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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

1472573

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	Schools: Business Rates
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what comparative assessment he has made of the levels of business rates paid by state schools and independent schools which have charitable status.
tabling member constituency	Lancaster and Fleetwood
tabling member printed	Cat Smith
uin	23324
answer	answer is ministerial correction date of answer 01/07/2022 answer text <p>The department has done no comparative assessment between the levels of business rates paid by state schools and independent schools which have charitable status.</p><p>Currently, 80% mandatory rates relief is applied to academies, voluntary aided schools, and foundation schools. The majority of special schools also receive full relief because they make provision for children with a disability. In addition, under the Local Government Finance Act 1988, local authorities are permitted to grant relief against the business rate liability to certain charitable and non-profit organisations. Local authorities are able to offer discretionary relief for local authority-maintained schools in their area.</p><p>Local authorities receive funding for business rates through the national funding formula, to meet the full costs of schools’ business rates. This means the costs for local authority maintained schools’ and academies’ business rates are currently covered by the department. Therefore, there is no disadvantage to state funded schools from paying full rates, or advantage from receiving rates relief.</p><p>Charities can apply for charitable rate relief of up to 80% if a property is used for charitable purposes. Around half of independent schools are charities so enjoy at least 80% relief on business rates. The rest are private business and therefore do not benefit from such discounted business rates.</p><p> </p> answering member constituency Worcester answering member printed Mr Robin Walker question first answered 01/07/2022 15:20:38 answering member 4091 label Biography information for Mr Robin Walker
tabling member	4436 label Biography information for Cat Smith

1472601

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	Education: Publishing
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 effect of proposals relating to the curriculum Arms-Length Body in the Schools Bill on educational publishers across the country; and if he will take steps to ensure that educational publishers are able to compete on equitable terms.
tabling member constituency	Northampton South
tabling member printed	Andrew Lewer
uin	23395
answer	answer is ministerial correction date of answer 28/06/2022 answer text <p>As announced in the Schools White Paper, the department will establish a new arm’s length curriculum body, building on the success of Oak National Academy’s work during the COVID-19 pandemic. It will work with thousands of teachers to co-design, create, and continually improve packages of optional, free, adaptable digital curriculum resources and video lessons. These optional resources will be available across the UK, helping teachers deliver a high-quality curriculum.</p><p> </p><p>Teachers in the UK benefit from a diverse commercial education resources market that offers a range of materials to support high-quality planning and teaching. The curriculum body will work with the market, leading a broad and inclusive national process that will involve commercial education resource suppliers as well as teachers, schools, school trusts, Subject Associations, National Centres of Excellence, and many others, as it develops and delivers its support offer for schools.</p><p> </p><p>Building on our existing understanding, the department is currently working with commercial organisations to gather further information that will help us to understand the potential effect on the market. It is important to us that areas of the market that offer high-quality, carefully sequenced resources that meet teachers’ needs can continue doing so. Opportunities for educational publishers and other partners to work with the curriculum body will be open to all across the sector.</p><p> </p> answering member constituency Worcester answering member printed Mr Robin Walker question first answered 28/06/2022 11:30:38 answering member 4091 label Biography information for Mr Robin Walker
tabling member	4659 label Biography information for Andrew Lewer

1472091

registered interest
date	21/06/2022
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Pupils: Assessments
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 impact of (a) SATs and (b) statutory testing on pupil mental health and wellbeing; and if he will make it his policy to pause such testing to allow for a profession-led review of the potential impact of the current assessment system in primary schools on pupil wellbeing.
tabling member constituency	Coventry South
tabling member printed	Zarah Sultana
uin	22569
answer	answer is ministerial correction date of answer 27/06/2022 answer text <p>Schools should support a culture of wellbeing amongst staff and pupils. The department understands that the COVID-19 pandemic has impacted the mental health and wellbeing of children and young people, and that this will have an impact in the longer-term. Although schools should encourage all pupils to work hard and achieve well in primary assessments, the department does not recommend that they devote excessive time to preparation, and certainly not at the expense of pupils’ mental health and wellbeing.</p><p> </p><p>Assessments are a crucial part of a child’s schooling and are fundamental in a high-performing education system. Statutory assessments at primary school are an essential part in ensuring that all pupils master the basics of reading, writing, and maths to prepare them for secondary school. Assessment data also enables parents, schools, and the department to understand the impact of lost time in education and recovery initiatives.</p><p> </p><p>In 2017, the government carried out a consultation into primary assessment in England. The consultation received over 4,000 responses from a diverse range of backgrounds and specialisms, providing a broad and informed range of views that informed policy on the current primary assessment system. Additionally, the department engages with teachers, parents and their representatives on a regular basis to understand their views on primary assessment.</p><p> </p><p>The department has no current plans to undertake further major reform of assessments.</p> answering member constituency Worcester answering member printed Mr Robin Walker question first answered 27/06/2022 09:44:12 answering member 4091 label Biography information for Mr Robin Walker
tabling member	4786 label Biography information for Zarah Sultana

