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1713330

	registered interest
	date	23/04/2024
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Schools: Buildings
	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 adequacy of school building conditions.
	tabling member constituency	Washington and Sunderland West
	tabling member printed	Mrs Sharon Hodgson
	uin	902520
	answer	answer is ministerial correction date of answer 29/04/2024 answer text <p>The government has compiled one of the largest and most comprehensive surveys of school building condition in Europe. The Condition Data Collection (CDC) programme is the first of its kind to help us understand the condition of the school estate, and target funding to where it is most needed. This programme ran from 2017 to 2019 and visited over 22,000 schools. The key findings from the first CDC programme is available at: <a href="https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/989912/Condition_of_School_Buildings_Survey_CDC1_-_key_findings_report.pdf" target="_blank">https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/989912/Condition_of_School_Buildings_Survey_CDC1_-_key_findings_report.pdf</a>.</p><p> </p><p>A follow up programme, known as Condition Data Collection 2, is underway and has already visited over half of the government funded school and college estate in England. The programme is due to be completed by 2026.</p><p> </p><p>It is the responsibility of those who run schools – such as academy trusts and local authorities – who work with their schools day to day to manage maintenance and to alert the department if there is a serious concern with a building that cannot be managed independently. The department supports them by providing capital funding, delivering major rebuilding programmes and offering guidance and support.</p><p> </p><p>The department has allocated over £17 billion since 2015 for improving the condition of schools, including £1.8 billion announced for 2024/25. In addition, the School Rebuilding Programme is transforming buildings at over 500 schools across England.</p> answering member constituency East Hampshire answering member printed Damian Hinds question first answered 29/04/2024 16:23:35 answering member 3969 label Biography information for Damian Hinds
	tabling member	1521 label Biography information for Mrs Sharon Hodgson

1695337

	registered interest
	date	12/03/2024
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Free School Meals
	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 20 March 2023 to Question 165185 on Free School Meals, what the complex data, systems, financial and legal implications are of a government-led rollout of automatic enrolment for all eligible children.
	tabling member constituency	Washington and Sunderland West
	tabling member printed	Mrs Sharon Hodgson
	uin	18079
	answer	answer is ministerial correction date of answer 19/03/2024 answer text <p>​​​As previously communicated, the department has looked at auto-enrolment and considers there to be merit in local authorities exploring initiatives to maximise take up and to better understand the barriers that prevent such take up, whilst also ensuring adherence to legal and data protection constraints, which still remain an important consideration. These include constraints around data-sharing, as well as the need for families to make a claim for free school meals to be eligible under the current process.</p><p> </p><p>The department continues to engage with key stakeholders in this area, noting the methods currently being trialled across a number of local authorities to increase and maximise take up.</p><p> </p> answering member constituency East Hampshire answering member printed Damian Hinds question first answered 19/03/2024 16:40:02 answering member 3969 label Biography information for Damian Hinds
	tabling member	1521 label Biography information for Mrs Sharon Hodgson

1693943

	registered interest
	date	05/03/2024
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Free School Meals
	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 20 March 2023 to Question 165185 on Free School Meals, whether any complex data, systems, financial and legal implications are still a barrier to the rollout of auto-enrolment.
	tabling member constituency	Washington and Sunderland West
	tabling member printed	Mrs Sharon Hodgson
	uin	17089
	answer	answer is ministerial correction date of answer 11/03/2024 answer text <p>Maximising the take up of free school meals is important in ensuring that as many eligible children as possible benefit from a healthy and nutritious meal. The department aims to make it as simple as possible for schools and local authorities to determine eligibility.</p><p>To support this, an Eligibility Checking System has been provided to make the checking process as quick and straightforward as possible for schools and local authorities.</p><p>The department has looked at auto-enrolment and considers there to be merit in local authorities exploring initiatives to maximise take up and to better understand the barriers that prevent such take up, whilst ensuring adherence to legal and data protection constraints, which still remains an important consideration.</p> answering member constituency East Hampshire answering member printed Damian Hinds question first answered 11/03/2024 12:12:32 answering member 3969 label Biography information for Damian Hinds
	tabling member	1521 label Biography information for Mrs Sharon Hodgson

1668926

	registered interest
	date	09/11/2023
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Family Hubs
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, how many new family hubs were created in each region in (a) 2022 and (b) 2023.
	tabling member constituency	Washington and Sunderland West
	tabling member printed	Mrs Sharon Hodgson
	uin	1069
	answer	answer is ministerial correction date of answer 15/11/2023 answer text <p>The department is collecting data on the number of family hub sites within local authorities funded by the government through the Family Hubs Transformation Fund 1 and the Family Hubs &amp; Start for Life Programme and will publish a full list of family hub sites that are open in local authorities on the two programmes in due course.</p><p> </p> answering member constituency Wantage answering member printed David Johnston question first answered 15/11/2023 11:22:56 answering member 4761 label Biography information for David Johnston
	tabling member	1521 label Biography information for Mrs Sharon Hodgson

1663147

	registered interest
	date	13/10/2023
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Free School Meals
	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 14 June 2023 to Question 187978 on Free School Meals, how her Department reviews the eligibility conditions for Free School Meals to ensure that they support those that most need them.
	tabling member constituency	Washington and Sunderland West
	tabling member printed	Mrs Sharon Hodgson
	uin	201001
	answer	answer is ministerial correction date of answer 23/10/2023 answer text <p>The provision of free school meals to children from households who are on low income or out of work is important to the Government.</p><p>Over two million pupils are currently eligible for benefits based Free School Meals (FSM). Close to 1.3 million additional infants receive free and nutritious meals under the Universal Infant Free School Meals policy.</p><p>The Department does not have plans to change the current eligibility conditions for FSM, but will continue to keep eligibility under review to ensure that these meals are supporting those who most need them. The Department continues to work with other Government Departments to monitor the consequences of the rising cost of living and the impact on disadvantaged families.</p><p> </p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 23/10/2023 16:21:56 answering member 111 label Biography information for Nick Gibb
	tabling member	1521 label Biography information for Mrs Sharon Hodgson

1663402

	registered interest
	date	13/10/2023
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Food Technology: Finance
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, with reference to page 204 of the White Paper on Levelling up the United Kingdom, CP604, published on 2 February 2022, how much funding she plans to provide for food technology lessons in each of the next three years; what steps she is taking to support the Government's aim of all children leaving secondary school knowing at least six recipes to support healthy living; and if she will make a statement.
	tabling member constituency	Washington and Sunderland West
	tabling member printed	Mrs Sharon Hodgson
	uin	201256
	answer	answer is ministerial correction date of answer 23/10/2023 answer text <p>Government funding has been allocated to the Oak National Academy to create food and nutrition lesson content. Work is underway for this to be produced as part of their wider scheme of work in design, technology and food.</p><p> </p><p>As part of this, Oak is developing support to ensure that all children are excited about cooking and experimenting with different foods and new ingredients in the classroom so that they leave school being able to cook six meals that will support healthy lifestyles. A design and technology subject expert has been appointed and Oak will begin to start their work on producing curriculum materials in the coming months.</p><p> </p><p>By using an existing, established route for developing curriculum content, this will ensure coherence with the rest of the curriculum materials that Oak is developing, presenting support for schools and value for money for taxpayers.</p><p> </p><p>In addition, as part of the Department’s wider support for food in schools, the Department is offering bursaries of £25,000 for design and technology teachers, including those teaching food.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 23/10/2023 12:13:21 answering member 111 label Biography information for Nick Gibb
	tabling member	1521 label Biography information for Mrs Sharon Hodgson

