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1472470

	registered interest
	date	22/06/2022
	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 assessment he has made of the adequacy of current routes into the teaching profession.
	tabling member constituency	Huddersfield
	tabling member printed	Mr Barry Sheerman
	uin	23222
	answer	answer is ministerial correction date of answer 28/06/2022 answer text <p>Following the department’s commitment to review the initial teacher training (ITT) market in the 2019 Teacher Recruitment and Retention strategy, we welcomed the expert advisory group’s recommendations to define all ITT that leads to qualified teacher status within three core routes of undergraduate, postgraduate fee-funded, and postgraduate employment-based.</p><p>By 2024, a reformed ITT provider market will be delivering quality-assured training that places a greater emphasis than ever before on embedding structured practice into courses, ensuring trainees are ready to thrive in the classroom in their early careers. The department is also working with stakeholders as part of the scheduled review of the employment-based postgraduate teacher apprenticeship route.</p><p> </p> answering member constituency Worcester answering member printed Mr Robin Walker question first answered 28/06/2022 11:23:04 answering member 4091 label Biography information for Mr Robin Walker
	tabling member	411 label Biography information for Mr Barry Sheerman

1472472

	registered interest
	date	22/06/2022
	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 he has plans to provide support to teaching assistants in transitioning to become fully qualified teachers.
	tabling member constituency	Huddersfield
	tabling member printed	Mr Barry Sheerman
	uin	23223
	answer	answer is ministerial correction date of answer 01/07/2022 answer text <p>The department is committed to supporting teaching assistants to become qualified teachers, including through providing accessible routes into the teaching profession.</p><p>Teaching assistants that have a degree can choose from various routes, including the School Direct (tuition fees) placement or School Direct (salaried places). Both routes carry the award of qualified teacher status (QTS) and some may lead to the award of a postgraduate certificate in education (PGCE).</p><p>An alternative route into teaching is through an apprenticeship.</p><p>Currently, schools have access to a range of apprenticeship standards, including the level three teaching assistant apprenticeship and level six postgraduate teacher apprenticeship (PGTA). The level six PGTA is only available to those with a degree. The department is working with all interested parties to improve the PGTA for providers, employers, and candidates as part of its scheduled review.</p><p>There are a range of other routes into teaching, including PGCE or postgraduate diploma in education (PGDE) for those with an undergraduate degree or equivalent qualification. Additionally, qualified teacher learning and skills status (QTLS) allows those without degrees to teach in schools, providing they meet the eligibility criteria. Those without a degree can also train to teach through an undergraduate degree. Unlike the apprenticeships and School Direct routes, these routes do not allow teaching assistants to train within a school they may already be employed in.</p><p>While teaching is a graduate profession, the department is working with interested parties to consider how teaching assistants and others working in schools can attain the relevant qualifications to become teachers.</p> answering member constituency Worcester answering member printed Mr Robin Walker grouped question UIN 23224 question first answered 01/07/2022 15:19:18 answering member 4091 label Biography information for Mr Robin Walker
	tabling member	411 label Biography information for Mr Barry Sheerman

1472474

	registered interest
	date	22/06/2022
	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 assessment he has made of the adequacy of current routes into the teaching profession for teaching assistants without a university degree.
	tabling member constituency	Huddersfield
	tabling member printed	Mr Barry Sheerman
	uin	23224
	answer	answer is ministerial correction date of answer 01/07/2022 answer text <p>The department is committed to supporting teaching assistants to become qualified teachers, including through providing accessible routes into the teaching profession.</p><p>Teaching assistants that have a degree can choose from various routes, including the School Direct (tuition fees) placement or School Direct (salaried places). Both routes carry the award of qualified teacher status (QTS) and some may lead to the award of a postgraduate certificate in education (PGCE).</p><p>An alternative route into teaching is through an apprenticeship.</p><p>Currently, schools have access to a range of apprenticeship standards, including the level three teaching assistant apprenticeship and level six postgraduate teacher apprenticeship (PGTA). The level six PGTA is only available to those with a degree. The department is working with all interested parties to improve the PGTA for providers, employers, and candidates as part of its scheduled review.</p><p>There are a range of other routes into teaching, including PGCE or postgraduate diploma in education (PGDE) for those with an undergraduate degree or equivalent qualification. Additionally, qualified teacher learning and skills status (QTLS) allows those without degrees to teach in schools, providing they meet the eligibility criteria. Those without a degree can also train to teach through an undergraduate degree. Unlike the apprenticeships and School Direct routes, these routes do not allow teaching assistants to train within a school they may already be employed in.</p><p>While teaching is a graduate profession, the department is working with interested parties to consider how teaching assistants and others working in schools can attain the relevant qualifications to become teachers.</p> answering member constituency Worcester answering member printed Mr Robin Walker grouped question UIN 23223 question first answered 01/07/2022 15:19:18 answering member 4091 label Biography information for Mr Robin Walker
	tabling member	411 label Biography information for Mr Barry Sheerman

