Religious Education trainees for 2021/22 split by training route shows 51% were trained through higher education institution led provision (HEI), and 49% percent were trained via school led provision.<\/p>
<\/p>
English trainees for 2021/22 split by training route shows 43% were trained through HEI-led provision, and 57% percent were trained via school led provision.<\/p>
<\/p>
History trainees for 2021/22 split by training route shows 44% were trained through HEI-led provision, and 56% percent were trained via school led provision.<\/p>
<\/p>
Geography trainees for 2021/22 split by training route shows 46% were trained through HEI-led provision, and 54% percent were trained via school led provision.<\/p>
<\/p>
Year<\/p><\/td> | Number of ITT providers<\/p><\/td> | Total number of ITT new entrants<\/p><\/td><\/tr> |
2019/20<\/p><\/td> | 237<\/p><\/td> | 33,799<\/p><\/td><\/tr> |
2020/21<\/p><\/td> | 236<\/p><\/td> | 40,377<\/p><\/td><\/tr> |
2021/22<\/p><\/td> | 234<\/p><\/td> | 36,159<\/p><\/td><\/tr> |
2022/23<\/p><\/td> | 226<\/p><\/td> | 28,991<\/p><\/td><\/tr><\/tbody><\/table> <\/p> 179 providers have been accredited to deliver reformed ITT from September 2024, following an accreditation process designed to drive up the quality and consistency of ITT leading to Qualified Teacher Status. This number includes 155 existing ITT providers. Together, these providers will cover all regions of the country. Where appropriate, the Department is encouraging accredited providers to consider partnering with those who were unsuccessful in gaining accreditation to bring together high-quality provision with local expertise, connections and experience.<\/p> The Department will continue to monitor the availability of provision across England to ensure that the ITT market is ready and able to deliver teacher training programmes in every part of the country from September 2024.<\/p>"} , "answeringMember" : {"_about" : "http://data.parliament.uk/members/111", "label" : {"_value" : "Biography information for Nick Gibb"} } , "answeringMemberConstituency" : {"_value" : "Bognor Regis and Littlehampton"} , "answeringMemberPrinted" : {"_value" : "Nick Gibb"} , "dateOfAnswer" : {"_value" : "2023-10-23", "_datatype" : "dateTime"} , "isMinisterialCorrection" : {"_value" : "false", "_datatype" : "boolean"} , "questionFirstAnswered" : [{"_value" : "2023-10-23T15:07:24.017Z", "_datatype" : "dateTime"} ]} , "answeringDeptId" : {"_value" : "60"} , "answeringDeptShortName" : {"_value" : "Education"} , "answeringDeptSortName" : {"_value" : "Education"} , "date" : {"_value" : "2023-09-19", "_datatype" : "dateTime"} , "hansardHeading" : {"_value" : "Teachers: Training"} , "houseId" : {"_value" : "1"} , "legislature" : [{"_about" : "http://data.parliament.uk/terms/25259", "prefLabel" : {"_value" : "House of Commons"} } ], "questionText" : "To ask the Secretary of State for Education, how many and what proportion of teachers accredited by initial teacher training (ITT) providers in the academic years (a) 2019-20, (b) 2020-21, (c) 2021-22 and (d) 2022-23 will be accredited to deliver ITT courses in academic year 2024-25.", "registeredInterest" : {"_value" : "false", "_datatype" : "boolean"} , "tablingMember" : {"_about" : "http://data.parliament.uk/members/4653", "label" : {"_value" : "Biography information for Stephen Morgan"} } , "tablingMemberConstituency" : {"_value" : "Portsmouth South"} , "tablingMemberPrinted" : [{"_value" : "Stephen Morgan"} ], "uin" : "200589"} , {"_about" : "http://data.parliament.uk/resources/1657464", "AnsweringBody" : [{"_value" : "Department for Education"} ], "answer" : {"_about" : "http://data.parliament.uk/resources/1657464/answer", "answerText" : {"_value" : " All teachers need to be equipped to teach pupils with Special Educational Needs and Disabilities (SEND). High quality teaching is the single most important in-school factor in improving outcomes for all pupils, including those with autism.