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1104878

registered interest
date	25/03/2019
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Teachers
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 implications for his policies of the February 2019 Sutton Trust report which found that disadvantaged young people are more likely to be taught by teachers with less experience and lower qualifications; and whether he is taking steps to improve teacher recruitment in disadvantaged areas.
tabling member constituency	Barnsley Central
tabling member printed	Dan Jarvis
uin	236437
answer	answer is ministerial correction date of answer 28/03/2019 answer text <p>In January 2019 the Department launched the Teacher Recruitment and Retention Strategy which outlines four key areas for reform and investment. These include creating the right climate for leaders to establish supportive school cultures, transforming support for early career teachers, building a career structure that remains attractive to teachers as their careers develop, and making it easier for people to become teachers.</p><p> </p><p>Designed collaboratively with the education sector, the strategy commits the Government to creating the strongest development and progression opportunities for teachers working in the schools and areas that need them most. The full strategy can be found here: <a href="https://www.gov.uk/government/publications/teacher-recruitment-and-retention-strategy" target="_blank">https://www.gov.uk/government/publications/teacher-recruitment-and-retention-strategy</a>.</p><p> </p><p>As part of this, the Department is piloting two new financial incentives which encourage individuals to teach in disadvantaged areas. The Department is offering two uplifted mathematics early career payments of £7,500 rather than £5,000 to those who complete initial teacher training (ITT) and go on to teach in 39 high-need local authorities. It is also piloting teachers’ student loan reimbursement for languages and science teachers in 25 high need local authorities.</p><p>The Department is also investing more in challenging areas to create enhanced development and progression opportunities. For example, the Department is investing £20 million in scholarships to drive take up of the reformed leadership national professional qualifications in the most challenging areas.</p><p>The Department’s investment in Teach First (TF) also supports recruitment for schools in disadvantaged areas. The department funds TF to deliver an employment based route into teaching, with trainees completing a two year leadership development programme. It is a premium route into teaching, attracting high calibre trainees into the profession. In 2016/17, 93% of TF trainees had a 2:1 or above, compared with 73% across post graduate routes. These high quality trainees are placed in schools in disadvantaged areas that might otherwise struggle to attract this quality of applicant.</p><p>The Department recognises that some schools have greater issues with recruitment and retention than others. That is why it is delivering a £30 million investment in tailored support to get more great teachers into schools in disadvantaged areas that are facing challenges with teacher supply.</p><p> </p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 28/03/2019 16:22:22 answering member 111 label Biography information for Nick Gibb
tabling member	4243 label Biography information for Dan Jarvis

1077569

registered interest
date	26/02/2019
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Teachers
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what steps he is taking to help teachers share lesson plans and professional development resources throughout their profession.
tabling member constituency	Mansfield
tabling member printed	Ben Bradley
uin	226210
answer	answer is ministerial correction date of answer 05/03/2019 answer text <p>Through the Curriculum Fund, the Government is investing £7.7 million over five years to support the development and sharing of high quality complete curriculum programmes. In January, the Department awarded grants to 11 lead schools to share and pilot high quality complete curriculum programmes in over 60 other primary and secondary schools in science, history and geography. The purpose of the pilot is to better understand how curriculum programmes can be effectively implemented in other schools to reduce teacher workload and support better quality teaching. More information on the pilot can be found here: <a href="http://www.gov.uk/government/publications/curriculum-fund-programme-pilot" target="_blank">www.gov.uk/government/publications/curriculum-fund-programme-pilot</a>.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 05/03/2019 11:21:52 answering member 111 label Biography information for Nick Gibb
tabling member	4663 label Biography information for Ben Bradley

