-agency-workers</a>.</p><p> </p><p>The department commissioned a research project last year into the use of supply staff in schools. This research has surveyed and interviewed supply teachers and school leaders and will improve understanding of the supply market. Publication of the report is due in the summer.</p><p> </p> answering member constituency East Hampshire answering member printed Damian Hinds grouped question UIN 20376 20377 20378 20380 question first answered 16/04/2024 11:41:56 answering member 3969 label Biography information for Damian Hinds
	tabling member	4638 label Biography information for Mr Tanmanjeet Singh Dhesi

1698598

	registered interest
	date	25/03/2024
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Supply Teachers
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, what recent assessment she has made of the (a) adequacy of the level of experience of cover supervisors in schools and (b) potential impact of the use of cover supervisors on (i) student safety and (ii) educational outcomes.
	tabling member constituency	Slough
	tabling member printed	Mr Tanmanjeet Singh Dhesi
	uin	20378
	answer	answer is ministerial correction date of answer 16/04/2024 answer text <p>Supply teachers perform a valuable role and make an important contribution to the smooth running of schools by filling posts on a temporary basis and by covering teacher absences.</p><p>The type of school a supply teacher works in determines the qualifications required. In local authority-maintained schools, maintained special schools and non-maintained special schools, anyone who teaches is legally required to hold qualified teacher status (QTS), subject to the following exceptions:</p><ul><li>Trainee teachers working towards QTS.</li><li>Overseas trained teachers who have been in the UK less than four years.</li><li>Instructors, where special qualifications and/or experience are required and teaching assistants (provided they are directed and supervised by a qualified teacher).</li></ul><p>Academies, free schools and independent schools are not subject to these requirements and have the freedom to appoint teachers with alternative qualifications.</p><p>Headteachers are ultimately responsible for the educational performance in their schools and the governing body carries out certain checks on supply staff, 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.</p><p>In August 2018, in conjunction with the Crown Commercial Service, the department launched the agency supply deal. A link to the guidance can be found here: <a href="https://www.gov.uk/guidance/deal-for-schools-hiring-supply-teachers-and-agency-workers" target="_blank">https://www.gov.uk/guidance/deal-for-schools-hiring-supply-teachers-and-agency-workers</a>. ​The deal supports schools to get value for money when hiring agency supply teachers and other temporary school staff.</p><p>The deal has established a list of preferred suppliers that schools can access, all of which:</p><ul><li>Will be transparent with schools about the rates they charge.</li><li>Will agree to not charge finder’s fees for workers who have been in post for 12 weeks, when four weeks’ notice is given.</li><li>Will conduct consistent, rigorous background screening checks in line with the statutory guidance ‘Keeping children safe in education’.</li><li>Will be accredited by an approved accreditation body, that will audit suppliers for compliance with robust recruitment principles and the terms of the framework.</li></ul><p>The department strongly recommends that schools consider using preferred suppliers first for their agency staffing needs.</p><p>Schools can learn more about the deal at: <a href="https://www.gov.uk/guidance/deal-for-schools-hiring-supply-teachers-and-agency-workers" target="_blank">https://www.gov.uk/guidance/deal-for-schools-hiring-supply-teachers-and-agency-workers</a>.</p><p> </p><p>The department commissioned a research project last year into the use of supply staff in schools. This research has surveyed and interviewed supply teachers and school leaders and will improve understanding of the supply market. Publication of the report is due in the summer.</p><p> </p> answering member constituency East Hampshire answering member printed Damian Hinds grouped question UIN 20376 20377 20379 20380 question first answered 16/04/2024 11:41:56 answering member 3969 label Biography information for Damian Hinds
	tabling member	4638 label Biography information for Mr Tanmanjeet Singh Dhesi

