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1466405

	registered interest
	date	26/05/2022
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Religion: Education
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, what recent assessment his Department has made of the potential impact of the withdrawal element of the Education Act 1944 on (a) a child’s education in religious education lessons and (b) the expectation that schools promote mutual respect and tolerance of those with different faiths and beliefs; and if he will make a statement.
	tabling member constituency	Northampton South
	tabling member printed	Andrew Lewer
	uin	9999
	answer	answer is ministerial correction date of answer 10/06/2022 answer text <p>While the department considers religious education (RE) to be an important subject, we respect parental rights and have no plans to change the right of withdrawal. Legislation gives parents the right to request withdrawing their child from all or part of a school’s RE. Parents are not required to give a reason for their requests, which must be complied with. The right of withdrawal from RE does not extend to other areas of the curriculum where religious matters are spontaneously raised by pupils or arise in other subjects such as history or citizenship.</p><p> </p><p>The department believes that the current position is correct, as it balances the rights of parents and of children.</p><p> </p><p>It is, of course, important that schools promote mutual respect and tolerance of those with different faiths and beliefs. The Education Act 2002 requires schools to ensure the Spiritual, Moral, Social, and Cultural (SMSC) development of all their pupils. There are many opportunities within the curriculum for schools to promote SMSC, including through RE, history, and citizenship. State-funded schools are also required to actively promote the fundamental British values of democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs.</p> answering member constituency Worcester answering member printed Mr Robin Walker question first answered 10/06/2022 10:11:30 answering member 4091 label Biography information for Mr Robin Walker
	tabling member	4659 label Biography information for Andrew Lewer

1461907

	registered interest
	date	11/05/2022
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Supply Teachers: Pay and Workplace Pensions
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, if he will intervene to ensure supply teachers employed by agencies and umbrella companies are (a) paid the same rate as those employed directly by a school or local authority and (b) able to access to the Teachers' Pension Scheme.
	tabling member constituency	Stockport
	tabling member printed	Navendu Mishra
	uin	994
	answer	answer is ministerial correction date of answer 19/05/2022 answer text <p>Most supply teacher salaries are paid by supply agencies, and schools can negotiate fees with these agencies. The department trusts schools to agree a fair price for teachers. Supply teachers can register with multiple agencies to find the best pay and conditions to meet their own circumstances.</p><p> </p><p>Agency Worker Regulations provides that all workers on assignments that exceed 12 weeks are paid on equal terms as permanent staff after the 12<sup>th</sup> week.</p><p> </p><p>The Teachers’ Pensions Regulations provide for supply teachers participating in the Teachers’ Pension Scheme (TPS) where they are employed by a scheme employer. These are local authorities, academies, and further education colleges.</p><p> </p><p>Where supply teachers are self-employed or employed by a supply agency and their services are provided under a ‘contract for services’, it is not possible for them to participate in the TPS as there is no organisation to undertake the employer role which includes remitting contributions to the scheme.</p><p> </p> answering member constituency Worcester answering member printed Mr Robin Walker question first answered 19/05/2022 11:46:04 answering member 4091 label Biography information for Mr Robin Walker
	tabling member	4811 label Biography information for Navendu Mishra