1472099

registered interest
date	21/06/2022
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Academies
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 (a) value and (b) potential merits of the operating freedoms available to academy schools.
tabling member constituency	Houghton and Sunderland South
tabling member printed	Bridget Phillipson
uin	22409
answer	answer is ministerial correction date of answer 27/06/2022 answer text <p>Academy trust freedoms include the autonomy for academy trusts to make decisions on matters such as financial governance, the school year and day, curriculum, staffing, and pay. These enable academy trusts to collaborate, innovate, and run themselves efficiently to support teachers and schools where the challenge is greatest to deliver the best outcomes for their pupils.</p><p> </p><p>As set out in the Schools White Paper, the department knows the best multi-academy trusts transform outcomes for pupils, particularly the most disadvantaged, and deliver improvement in schools and areas where poor performance had become entrenched.</p><p> </p><p>There are no provisions in the Schools Bill that undermine academy freedoms. The Schools Bill makes provisions for the Academy Trust Standards, which will bring together existing requirements currently set out across funding agreements, legislation, and the Academy Trust Handbook into a single statutory framework. This will bring greater clarity, understanding and reassurance to the sector, and will ensure the same minimum standards apply consistently to all academies now and in the future.</p><p> </p><p>The department will consult with the sector on every iteration of the Academy Trust Standards regulations.</p> answering member constituency Worcester answering member printed Mr Robin Walker grouped question UIN 22410 question first answered 27/06/2022 10:45:56 answering member 4091 label Biography information for Mr Robin Walker
tabling member	4046 label Biography information for Bridget Phillipson

1472100

registered interest
date	21/06/2022
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Academies
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 impact of provisions in the Schools Bill on the operating freedoms available to academy schools.
tabling member constituency	Houghton and Sunderland South
tabling member printed	Bridget Phillipson
uin	22410
answer	answer is ministerial correction date of answer 27/06/2022 answer text <p>Academy trust freedoms include the autonomy for academy trusts to make decisions on matters such as financial governance, the school year and day, curriculum, staffing, and pay. These enable academy trusts to collaborate, innovate, and run themselves efficiently to support teachers and schools where the challenge is greatest to deliver the best outcomes for their pupils.</p><p> </p><p>As set out in the Schools White Paper, the department knows the best multi-academy trusts transform outcomes for pupils, particularly the most disadvantaged, and deliver improvement in schools and areas where poor performance had become entrenched.</p><p> </p><p>There are no provisions in the Schools Bill that undermine academy freedoms. The Schools Bill makes provisions for the Academy Trust Standards, which will bring together existing requirements currently set out across funding agreements, legislation, and the Academy Trust Handbook into a single statutory framework. This will bring greater clarity, understanding and reassurance to the sector, and will ensure the same minimum standards apply consistently to all academies now and in the future.</p><p> </p><p>The department will consult with the sector on every iteration of the Academy Trust Standards regulations.</p> answering member constituency Worcester answering member printed Mr Robin Walker grouped question UIN 22409 question first answered 27/06/2022 10:45:56 answering member 4091 label Biography information for Mr Robin Walker
tabling member	4046 label Biography information for Bridget Phillipson