1698597

	registered interest
	date	25/03/2024
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Supply Teachers
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, whether she has made an assessment of the potential merits of regulating the qualifications and experience of staff made available to schools through teacher supply agencies.
	tabling member constituency	Slough
	tabling member printed	Mr Tanmanjeet Singh Dhesi
	uin	20377
	answer	answer is ministerial correction date of answer 16/04/2024 answer text <p>Supply teachers perform a valuable role and make an important contribution to the smooth running of schools by filling posts on a temporary basis and by covering teacher absences.</p><p>The type of school a supply teacher works in determines the qualifications required. In local authority-maintained schools, maintained special schools and non-maintained special schools, anyone who teaches is legally required to hold qualified teacher status (QTS), subject to the following exceptions:</p><ul><li>Trainee teachers working towards QTS.</li><li>Overseas trained teachers who have been in the UK less than four years.</li><li>Instructors, where special qualifications and/or experience are required and teaching assistants (provided they are directed and supervised by a qualified teacher).</li></ul><p>Academies, free schools and independent schools are not subject to these requirements and have the freedom to appoint teachers with alternative qualifications.</p><p>Headteachers are ultimately responsible for the educational performance in their schools and the governing body carries out certain checks on supply staff, 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.</p><p>In August 2018, in conjunction with the Crown Commercial Service, the department launched the agency supply deal. A link to the guidance can be found here: <a href="https://www.gov.uk/guidance/deal-for-schools-hiring-supply-teachers-and-agency-workers" target="_blank">https://www.gov.uk/guidance/deal-for-schools-hiring-supply-teachers-and-agency-workers</a>. ​The deal supports schools to get value for money when hiring agency supply teachers and other temporary school staff.</p><p>The deal has established a list of preferred suppliers that schools can access, all of which:</p><ul><li>Will be transparent with schools about the rates they charge.</li><li>Will agree to not charge finder’s fees for workers who have been in post for 12 weeks, when four weeks’ notice is given.</li><li>Will conduct consistent, rigorous background screening checks in line with the statutory guidance ‘Keeping children safe in education’.</li><li>Will be accredited by an approved accreditation body, that will audit suppliers for compliance with robust recruitment principles and the terms of the framework.</li></ul><p>The department strongly recommends that schools consider using preferred suppliers first for their agency staffing needs.</p><p>Schools can learn more about the deal at: <a href="https://www.gov.uk/guidance/deal-for-schools-hiring-supply-teachers-and-agency-workers" target="_blank">https://www.gov.uk/guidance/deal-for-schools-hiring-supply-teachers-and-agency-workers</a>.</p><p> </p><p>The department commissioned a research project last year into the use of supply staff in schools. This research has surveyed and interviewed supply teachers and school leaders and will improve understanding of the supply market. Publication of the report is due in the summer.</p><p> </p> answering member constituency East Hampshire answering member printed Damian Hinds grouped question UIN 20376 20378 20379 20380 question first answered 16/04/2024 11:41:55 answering member 3969 label Biography information for Damian Hinds
	tabling member	4638 label Biography information for Mr Tanmanjeet Singh Dhesi

1698596

	registered interest
	date	25/03/2024
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Supply Teachers
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, what assessment she has made of the potential impact of the level of (a) qualification and (b) experience of staff employed through teacher supply agencies on educational standards.
	tabling member constituency	Slough
	tabling member printed	Mr Tanmanjeet Singh Dhesi
	uin	20376
	answer	answer is ministerial correction date of answer 16/04/2024 answer text <p>Supply teachers perform a valuable role and make an important contribution to the smooth running of schools by filling posts on a temporary basis and by covering teacher absences.</p><p>The type of school a supply teacher works in determines the qualifications required. In local authority-maintained schools, maintained special schools and non-maintained special schools, anyone who teaches is legally required to hold qualified teacher status (QTS), subject to the following exceptions:</p><ul><li>Trainee teachers working towards QTS.</li><li>Overseas trained teachers who have been in the UK less than four years.</li><li>Instructors, where special qualifications and/or experience are required and teaching assistants (provided they are directed and supervised by a qualified teacher).</li></ul><p>Academies, free schools and independent schools are not subject to these requirements and have the freedom to appoint teachers with alternative qualifications.</p><p>Headteachers are ultimately responsible for the educational performance in their schools and the governing body carries out certain checks on supply staff, 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.</p><p>In August 2018, in conjunction with the Crown Commercial Service, the department launched the agency supply deal. A link to the guidance can be found here: <a href="https://www.gov.uk/guidance/deal-for-schools-hiring-supply-teachers-and-agency-workers" target="_blank">https://www.gov.uk/guidance/deal-for-schools-hiring-supply-teachers-and-agency-workers</a>. ​The deal supports schools to get value for money when hiring agency supply teachers and other temporary school staff.</p><p>The deal has established a list of preferred suppliers that schools can access, all of which:</p><ul><li>Will be transparent with schools about the rates they charge.</li><li>Will agree to not charge finder’s fees for workers who have been in post for 12 weeks, when four weeks’ notice is given.</li><li>Will conduct consistent, rigorous background screening checks in line with the statutory guidance ‘Keeping children safe in education’.</li><li>Will be accredited by an approved accreditation body, that will audit suppliers for compliance with robust recruitment principles and the terms of the framework.</li></ul><p>The department strongly recommends that schools consider using preferred suppliers first for their agency staffing needs.</p><p>Schools can learn more about the deal at: <a href="https://www.gov.uk/guidance/deal-for-schools-hiring-supply-teachers-and-agency-workers" target="_blank">https://www.gov.uk/guidance/deal-for-schools-hiring-supply-teachers-and-agency-workers</a>.</p><p> </p><p>The department commissioned a research project last year into the use of supply staff in schools. This research has surveyed and interviewed supply teachers and school leaders and will improve understanding of the supply market. Publication of the report is due in the summer.</p><p> </p> answering member constituency East Hampshire answering member printed Damian Hinds grouped question UIN 20377 20378 20379 20380 question first answered 16/04/2024 11:41:55 answering member 3969 label Biography information for Damian Hinds
	tabling member	4638 label Biography information for Mr Tanmanjeet Singh Dhesi