1466305

	registered interest
	date	26/05/2022
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Schools: Energy
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, what support his Department will be providing to schools to help ensure they can manage increased energy costs.
	tabling member constituency	Halifax
	tabling member printed	Holly Lynch
	uin	9937
	answer	answer is ministerial correction date of answer 10/06/2022 answer text <p>The department recognises that schools will be facing cost pressures in the coming months, particularly due to the increase in energy prices. We are looking carefully at how this will impact schools and are considering what additional support we could offer.</p><p> </p><p>The department contacted all schools in England to get basic data on their current and future energy tariffs to better understand how they have been affected by recent energy price increases. The survey closed on 2 June 2022, and the responses will be used to understand the impacts of energy cost increases on schools and inform considerations of additional support the department could offer.</p><p>Cost increases should be seen in the wider context of funding for schools. The government is delivering a £4 billion cash increase in the core schools budget next year, taking total funding to £53.8 billion. This includes an additional £1.2 billion for schools in the new schools supplementary grant for the 2022/23 financial year. Overall, this represents a 7% cash terms per pupil boost, which will help schools meet the pressures we know they are facing, particularly around energy costs.</p><p> </p><p>All schools can access a range of school resource management (SRM) tools to help them get the best value from their resources, to help them save on regular purchases and reduce non-teaching costs. Our SRM tools include recommended deals for energy costs and ancillary services relating to energy. The department will also update and strengthen guidance on a regular basis to inform schools of the market and commercial position, with practical advice on exiting existing and entering new contracts, available here: <a href="https://www.get-help-buying-for-schools.service.gov.uk/procurement-support" target="_blank">https://www.get-help-buying-for-schools.service.gov.uk/procurement-support</a>. The get help buying for schools service will also be able to offer support to schools in switching and entering new contracts.</p><p> </p><p>The department recognises that every school’s circumstances are different, and where schools are in serious financial difficulty, they should contact their local authority or the Education and Skills Funding Agency.</p><p> </p> answering member constituency Worcester answering member printed Mr Robin Walker question first answered 10/06/2022 09:52:45 answering member 4091 label Biography information for Mr Robin Walker
	tabling member	4472 label Biography information for Holly Lynch

1462016

	registered interest
	date	11/05/2022
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	National Curriculum Tests
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, whether he has made an assessment of similarities between elements of the 11+ practice examination paper and this year's key stage 2 Standard Assessment Test; and if he will make a statement.
	tabling member constituency	Portsmouth South
	tabling member printed	Stephen Morgan
	uin	932
	answer	answer is ministerial correction date of answer 19/05/2022 answer text <p>The test development process used by the Standards and Testing Agency (STA) is rigorous, with teachers and experts commenting on the materials throughout the three-year development process. These reviewers are selected to be broadly nationally representative, in terms of geography and school type, to minimise bias. The 2022 key stage 2 reading test went through these processes and the expert reviewers considered all materials appropriate and fair.</p><p> </p><p>STA cannot entirely mitigate against pupils having already read certain texts, or against them being used by other organisations developing materials for schools, though checks are undertaken throughout the process. There are many resources and practice papers in the public domain, and it would be impractical and expensive to monitor them all. When it is identified late in the development process that a text has been used elsewhere, STA must also consider whether setting aside the text would be an appropriate use of public money. Although STA makes use of specifically written texts where possible, particularly for non-fiction, fiction texts can come across as contrived and the use of high-quality texts by published authors is essential.</p><p> </p><p>STA are confident that the 2022 reading test was appropriate and accessible for all pupils.</p><p> </p> answering member constituency Worcester answering member printed Mr Robin Walker question first answered 19/05/2022 10:45:22 answering member 4091 label Biography information for Mr Robin Walker
	tabling member	4653 label Biography information for Stephen Morgan

1465963

	registered interest
	date	25/05/2022
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Pupils: Bus Services
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, what assessment he has made of the potential merits of extending free bus travel to those studying aged 16 to 18 in light of the proposed increase of the leaving school age to 18.
	tabling member constituency	North West Durham
	tabling member printed	Mr Richard Holden
	uin	9200
	answer	answer is ministerial correction date of answer 10/06/2022 answer text <p>Local authorities are responsible for transport to education and training for 16- to 19-year-olds, including where students travel to school or college. Many students already receive a discount or concession, but it is for local authorities, along with local transport providers and schools or colleges, to decide whether to provide support and which students are eligible. These decisions are best made locally considering local needs, the resources available, and other local circumstances.</p><p> </p><p>The 16 to 19 Bursary Fund can be used for transport costs to support young people to access education and training. Schools and colleges are responsible for deciding how to distribute their bursary allocations to students, and for establishing what criteria to use.</p> answering member constituency Worcester answering member printed Mr Robin Walker question first answered 10/06/2022 09:50:27 answering member 4091 label Biography information for Mr Robin Walker
	tabling member	4813 label Biography information for Mr Richard Holden