<\/p> Training and development to support pupils with autism starts at the beginning of a teacher\u2019s training through their Initial Teacher Training (ITT) course, which is then embedded through the Early Career Framework (ECF). Careful consideration has been given to the needs of trainee teachers in relation to supporting pupils with SEND, and the ECF builds on that training for early career teachers.<\/p> Once teachers qualify and are employed in schools, head teachers also use their professional judgement to identify any further training, including specific specialisms, for individual staff that is relevant to them, the school, and its pupils, for example, through the Universal Services Programme.<\/p> The programme offers online training, professional development groups, bespoke school and college improvement projects, sector led research, autism awareness training and a focus on preparation for adulthood, including employer led webinars. The programme commenced in May 2022 and will run until Spring 2025.<\/p> So far, 6,500 school and college staff have accessed free online training modules, and 81 schools and over 135 colleges have identified and led their own SEND focused school improvement project. These projects focused on SEND Governance, teaching assistant deployment, early identification of SEND and curriculum.<\/p>"} , "answeringMember" : {"_about" : "http://data.parliament.uk/members/111", "label" : {"_value" : "Biography information for Nick Gibb"} } , "answeringMemberConstituency" : {"_value" : "Bognor Regis and Littlehampton"} , "answeringMemberPrinted" : {"_value" : "Nick Gibb"} , "dateOfAnswer" : {"_value" : "2023-09-20", "_datatype" : "dateTime"} , "isMinisterialCorrection" : {"_value" : "false", "_datatype" : "boolean"} , "questionFirstAnswered" : [{"_value" : "2023-09-20T17:23:59.447Z", "_datatype" : "dateTime"} ]} , "answeringDeptId" : {"_value" : "60"} , "answeringDeptShortName" : {"_value" : "Education"} , "answeringDeptSortName" : {"_value" : "Education"} , "date" : {"_value" : "2023-09-01", "_datatype" : "dateTime"} , "hansardHeading" : {"_value" : "Teachers: Training"} , "houseId" : {"_value" : "1"} , "legislature" : [{"_about" : "http://data.parliament.uk/terms/25259", "prefLabel" : {"_value" : "House of Commons"} } ], "questionText" : "To ask the Secretary of State for Education, what steps her Department is taking to ensure that teaching staff receive appropriate training to support students with (a) autism and (b) sensory issues.", "registeredInterest" : {"_value" : "false", "_datatype" : "boolean"} , "tablingMember" : {"_about" : "http://data.parliament.uk/members/4518", "label" : {"_value" : "Biography information for Tulip Siddiq"} } , "tablingMemberConstituency" : {"_value" : "Hampstead and Kilburn"} , "tablingMemberPrinted" : [{"_value" : "Tulip Siddiq"} ], "uin" : "197029"} , {"_about" : "http://data.parliament.uk/resources/1653530", "AnsweringBody" : [{"_value" : "Department for Education"} ], "answer" : {"_about" : "http://data.parliament.uk/resources/1653530/answer", "answerText" : {"_value" : " The Department want all schools to be calm, safe, supportive environments that promote and support pupils\u2019 mental wellbeing. However, teachers are not mental health professionals and should not be expected to diagnose or treat mental health conditions.<\/p> The Initial Teacher Training (ITT) Core Content Framework (CCF) has been designed in the knowledge that the quality of teaching is the most important factor in improving outcomes for pupils. Managing pupil wellbeing is recognised within that. Careful consideration has been given to the needs of trainee teachers to support pupils holistically, and the Early Career Framework (ECF) builds on that learning for early career teachers. These reforms support the Department\u2019s ambition that all new teachers starting in the profession learn how to meet the needs of all pupils.