1698623

	registered interest
	date	25/03/2024
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Music: Education
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, how the Government’s Music Hub Investment Programme will support independent Music Education Hubs to provide free music education to all children.
	tabling member constituency	Lewisham West and Penge
	tabling member printed	Ellie Reeves
	uin	20366
	answer	answer is ministerial correction date of answer 16/04/2024 answer text <p>Music Hubs are partnerships co-ordinated by a Hub Lead Organisation (HLO) and made up of schools and academy trusts, local authorities, music and wider arts and education organisations and charities, community or youth organisations and more. Having 43 HLOs working across a wider set of music education partnerships from September 2024 should bring significant benefits to children, young people and schools, as HLOs will be able to be more strategic, building stronger partnerships with those they work with, resulting in high-quality support in every local area and to ensure there are no local ‘cold spots’ where access to provision is limited.</p><p>This should also support a more consistent high-quality approach to music education for all children regardless of where they live or go to school, by offering:</p><ul><li>Improved and more equitable access to a diverse range of musical activities, opportunities, teachers, instruments and equipment.</li><li>Greater consistency of provision and ability to scale up effective programmes and ways of working for children and young people and schools.</li><li>Greater access to more advanced ensembles and a wider range of progression opportunities.</li><li>Greater access to the cultural capital centred around urban centres, thus improving connections and reducing isolation for rural communities.</li><li>More strategic leadership and governance, plus a wider range of employment opportunities and progression routes for the music education workforce.</li><li>Access to greater resources, capacity and capability to use government funding to leverage further investment.</li><li>An increased profile with wider musical stakeholders and a stronger connection with the music industry.</li></ul><p> </p><p>Schools alone cannot provide the range of services needed for a good quality music education and Music Hubs provide many services that contribute to schools delivering high-quality music provision. Furthermore, Music Hubs will play a critical role in supporting schools who opt to implement the Model Music Curriculum published in 2021 and for schools implementing their Music Development Plans from September 2024. In time, Music Hubs will also support schools opting to use music curriculum resources from Oak National Academy, who will publish their full suite of key stage 3 and 4 resources in the summer and who recently announced a partner to produce a suite of key stages 1 and 2 resources.</p><p> </p><p>The government has a long-standing commitment to high-quality music education and this is reflected in the government’s National Plan for Music Education published in June 2022. This sets out the vision to enable all children and young people to learn to sing, play an instrument and create music together, and have the opportunity to progress their musical interests and talents, including professionally by 2030. The department believes that Music Hubs play a vital role in ensuring children and young people across the country can access high-quality music education and this government values the many achievements that the existing Music Hub network has made since 2012.</p><p> </p><p>The department has invested around £380 million of funding into Music Hubs between 2016 and 2021. As part of the National Plan for Music Education 2022, the department also announced £79 million of funding per year for the Music Hub programme, up to and including the 2024/25 academic year, to provide assurance and stability in music education. The department is also providing £25 million capital funding for musical instruments as part of the programme. The department will consider future funding for the next spending review in due course.</p><p> </p><p>On average, the grant funding has consistently provided around 40% of a hub’s total income and hubs have historically used this to leverage other income streams over the lifespan of the programme. This co-funding approach will continue when the new programme is in place from September 2024. As set out in the investment programme, the department also expects organisations to have evidenced, as part of their applications to become one of the new HLOs, how at least 50% of a hub’s total income will come from other sources other than the revenue grant provided by the department by the end of the funding period.</p><p> </p><p>There is no expectation on Music Hubs to provide free music tuition to all children. As part of the Music Hubs Investment Programme, bidders were required to submit plans detailing their strategic approach to ensure music education is inclusive of all children and young people with a range of needs, including how the Music Hub would ensure inclusion and widening opportunity will be embedded across all activity, plans and policies. This includes specific support and resources, including access to musical instruments, that will be made available for children and young people who are eligible for pupil premium, including looked-after children and/or those who are care experienced and those who have an identified special educational need or disability.</p> answering member constituency East Hampshire answering member printed Damian Hinds grouped question UIN 20364 20365 question first answered 16/04/2024 11:30:24 answering member 3969 label Biography information for Damian Hinds
	tabling member	4620 label Biography information for Ellie Reeves

