https://www.gov.uk/government/collections/statistics-school-capacity<\/a>.<\/p> <\/p>
The first table attached shows the number of primary schools in Oxfordshire which are full or have one or more pupils in excess of capacity, every year since 2012.<\/p>
<\/p>
The second table attached shows the number of secondary schools in Oxfordshire which are full or have one or more pupils in excess of capacity, every year since 2012.<\/p>
<\/p>
<\/p>
The Department does not have a measure for over-subscription. The admissions and offers process is run by the local authorities who are responsible for ensuring that the admissions criteria are applied for all schools.<\/p>
<\/p>
<\/p>"}
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, "title" : "Primary Schools"}
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], "questionText" : "To ask the Secretary of State for Education, how many (a) primary schools and (b) secondary schools were full or oversubscribed in (i) Oxford (ii) Oxfordshire and (iii) Oxford West and Abingdon constituency in each of the last 5 academic years.", "registeredInterest" : {"_value" : "false", "_datatype" : "boolean"}
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, {"_about" : "http://data.parliament.uk/resources/794379", "AnsweringBody" : [{"_value" : "Department for Education"}
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In July 2017 we announced an additional £1.3billion for schools and high needs across 2018-19 and 2019-20, in addition to the schools budget set at Spending Review 2015. This means funding per pupil for schools and high needs will be maintained in real terms for the next two years. Following our announcement in September 2017, under the national funding formula, school funding will be distributed based on the individual needs and characteristics of every school in the country.<\/p>
<\/p>
We will publish evidence on the affordability and value for money of increases to teachers\u2019 pay as part of the Department\u2019s input to the School Teachers\u2019 Review Body consideration on teachers\u2019 pay for 2018/19.<\/p>
<\/p>"}
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, {"_about" : "http://data.parliament.uk/resources/794380", "AnsweringBody" : [{"_value" : "Department for Education"}
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The number of teachers is at an all-time high: there are now 457,300 full time equivalent teachers, up 15,500 from 2010. The number of new teachers entering our classrooms continues to outnumber those who retire or leave, and the number of teachers returning to the profession is 8% higher than in 2011.<\/p>
<\/p>
We are continuing to offer generous bursaries to recruit the best graduates into the profession. From 2018 we are increasing funding across all high priority subjects. Our prestigious scholarship scheme will also continue, offering a package of tailored support and up to £28,000 tax-free for scholars in six subjects.<\/p>
<\/p>
Teachers will benefit from the newly announced rise in the student loan repayment threshold and we will be piloting a new student loan reimbursement programme for science and Modern Foreign Language teachers in the early years of their career, targeted in the areas of the country that need them most.<\/p>
<\/p>
We are taking action to address the factors that influence the decisions of those teachers who do decide to leave the profession. We recognised the problem of unnecessary workload when we launched the Workload Challenge in 2014. Our responses to this and the 2016 Teacher Workload Survey set out comprehensive programmes of action to be taken, including spreading best practice about workload reduction. We will continue our extensive work with the profession, teaching unions and Ofsted to support the retention of teachers.<\/p>"}
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Most small schools are rural and the Government recognises the importance of these schools to their communities. That is why there is a presumption against the closure of rural primary schools. While the presumption does not mean that rural primary schools will never close, it does require decision makers to consider factors such as the likely effect of the closure of the school on the local community, educational standards at the school, the impact on standards at neighbouring schools, the availability of transport to other schools, and any alternatives to the closure of the school.<\/p>
<\/p>
We recognise that some schools are necessarily small because they are remote and do not have the same opportunities to grow or make efficiency savings as other schools. These schools can be especially important to their local communities, and ensure children do not have to travel long distances to school. That is why we have included dedicated sparsity funding in our new national funding formula (NFF), which will target funding to 19 of the most remote schools in Kent. Under the NFF, Kent would see an increase of 7.4% for its schools compared to 3.5% nationally.<\/p>"}
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