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

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

1463191

	registered interest
	date	16/05/2022
	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 steps his Department is taking to attract and retain high quality teachers.
	tabling member constituency	Stockton South
	tabling member printed	Matt Vickers
	uin	2708
	answer	answer is ministerial correction date of answer 23/05/2022 answer text <p>There are now more than 461,000 (FTE) teachers working in state-funded schools across the country to inspire the next generation of young people. Over 37,000 new trainee teachers were recruited to start training in the 2021/22 academic year, showing that teaching continues to be an attractive profession.</p><p>At the heart of the Schools White Paper’s vision to boost literacy and numeracy outcomes is the need for an excellent teacher for every child. The department aims to continue attracting and retaining the highly skilled teachers that every child needs. To do this, the department is taking action to improve teacher recruitment and retention by transforming the training and support we provide, not only to attract more people into teaching but to encourage them to stay and thrive in the profession.</p><p>The department is creating an entitlement to at least three years of structured training, support and professional development for all new teachers, to bring teaching into line with other prestigious professions such as law, accountancy, and medicine. Underpinning this is the new Initial Teacher Training (ITT) Core Content Framework and the Early Career Framework. Together, these ensure that new teachers will benefit from at least three years of evidence-based training, across ITT and into their induction.</p><p>Beyond the first few years of teaching, the department's priority is to help all teachers and school leaders to continuously develop their expertise throughout their careers so every child in every classroom in every school gets the best start in life. Teachers and school leaders at all levels can now benefit from an updated suite of National Professional Qualifications. Aimed at those who want to develop expertise in high-quality teaching practice, to those leading multiple schools across trusts, these professional development programmes are now free to access for those eligible to apply.</p><p>These measures will create a golden thread running from ITT through to school leadership, rooting teacher and leader development in the best available evidence.</p><p>To support the recruitment and retention of specialist teachers in subjects that are harder to recruit for, the government has put in place a range of measures, including bursaries worth £24,000 tax-free and scholarships worth £26,000 tax-free. This will encourage talented trainees for key subjects such as chemistry, computing, mathematics, and physics. Additionally, we have announced a Levelling Up Premium worth up to £3,000 tax-free for maths, physics, chemistry, and computing teachers in the first five years of their careers who choose to work in disadvantaged schools, including in Education Investment Areas (EIAs). This will support the recruitment and retention of specialist teachers in these subjects and in the schools and areas that need them most.</p><p>The government also remain committed to increasing teacher starting salaries to £30,000 to make teaching an attractive graduate option.</p><p>Teacher retention is key to ensuring effective teacher supply and quality, and we are taking action to support teachers to stay in the profession and thrive. The department has published a range of resources to help address teacher workload and wellbeing and support schools to introduce flexible working practices.</p> answering member constituency Worcester answering member printed Mr Robin Walker question first answered 23/05/2022 14:12:25 answering member 4091 label Biography information for Mr Robin Walker
	tabling member	4844 label Biography information for Matt Vickers

