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1471810

registered interest
date	20/06/2022
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, with reference to the Ofsted research review series: religious education, published on 12 May 2021, what plans his Department has to ensure access to high quality in-service training for leaders and teachers of religious education.
tabling member constituency	Westmorland and Lonsdale
tabling member printed	Tim Farron
uin	21150
answer	answer is ministerial correction date of answer 27/06/2022 answer text <p>One of the department’s priorities is to ensure that we continue to attract, retain, and develop the highly skilled teachers needed, as set out in our Teacher Recruitment and Retention Strategy in 2019. In the 2020/21 academic year, the department exceeded the postgraduate initial teacher training (ITT) target in religious education (129% of target), and in 2021/22 we met 99% of the target.</p><p> </p><p>The department does not prescribe the curriculum content of initial teacher training (ITT) courses. However, courses must be designed so that teacher trainees can demonstrate that they meet all of the Teachers' Standards at the appropriate level. The ITT Core Content Framework sets out a minimum entitlement of knowledge, skills and experiences that trainees need to enter the profession in the best position possible to teach and support all children and young people. The framework is not subject specific but sets out a minimum entitlement to training that accredited ITT providers must incorporate into their primary and/or secondary ITT curricula. It is up to partnerships to make choices around curriculum and sequencing to suit the subject, phase, and age range that trainees will be teaching.</p><p> </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. We have improved our training support offer to all schools and teachers, to ensure that they receive high quality training and development at every stage of their career, from initial teacher training and the introduction of the Early Career Framework (ECF) reforms through to leadership qualifications.</p><p> </p><p>The ECF reforms were introduced to improve support for early career teachers. The ECF itself underpins what all early career teachers should learn about and learn how to do based on expert guidance and the best available research evidence. It is designed to work for all early career teachers of religious education as well as all others regardless of subject, phase and/or school.</p> answering member constituency Worcester answering member printed Mr Robin Walker grouped question UIN 21152 question first answered 27/06/2022 15:47:13 answering member 4091 label Biography information for Mr Robin Walker
tabling member	1591 label Biography information for Tim Farron

1471811

registered interest
date	20/06/2022
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, whether his Department plans to introduce a national professional qualification for religious education leaders.
tabling member constituency	Westmorland and Lonsdale
tabling member printed	Tim Farron
uin	21151
answer	answer is ministerial correction date of answer 28/06/2022 answer text <p>National professional qualifications (NPQs) are a national, voluntary suite of qualifications, designed to support the professional development of teachers and school leaders.</p><p>NPQs are based on the latest evidence of what works and have been developed by teachers, leaders, and education experts, and are designed to allow for practical implementation in their own settings across the country. NPQs provide teachers access to the best possible in-role training and support, both in specialist areas of practice, such as leading the teaching and learning of a subject, key stage, or phase, and in leadership roles, too.</p><p>Each NPQ is underpinned by a content framework. The content of the NPQ frameworks build on and complement one another, to deliver a shared understanding of the principles of effective professional development.</p><p> </p><p>While it is not subject-specific, the NPQ in Leading Teaching will enable professionals to develop expert teaching practice within their relevant context through the use of subject-specific, phase-specific, or domain-specific exemplification materials.</p><p> </p><p>NPQs are also designed to allow professionals to develop expert teaching and leadership practice to apply this to their relevant context.</p><p> </p><p>NPQs can and should be supplemented by a variety of subject-specific professional development, including that which is provided by schools, trusts, subject associations, charities, curriculum hubs, Oak National Academy, and other private training organisations.</p><p> </p><p>The government is committed to delivering 500,000 teacher training opportunities over the next 3 years. As part of this, we are investing in training scholarships so that all teachers and school leaders in state-funded schools can access NPQs for free over the next three academic years.</p><p> </p><p>The department encourages all Religious Education leaders to consider enrolling on a fully-funded NPQ. To do so, they should contact their local Teaching School Hub in the first instance. Further information about NPQs and the content frameworks can be accessed on:<a href="https://www.gov.uk/government/publications/national-professional-qualifications-npqs-reforms/national-professional-qualifications-npqs-reforms." target="_blank"> https://www.gov.uk/government/publications/national-professional-qualifications-npqs-reforms/national-professional-qualifications-npqs-reforms.</a></p><p> </p><p> </p><p> </p> answering member constituency Worcester answering member printed Mr Robin Walker question first answered 28/06/2022 10:37:57 answering member 4091 label Biography information for Mr Robin Walker
tabling member	1591 label Biography information for Tim Farron