1663491

	registered interest
	date	13/10/2023
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Department for Education: Mental Health Services
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, if she will make an assessment of the potential merits of contracting (a) rehabilitation, (b) therapy and (c) other similar services for key workers.
	tabling member constituency	Washington and Sunderland West
	tabling member printed	Mrs Sharon Hodgson
	uin	201345
	answer	answer is ministerial correction date of answer 26/10/2023 answer text <p>It has not proved possible to respond to the hon. Member in the time available before Prorogation.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 26/10/2023 11:20:01 answering member 111 label Biography information for Nick Gibb
	tabling member	1521 label Biography information for Mrs Sharon Hodgson

1662093

	registered interest
	date	19/09/2023
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Childcare: Washington and Sunderland West
	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 14 September 2023 to Question 198639 on Childcare, what steps her Department is taking to help ensure the adequacy of (a) trained staff, (b) safe premises and (c) registered places in Washington and Sunderland West constituency by the start of September 2025 to offer eligible children aged nine months and above to access 30 hours a week of free childcare for 38 weeks each year until the end of the term before they start at primary school.
	tabling member constituency	Washington and Sunderland West
	tabling member printed	Mrs Sharon Hodgson
	uin	200233
	answer	answer is ministerial correction date of answer 17/10/2023 answer text <p>Having enough staff in place to deliver high-quality education and care will be key to ensuring the successful delivery of our record expansion of early years entitlements. Driving up interest in early years careers and ensuring there are enough opportunities for career development is a priority for this government.</p><p>In the government’s Spring Budget 2023, my right hon. Friend, the Chancellor of the Exchequer, announced transformative reforms to childcare for parents, children and the economy. By 2027/28, this Government will expect to be spending in excess of £8 billion every year on free hours and early education, helping working families with their childcare costs. This represents the single biggest investment in childcare in England ever.</p><p>The department is developing a range of new workforce initiatives including the launch of a new national campaign, planned for the beginning of 2024, to boost interest in the sector and support the recruitment and retention of talented staff. To increase interest in early years, we are working to remove unnecessary barriers to entering the sector as well as considering how to make early years qualifications more accessible, coordinated and relevant.</p><p>Over the summer the department launched a competition for Early Years Skills Bootcamps with a pathway to an accelerated level 3 Early Years Educator apprenticeship, and we will consider degree apprenticeship routes so everyone from junior staff to senior leaders can easily move into or indeed enhance their career in the sector. We are also working across government to boost early years career awareness by collaborating with the Department for Work and Pensions and Careers &amp; Enterprise Company to promote the importance and value of a career in early years.</p><p>Regarding safe premises, with a growing number of staff joining the sector, the safety of our youngest children remains as important as ever. All new and existing early years providers must keep children safe and promote their welfare. The Early Years Foundation Stage statutory framework sets the standards that all early years providers in England must meet to ensure that children are kept healthy and safe. More information can be found here: <a href="https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1170108/EYFS_framework_from_September_2023.pdf" target="_blank">https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1170108/EYFS_framework_from_September_2023.pdf</a>.</p><p>Under these requirements, all owners and managers of childcare settings have a responsibility to ensure that their premises, including overall floor space and outdoor spaces, are fit for purpose and suitable for the age of children cared for and the activities provided on the premises. All providers must also comply with the requirements of health and safety legislation, including fire safety and hygiene requirements. At all times when children are present, at least one person who has a current paediatric first aid certificate must be on the premises.</p><p>Under Section 6 of the Childcare Act 2006, local authorities are responsible for ensuring that the provision of childcare is sufficient to meet the requirements of parents in their area. Part B of the Early education and childcare statutory guidance for local authorities highlights that local authorities should report annually to elected council members on how they are meeting their duty to secure sufficient childcare, and to make this report available and accessible to parents. More information can be found here: <a href="https://www.gov.uk/government/publications/early-education-and-childcare--2" target="_blank">https://www.gov.uk/government/publications/early-education-and-childcare--2</a>.</p><p>The Department has regular contact with each local authority in England about their sufficiency of childcare and any issues they are facing. Where local authorities report sufficiency challenges, we discuss what action the local authority is taking to address those issues and where needed support the local authority with any specific requirements through our childcare sufficiency support contract.</p> answering member constituency Wantage answering member printed David Johnston grouped question UIN 200560 200562 question first answered 17/10/2023 12:32:01 answering member 4761 label Biography information for David Johnston
	tabling member	1521 label Biography information for Mrs Sharon Hodgson

1659499

	registered interest
	date	11/09/2023
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Art and Design: Secondary Education
	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 impact of increasing levels of art and design training in Primary Initial Teacher Education on levels of (a) uptake of and (b) attainment in art and design-related subjects at (i) GCSE and (ii) A level.
	tabling member constituency	Washington and Sunderland West
	tabling member printed	Mrs Sharon Hodgson
	uin	198653
	answer	answer is ministerial correction date of answer 19/09/2023 answer text <p>The Government believes in providing a high quality education for all pupils, and integral to this is cultural education, including teaching music and the wider arts. All state funded schools are required to teach a broad and balanced curriculum, and this includes promoting pupils' cultural development.</p><p>The Department will continue to invest around £115 million per annum in cultural education over three years, through the music, arts, and heritage programmes. With the real terms per pupil increases to core school funding and the nearly £5 billion that has been announced for education recovery, schools will continue to have the flexibility to deliver a broad and ambitious curriculum and enrichment activities, including in arts and creative subjects.</p><p>The Department published the Model Music Curriculum in 2021 and a refreshed National Plan for Music Education (NPME) in 2022 to support teachers in delivering high quality music education. The NPME was jointly published with the Department for Digital, Culture, Media and Sport (DCMS) in June 2022, and sets out a vision for music education to 2030 – to enable all pupils to learn to sing, play an instrument and create music together, and have the opportunity to progress their musical interests and talents, including professionally.</p><p>The Department will also publish a Cultural Education Plan in 2023, working with DCMS and Arts Council England. This will include how best to support pupils who wish to pursue careers in creative and cultural industries.</p><p>High quality teaching is the most important in school factor in improving outcomes for pupils. The Department therefore published the Initial Teacher Training (ITT) Core Content Framework (CCF) in November 2019. The CCF, alongside the Early Career Framework, establishes an entitlement to a three or more year structured package of support for future generations of teachers.</p><p>The CCF has been designed to cover the content required by trainee teachers irrespective of subject or phase, though there is a strong emphasis on the need for training to be subject and phase specific.</p><p>Qualified Teacher Status continues to be awarded at the end of ITT against the Teachers’ Standards, which are reflected in the design of the CCF. Standard 3 requires teachers to ‘have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’ interest in the subject, and address misunderstandings’.</p><p> </p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb grouped question UIN 198654 question first answered 19/09/2023 16:10:22 answering member 111 label Biography information for Nick Gibb
	tabling member	1521 label Biography information for Mrs Sharon Hodgson