1698622

	registered interest
	date	25/03/2024
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Music: Education
	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 support schools to offer high quality music provision for all children (a) in the curriculum and (b) through (i) local authority-run and (ii) independent Music Education Hubs.
	tabling member constituency	Lewisham West and Penge
	tabling member printed	Ellie Reeves
	uin	20365
	answer	answer is ministerial correction date of answer 16/04/2024 answer text <p>Music Hubs are partnerships co-ordinated by a Hub Lead Organisation (HLO) and made up of schools and academy trusts, local authorities, music and wider arts and education organisations and charities, community or youth organisations and more. Having 43 HLOs working across a wider set of music education partnerships from September 2024 should bring significant benefits to children, young people and schools, as HLOs will be able to be more strategic, building stronger partnerships with those they work with, resulting in high-quality support in every local area and to ensure there are no local ‘cold spots’ where access to provision is limited.</p><p>This should also support a more consistent high-quality approach to music education for all children regardless of where they live or go to school, by offering:</p><ul><li>Improved and more equitable access to a diverse range of musical activities, opportunities, teachers, instruments and equipment.</li><li>Greater consistency of provision and ability to scale up effective programmes and ways of working for children and young people and schools.</li><li>Greater access to more advanced ensembles and a wider range of progression opportunities.</li><li>Greater access to the cultural capital centred around urban centres, thus improving connections and reducing isolation for rural communities.</li><li>More strategic leadership and governance, plus a wider range of employment opportunities and progression routes for the music education workforce.</li><li>Access to greater resources, capacity and capability to use government funding to leverage further investment.</li><li>An increased profile with wider musical stakeholders and a stronger connection with the music industry.</li></ul><p> </p><p>Schools alone cannot provide the range of services needed for a good quality music education and Music Hubs provide many services that contribute to schools delivering high-quality music provision. Furthermore, Music Hubs will play a critical role in supporting schools who opt to implement the Model Music Curriculum published in 2021 and for schools implementing their Music Development Plans from September 2024. In time, Music Hubs will also support schools opting to use music curriculum resources from Oak National Academy, who will publish their full suite of key stage 3 and 4 resources in the summer and who recently announced a partner to produce a suite of key stages 1 and 2 resources.</p><p> </p><p>The government has a long-standing commitment to high-quality music education and this is reflected in the government’s National Plan for Music Education published in June 2022. This sets out the vision to enable all children and young people to learn to sing, play an instrument and create music together, and have the opportunity to progress their musical interests and talents, including professionally by 2030. The department believes that Music Hubs play a vital role in ensuring children and young people across the country can access high-quality music education and this government values the many achievements that the existing Music Hub network has made since 2012.</p><p> </p><p>The department has invested around £380 million of funding into Music Hubs between 2016 and 2021. As part of the National Plan for Music Education 2022, the department also announced £79 million of funding per year for the Music Hub programme, up to and including the 2024/25 academic year, to provide assurance and stability in music education. The department is also providing £25 million capital funding for musical instruments as part of the programme. The department will consider future funding for the next spending review in due course.</p><p> </p><p>On average, the grant funding has consistently provided around 40% of a hub’s total income and hubs have historically used this to leverage other income streams over the lifespan of the programme. This co-funding approach will continue when the new programme is in place from September 2024. As set out in the investment programme, the department also expects organisations to have evidenced, as part of their applications to become one of the new HLOs, how at least 50% of a hub’s total income will come from other sources other than the revenue grant provided by the department by the end of the funding period.</p><p> </p><p>There is no expectation on Music Hubs to provide free music tuition to all children. As part of the Music Hubs Investment Programme, bidders were required to submit plans detailing their strategic approach to ensure music education is inclusive of all children and young people with a range of needs, including how the Music Hub would ensure inclusion and widening opportunity will be embedded across all activity, plans and policies. This includes specific support and resources, including access to musical instruments, that will be made available for children and young people who are eligible for pupil premium, including looked-after children and/or those who are care experienced and those who have an identified special educational need or disability.</p> answering member constituency East Hampshire answering member printed Damian Hinds grouped question UIN 20364 20366 question first answered 16/04/2024 11:30:24 answering member 3969 label Biography information for Damian Hinds
	tabling member	4620 label Biography information for Ellie Reeves