1462810

	registered interest
	date	13/05/2022
	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 steps are being taken to support the (a) recruitment and (b) retention of teachers in (i) early years and (ii) primary education.
	tabling member constituency	Wolverhampton South West
	tabling member printed	Stuart Anderson
	uin	1556
	answer	answer is ministerial correction date of answer 23/05/2022 answer text <p>The department recognises the huge contribution the early years and teaching workforces make to giving every child the best start in life, especially during this period of education recovery.</p><p>The department continues to work with the early years sector to build our understanding of our workforce needs, including any issues related to recruitment and retention. The government is committed to ensuring there are routes to graduate level qualifications, alongside wider professional development activity for the workforce.</p><p>As part of our work to support recovery from the impacts of the COVID-19 pandemic, the department announced up to £153 million in programmes to support workforce development. This includes increasing the number of places available for early years initial teacher training (EYITT). We are also developing new early years training routes.</p><p>The department recognises more needs to be done to ensure that primary teaching remains an attractive, high-status profession. At the heart of the Schools White Paper’s vision to boost literacy and numeracy outcomes is the need for an excellent teacher for every child. We aim to continue attracting and retaining the highly skilled teachers that every child needs. The Schools White Paper can be accessed here: <a href="https://www.gov.uk/government/publications/opportunity-for-all-strong-schools-with-great-teachers-for-your-child" target="_blank">https://www.gov.uk/government/publications/opportunity-for-all-strong-schools-with-great-teachers-for-your-child</a>.</p><p>To do this, the department is taking action to improve teacher recruitment and retention by transforming the training and support we provide, not only to attract more people into teaching, but to encourage them to stay and thrive in the profession. Every teacher now has access to a golden thread of high-quality, evidence-based training and professional development at every stage of their career.</p><p>The department is creating an entitlement to at least three years of structured training, support, and professional development for all new teachers, bringing teaching into line with other prestigious professions such as law, accountancy, and medicine. Underpinning this is the new Initial Teacher Training (ITT) Core Content Framework and the Early Career Framework (ECF). Together, these ensure that new teachers will benefit from at least three years of evidence-based training, across ITT and into their induction. We also remain committed to increasing teacher starting salaries to £30,000 to make teaching an attractive graduate option.</p><p>Beyond the first few years of teaching, our priority is to help all teachers and school leaders to continuously develop their expertise throughout their careers so every child in every classroom in every school gets the best start in life. Teachers can now benefit from an updated suite of National Professional Qualifications (NPQs). Aimed at those who want to develop expertise in high-quality teaching practice, to those leading multiple schools across trusts, these professional development programmes are now free to access for those eligible to apply.</p><p>Teacher retention is key to ensuring effective teacher supply and quality, and we are taking action to support teachers to stay in the profession and thrive. The department has published a range of resources to help address teacher workload and wellbeing and support schools to introduce flexible working practices.</p> answering member constituency Worcester answering member printed Mr Robin Walker question first answered 23/05/2022 10:14:33 answering member 4091 label Biography information for Mr Robin Walker
	tabling member	4742 label Biography information for Stuart Anderson

1403876

	registered interest
	date	18/01/2022
	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, how much schools have paid to supply agencies to bring retired and ex-teachers back to teaching to cover for covid-19-related absences in (a) November 2021 and (b) December 2021.
	tabling member constituency	Portsmouth South
	tabling member printed	Stephen Morgan
	uin	106847
	answer	answer is ministerial correction date of answer 21/01/2022 answer text <p>Schools have continued to receive their budgets in full throughout the COVID-19 outbreak regardless of periods of full or partial closure.</p><p>In addition, the department has re-introduced the COVID-19 workforce fund to provide financial support to eligible schools and colleges for additional staff absence costs incurred from 22 November until the February spring half term in 2022. The fund is available to support schools and colleges facing the greatest staffing and funding pressures to continue to deliver face-to-face, high quality education to all pupils.</p><p>School funding remains one of the department’s key priorities, which is why this government continues to deliver year on year, real terms per pupil increases to school funding with the total core school budget increasing to £56.8 billion by 2024-25.</p><p>In 2022-23 alone core schools funding will increase by £4 billion compared to 2021-22, a 5% real terms per pupil boost. This will help schools rise to the challenges of COVID-19, increase teacher pay, and meet the cost of the Health and Social Care Levy, while continuing their work to raise attainment.</p><p>Local authority and school expenditure is published annually, with the latest available data being the 2020-21 financial year, and is available here: <a href="https://explore-education-statistics.service.gov.uk/find-statistics/la-and-school-expenditure" target="_blank">https://explore-education-statistics.service.gov.uk/find-statistics/la-and-school-expenditure</a>.</p><p>Please note that this publication does not include academies.</p><p>School level data (including academies) is available at the schools financial benchmarking website, with the latest available data being the 2020-21 financial year for local authority maintained schools and the 2019/20 academic year for academies (to be updated to the 2020/21 academic year in spring 2022): <a href="https://schools-financial-benchmarking.service.gov.uk/Help/DataSources" target="_blank">https://schools-financial-benchmarking.service.gov.uk/Help/DataSources</a>.</p><p> </p> answering member constituency Worcester answering member printed Mr Robin Walker grouped question UIN 106848 106849 question first answered 21/01/2022 17:58:37 answering member 4091 label Biography information for Mr Robin Walker
	tabling member	4653 label Biography information for Stephen Morgan