1058787

registered interest
date	11/02/2019
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Teachers
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what estimate he has made of the total number of (a) full-time teachers required for schools in England to all be fully staffed; and (b) full-time equivalent permanent teachers currently teaching in schools in England.
tabling member constituency	Croydon Central
tabling member printed	Sarah Jones
uin	219548
answer	answer is ministerial correction date of answer 19/02/2019 answer text <p>There are 451,870 full-time equivalent (FTE) teachers in service in state funded schools in England as of November 2017. Schools will always have some vacancies, temporarily filled vacancies or staff absences. They use occasional and other supply teachers to meet these demands. These teachers may not be fully reflected within FTE figures as these include only teachers who have a contract of over 28 days duration or, in the case of occasional teachers, are employed by the school on the day data is collected.</p><p>The Department collects details of teachers working in state funded schools through the annual School Workforce Census. The census does identify those teachers who are employed via a service agreement with an agency but not whether they are a supply teacher.</p><p>The following table provides the numbers and proportions of FTE teachers by their contract agreement type and the headcount number of occasional teachers in state funded schools in England for November 2013 to 2017:</p><p> </p><table><tbody><tr><td><p> </p></td><td><p>2013</p></td><td><p>2014</p></td><td><p>2015</p></td><td><p>2016</p></td><td><p>2017</p></td></tr><tr><td><p>CONTRACT TYPE[1]</p></td><td><p> </p></td><td><p> </p></td><td><p> </p></td><td><p> </p></td><td><p> </p></td></tr><tr><td><p>Permanent</p></td><td><p>404,124</p></td><td><p>407,397</p></td><td><p>409,801</p></td><td><p>411,943</p></td><td><p>409,878</p></td></tr><tr><td><p>Fixed term</p></td><td><p>24,529</p></td><td><p>25,978</p></td><td><p>26,000</p></td><td><p>25,320</p></td><td><p>24,133</p></td></tr><tr><td><p>Temporary</p></td><td><p>17,867</p></td><td><p>17,616</p></td><td><p>17,116</p></td><td><p>16,091</p></td><td><p>14,635</p></td></tr><tr><td><p>Service Agreement with an Agency</p></td><td><p>2,465</p></td><td><p>3,226</p></td><td><p>3,286</p></td><td><p>3,194</p></td><td><p>2,751</p></td></tr><tr><td><p>Service Agreement with Local Authority</p></td><td><p>335</p></td><td><p>343</p></td><td><p>245</p></td><td><p>254</p></td><td><p>161</p></td></tr><tr><td><p>Service Agreement with Other Source</p></td><td><p>338</p></td><td><p>394</p></td><td><p>413</p></td><td><p>431</p></td><td><p>291</p></td></tr><tr><td><p>Unknown</p></td><td><p>5</p></td><td><p>16</p></td><td><p>4</p></td><td><p>4</p></td><td><p>21</p></td></tr><tr><td><p>Total</p></td><td><p>449,663</p></td><td><p>454,969</p></td><td><p>456,865</p></td><td><p>457,236</p></td><td><p>451,870</p></td></tr><tr><td><p> </p></td><td><p> </p></td><td><p> </p></td><td><p> </p></td><td><p> </p></td><td><p> </p></td></tr><tr><td><p>Head count of occasional teachers[2]</p></td><td><p>13,484</p></td><td><p>14,105</p></td><td><p>13,064</p></td><td><p>12,783</p></td><td><p>11,757</p></td></tr><tr><td><p> </p></td><td><p> </p></td><td><p> </p></td><td><p> </p></td><td><p> </p></td><td><p> </p></td></tr><tr><td><p>PERCENTAGE</p></td><td><p> </p></td><td><p> </p></td><td><p> </p></td><td><p> </p></td><td><p> </p></td></tr><tr><td><p>Permanent</p></td><td><p>89.9</p></td><td><p>89.5</p></td><td><p>89.7</p></td><td><p>90.1</p></td><td><p>90.7</p></td></tr><tr><td><p>Fixed term</p></td><td><p>5.5</p></td><td><p>5.7</p></td><td><p>5.7</p></td><td><p>5.5</p></td><td><p>5.3</p></td></tr><tr><td><p>Temporary</p></td><td><p>4.0</p></td><td><p>3.9</p></td><td><p>3.7</p></td><td><p>3.5</p></td><td><p>3.2</p></td></tr><tr><td><p>Service Agreement with an Agency</p></td><td><p>0.5</p></td><td><p>0.7</p></td><td><p>0.7</p></td><td><p>0.7</p></td><td><p>0.6</p></td></tr><tr><td><p>Service Agreement with a Local Authority</p></td><td><p>0.1</p></td><td><p>0.1</p></td><td><p>0.1</p></td><td><p>0.1</p></td><td><p>0.0</p></td></tr><tr><td><p>Service Agreement with another Source</p></td><td><p>0.1</p></td><td><p>0.1</p></td><td><p>0.1</p></td><td><p>0.1</p></td><td><p>0.1</p></td></tr><tr><td><p>Unknown</p></td><td><p>0.0</p></td><td><p>0.0</p></td><td><p>0.0</p></td><td><p>0.0</p></td><td><p>0.0</p></td></tr><tr><td><p>Total</p></td><td><p>100.0</p></td><td><p>100.0</p></td><td><p>100.0</p></td><td><p>100.0</p></td><td><p>100.0</p></td></tr></tbody></table><p>Source: School Workforce Census</p><p>The Department uses the Teacher Supply Model to estimate national postgraduate Initial Teacher Training place requirements for primary and each secondary subject and as part of this, estimates the longer term future demand for teachers in English state-funded schools. The most recently published model is available at the following web link: <a href="https://www.gov.uk/government/statistics/tsm-and-initial-teacher-training-allocations-2019-to-2020" target="_blank">https://www.gov.uk/government/statistics/tsm-and-initial-teacher-training-allocations-2019-to-2020</a></p><p> </p><p>[1] Teachers are recorded for those who have a contract of a least 28 days duration who are in service on the date of the census in November each year.</p><p> </p><p>[2] Occasional teachers are a headcount of teachers with a contract of less than 28 days who were in school on the census day in November.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb grouped question UIN 219549 219551 question first answered 19/02/2019 16:31:24 answering member 111 label Biography information for Nick Gibb
tabling member	4631 label Biography information for Sarah Jones