<\/p> Both the CCF and the ECF outline what trainee and new teachers should understand in respect of adaptive teaching and meeting pupil needs. The CCF sets out a minimum entitlement for trainee teachers and places a duty on providers of initial teacher training and their partner schools to meet this entitlement through their course curricula. Courses must be designed so that trainee teachers can demonstrate that they meet the Teachers\u2019 Standards at the appropriate level. This includes the requirement in Standard 5, that all teachers must have a clear understanding of the needs of all pupils.<\/p> The Department is exploring opportunities to build teacher expertise through a review of the CCF and ECF frameworks. Aiming to conclude by the end of 2023, the review will identify how the frameworks can equip new teachers to be more confident in meeting the needs of pupils and young people.<\/p> The Department has put in place a wide range of additional training and guidance to help education staff understand and respond to mental health issues in schools. This includes offering all state schools and colleges a grant to train a senior mental health lead by 2025, enabling them to introduce effective, whole school approaches to mental health and wellbeing. More than 13,800 schools and colleges have now received a senior mental health lead training grant, including more than 7 in 10 state funded secondary schools.<\/p> Teachers can access online resources such as Psychological First Aid training and the MindEd e-learning platform. The National Professional Qualification for Leading Behaviour and Change can also help teachers who support pupil wellbeing.<\/p> <\/p>"} , "answeringMember" : {"_about" : "http://data.parliament.uk/members/111", "label" : {"_value" : "Biography information for Nick Gibb"} } , "answeringMemberConstituency" : {"_value" : "Bognor Regis and Littlehampton"} , "answeringMemberPrinted" : {"_value" : "Nick Gibb"} , "dateOfAnswer" : {"_value" : "2023-07-20", "_datatype" : "dateTime"} , "groupedQuestionUIN" : {"_value" : "194487"} , "isMinisterialCorrection" : {"_value" : "false", "_datatype" : "boolean"} , "questionFirstAnswered" : [{"_value" : "2023-07-20T10:26:02.61Z", "_datatype" : "dateTime"} ]} , "answeringDeptId" : {"_value" : "60"} , "answeringDeptShortName" : {"_value" : "Education"} , "answeringDeptSortName" : {"_value" : "Education"} , "date" : {"_value" : "2023-07-17", "_datatype" : "dateTime"} , "hansardHeading" : {"_value" : "Teachers: Training"} , "houseId" : {"_value" : "1"} , "legislature" : [{"_about" : "http://data.parliament.uk/terms/25259", "prefLabel" : {"_value" : "House of Commons"} } ], "questionText" : "To ask the Secretary of State for Education, if she will take steps to include training on therapeutic mental health approaches as part of teacher training courses.", "registeredInterest" : {"_value" : "false", "_datatype" : "boolean"} , "tablingMember" : {"_about" : "http://data.parliament.uk/members/4471", "label" : {"_value" : "Biography information for Rachael Maskell"} } , "tablingMemberConstituency" : {"_value" : "York Central"} , "tablingMemberPrinted" : [{"_value" : "Rachael Maskell"} ], "uin" : "194485"} , {"_about" : "http://data.parliament.uk/resources/1653536", "AnsweringBody" : [{"_value" : "Department for Education"} ], "answer" : {"_about" : "http://data.parliament.uk/resources/1653536/answer", "answerText" : {"_value" : " The Department want all schools to be calm, safe, supportive environments that promote and support pupils\u2019 mental wellbeing. However, teachers are not mental health professionals and should not be expected to diagnose or treat mental health conditions.<\/p> The Initial Teacher Training (ITT) Core Content Framework (CCF) has been designed in the knowledge that the quality of teaching is the most important factor in improving outcomes for pupils. Managing pupil wellbeing is recognised within that. Careful consideration has been given to the needs of trainee teachers to support pupils holistically, and the Early Career Framework (ECF) builds on that learning for early career teachers. These reforms support the Department\u2019s ambition that all new teachers starting in the profession learn how to meet the needs of all pupils.