1659500

	registered interest
	date	11/09/2023
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Teachers: Art and Design
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, with reference to the report by the All-Party Parliamentary Group for Art, Craft and Design in Education entitled Art Now, published on 27 June 2023, whether her Department is taking steps to improve the quality of primary Initial Teacher Education for art and design related subjects.
	tabling member constituency	Washington and Sunderland West
	tabling member printed	Mrs Sharon Hodgson
	uin	198654
	answer	answer is ministerial correction date of answer 19/09/2023 answer text <p>The Government believes in providing a high quality education for all pupils, and integral to this is cultural education, including teaching music and the wider arts. All state funded schools are required to teach a broad and balanced curriculum, and this includes promoting pupils' cultural development.</p><p>The Department will continue to invest around £115 million per annum in cultural education over three years, through the music, arts, and heritage programmes. With the real terms per pupil increases to core school funding and the nearly £5 billion that has been announced for education recovery, schools will continue to have the flexibility to deliver a broad and ambitious curriculum and enrichment activities, including in arts and creative subjects.</p><p>The Department published the Model Music Curriculum in 2021 and a refreshed National Plan for Music Education (NPME) in 2022 to support teachers in delivering high quality music education. The NPME was jointly published with the Department for Digital, Culture, Media and Sport (DCMS) in June 2022, and sets out a vision for music education to 2030 – to enable all pupils to learn to sing, play an instrument and create music together, and have the opportunity to progress their musical interests and talents, including professionally.</p><p>The Department will also publish a Cultural Education Plan in 2023, working with DCMS and Arts Council England. This will include how best to support pupils who wish to pursue careers in creative and cultural industries.</p><p>High quality teaching is the most important in school factor in improving outcomes for pupils. The Department therefore published the Initial Teacher Training (ITT) Core Content Framework (CCF) in November 2019. The CCF, alongside the Early Career Framework, establishes an entitlement to a three or more year structured package of support for future generations of teachers.</p><p>The CCF has been designed to cover the content required by trainee teachers irrespective of subject or phase, though there is a strong emphasis on the need for training to be subject and phase specific.</p><p>Qualified Teacher Status continues to be awarded at the end of ITT against the Teachers’ Standards, which are reflected in the design of the CCF. Standard 3 requires teachers to ‘have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’ interest in the subject, and address misunderstandings’.</p><p> </p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb grouped question UIN 198653 question first answered 19/09/2023 16:10:22 answering member 111 label Biography information for Nick Gibb
	tabling member	1521 label Biography information for Mrs Sharon Hodgson

1659501

	registered interest
	date	11/09/2023
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Teachers: Art and Design
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, how much funding her Department has allocated to subject-specific professional development training for art and design teachers in each of the (a) last and (b) next five years.
	tabling member constituency	Washington and Sunderland West
	tabling member printed	Mrs Sharon Hodgson
	uin	198655
	answer	answer is ministerial correction date of answer 19/09/2023 answer text <p>The Department monitors and reviews teacher recruitment and retention regularly through the annual School Workforce Census (SWC) and Initial Teacher Training (ITT) Census. As at November 2022, the latest data available, there were over 468,000 full time equivalent (FTE) teachers in state funded schools in England – an increase of 27,000 (6%) since 2010. There were 12,589 FTE art and design teachers in state funded secondary schools. From 2018/19 to 2022/23 inclusive, between 96.3 and 96.5% of all hours taught in art and design were taught by a teacher with a relevant post A level qualification, an increase from 89.0% in 2014/15. The school workforce statistical publication is available 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>The latest information on art and design ITT recruitment reported against Postgraduate Initial Teacher Training (PGITT) targets, is published in the ITT Census statistical publication, available at: <a href="https://explore-education-statistics.service.gov.uk/find-statistics/initial-teacher-training-census/2022-23" target="_blank">https://explore-education-statistics.service.gov.uk/find-statistics/initial-teacher-training-census/2022-23</a>. This shows that 478 postgraduate trainees were recruited in 2022/23 (provisional), where 90% of the target (530 trainees) was achieved. This compares to 780 trainees recruited in 2021/22 (revised), where 134% of the target (580 trainees) was achieved.</p><p>The Teacher Workforce Model is used by the Department to calculate PGITT targets for individual subjects. The model considers a broad range of factors, including, but not limited to projected pupil numbers, all forms of teacher recruitment (not just ITT), and the expected level of teacher retention. The model also increases (via an adjustment) targets, where relevant, to build in the impacts of recruitment being below target in the previous two ITT recruitment rounds.</p><p>The 2023/24 PGITT recruitment target for art and design is 825, an increase of 295 on the 2022/23 target of 530. This increase was driven by the need to make an adjustment to the 2023/24 target relating to recruitment being below target, when no such adjustment was required for 2022/23. The latest published set of targets are available on GOV.UK: <a href="https://explore-education-statistics.service.gov.uk/find-statistics/postgraduate-initial-teacher-training-targets" target="_blank">https://explore-education-statistics.service.gov.uk/find-statistics/postgraduate-initial-teacher-training-targets</a>.</p><p>As expected, the unprecedented increase in new entrants to ITT in 2020/21 because of the COVID-19 pandemic has since declined. The graduate and general labour markets became more competitive and pay has risen in competing sectors. The best graduates have more choice, and we are competing for graduates who are in high demand in the graduate labour market.</p><p>The Department recently announced that the School Teachers’ Review Body’s recommendations for the 2023/24 pay award for teachers and head teachers have been accepted in full. This means that teachers and head teachers in maintained schools will receive a pay award of 6.5%. This is the highest pay award for teachers in over thirty years. The award also delivers the manifesto commitment of a minimum £30,000 starting salary for school teachers in all regions in England, with a pay award of up to 7.1% for new teachers outside London.</p><p>The Secretary of State speaks regularly to her Cabinet colleagues on a broad range of issues, including the Secretary of State for Digital, Culture, Media and Sport. While there are no specific ongoing discussions between them on teacher recruitment and retention, it remains one of this Department’s top priorities, and Department’s reforms will support teachers across all subjects.</p><p>In terms of the funding offered for recruitment, the Department reviews funding for ITT before the start of each annual recruitment cycle, which includes taking into account bursaries in each subject, historic recruitment, forecast economic conditions, and teacher supply need. This ensures the Department provides funding where it is needed the most.</p><p>The Department does not fund subject specific continuing professional development for art and design. Decisions relating to teachers’ professional development rightly rest with schools, headteachers, and teachers themselves, as they are in the best position to judge their own requirements. Teaching School Hubs promote and deliver other high quality evidence based professional development, including subject specific CPD, to teachers and head teachers across all subjects.</p><p>More generally, the Department has put in place a number of initiatives that support all teachers’ career development pathways. The Department has created an entitlement to at least three years of structured training, support, and professional development for all new teachers, underpinned by the ITT Core Content Framework and the Early Career Framework. The Department has also launched new National Professional Qualifications for teachers and school leaders at all levels. Since autumn 2021, eligible teachers and head teachers have been able to access scholarships to undertake fully funded NPQs, with £184 million of new additional funding to be spent over the course of this parliament. Further information is available on GOV.UK: <a href="https://www.gov.uk/government/publications/national-professional-qualifications-npqs" target="_blank">https://www.gov.uk/government/publications/national-professional-qualifications-npqs</a>.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb grouped question UIN 198656 198658 198660 198665 question first answered 19/09/2023 16:20:25 answering member 111 label Biography information for Nick Gibb
	tabling member	1521 label Biography information for Mrs Sharon Hodgson