1058790

registered interest
date	11/02/2019
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Teachers
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what estimate he has made of the proportion of staff teaching in schools in England who are (a) permanent and (b) supply teachers for each of the last five years.
tabling member constituency	Croydon Central
tabling member printed	Sarah Jones
uin	219551
answer	answer is ministerial correction date of answer 19/02/2019 answer text <p>There are 451,870 full-time equivalent (FTE) teachers in service in state funded schools in England as of November 2017. Schools will always have some vacancies, temporarily filled vacancies or staff absences. They use occasional and other supply teachers to meet these demands. These teachers may not be fully reflected within FTE figures as these include only teachers who have a contract of over 28 days duration or, in the case of occasional teachers, are employed by the school on the day data is collected.</p><p>The Department collects details of teachers working in state funded schools through the annual School Workforce Census. The census does identify those teachers who are employed via a service agreement with an agency but not whether they are a supply teacher.</p><p>The following table provides the numbers and proportions of FTE teachers by their contract agreement type and the headcount number of occasional teachers in state funded schools in England for November 2013 to 2017:</p><p> </p><table><tbody><tr><td><p> </p></td><td><p>2013</p></td><td><p>2014</p></td><td><p>2015</p></td><td><p>2016</p></td><td><p>2017</p></td></tr><tr><td><p>CONTRACT TYPE[1]</p></td><td><p> </p></td><td><p> </p></td><td><p> </p></td><td><p> </p></td><td><p> </p></td></tr><tr><td><p>Permanent</p></td><td><p>404,124</p></td><td><p>407,397</p></td><td><p>409,801</p></td><td><p>411,943</p></td><td><p>409,878</p></td></tr><tr><td><p>Fixed term</p></td><td><p>24,529</p></td><td><p>25,978</p></td><td><p>26,000</p></td><td><p>25,320</p></td><td><p>24,133</p></td></tr><tr><td><p>Temporary</p></td><td><p>17,867</p></td><td><p>17,616</p></td><td><p>17,116</p></td><td><p>16,091</p></td><td><p>14,635</p></td></tr><tr><td><p>Service Agreement with an Agency</p></td><td><p>2,465</p></td><td><p>3,226</p></td><td><p>3,286</p></td><td><p>3,194</p></td><td><p>2,751</p></td></tr><tr><td><p>Service Agreement with Local Authority</p></td><td><p>335</p></td><td><p>343</p></td><td><p>245</p></td><td><p>254</p></td><td><p>161</p></td></tr><tr><td><p>Service Agreement with Other Source</p></td><td><p>338</p></td><td><p>394</p></td><td><p>413</p></td><td><p>431</p></td><td><p>291</p></td></tr><tr><td><p>Unknown</p></td><td><p>5</p></td><td><p>16</p></td><td><p>4</p></td><td><p>4</p></td><td><p>21</p></td></tr><tr><td><p>Total</p></td><td><p>449,663</p></td><td><p>454,969</p></td><td><p>456,865</p></td><td><p>457,236</p></td><td><p>451,870</p></td></tr><tr><td><p> </p></td><td><p> </p></td><td><p> </p></td><td><p> </p></td><td><p> </p></td><td><p> </p></td></tr><tr><td><p>Head count of occasional teachers[2]</p></td><td><p>13,484</p></td><td><p>14,105</p></td><td><p>13,064</p></td><td><p>12,783</p></td><td><p>11,757</p></td></tr><tr><td><p> </p></td><td><p> </p></td><td><p> </p></td><td><p> </p></td><td><p> </p></td><td><p> </p></td></tr><tr><td><p>PERCENTAGE</p></td><td><p> </p></td><td><p> </p></td><td><p> </p></td><td><p> </p></td><td><p> </p></td></tr><tr><td><p>Permanent</p></td><td><p>89.9</p></td><td><p>89.5</p></td><td><p>89.7</p></td><td><p>90.1</p></td><td><p>90.7</p></td></tr><tr><td><p>Fixed term</p></td><td><p>5.5</p></td><td><p>5.7</p></td><td><p>5.7</p></td><td><p>5.5</p></td><td><p>5.3</p></td></tr><tr><td><p>Temporary</p></td><td><p>4.0</p></td><td><p>3.9</p></td><td><p>3.7</p></td><td><p>3.5</p></td><td><p>3.2</p></td></tr><tr><td><p>Service Agreement with an Agency</p></td><td><p>0.5</p></td><td><p>0.7</p></td><td><p>0.7</p></td><td><p>0.7</p></td><td><p>0.6</p></td></tr><tr><td><p>Service Agreement with a Local Authority</p></td><td><p>0.1</p></td><td><p>0.1</p></td><td><p>0.1</p></td><td><p>0.1</p></td><td><p>0.0</p></td></tr><tr><td><p>Service Agreement with another Source</p></td><td><p>0.1</p></td><td><p>0.1</p></td><td><p>0.1</p></td><td><p>0.1</p></td><td><p>0.1</p></td></tr><tr><td><p>Unknown</p></td><td><p>0.0</p></td><td><p>0.0</p></td><td><p>0.0</p></td><td><p>0.0</p></td><td><p>0.0</p></td></tr><tr><td><p>Total</p></td><td><p>100.0</p></td><td><p>100.0</p></td><td><p>100.0</p></td><td><p>100.0</p></td><td><p>100.0</p></td></tr></tbody></table><p>Source: School Workforce Census</p><p>The Department uses the Teacher Supply Model to estimate national postgraduate Initial Teacher Training place requirements for primary and each secondary subject and as part of this, estimates the longer term future demand for teachers in English state-funded schools. The most recently published model is available at the following web link: <a href="https://www.gov.uk/government/statistics/tsm-and-initial-teacher-training-allocations-2019-to-2020" target="_blank">https://www.gov.uk/government/statistics/tsm-and-initial-teacher-training-allocations-2019-to-2020</a></p><p> </p><p>[1] Teachers are recorded for those who have a contract of a least 28 days duration who are in service on the date of the census in November each year.</p><p> </p><p>[2] Occasional teachers are a headcount of teachers with a contract of less than 28 days who were in school on the census day in November.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb grouped question UIN 219548 219549 question first answered 19/02/2019 16:31:24 answering member 111 label Biography information for Nick Gibb
tabling member	4631 label Biography information for Sarah Jones