<\/p> Both the CCF and the ECF outline what trainee and new teachers should understand in respect of adaptive teaching and meeting pupil needs. The CCF sets out a minimum entitlement for trainee teachers and places a duty on providers of initial teacher training and their partner schools to meet this entitlement through their course curricula. Courses must be designed so that trainee teachers can demonstrate that they meet the Teachers\u2019 Standards at the appropriate level. This includes the requirement in Standard 5, that all teachers must have a clear understanding of the needs of all pupils.<\/p> The Department is exploring opportunities to build teacher expertise through a review of the CCF and ECF frameworks. Aiming to conclude by the end of 2023, the review will identify how the frameworks can equip new teachers to be more confident in meeting the needs of pupils and young people.<\/p> The Department has put in place a wide range of additional training and guidance to help education staff understand and respond to mental health issues in schools. This includes offering all state schools and colleges a grant to train a senior mental health lead by 2025, enabling them to introduce effective, whole school approaches to mental health and wellbeing. More than 13,800 schools and colleges have now received a senior mental health lead training grant, including more than 7 in 10 state funded secondary schools.<\/p> Teachers can access online resources such as Psychological First Aid training and the MindEd e-learning platform. The National Professional Qualification for Leading Behaviour and Change can also help teachers who support pupil wellbeing.<\/p> <\/p>"} , "answeringMember" : {"_about" : "http://data.parliament.uk/members/111", "label" : {"_value" : "Biography information for Nick Gibb"} } , "answeringMemberConstituency" : {"_value" : "Bognor Regis and Littlehampton"} , "answeringMemberPrinted" : {"_value" : "Nick Gibb"} , "dateOfAnswer" : {"_value" : "2023-07-20", "_datatype" : "dateTime"} , "groupedQuestionUIN" : {"_value" : "194485"} , "isMinisterialCorrection" : {"_value" : "false", "_datatype" : "boolean"} , "questionFirstAnswered" : [{"_value" : "2023-07-20T10:26:02.673Z", "_datatype" : "dateTime"} ]} , "answeringDeptId" : {"_value" : "60"} , "answeringDeptShortName" : {"_value" : "Education"} , "answeringDeptSortName" : {"_value" : "Education"} , "date" : {"_value" : "2023-07-17", "_datatype" : "dateTime"} , "hansardHeading" : {"_value" : "Teachers: Training"} , "houseId" : {"_value" : "1"} , "legislature" : [{"_about" : "http://data.parliament.uk/terms/25259", "prefLabel" : {"_value" : "House of Commons"} } ], "questionText" : "To ask the Secretary of State for Education, if she will take steps to require all teachers to have training in mental health therapeutic approaches.", "registeredInterest" : {"_value" : "false", "_datatype" : "boolean"} , "tablingMember" : {"_about" : "http://data.parliament.uk/members/4471", "label" : {"_value" : "Biography information for Rachael Maskell"} } , "tablingMemberConstituency" : {"_value" : "York Central"} , "tablingMemberPrinted" : [{"_value" : "Rachael Maskell"} ], "uin" : "194487"} , {"_about" : "http://data.parliament.uk/resources/1652319", "AnsweringBody" : [{"_value" : "Department for Education"} ], "answer" : {"_about" : "http://data.parliament.uk/resources/1652319/answer", "answerText" : {"_value" : " Ahead of the delivery of reformed Initial Teacher Training (ITT) from September 2024, the Department is working closely with accredited ITT providers to facilitate partnerships, to help them build their capacity to cover areas that require greater provision.<\/p> The Department is encouraging accredited providers to partner with those who were unsuccessful in gaining accreditation, as this will bring together high quality provision with local expertise, connections and experience.