1471812

registered interest
date	20/06/2022
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Religion: Primary Education
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what plans his Department has to ensure the quality and quantity of primary religious education training in initial teacher training and for early career teachers.
tabling member constituency	Westmorland and Lonsdale
tabling member printed	Tim Farron
uin	21152
answer	answer is ministerial correction date of answer 27/06/2022 answer text <p>One of the department’s priorities is to ensure that we continue to attract, retain, and develop the highly skilled teachers needed, as set out in our Teacher Recruitment and Retention Strategy in 2019. In the 2020/21 academic year, the department exceeded the postgraduate initial teacher training (ITT) target in religious education (129% of target), and in 2021/22 we met 99% of the target.</p><p> </p><p>The department does not prescribe the curriculum content of initial teacher training (ITT) courses. However, courses must be designed so that teacher trainees can demonstrate that they meet all of the Teachers' Standards at the appropriate level. The ITT Core Content Framework sets out a minimum entitlement of knowledge, skills and experiences that trainees need to enter the profession in the best position possible to teach and support all children and young people. The framework is not subject specific but sets out a minimum entitlement to training that accredited ITT providers must incorporate into their primary and/or secondary ITT curricula. It is up to partnerships to make choices around curriculum and sequencing to suit the subject, phase, and age range that trainees will be teaching.</p><p> </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. We have improved our training support offer to all schools and teachers, to ensure that they receive high quality training and development at every stage of their career, from initial teacher training and the introduction of the Early Career Framework (ECF) reforms through to leadership qualifications.</p><p> </p><p>The ECF reforms were introduced to improve support for early career teachers. The ECF itself underpins what all early career teachers should learn about and learn how to do based on expert guidance and the best available research evidence. It is designed to work for all early career teachers of religious education as well as all others regardless of subject, phase and/or school.</p> answering member constituency Worcester answering member printed Mr Robin Walker grouped question UIN 21150 question first answered 27/06/2022 15:47:13 answering member 4091 label Biography information for Mr Robin Walker
tabling member	1591 label Biography information for Tim Farron

1422859

registered interest
date	18/02/2022
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Schools: Finance
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what plans his Department has to protect school funding from the rise in electricity and gas prices.
tabling member constituency	Westmorland and Lonsdale
tabling member printed	Tim Farron
uin	125076
answer	answer is ministerial correction date of answer 25/02/2022 answer text <p>We recognise that schools face inflationary pressures, and we continue to monitor the impact of rising utility costs on schools.</p><p>Cost increases should be seen in the wider context of funding for schools. The government is delivering real terms per pupil increases to school funding with 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 5% real terms per pupil boost, helping schools meet the pressures we know they are facing.</p><p>The department pays close attention to the financial health of the sector. We know that the vast majority of school expenditure is devoted to staff costs, with only about a quarter required for non-staff costs, including those related to utility bills. This means that even while costs are rising, inflation in this area would only have an impact on a small portion of a school’s overall budget.</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. This means schools can more effectively invest their resources into areas that improve educational outcomes for all pupils. Our SRM tools include two recommended deals for energy costs and ancillary services relating to energy, which can be accessed here: <a href="https://www.gov.uk/guidance/find-a-dfe-approved-framework-for-your-school" target="_blank">https://www.gov.uk/guidance/find-a-dfe-approved-framework-for-your-school</a>. We have also launched the new ‘get help with buying for schools’ service, a new national service to help schools realise value for money and savings on non-staff spend, available here: <a href="https://www.gov.uk/guidance/buying-for-schools/get-help-with-buying-for-schools" target="_blank">https://www.gov.uk/guidance/buying-for-schools/get-help-with-buying-for-schools</a>.</p><p>We know 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> answering member constituency Worcester answering member printed Mr Robin Walker question first answered 25/02/2022 13:10:31 answering member 4091 label Biography information for Mr Robin Walker
tabling member	1591 label Biography information for Tim Farron