1659502

	registered interest
	date	11/09/2023
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Teachers: Art and Design
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, whether her Department has made an assessment of the reasons for which there has been a decline in the number of people training to become art and design teachers.
	tabling member constituency	Washington and Sunderland West
	tabling member printed	Mrs Sharon Hodgson
	uin	198656
	answer	answer is ministerial correction date of answer 19/09/2023 answer text <p>The Department monitors and reviews teacher recruitment and retention regularly through the annual School Workforce Census (SWC) and Initial Teacher Training (ITT) Census. As at November 2022, the latest data available, there were over 468,000 full time equivalent (FTE) teachers in state funded schools in England – an increase of 27,000 (6%) since 2010. There were 12,589 FTE art and design teachers in state funded secondary schools. From 2018/19 to 2022/23 inclusive, between 96.3 and 96.5% of all hours taught in art and design were taught by a teacher with a relevant post A level qualification, an increase from 89.0% in 2014/15. The school workforce statistical publication is available 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>The latest information on art and design ITT recruitment reported against Postgraduate Initial Teacher Training (PGITT) targets, is published in the ITT Census statistical publication, available at: <a href="https://explore-education-statistics.service.gov.uk/find-statistics/initial-teacher-training-census/2022-23" target="_blank">https://explore-education-statistics.service.gov.uk/find-statistics/initial-teacher-training-census/2022-23</a>. This shows that 478 postgraduate trainees were recruited in 2022/23 (provisional), where 90% of the target (530 trainees) was achieved. This compares to 780 trainees recruited in 2021/22 (revised), where 134% of the target (580 trainees) was achieved.</p><p>The Teacher Workforce Model is used by the Department to calculate PGITT targets for individual subjects. The model considers a broad range of factors, including, but not limited to projected pupil numbers, all forms of teacher recruitment (not just ITT), and the expected level of teacher retention. The model also increases (via an adjustment) targets, where relevant, to build in the impacts of recruitment being below target in the previous two ITT recruitment rounds.</p><p>The 2023/24 PGITT recruitment target for art and design is 825, an increase of 295 on the 2022/23 target of 530. This increase was driven by the need to make an adjustment to the 2023/24 target relating to recruitment being below target, when no such adjustment was required for 2022/23. The latest published set of targets are available on GOV.UK: <a href="https://explore-education-statistics.service.gov.uk/find-statistics/postgraduate-initial-teacher-training-targets" target="_blank">https://explore-education-statistics.service.gov.uk/find-statistics/postgraduate-initial-teacher-training-targets</a>.</p><p>As expected, the unprecedented increase in new entrants to ITT in 2020/21 because of the COVID-19 pandemic has since declined. The graduate and general labour markets became more competitive and pay has risen in competing sectors. The best graduates have more choice, and we are competing for graduates who are in high demand in the graduate labour market.</p><p>The Department recently announced that the School Teachers’ Review Body’s recommendations for the 2023/24 pay award for teachers and head teachers have been accepted in full. This means that teachers and head teachers in maintained schools will receive a pay award of 6.5%. This is the highest pay award for teachers in over thirty years. The award also delivers the manifesto commitment of a minimum £30,000 starting salary for school teachers in all regions in England, with a pay award of up to 7.1% for new teachers outside London.</p><p>The Secretary of State speaks regularly to her Cabinet colleagues on a broad range of issues, including the Secretary of State for Digital, Culture, Media and Sport. While there are no specific ongoing discussions between them on teacher recruitment and retention, it remains one of this Department’s top priorities, and Department’s reforms will support teachers across all subjects.</p><p>In terms of the funding offered for recruitment, the Department reviews funding for ITT before the start of each annual recruitment cycle, which includes taking into account bursaries in each subject, historic recruitment, forecast economic conditions, and teacher supply need. This ensures the Department provides funding where it is needed the most.</p><p>The Department does not fund subject specific continuing professional development for art and design. Decisions relating to teachers’ professional development rightly rest with schools, headteachers, and teachers themselves, as they are in the best position to judge their own requirements. Teaching School Hubs promote and deliver other high quality evidence based professional development, including subject specific CPD, to teachers and head teachers across all subjects.</p><p>More generally, the Department has put in place a number of initiatives that support all teachers’ career development pathways. The Department has created an entitlement to at least three years of structured training, support, and professional development for all new teachers, underpinned by the ITT Core Content Framework and the Early Career Framework. The Department has also launched new National Professional Qualifications for teachers and school leaders at all levels. Since autumn 2021, eligible teachers and head teachers have been able to access scholarships to undertake fully funded NPQs, with £184 million of new additional funding to be spent over the course of this parliament. Further information is available on GOV.UK: <a href="https://www.gov.uk/government/publications/national-professional-qualifications-npqs" target="_blank">https://www.gov.uk/government/publications/national-professional-qualifications-npqs</a>.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb grouped question UIN 198655 198658 198660 198665 question first answered 19/09/2023 16:20:25 answering member 111 label Biography information for Nick Gibb
	tabling member	1521 label Biography information for Mrs Sharon Hodgson

1659503

	registered interest
	date	11/09/2023
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Teachers: Art and Design
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, what steps her Department is taking to help art and design teachers with the potential impact of the covid-19 pandemic on staff workloads.
	tabling member constituency	Washington and Sunderland West
	tabling member printed	Mrs Sharon Hodgson
	uin	198657
	answer	answer is ministerial correction date of answer 19/09/2023 answer text <p>The Department's focus on reducing workload and promoting the wellbeing of school and college staff builds on the Recruitment and Retention Strategy, launched in January 2019. The Department continues to support schools to act and remove unhelpful practice that creates unnecessary workload through guidance and advice such as the School Workload Reduction Toolkit and the Education Staff Wellbeing Charter, available here: <a href="https://www.gov.uk/guidance/school-workload-reduction-toolkit%20" target="_blank">https://www.gov.uk/guidance/school-workload-reduction-toolkit </a>and here: <a href="https://www.gov.uk/guidance/education-staff-wellbeing-charter" target="_blank">https://www.gov.uk/guidance/education-staff-wellbeing-charter</a>. More information on the Recruitment and Retention Strategy can also be found here: <a href="https://www.gov.uk/government/publications/teacher-recruitment-and-retention-strategy" target="_blank">https://www.gov.uk/government/publications/teacher-recruitment-and-retention-strategy</a>.</p><p>The new curriculum body, Oak National Academy, seeks to provide teachers with a high quality foundation for their lesson planning across the entire school curriculum, giving teachers more time to focus on teaching.</p><p>The Department announced in July that it would convene a taskforce made up of union representatives, experts and experienced practitioners to explore ways to go further to support trust and head teachers to minimise workload for teachers and head teachers.</p><p> </p><p> </p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 19/09/2023 16:39:33 answering member 111 label Biography information for Nick Gibb
	tabling member	1521 label Biography information for Mrs Sharon Hodgson