<\/p> In December 2022, the Department published ITT Partnership guidance which contains detailed information on how accredited providers can work with unaccredited organisations to form strong partnerships. This work is also supported by the Department\u2019s dedicated Provider Relationship Managers.<\/p> Accredited providers were also able to apply for a grant of up to £20,000 to develop partnerships to deliver ITT provision in target regions of historically low provision.<\/p> The Department is reviewing the readiness of accredited providers\u2019 partnerships for 2024 delivery through the Stage 2 process. In this stage, ITT experts, who have experience of ITT delivery and a thorough understanding of the ITT reforms, review partnership arrangements and provide additional support to providers and their delivery partners.<\/p> The Department\u2019s priority is to ensure that the new standards and expectations will continue to be met by all institutions delivering ITT within a partnership.<\/p>"} , "answeringMember" : {"_about" : "http://data.parliament.uk/members/111", "label" : {"_value" : "Biography information for Nick Gibb"} } , "answeringMemberConstituency" : {"_value" : "Bognor Regis and Littlehampton"} , "answeringMemberPrinted" : {"_value" : "Nick Gibb"} , "dateOfAnswer" : {"_value" : "2023-07-20", "_datatype" : "dateTime"} , "isMinisterialCorrection" : {"_value" : "false", "_datatype" : "boolean"} , "questionFirstAnswered" : [{"_value" : "2023-07-20T13:49:14.69Z", "_datatype" : "dateTime"} ]} , "answeringDeptId" : {"_value" : "60"} , "answeringDeptShortName" : {"_value" : "Education"} , "answeringDeptSortName" : {"_value" : "Education"} , "date" : {"_value" : "2023-07-12", "_datatype" : "dateTime"} , "hansardHeading" : {"_value" : "Teachers: Training"} , "houseId" : {"_value" : "1"} , "legislature" : [{"_about" : "http://data.parliament.uk/terms/25259", "prefLabel" : {"_value" : "House of Commons"} } ], "questionText" : "To ask the Secretary of State for Education, what steps she has taken to support accredited initial teacher training providers to support their new delivery partners.", "registeredInterest" : {"_value" : "false", "_datatype" : "boolean"} , "tablingMember" : {"_about" : "http://data.parliament.uk/members/4653", "label" : {"_value" : "Biography information for Stephen Morgan"} } , "tablingMemberConstituency" : {"_value" : "Portsmouth South"} , "tablingMemberPrinted" : [{"_value" : "Stephen Morgan"} ], "uin" : "193704"} , {"_about" : "http://data.parliament.uk/resources/1652320", "AnsweringBody" : [{"_value" : "Department for Education"} ], "answer" : {"_about" : "http://data.parliament.uk/resources/1652320/answer", "answerText" : {"_value" : " The Department does not limit the number of trainees that lead partners of accredited Initial Teacher Training providers can recruit. Lead partners work closely with their accredited provider to determine their course capacity, ensuring they have enough placement schools to support the trainees they recruit.<\/p>"} , "answeringMember" : {"_about" : "http://data.parliament.uk/members/111", "label" : {"_value" : "Biography information for Nick Gibb"} } , "answeringMemberConstituency" : {"_value" : "Bognor Regis and Littlehampton"} , "answeringMemberPrinted" : {"_value" : "Nick Gibb"} , "dateOfAnswer" : {"_value" : "2023-07-20", "_datatype" : "dateTime"} , "isMinisterialCorrection" : {"_value" : "false", "_datatype" : "boolean"} , "questionFirstAnswered" : [{"_value" : "2023-07-20T13:53:46.947Z", "_datatype" : "dateTime"} ]} , "answeringDeptId" : {"_value" : "60"} , "answeringDeptShortName" : {"_value" : "Education"} , "answeringDeptSortName" : {"_value" : "Education"} , "date" : {"_value" : "2023-07-12", "_datatype" : "dateTime"} , "hansardHeading" : {"_value" : "Teachers: Training"} , "houseId" : {"_value" : "1"} , "legislature" : [{"_about" : "http://data.parliament.uk/terms/25259", "prefLabel" : {"_value" : "House of Commons"} } ], "questionText" : "To ask the Secretary of State for Education, what steps she has taken to support delivery partners of accredited initial teacher