1472107

registered interest
date	21/06/2022
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Children and Young People: Social Mobility
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what process his Department has in place to measure social mobility in children and young people from primary school age to (a) leaving education and (b) entering higher education.
tabling member constituency	Liverpool, Wavertree
tabling member printed	Paula Barker
uin	22584
answer	answer is ministerial correction date of answer 29/06/2022 answer text <p>The department monitors key metrics internally and publishes data on outcomes of children and young people from early years to post-16. This includes breakdowns of data by disadvantaged and vulnerable cohorts, and by regions and local authority.</p><p> </p><p>The most relevant measures that the department tracks by these cohorts are described below, with links to the latest statistical publications:</p><p> </p><ul><li>Percentage of 5-year-olds achieving ‘expected’ level on early learning goals : <a href="https://www.gov.uk/government/statistics/early-years-foundation-stage-profile-results-2018-to-2019#full-publication-update-history" target="_blank">https://www.gov.uk/government/statistics/early-years-foundation-stage-profile-results-2018-to-2019#full-publication-update-history</a></li><li>Outcomes gap between children eligible for free school meals and peers in early years foundation stage profile assessment at age 5 : <a href="https://www.gov.uk/government/statistics/early-years-foundation-stage-profile-results-2018-to-2019#full-publication-update-history" target="_blank">https://www.gov.uk/government/statistics/early-years-foundation-stage-profile-results-2018-to-2019#full-publication-update-history</a></li><li>Percentage of pupils meeting the expected standard in the phonics screening check in year 1 : <a href="https://www.gov.uk/government/statistics/phonics-screening-check-and-key-stage-1-assessments-england-2019" target="_blank">https://www.gov.uk/government/statistics/phonics-screening-check-and-key-stage-1-assessments-england-2019</a></li><li>Percentage of pupils meeting the expected standard in reading, writing and maths by end of primary school : <a href="https://www.gov.uk/government/statistics/phonics-screening-check-and-key-stage-1-assessments-england-2019" target="_blank">https://www.gov.uk/government/statistics/phonics-screening-check-and-key-stage-1-assessments-england-2019</a></li><li>Percentage of pupils achieving GCSEs in English and maths (grade 4) or equivalent by age 19 : <a href="https://www.gov.uk/government/statistics/level-2-and-3-attainment-by-young-people-aged-16-to-25-in-2021" target="_blank">https://www.gov.uk/government/statistics/level-2-and-3-attainment-by-young-people-aged-16-to-25-in-2021</a></li><li>Percentage of level 3 attainment by age 19 : <a href="https://www.gov.uk/government/statistics/level-2-and-3-attainment-by-young-people-aged-16-to-25-in-2021" target="_blank">https://www.gov.uk/government/statistics/level-2-and-3-attainment-by-young-people-aged-16-to-25-in-2021</a></li><li>Disadvantaged gap index at key stage 2: <a href="https://www.gov.uk/government/statistics/national-curriculum-assessments-key-stage-2-2019-revised" target="_blank">https://www.gov.uk/government/statistics/national-curriculum-assessments-key-stage-2-2019-revised</a></li><li>Disadvantaged gap index at key stage 4 : <a href="https://explore-education-statistics.service.gov.uk/find-statistics/key-stage-4-performance-revised/2020-21" target="_blank">https://explore-education-statistics.service.gov.uk/find-statistics/key-stage-4-performance-revised/2020-21</a></li><li>19+ further education and skills achievements (qualifications) excluding community learning : <a href="https://explore-education-statistics.service.gov.uk/find-statistics/further-education-and-skills" target="_blank">https://explore-education-statistics.service.gov.uk/find-statistics/further-education-and-skills</a></li><li>Care leavers aged 21 in education, employment or training : <a href="https://explore-education-statistics.service.gov.uk/find-statistics/children-looked-after-in-england-including-adoptions/2021" target="_blank">https://explore-education-statistics.service.gov.uk/find-statistics/children-looked-after-in-england-including-adoptions/2021</a></li><li>Progression of 15-year-old state school students to higher education by free schools meal status : <a href="https://explore-education-statistics.service.gov.uk/find-statistics/widening-participation-in-higher-education/2019-20" target="_blank">https://explore-education-statistics.service.gov.uk/find-statistics/widening-participation-in-higher-education/2019-20</a></li></ul><p> </p><p> </p><p> </p> answering member constituency Worcester answering member printed Mr Robin Walker question first answered 29/06/2022 11:28:49 answering member 4091 label Biography information for Mr Robin Walker
tabling member	4828 label Biography information for Paula Barker

1472119

registered interest
date	21/06/2022
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Romanian Language: GCSE
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 the potential merits of introducing a GCSE qualification in the Romanian language.
tabling member constituency	Luton North
tabling member printed	Sarah Owen
uin	22568
answer	answer is ministerial correction date of answer 27/06/2022 answer text <p>Deciding which languages are offered at GCSE is the responsibility of awarding organisations.</p><p>The government is committed to increasing the number of pupils studying languages to GCSE level and beyond, including languages that are commonly spoken in Britain. It is for this reason that teaching of languages is in the national curriculum from age 7 to 14, and why GCSEs in languages are included as part of the English Baccalaureate suite of subjects.</p><p>However, it is up to schools to decide which languages are taught as part of their curriculum, both at primary and secondary school, and the government does not specify which languages should be taught. When deciding which languages to offer, schools are likely to consider the needs of their local community.</p><p>Awarding organisations can offer a GCSE in any modern language, and this decision would be informed by matters such as the level of demand from schools, the proportion of the population in the UK speaking the language, and the availability of examiners. Thus, there is no reason in principle why a GCSE in Romanian could not be introduced, and the government would support any awarding organisation wishing to do so.</p> answering member constituency Worcester answering member printed Mr Robin Walker question first answered 27/06/2022 12:20:29 answering member 4091 label Biography information for Mr Robin Walker
tabling member	4777 label Biography information for Sarah Owen