1698620

	registered interest
	date	25/03/2024
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Music: Education
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, what assessment she has made of the potential impact of the decision to create 43 Hub Lead Organisations by Arts Council England on the future of (a) Music Education Hubs and (b) the wider music provision at schools.
	tabling member constituency	Lewisham West and Penge
	tabling member printed	Ellie Reeves
	uin	20364
	answer	answer is ministerial correction date of answer 16/04/2024 answer text <p>Music Hubs are partnerships co-ordinated by a Hub Lead Organisation (HLO) and made up of schools and academy trusts, local authorities, music and wider arts and education organisations and charities, community or youth organisations and more. Having 43 HLOs working across a wider set of music education partnerships from September 2024 should bring significant benefits to children, young people and schools, as HLOs will be able to be more strategic, building stronger partnerships with those they work with, resulting in high-quality support in every local area and to ensure there are no local ‘cold spots’ where access to provision is limited.</p><p>This should also support a more consistent high-quality approach to music education for all children regardless of where they live or go to school, by offering:</p><ul><li>Improved and more equitable access to a diverse range of musical activities, opportunities, teachers, instruments and equipment.</li><li>Greater consistency of provision and ability to scale up effective programmes and ways of working for children and young people and schools.</li><li>Greater access to more advanced ensembles and a wider range of progression opportunities.</li><li>Greater access to the cultural capital centred around urban centres, thus improving connections and reducing isolation for rural communities.</li><li>More strategic leadership and governance, plus a wider range of employment opportunities and progression routes for the music education workforce.</li><li>Access to greater resources, capacity and capability to use government funding to leverage further investment.</li><li>An increased profile with wider musical stakeholders and a stronger connection with the music industry.</li></ul><p> </p><p>Schools alone cannot provide the range of services needed for a good quality music education and Music Hubs provide many services that contribute to schools delivering high-quality music provision. Furthermore, Music Hubs will play a critical role in supporting schools who opt to implement the Model Music Curriculum published in 2021 and for schools implementing their Music Development Plans from September 2024. In time, Music Hubs will also support schools opting to use music curriculum resources from Oak National Academy, who will publish their full suite of key stage 3 and 4 resources in the summer and who recently announced a partner to produce a suite of key stages 1 and 2 resources.</p><p> </p><p>The government has a long-standing commitment to high-quality music education and this is reflected in the government’s National Plan for Music Education published in June 2022. This sets out the vision to enable all children and young people to learn to sing, play an instrument and create music together, and have the opportunity to progress their musical interests and talents, including professionally by 2030. The department believes that Music Hubs play a vital role in ensuring children and young people across the country can access high-quality music education and this government values the many achievements that the existing Music Hub network has made since 2012.</p><p> </p><p>The department has invested around £380 million of funding into Music Hubs between 2016 and 2021. As part of the National Plan for Music Education 2022, the department also announced £79 million of funding per year for the Music Hub programme, up to and including the 2024/25 academic year, to provide assurance and stability in music education. The department is also providing £25 million capital funding for musical instruments as part of the programme. The department will consider future funding for the next spending review in due course.</p><p> </p><p>On average, the grant funding has consistently provided around 40% of a hub’s total income and hubs have historically used this to leverage other income streams over the lifespan of the programme. This co-funding approach will continue when the new programme is in place from September 2024. As set out in the investment programme, the department also expects organisations to have evidenced, as part of their applications to become one of the new HLOs, how at least 50% of a hub’s total income will come from other sources other than the revenue grant provided by the department by the end of the funding period.</p><p> </p><p>There is no expectation on Music Hubs to provide free music tuition to all children. As part of the Music Hubs Investment Programme, bidders were required to submit plans detailing their strategic approach to ensure music education is inclusive of all children and young people with a range of needs, including how the Music Hub would ensure inclusion and widening opportunity will be embedded across all activity, plans and policies. This includes specific support and resources, including access to musical instruments, that will be made available for children and young people who are eligible for pupil premium, including looked-after children and/or those who are care experienced and those who have an identified special educational need or disability.</p> answering member constituency East Hampshire answering member printed Damian Hinds grouped question UIN 20365 20366 question first answered 16/04/2024 11:30:24 answering member 3969 label Biography information for Damian Hinds
	tabling member	4620 label Biography information for Ellie Reeves