1050787

registered interest
date	29/01/2019
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Teachers
house id	2
legislature	25277 pref label House of Lords
question text	To ask Her Majesty's Government how many publicly funded schools have had specialist teachers for (1) music, (2) drama, (3) art, and (4) mathematics in each year since 2010.
tabling member printed	The Earl of Clancarty
uin	HL13211
answer	answer is ministerial correction date of answer 12/02/2019 answer text <p>The information requested is not held centrally.</p><p>National information on the number of subject teachers in state funded secondary schools is available in the publication, ‘School Workforce in England, 2017’. Information on the percentage of these who are classed as specialist teachers is shown is also available in the same publication. The publication is attached and available at the following link:</p><p><a href="https://www.gov.uk/government/statistics/school-workforce-in-england-november-2017" target="_blank">https://www.gov.uk/government/statistics/school-workforce-in-england-november-2017</a>.</p><p>A specialist teacher is defined as one who holds a relevant post A level qualification in a subject relevant to the subject taught.</p> answering member printed Lord Agnew of Oulton question first answered 12/02/2019 12:04:31 answering member 4689 label Biography information for Lord Agnew of Oulton attachment 1 file name HL13211_School_Workforce_In_England_November_2017.pdf title HL13211_School_Workforce_In_England_November_2017
tabling member	3391 label Biography information for The Earl of Clancarty