1465879

	registered interest
	date	25/05/2022
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Sixth Form Education: Per Capita Costs
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, what the average level of per pupil funding was in (a) actual and (b) real terms for sixth form funding in 2018-19; and what that the equivalent figures are for 2022-23.
	tabling member constituency	North West Durham
	tabling member printed	Mr Richard Holden
	uin	9199
	answer	answer is ministerial correction date of answer 09/06/2022 answer text <p>The average Total Programme Funding per 16 to 19-year-old student in the 2018/19 academic year was £4,504.</p><p> </p><p>The equivalent figure for the 2022/23 academic year is not yet available.</p><p> </p><p>In 2018/19, the base rate of funding per 16 and 17-year-old student was £4,000. This was the largest component in the Total Programme Funding per student. In the 2022/23 academic year, the base rate will be £4,542. This is an increase of 13.6% in cash terms, or 2% in real terms over the base rate in 2018/19.</p> answering member constituency Worcester answering member printed Mr Robin Walker question first answered 09/06/2022 13:35:34 answering member 4091 label Biography information for Mr Robin Walker
	tabling member	4813 label Biography information for Mr Richard Holden

1465716

	registered interest
	date	25/05/2022
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Schools: Expenditure
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, for how many schools in each local authority area did the local authority receive additional funding as a result of their core national funding formula being below the schools national funding formula floor in 2021-22.
	tabling member constituency	Portsmouth South
	tabling member printed	Stephen Morgan
	uin	9129
	answer	answer is ministerial correction date of answer 06/06/2022 answer text <p>In the attached spreadsheet the department has provided:</p><ul><li>a local authority breakdown of floor funding through the National Funding Formula (NFF).</li><li>a local authority breakdown of the number of schools attracting floor funding.</li></ul><p> </p><p>It is important to note the differences in floor funding allocated to local authorities and minimum funding guarantee (MFG) funding allocated to schools through local funding formulae.</p><p>The NFF does not currently determine individual schools’ funding directly. NFF funding calculated through the floor is given to local authorities as part of their overall Dedicated Schools Grant (DSG) allocations. Individual schools’ budgets are determined by local funding formulae, which must include an MFG. The MFG acts, within local formulae, in a similar manner to the funding floor in the NFF. Because schools’ individual budgets are set by reference to the local formula, not the NFF, the number of schools attracting floor funding provided is not the same as the number of schools receiving MFG funding.</p><p>The total floor funding allocation figures provided here are the allocations calculated in July 2020. These allocations were used in the calculation of primary units of funding and secondary units of funding for each local authority, which are then multiplied by pupil numbers from the October 2020 census to give local authorities their final, overall DSG allocations published in December 2020.</p><p>Published notional school budgets in the NFF for local authority maintained schools are based on the 2020/21 academic year Authority Proforma Tool (APT) data. Published notional NFF school budgets for academies and free schools are based on the 2020/21 academic year General Annual Grant (GAG) data. Published local authority budgets are based on the 2020/21 financial year APT data for all schools, including academies and free schools. The figures used in this response are based on APT data for all schools, and will therefore differ from APT and GAG data which is used in the total spend figures in the 2021/22 financial year NFF policy document published here: <a href="https://www.gov.uk/government/publications/national-funding-formula-for-schools-and-high-needs" target="_blank">https://www.gov.uk/government/publications/national-funding-formula-for-schools-and-high-needs</a>.</p><p>Chapter 6 of the 2018/19 academic year schools block national funding formula, available here: <a href="https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/647789/Schools_block_national_funding_formula_technical_note.pdf" target="_blank">https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/647789/Schools_block_national_funding_formula_technical_note.pdf</a>, explains the reason for this use of data.</p> answering member constituency Worcester answering member printed Mr Robin Walker grouped question UIN 9128 question first answered 06/06/2022 15:18:33 answering member 4091 label Biography information for Mr Robin Walker attachment 1 file name 9128_9129_floor_funding.xlsx title 9128_9129_table
	tabling member	4653 label Biography information for Stephen Morgan