1659504

	registered interest
	date	11/09/2023
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Teachers: Art and Design
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, whether she plans to increase funding for (a) career development and (b) recruitment pathways for art and design teachers.
	tabling member constituency	Washington and Sunderland West
	tabling member printed	Mrs Sharon Hodgson
	uin	198658
	answer	answer is ministerial correction date of answer 19/09/2023 answer text <p>The Department monitors and reviews teacher recruitment and retention regularly through the annual School Workforce Census (SWC) and Initial Teacher Training (ITT) Census. As at November 2022, the latest data available, there were over 468,000 full time equivalent (FTE) teachers in state funded schools in England – an increase of 27,000 (6%) since 2010. There were 12,589 FTE art and design teachers in state funded secondary schools. From 2018/19 to 2022/23 inclusive, between 96.3 and 96.5% of all hours taught in art and design were taught by a teacher with a relevant post A level qualification, an increase from 89.0% in 2014/15. The school workforce statistical publication is available 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>The latest information on art and design ITT recruitment reported against Postgraduate Initial Teacher Training (PGITT) targets, is published in the ITT Census statistical publication, available at: <a href="https://explore-education-statistics.service.gov.uk/find-statistics/initial-teacher-training-census/2022-23" target="_blank">https://explore-education-statistics.service.gov.uk/find-statistics/initial-teacher-training-census/2022-23</a>. This shows that 478 postgraduate trainees were recruited in 2022/23 (provisional), where 90% of the target (530 trainees) was achieved. This compares to 780 trainees recruited in 2021/22 (revised), where 134% of the target (580 trainees) was achieved.</p><p>The Teacher Workforce Model is used by the Department to calculate PGITT targets for individual subjects. The model considers a broad range of factors, including, but not limited to projected pupil numbers, all forms of teacher recruitment (not just ITT), and the expected level of teacher retention. The model also increases (via an adjustment) targets, where relevant, to build in the impacts of recruitment being below target in the previous two ITT recruitment rounds.</p><p>The 2023/24 PGITT recruitment target for art and design is 825, an increase of 295 on the 2022/23 target of 530. This increase was driven by the need to make an adjustment to the 2023/24 target relating to recruitment being below target, when no such adjustment was required for 2022/23. The latest published set of targets are available on GOV.UK: <a href="https://explore-education-statistics.service.gov.uk/find-statistics/postgraduate-initial-teacher-training-targets" target="_blank">https://explore-education-statistics.service.gov.uk/find-statistics/postgraduate-initial-teacher-training-targets</a>.</p><p>As expected, the unprecedented increase in new entrants to ITT in 2020/21 because of the COVID-19 pandemic has since declined. The graduate and general labour markets became more competitive and pay has risen in competing sectors. The best graduates have more choice, and we are competing for graduates who are in high demand in the graduate labour market.</p><p>The Department recently announced that the School Teachers’ Review Body’s recommendations for the 2023/24 pay award for teachers and head teachers have been accepted in full. This means that teachers and head teachers in maintained schools will receive a pay award of 6.5%. This is the highest pay award for teachers in over thirty years. The award also delivers the manifesto commitment of a minimum £30,000 starting salary for school teachers in all regions in England, with a pay award of up to 7.1% for new teachers outside London.</p><p>The Secretary of State speaks regularly to her Cabinet colleagues on a broad range of issues, including the Secretary of State for Digital, Culture, Media and Sport. While there are no specific ongoing discussions between them on teacher recruitment and retention, it remains one of this Department’s top priorities, and Department’s reforms will support teachers across all subjects.</p><p>In terms of the funding offered for recruitment, the Department reviews funding for ITT before the start of each annual recruitment cycle, which includes taking into account bursaries in each subject, historic recruitment, forecast economic conditions, and teacher supply need. This ensures the Department provides funding where it is needed the most.</p><p>The Department does not fund subject specific continuing professional development for art and design. Decisions relating to teachers’ professional development rightly rest with schools, headteachers, and teachers themselves, as they are in the best position to judge their own requirements. Teaching School Hubs promote and deliver other high quality evidence based professional development, including subject specific CPD, to teachers and head teachers across all subjects.</p><p>More generally, the Department has put in place a number of initiatives that support all teachers’ career development pathways. The Department has created an entitlement to at least three years of structured training, support, and professional development for all new teachers, underpinned by the ITT Core Content Framework and the Early Career Framework. The Department has also launched new National Professional Qualifications for teachers and school leaders at all levels. Since autumn 2021, eligible teachers and head teachers have been able to access scholarships to undertake fully funded NPQs, with £184 million of new additional funding to be spent over the course of this parliament. Further information is available on GOV.UK: <a href="https://www.gov.uk/government/publications/national-professional-qualifications-npqs" target="_blank">https://www.gov.uk/government/publications/national-professional-qualifications-npqs</a>.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb grouped question UIN 198655 198656 198660 198665 question first answered 19/09/2023 16:20:25 answering member 111 label Biography information for Nick Gibb
	tabling member	1521 label Biography information for Mrs Sharon Hodgson

1659505

	registered interest
	date	11/09/2023
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Teachers: Art and Design
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, whether he plans to take steps to reintroduce subject-specific teacher training bursaries for art and design teachers.
	tabling member constituency	Washington and Sunderland West
	tabling member printed	Mrs Sharon Hodgson
	uin	198659
	answer	answer is ministerial correction date of answer 19/09/2023 answer text <p>The Department reviews bursaries for Initial Teacher Training (ITT) before the start of each annual recruitment cycle. As part of this, the Department takes account of several factors when considering the offer in each subject, including historic recruitment, forecast economic conditions, and teacher supply need in each subject. This ensures the Department provides funding where it is needed the most.</p><p>In academic years 2020/21 and 2021/22 the Department exceeded the postgraduate ITT recruitment targets in art and design, recruiting 132% and 134% of the respective targets.</p><p>The Department recognises that ITT recruitment has become more challenging since then, due to the highly competitive graduate labour market. As a result, art and design recruitment fell slightly below the postgraduate ITT target in academic year 2022/23 (90%).</p><p>The Department will review the need for ITT bursaries across all subjects, informed by latest recruitment for academic year 2023/24 and our detailed workforce modelling, prior to announcing the bursaries available for ITT applicants this autumn.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 19/09/2023 16:15:44 answering member 111 label Biography information for Nick Gibb
	tabling member	1521 label Biography information for Mrs Sharon Hodgson