1403878

	registered interest
	date	18/01/2022
	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 total amount of funding schools will have pay to supply agencies to bring retired and ex-teachers back to teaching to cover for covid-19-absences in (a) January, (b) February and (c) March 2022.
	tabling member constituency	Portsmouth South
	tabling member printed	Stephen Morgan
	uin	106848
	answer	answer is ministerial correction date of answer 21/01/2022 answer text <p>Schools have continued to receive their budgets in full throughout the COVID-19 outbreak regardless of periods of full or partial closure.</p><p>In addition, the department has re-introduced the COVID-19 workforce fund to provide financial support to eligible schools and colleges for additional staff absence costs incurred from 22 November until the February spring half term in 2022. The fund is available to support schools and colleges facing the greatest staffing and funding pressures to continue to deliver face-to-face, high quality education to all pupils.</p><p>School funding remains one of the department’s key priorities, which is why this government continues to deliver year on year, real terms per pupil increases to school funding with the total core school budget increasing to £56.8 billion by 2024-25.</p><p>In 2022-23 alone core schools funding will increase by £4 billion compared to 2021-22, a 5% real terms per pupil boost. This will help schools rise to the challenges of COVID-19, increase teacher pay, and meet the cost of the Health and Social Care Levy, while continuing their work to raise attainment.</p><p>Local authority and school expenditure is published annually, with the latest available data being the 2020-21 financial year, and is available here: <a href="https://explore-education-statistics.service.gov.uk/find-statistics/la-and-school-expenditure" target="_blank">https://explore-education-statistics.service.gov.uk/find-statistics/la-and-school-expenditure</a>.</p><p>Please note that this publication does not include academies.</p><p>School level data (including academies) is available at the schools financial benchmarking website, with the latest available data being the 2020-21 financial year for local authority maintained schools and the 2019/20 academic year for academies (to be updated to the 2020/21 academic year in spring 2022): <a href="https://schools-financial-benchmarking.service.gov.uk/Help/DataSources" target="_blank">https://schools-financial-benchmarking.service.gov.uk/Help/DataSources</a>.</p><p> </p> answering member constituency Worcester answering member printed Mr Robin Walker grouped question UIN 106847 106849 question first answered 21/01/2022 17:58:37 answering member 4091 label Biography information for Mr Robin Walker
	tabling member	4653 label Biography information for Stephen Morgan

1403879

	registered interest
	date	18/01/2022
	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 total cost to schools as a proportion of the public funding they receive of rehiring retired and ex-teachers to cover for teacher absences due to covid-19.
	tabling member constituency	Portsmouth South
	tabling member printed	Stephen Morgan
	uin	106849
	answer	answer is ministerial correction date of answer 21/01/2022 answer text <p>Schools have continued to receive their budgets in full throughout the COVID-19 outbreak regardless of periods of full or partial closure.</p><p>In addition, the department has re-introduced the COVID-19 workforce fund to provide financial support to eligible schools and colleges for additional staff absence costs incurred from 22 November until the February spring half term in 2022. The fund is available to support schools and colleges facing the greatest staffing and funding pressures to continue to deliver face-to-face, high quality education to all pupils.</p><p>School funding remains one of the department’s key priorities, which is why this government continues to deliver year on year, real terms per pupil increases to school funding with the total core school budget increasing to £56.8 billion by 2024-25.</p><p>In 2022-23 alone core schools funding will increase by £4 billion compared to 2021-22, a 5% real terms per pupil boost. This will help schools rise to the challenges of COVID-19, increase teacher pay, and meet the cost of the Health and Social Care Levy, while continuing their work to raise attainment.</p><p>Local authority and school expenditure is published annually, with the latest available data being the 2020-21 financial year, and is available here: <a href="https://explore-education-statistics.service.gov.uk/find-statistics/la-and-school-expenditure" target="_blank">https://explore-education-statistics.service.gov.uk/find-statistics/la-and-school-expenditure</a>.</p><p>Please note that this publication does not include academies.</p><p>School level data (including academies) is available at the schools financial benchmarking website, with the latest available data being the 2020-21 financial year for local authority maintained schools and the 2019/20 academic year for academies (to be updated to the 2020/21 academic year in spring 2022): <a href="https://schools-financial-benchmarking.service.gov.uk/Help/DataSources" target="_blank">https://schools-financial-benchmarking.service.gov.uk/Help/DataSources</a>.</p><p> </p> answering member constituency Worcester answering member printed Mr Robin Walker grouped question UIN 106847 106848 question first answered 21/01/2022 17:58:37 answering member 4091 label Biography information for Mr Robin Walker
	tabling member	4653 label Biography information for Stephen Morgan