1465712

	registered interest
	date	25/05/2022
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Schools: Expenditure
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, how much funding was given to each local authority area to meet the National Funding Formula funding floor in 2021-22.
	tabling member constituency	Portsmouth South
	tabling member printed	Stephen Morgan
	uin	9128
	answer	answer is ministerial correction date of answer 06/06/2022 answer text <p>In the attached spreadsheet the department has provided:</p><ul><li>a local authority breakdown of floor funding through the National Funding Formula (NFF).</li><li>a local authority breakdown of the number of schools attracting floor funding.</li></ul><p> </p><p>It is important to note the differences in floor funding allocated to local authorities and minimum funding guarantee (MFG) funding allocated to schools through local funding formulae.</p><p>The NFF does not currently determine individual schools’ funding directly. NFF funding calculated through the floor is given to local authorities as part of their overall Dedicated Schools Grant (DSG) allocations. Individual schools’ budgets are determined by local funding formulae, which must include an MFG. The MFG acts, within local formulae, in a similar manner to the funding floor in the NFF. Because schools’ individual budgets are set by reference to the local formula, not the NFF, the number of schools attracting floor funding provided is not the same as the number of schools receiving MFG funding.</p><p>The total floor funding allocation figures provided here are the allocations calculated in July 2020. These allocations were used in the calculation of primary units of funding and secondary units of funding for each local authority, which are then multiplied by pupil numbers from the October 2020 census to give local authorities their final, overall DSG allocations published in December 2020.</p><p>Published notional school budgets in the NFF for local authority maintained schools are based on the 2020/21 academic year Authority Proforma Tool (APT) data. Published notional NFF school budgets for academies and free schools are based on the 2020/21 academic year General Annual Grant (GAG) data. Published local authority budgets are based on the 2020/21 financial year APT data for all schools, including academies and free schools. The figures used in this response are based on APT data for all schools, and will therefore differ from APT and GAG data which is used in the total spend figures in the 2021/22 financial year NFF policy document published here: <a href="https://www.gov.uk/government/publications/national-funding-formula-for-schools-and-high-needs" target="_blank">https://www.gov.uk/government/publications/national-funding-formula-for-schools-and-high-needs</a>.</p><p>Chapter 6 of the 2018/19 academic year schools block national funding formula, available here: <a href="https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/647789/Schools_block_national_funding_formula_technical_note.pdf" target="_blank">https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/647789/Schools_block_national_funding_formula_technical_note.pdf</a>, explains the reason for this use of data.</p> answering member constituency Worcester answering member printed Mr Robin Walker grouped question UIN 9129 question first answered 06/06/2022 15:18:33 answering member 4091 label Biography information for Mr Robin Walker attachment 1 file name 9128_9129_floor_funding.xlsx title 9128_9129_table
	tabling member	4653 label Biography information for Stephen Morgan

1465884

	registered interest
	date	25/05/2022
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Teachers: Recruitment
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, whether adjustments have been made to the target number of trainee secondary teachers being recruited for (a) modern foreign languages and (b) religious education in 2022-23 on the basis of historical recruitment levels.
	tabling member constituency	Birmingham, Edgbaston
	tabling member printed	Preet Kaur Gill
	uin	9095
	answer	answer is ministerial correction date of answer 10/06/2022 answer text <p>The attached table shows the new entrants to postgraduate Initial Teacher Training for modern foreign languages and religious education for the recruitment years from 2017/18 to 2021/22. These figures have been taken from the ITT Census publication which can be found here: <a href="https://explore-education-statistics.service.gov.uk/find-statistics/initial-teacher-training-census/2021-22#releaseHeadlines-tables" target="_blank">https://explore-education-statistics.service.gov.uk/find-statistics/initial-teacher-training-census/2021-22#releaseHeadlines-tables</a>.</p><p>The table also presents the postgraduate ITT recruitment targets for those subjects as well as the percentage of the target reached in each of the recruitment years. It is not recommended to add up shortfalls to targets over several years to obtain a ‘cumulative shortfall’. This would likely over-state the true recruitment shortfall over the period - a consequence of the methodology used to set the targets each year.</p><p>The 2022/23 recruitment year Postgraduate Initial Teacher Training (PGITT) targets include an adjustment to build in impacts of recruitment being below targets for the two PGITT rounds prior to 2022/23 (the 2020/21 and 2021/22 recruitment year rounds).</p><p>The 2022/23 recruitment year Modern Foreign Languages (including Classics) PGITT target of 2,170 trainees includes such an adjustment due to missed targets in the two previous ITT cycles.</p><p>For Religious Education, the 2022/23 recruitment year PGITT target of 450 trainees does not include any adjustments for under-recruitment in the two previous ITT cycles. Whilst the 2021/22 recruitment year target for Religious Education was slightly below target (99% of target), this under-recruitment was offset by increases in supply from other routes such as returners to teaching.</p><p>For more information on the 2022/23 recruitment year PGITT targets and the underlying methodology, please see the following link: <a href="https://explore-education-statistics.service.gov.uk/find-statistics/postgraduate-initial-teacher-training-targets/2022-23#releaseHeadlines-summary" target="_blank">https://explore-education-statistics.service.gov.uk/find-statistics/postgraduate-initial-teacher-training-targets/2022-23#releaseHeadlines-summary</a>.</p> answering member constituency Worcester answering member printed Mr Robin Walker grouped question UIN 9094 question first answered 10/06/2022 10:05:24 answering member 4091 label Biography information for Mr Robin Walker attachment 1 file name 9094_9095_table_showing_ITT_entrants.pdf title 9094_9095_table
	tabling member	4603 label Biography information for Preet Kaur Gill