1659506

	registered interest
	date	11/09/2023
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Teachers: Art and Design
	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 adequacy of (a) recruitment and (b) retention levels of art and design teachers.
	tabling member constituency	Washington and Sunderland West
	tabling member printed	Mrs Sharon Hodgson
	uin	198660
	answer	answer is ministerial correction date of answer 19/09/2023 answer text <p>The Department monitors and reviews teacher recruitment and retention regularly through the annual School Workforce Census (SWC) and Initial Teacher Training (ITT) Census. As at November 2022, the latest data available, there were over 468,000 full time equivalent (FTE) teachers in state funded schools in England – an increase of 27,000 (6%) since 2010. There were 12,589 FTE art and design teachers in state funded secondary schools. From 2018/19 to 2022/23 inclusive, between 96.3 and 96.5% of all hours taught in art and design were taught by a teacher with a relevant post A level qualification, an increase from 89.0% in 2014/15. The school workforce statistical publication is available 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>The latest information on art and design ITT recruitment reported against Postgraduate Initial Teacher Training (PGITT) targets, is published in the ITT Census statistical publication, available at: <a href="https://explore-education-statistics.service.gov.uk/find-statistics/initial-teacher-training-census/2022-23" target="_blank">https://explore-education-statistics.service.gov.uk/find-statistics/initial-teacher-training-census/2022-23</a>. This shows that 478 postgraduate trainees were recruited in 2022/23 (provisional), where 90% of the target (530 trainees) was achieved. This compares to 780 trainees recruited in 2021/22 (revised), where 134% of the target (580 trainees) was achieved.</p><p>The Teacher Workforce Model is used by the Department to calculate PGITT targets for individual subjects. The model considers a broad range of factors, including, but not limited to projected pupil numbers, all forms of teacher recruitment (not just ITT), and the expected level of teacher retention. The model also increases (via an adjustment) targets, where relevant, to build in the impacts of recruitment being below target in the previous two ITT recruitment rounds.</p><p>The 2023/24 PGITT recruitment target for art and design is 825, an increase of 295 on the 2022/23 target of 530. This increase was driven by the need to make an adjustment to the 2023/24 target relating to recruitment being below target, when no such adjustment was required for 2022/23. The latest published set of targets are available on GOV.UK: <a href="https://explore-education-statistics.service.gov.uk/find-statistics/postgraduate-initial-teacher-training-targets" target="_blank">https://explore-education-statistics.service.gov.uk/find-statistics/postgraduate-initial-teacher-training-targets</a>.</p><p>As expected, the unprecedented increase in new entrants to ITT in 2020/21 because of the COVID-19 pandemic has since declined. The graduate and general labour markets became more competitive and pay has risen in competing sectors. The best graduates have more choice, and we are competing for graduates who are in high demand in the graduate labour market.</p><p>The Department recently announced that the School Teachers’ Review Body’s recommendations for the 2023/24 pay award for teachers and head teachers have been accepted in full. This means that teachers and head teachers in maintained schools will receive a pay award of 6.5%. This is the highest pay award for teachers in over thirty years. The award also delivers the manifesto commitment of a minimum £30,000 starting salary for school teachers in all regions in England, with a pay award of up to 7.1% for new teachers outside London.</p><p>The Secretary of State speaks regularly to her Cabinet colleagues on a broad range of issues, including the Secretary of State for Digital, Culture, Media and Sport. While there are no specific ongoing discussions between them on teacher recruitment and retention, it remains one of this Department’s top priorities, and Department’s reforms will support teachers across all subjects.</p><p>In terms of the funding offered for recruitment, the Department reviews funding for ITT before the start of each annual recruitment cycle, which includes taking into account bursaries in each subject, historic recruitment, forecast economic conditions, and teacher supply need. This ensures the Department provides funding where it is needed the most.</p><p>The Department does not fund subject specific continuing professional development for art and design. Decisions relating to teachers’ professional development rightly rest with schools, headteachers, and teachers themselves, as they are in the best position to judge their own requirements. Teaching School Hubs promote and deliver other high quality evidence based professional development, including subject specific CPD, to teachers and head teachers across all subjects.</p><p>More generally, the Department has put in place a number of initiatives that support all teachers’ career development pathways. The Department has created an entitlement to at least three years of structured training, support, and professional development for all new teachers, underpinned by the ITT Core Content Framework and the Early Career Framework. The Department has also launched new National Professional Qualifications for teachers and school leaders at all levels. Since autumn 2021, eligible teachers and head teachers have been able to access scholarships to undertake fully funded NPQs, with £184 million of new additional funding to be spent over the course of this parliament. Further information is available on GOV.UK: <a href="https://www.gov.uk/government/publications/national-professional-qualifications-npqs" target="_blank">https://www.gov.uk/government/publications/national-professional-qualifications-npqs</a>.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb grouped question UIN 198655 198656 198658 198665 question first answered 19/09/2023 16:20:25 answering member 111 label Biography information for Nick Gibb
	tabling member	1521 label Biography information for Mrs Sharon Hodgson

1659507

	registered interest
	date	11/09/2023
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Teachers: Art and Design
	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 adequacy of diversity in the art and design teaching profession.
	tabling member constituency	Washington and Sunderland West
	tabling member printed	Mrs Sharon Hodgson
	uin	198661
	answer	answer is ministerial correction date of answer 19/09/2023 answer text <p>The Department wants teaching to be a profession where teachers and head teachers from all backgrounds have the same opportunities to progress in their career. The Department actively monitors diversity data on the teaching population through the School Workforce Census and Initial Teacher Training (ITT) Census. Results show increasing diversity over time for some groups. For example, the ethnic diversity of the teacher workforce continues to increase, with 15.6% of teachers identifying as belonging to an ethnic minority group, up from 11.2% in 2010/11.</p><p>It is not possible to provide a breakdown of the demographic characteristics of subject teachers due to the way data is collected from a sample of secondary schools. A national level headcount of teachers by subjects taught is published in the ‘School Workforce in England’ statistical publication available here: <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>With regard to trainee teachers, in 2022/23, there were 477 new postgraduate trainee art and design teachers with known sex. Of these, 87% were female, 12% were male, and 1% reported their sex as ‘Other’, compared to 72%, 28%, and 0% respectively for postgraduate ITT trainees overall. There were 458 art and design trainees with known nationality, of which 92% were UK nationals, 6% were European Economic Area nationals, and 2% were of other nationality, compared to 92%, 5% and 2% respectively for all ITT postgraduate trainees.</p><p>It is not possible to provide breakdowns of other ITT trainee characteristics by subject. Full data can be found in the ITT Census here: <a href="https://explore-education-statistics.service.gov.uk/find-statistics/initial-teacher-training-census" target="_blank">https://explore-education-statistics.service.gov.uk/find-statistics/initial-teacher-training-census</a>.</p><p> </p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 19/09/2023 16:50:01 answering member 111 label Biography information for Nick Gibb
	tabling member	1521 label Biography information for Mrs Sharon Hodgson

1659508

	registered interest
	date	11/09/2023
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Schools: Art and Design
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, how much funding was allocated to art and design education at (a) primary and (b) secondary level in the 2022-2023 financial year.
	tabling member constituency	Washington and Sunderland West
	tabling member printed	Mrs Sharon Hodgson
	uin	198662
	answer	answer is ministerial correction date of answer 19/09/2023 answer text <p>The Government remains committed to ensuring that all pupils receive a high quality education in art and design as part of a broad and ambitious curriculum. This starts during the early years and continues in school, with art and design forming part of the National Curriculum from age 5 to 14. Between 2018/2019 and 2021/2022 academic years, around three in ten pupils in state funded schools have taken art and design GCSE and this has remained broadly stable.</p><p>All schools have the freedom to choose how to spend their core funding according to their own circumstances and priorities, providing that all expenditure ultimately benefits their students. The Department does not provide additional in year funding for art and design. It is for schools to decide the allocation of resources at an individual school level, including funding in art and design and other arts subjects.</p><p>Overall, core schools funding increased by £4 billion in the 2022/23 financial year which is a 7% increase in cash terms per pupil from the 2021/22 financial year. This included an increase in mainstream school funding for 5 to 16 year olds of £2.5 billion in the 2022/23 financial year, compared to the 2021/22 financial year. This is equivalent to an average 5.8% cash increase, or an average of £300 per pupil, with each Local Authority forecast to see at least a 4.8% increase per pupil.</p><p>Over and above core schools funding, the Department will continue to spend around £115 million per annum in cultural education over three years, through arts, music and heritage programmes. With the real terms per pupil increases to core school funding and the nearly £5 billion that has been announced for education recovery, schools will continue to have the flexibility to deliver a broad and ambitious curriculum and enrichment activities, including in arts subjects.</p><p>The Government understands the pressures people are facing with the cost of living. Economic disadvantage has an effect on outcomes and disadvantaged pupils and those with additional needs are more likely to fall behind and need extra support to reach their full potential. The Department therefore continues to provide support with pupils’ education across all subjects, including art and design, in promoting pupils’ cultural development.</p><p>The Government understands the pressures people are facing with the cost of living. Economic disadvantage has an effect on outcomes and disadvantaged pupils and those with additional needs are more likely to fall behind and need extra support to reach their full potential. The Department therefore continues to provide support with pupils’ education across all subjects, including art and design, in promoting pupil’s cultural development.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb grouped question UIN 198664 question first answered 19/09/2023 16:38:59 answering member 111 label Biography information for Nick Gibb
	tabling member	1521 label Biography information for Mrs Sharon Hodgson

1659509

	registered interest
	date	11/09/2023
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Schools: Art and Design
	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 impact of the covid-19 pandemic on art and design learning.
	tabling member constituency	Washington and Sunderland West
	tabling member printed	Mrs Sharon Hodgson
	uin	198663
	answer	answer is ministerial correction date of answer 19/09/2023 answer text <p>The COVID-19 pandemic caused considerable disruption to the education of pupils. Helping them to recover from the pandemic is one of the Department’s main priorities.</p><p>The Department made almost £5 billion of funding available to support education recovery. Much of this funding is focused on those that need it most, including the most disadvantaged and those with the least time left in education, whilst giving schools and colleges as much flexibility as possible to tailor help to their own circumstances.</p><p>With the real terms, per pupil increases to core school funding and the nearly £5 billion of funding allotted to education recovery, schools will continue to have the flexibility to deliver a broad and ambitious curriculum and enrichment activities, including in art and design.</p><p>The Government remains committed to ensuring that all pupils continue to receive a high quality education in art and design as part of a broad and ambitious curriculum. Over the previous four years of the pandemic period between the 2018/19 and 2021/22 academic years, around three in ten pupils in state funded schools have taken Art and Design GCSE and this has remained broadly stable.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 19/09/2023 16:45:16 answering member 111 label Biography information for Nick Gibb
	tabling member	1521 label Biography information for Mrs Sharon Hodgson

1659510

	registered interest
	date	11/09/2023
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Schools: Art and Design
	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 impact of increases in the cost of living on art and design learning.
	tabling member constituency	Washington and Sunderland West
	tabling member printed	Mrs Sharon Hodgson
	uin	198664
	answer	answer is ministerial correction date of answer 19/09/2023 answer text <p>The Government remains committed to ensuring that all pupils receive a high quality education in art and design as part of a broad and ambitious curriculum. This starts during the early years and continues in school, with art and design forming part of the National Curriculum from age 5 to 14. Between 2018/2019 and 2021/2022 academic years, around three in ten pupils in state funded schools have taken art and design GCSE and this has remained broadly stable.</p><p>All schools have the freedom to choose how to spend their core funding according to their own circumstances and priorities, providing that all expenditure ultimately benefits their students. The Department does not provide additional in year funding for art and design. It is for schools to decide the allocation of resources at an individual school level, including funding in art and design and other arts subjects.</p><p>Overall, core schools funding increased by £4 billion in the 2022/23 financial year which is a 7% increase in cash terms per pupil from the 2021/22 financial year. This included an increase in mainstream school funding for 5 to 16 year olds of £2.5 billion in the 2022/23 financial year, compared to the 2021/22 financial year. This is equivalent to an average 5.8% cash increase, or an average of £300 per pupil, with each Local Authority forecast to see at least a 4.8% increase per pupil.</p><p>Over and above core schools funding, the Department will continue to spend around £115 million per annum in cultural education over three years, through arts, music and heritage programmes. With the real terms per pupil increases to core school funding and the nearly £5 billion that has been announced for education recovery, schools will continue to have the flexibility to deliver a broad and ambitious curriculum and enrichment activities, including in arts subjects.</p><p>The Government understands the pressures people are facing with the cost of living. Economic disadvantage has an effect on outcomes and disadvantaged pupils and those with additional needs are more likely to fall behind and need extra support to reach their full potential. The Department therefore continues to provide support with pupils’ education across all subjects, including art and design, in promoting pupils’ cultural development.</p><p>The Government understands the pressures people are facing with the cost of living. Economic disadvantage has an effect on outcomes and disadvantaged pupils and those with additional needs are more likely to fall behind and need extra support to reach their full potential. The Department therefore continues to provide support with pupils’ education across all subjects, including art and design, in promoting pupil’s cultural development.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb grouped question UIN 198662 question first answered 19/09/2023 16:38:59 answering member 111 label Biography information for Nick Gibb
	tabling member	1521 label Biography information for Mrs Sharon Hodgson

1659511

	registered interest
	date	11/09/2023
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Teachers: Art and Design
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, whether she has had recent discussions with the Secretary of State for Digital, Culture, Media and Sport on (a) recruitment and (b) retention rates for art and design teachers.
	tabling member constituency	Washington and Sunderland West
	tabling member printed	Mrs Sharon Hodgson
	uin	198665
	answer	answer is ministerial correction date of answer 19/09/2023 answer text <p>The Department monitors and reviews teacher recruitment and retention regularly through the annual School Workforce Census (SWC) and Initial Teacher Training (ITT) Census. As at November 2022, the latest data available, there were over 468,000 full time equivalent (FTE) teachers in state funded schools in England – an increase of 27,000 (6%) since 2010. There were 12,589 FTE art and design teachers in state funded secondary schools. From 2018/19 to 2022/23 inclusive, between 96.3 and 96.5% of all hours taught in art and design were taught by a teacher with a relevant post A level qualification, an increase from 89.0% in 2014/15. The school workforce statistical publication is available 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>The latest information on art and design ITT recruitment reported against Postgraduate Initial Teacher Training (PGITT) targets, is published in the ITT Census statistical publication, available at: <a href="https://explore-education-statistics.service.gov.uk/find-statistics/initial-teacher-training-census/2022-23" target="_blank">https://explore-education-statistics.service.gov.uk/find-statistics/initial-teacher-training-census/2022-23</a>. This shows that 478 postgraduate trainees were recruited in 2022/23 (provisional), where 90% of the target (530 trainees) was achieved. This compares to 780 trainees recruited in 2021/22 (revised), where 134% of the target (580 trainees) was achieved.</p><p>The Teacher Workforce Model is used by the Department to calculate PGITT targets for individual subjects. The model considers a broad range of factors, including, but not limited to projected pupil numbers, all forms of teacher recruitment (not just ITT), and the expected level of teacher retention. The model also increases (via an adjustment) targets, where relevant, to build in the impacts of recruitment being below target in the previous two ITT recruitment rounds.</p><p>The 2023/24 PGITT recruitment target for art and design is 825, an increase of 295 on the 2022/23 target of 530. This increase was driven by the need to make an adjustment to the 2023/24 target relating to recruitment being below target, when no such adjustment was required for 2022/23. The latest published set of targets are available on GOV.UK: <a href="https://explore-education-statistics.service.gov.uk/find-statistics/postgraduate-initial-teacher-training-targets" target="_blank">https://explore-education-statistics.service.gov.uk/find-statistics/postgraduate-initial-teacher-training-targets</a>.</p><p>As expected, the unprecedented increase in new entrants to ITT in 2020/21 because of the COVID-19 pandemic has since declined. The graduate and general labour markets became more competitive and pay has risen in competing sectors. The best graduates have more choice, and we are competing for graduates who are in high demand in the graduate labour market.</p><p>The Department recently announced that the School Teachers’ Review Body’s recommendations for the 2023/24 pay award for teachers and head teachers have been accepted in full. This means that teachers and head teachers in maintained schools will receive a pay award of 6.5%. This is the highest pay award for teachers in over thirty years. The award also delivers the manifesto commitment of a minimum £30,000 starting salary for school teachers in all regions in England, with a pay award of up to 7.1% for new teachers outside London.</p><p>The Secretary of State speaks regularly to her Cabinet colleagues on a broad range of issues, including the Secretary of State for Digital, Culture, Media and Sport. While there are no specific ongoing discussions between them on teacher recruitment and retention, it remains one of this Department’s top priorities, and Department’s reforms will support teachers across all subjects.</p><p>In terms of the funding offered for recruitment, the Department reviews funding for ITT before the start of each annual recruitment cycle, which includes taking into account bursaries in each subject, historic recruitment, forecast economic conditions, and teacher supply need. This ensures the Department provides funding where it is needed the most.</p><p>The Department does not fund subject specific continuing professional development for art and design. Decisions relating to teachers’ professional development rightly rest with schools, headteachers, and teachers themselves, as they are in the best position to judge their own requirements. Teaching School Hubs promote and deliver other high quality evidence based professional development, including subject specific CPD, to teachers and head teachers across all subjects.</p><p>More generally, the Department has put in place a number of initiatives that support all teachers’ career development pathways. The Department has created an entitlement to at least three years of structured training, support, and professional development for all new teachers, underpinned by the ITT Core Content Framework and the Early Career Framework. The Department has also launched new National Professional Qualifications for teachers and school leaders at all levels. Since autumn 2021, eligible teachers and head teachers have been able to access scholarships to undertake fully funded NPQs, with £184 million of new additional funding to be spent over the course of this parliament. Further information is available on GOV.UK: <a href="https://www.gov.uk/government/publications/national-professional-qualifications-npqs" target="_blank">https://www.gov.uk/government/publications/national-professional-qualifications-npqs</a>.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb grouped question UIN 198655 198656 198658 198660 question first answered 19/09/2023 16:20:25 answering member 111 label Biography information for Nick Gibb
	tabling member	1521 label Biography information for Mrs Sharon Hodgson