1465883

	registered interest
	date	25/05/2022
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Teachers: Recruitment
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, what estimate his Department has made of the percentage shortfall in the cumulative targets for recruitment of trainee secondary teachers of (a) religious education and (b) modern foreign languages for the recruitment period 2017-18 to 2021-22, excluding the 2020-21 recruitment year.
	tabling member constituency	Birmingham, Edgbaston
	tabling member printed	Preet Kaur Gill
	uin	9094
	answer	answer is ministerial correction date of answer 10/06/2022 answer text <p>The attached table shows the new entrants to postgraduate Initial Teacher Training for modern foreign languages and religious education for the recruitment years from 2017/18 to 2021/22. These figures have been taken from the ITT Census publication which can be found here: <a href="https://explore-education-statistics.service.gov.uk/find-statistics/initial-teacher-training-census/2021-22#releaseHeadlines-tables" target="_blank">https://explore-education-statistics.service.gov.uk/find-statistics/initial-teacher-training-census/2021-22#releaseHeadlines-tables</a>.</p><p>The table also presents the postgraduate ITT recruitment targets for those subjects as well as the percentage of the target reached in each of the recruitment years. It is not recommended to add up shortfalls to targets over several years to obtain a ‘cumulative shortfall’. This would likely over-state the true recruitment shortfall over the period - a consequence of the methodology used to set the targets each year.</p><p>The 2022/23 recruitment year Postgraduate Initial Teacher Training (PGITT) targets include an adjustment to build in impacts of recruitment being below targets for the two PGITT rounds prior to 2022/23 (the 2020/21 and 2021/22 recruitment year rounds).</p><p>The 2022/23 recruitment year Modern Foreign Languages (including Classics) PGITT target of 2,170 trainees includes such an adjustment due to missed targets in the two previous ITT cycles.</p><p>For Religious Education, the 2022/23 recruitment year PGITT target of 450 trainees does not include any adjustments for under-recruitment in the two previous ITT cycles. Whilst the 2021/22 recruitment year target for Religious Education was slightly below target (99% of target), this under-recruitment was offset by increases in supply from other routes such as returners to teaching.</p><p>For more information on the 2022/23 recruitment year PGITT targets and the underlying methodology, please see the following link: <a href="https://explore-education-statistics.service.gov.uk/find-statistics/postgraduate-initial-teacher-training-targets/2022-23#releaseHeadlines-summary" target="_blank">https://explore-education-statistics.service.gov.uk/find-statistics/postgraduate-initial-teacher-training-targets/2022-23#releaseHeadlines-summary</a>.</p> answering member constituency Worcester answering member printed Mr Robin Walker grouped question UIN 9095 question first answered 10/06/2022 10:05:24 answering member 4091 label Biography information for Mr Robin Walker attachment 1 file name 9094_9095_table_showing_ITT_entrants.pdf title 9094_9095_table
	tabling member	4603 label Biography information for Preet Kaur Gill