1625163

	registered interest
	date	02/05/2023
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Schools: Food
	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 28 February to Question 148811 on School Meals: Nutrition, what recent progress she has made on the review of School Food Standards.
	tabling member constituency	Washington and Sunderland West
	tabling member printed	Mrs Sharon Hodgson
	uin	183360
	answer	answer is ministerial correction date of answer 15/05/2023 answer text <p>The current School Food Standards provide a robust yet flexible framework to ensure pupils in England continue to receive high quality and nutritious food. The Department continues to keep the School Food Standards under review.</p><p> </p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 15/05/2023 13:25:21 answering member 111 label Biography information for Nick Gibb
	tabling member	1521 label Biography information for Mrs Sharon Hodgson

1612766

	registered interest
	date	20/04/2023
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Special Educational Needs: Training
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, if he will make an assessment of the potential merits of amending the SEND and alternative provision improvement plan, published on 2 March 2023, to require training on special educational needs and disabilities to be included in the continuing professional development of all classroom staff.
	tabling member constituency	Washington and Sunderland West
	tabling member printed	Mrs Sharon Hodgson
	uin	181918
	answer	answer is ministerial correction date of answer 02/05/2023 answer text <p>High-quality teaching is central to ensuring that pupils with Special Educational Needs and Disabilities (SEND) are given the best possible opportunity to achieve in their education. The SEND and Alternative Provision (AP) Improvement Plan published on 2 March outlines our approach to building capacity to achieve the behaviours and culture required for the successful implementation of these policy reforms.</p><p>The department has transformed the support and training available to support teachers and leaders at every stage of their career to deliver improved outcomes for young people across the country.</p><p>The golden thread of professional development begins with Initial Teacher Training (ITT) followed by a new two-year induction programme based on the Early Career Framework (ECF), which are designed to support trainees and newly qualified teachers to meet the Teachers’ Standards at the appropriate level. This includes the requirement in Standard 5, that all teachers must have a clear understanding of the needs of all pupils, including, where appropriate those identified as being neurodivergent or other special educational needs.</p><p>The department has publicly committed to reviewing the ITT core content framework and ECF alongside each other into more closely combined frameworks and we will explore how to better support new teachers to meet the needs of pupils with SEND.</p><p>For experienced teachers and leaders, a range of specialist and leadership National Professional Qualifications (NPQs) are available. NPQs are designed to support professionals to hone and develop their existing skills, helping them to become more effective inside and outside the classroom, and ensure they support all pupils to succeed in both mainstream and specialist settings.</p><p>In March 2023, as part of the Improvement Plan for SEND and AP, the department announced plans to introduce a new leadership NPQ for Special Educational Needs Co-ordinators (SENCos). This new NPQ will equip SENCos with the knowledge, practical skills, and leadership expertise to shape their school’s approach to supporting children with SEND.</p> answering member constituency East Surrey answering member printed Claire Coutinho question first answered 02/05/2023 14:44:31 answering member 4806 label Biography information for Claire Coutinho
	tabling member	1521 label Biography information for Mrs Sharon Hodgson

1612767

	registered interest
	date	20/04/2023
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Disability and Special Educational Needs: Training
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, if he will make an assessment of the potential merits of amending the SEND and alternative provision improvement plan, published on 2 March 2023, to include a commitment to provide staff training in assistive technologies to all schools.
	tabling member constituency	Washington and Sunderland West
	tabling member printed	Mrs Sharon Hodgson
	uin	181919
	answer	answer is ministerial correction date of answer 02/05/2023 answer text <p>High-quality teaching is central to ensuring that pupils with Special Educational Needs and Disabilities (SEND) are given the best possible opportunity to achieve in their education. The SEND and Alternative Provision Improvement Plan outlines the department’s approach to building the capacity to achieve the behaviours and the culture required for the successful implementation of these policy reforms.</p><p>To support all teachers, the department is implementing a ‘golden thread’ of teacher training reforms which begins with initial teacher training and continues into early career teaching, through to middle and senior leadership. These reforms are designed to ensure teachers have the skills to support all pupils to succeed, including those with SEND.</p><p>The department is expanding training to increase school staff confidence in using assistive technology (AT). Following the promising results of the initial pilot, we are extending assistive technology training to a further 150 maintained schools. The extension, known as the ‘AT Test and Learn’ programme, will teach mainstream school staff how to use AT effectively, with a focus on the technology schools already have available or can easily obtain, such as text-to-speech tools.</p><p>The department wants to build on the learnings from last year’s pilot, where participants reported improved awareness, understanding and confidence in using AT and assessing its effectiveness. By running the AT Test and Learn training over 6 months and commissioning a comprehensive impact evaluation, we will gain a more thorough picture of how AT training can support wider SEND training.</p><p> </p> answering member constituency East Surrey answering member printed Claire Coutinho question first answered 02/05/2023 14:50:59 answering member 4806 label Biography information for Claire Coutinho
	tabling member	1521 label Biography information for Mrs Sharon Hodgson

1612769

	registered interest
	date	20/04/2023
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Pre-school Education: Qualifications
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, whether she has undertaken a recent review of the early years practitioner (level 2): qualifications criteria.
	tabling member constituency	Washington and Sunderland West
	tabling member printed	Mrs Sharon Hodgson
	uin	181921
	answer	answer is ministerial correction date of answer 02/05/2023 answer text <p>The early years practitioner (level 2) qualifications criteria were updated in 2018, and came into effect on 1 September 2019. The updates to the criteria were consulted on and following feedback from the consultation, the title of early years practitioner (level 2) was introduced to recognise the skill and knowledge of level 2 members of staff.</p><p>As part of the recent review of the early years educator (level 3) qualifications criteria, the department has improved the alignment between the two criteria, to improve progression from level 2 to level 3.</p> answering member constituency East Surrey answering member printed Claire Coutinho question first answered 02/05/2023 14:54:03 answering member 4806 label Biography information for Claire Coutinho
	tabling member	1521 label Biography information for Mrs Sharon Hodgson