training providers to ensure they know how many teachers they will be able to recruit.", "registeredInterest" : {"_value" : "false", "_datatype" : "boolean"} , "tablingMember" : {"_about" : "http://data.parliament.uk/members/4653", "label" : {"_value" : "Biography information for Stephen Morgan"} } , "tablingMemberConstituency" : {"_value" : "Portsmouth South"} , "tablingMemberPrinted" : [{"_value" : "Stephen Morgan"} ], "uin" : "193705"} , {"_about" : "http://data.parliament.uk/resources/1652321", "AnsweringBody" : [{"_value" : "Department for Education"} ], "answer" : {"_about" : "http://data.parliament.uk/resources/1652321/answer", "answerText" : {"_value" : " To build knowledge and expertise, novice teachers need to progressively deepen their understanding of a range of concepts and, crucially, be able to connect and apply this knowledge to their practice in any context or situation. This determines the influence a teacher can have on the pupils with whom they work.<\/p> The Core Content Framework (CCF) provides the foundation for this and by the end of Initial Teacher Training (ITT), teachers will be familiar with concepts related to teaching and will have started to apply them in their practice. Acquiring knowledge takes time, and familiarity is not the same as long term experience, which allows teachers to do this thoughtfully across a range of contexts. The Early Career Framework (ECF) intentionally returns to these concepts to develop and deepen teachers\u2019 knowledge and expertise and enable them to become more expert practitioners over the first two years of their career.<\/p> The Department has committed to reviewing the CCF and ECF alongside each other. Building on the first few years of ECF delivery, there is a plan to review and revise the CCF and ECF into more closely combined frameworks which cover the first three years or more at the start of a teacher\u2019s career and articulates what trainee and new teachers need to know and need to know how to do.<\/p> This revised CCF and ECF will underpin a joined up sequence of training and development over at least the first three years of new teachers\u2019 careers to support them at the start of their new career. The Department aims to ensure that what new teachers study across these early years of their career delivers continuous, coherent and complementary knowledge for all trainees and new teachers and provides the confidence and expertise for a lifelong career in teaching.<\/p>"} , "answeringMember" : {"_about" : "http://data.parliament.uk/members/111", "label" : {"_value" : "Biography information for Nick Gibb"} } , "answeringMemberConstituency" : {"_value" : "Bognor Regis and Littlehampton"} , "answeringMemberPrinted" : {"_value" : "Nick Gibb"} , "dateOfAnswer" : {"_value" : "2023-07-20", "_datatype" : "dateTime"} , "isMinisterialCorrection" : {"_value" : "false", "_datatype" : "boolean"} , "questionFirstAnswered" : [{"_value" : "2023-07-20T13:58:29.763Z", "_datatype" : "dateTime"} ]} , "answeringDeptId" : {"_value" : "60"} , "answeringDeptShortName" : {"_value" : "Education"} , "answeringDeptSortName" : {"_value" : "Education"} , "date" : {"_value" : "2023-07-12", "_datatype" : "dateTime"} , "hansardHeading" : {"_value" : "Teachers: Training"} , "houseId" : {"_value" : "1"} , "legislature" : [{"_about" : "http://data.parliament.uk/terms/25259", "prefLabel" : {"_value" : "House of Commons"} } ], "questionText" : "To ask the Secretary of State for Education, what steps she has taken to help reduce repetition between initial teacher training courses and the early career framework.", "registeredInterest" : {"_value" : "false", "_datatype" : "boolean"} , "tablingMember" : {"_about" : "http://data.parliament.uk/members/4653", "label" : {"_value" : "Biography information for Stephen Morgan"} } , "tablingMemberConstituency" : {"_value" : "Portsmouth South"} , "tablingMemberPrinted" : [{"_value" : "Stephen Morgan"} ], "uin" : "193706"} , {"_about" : "http://data.parliament.uk/resources/1650438", "AnsweringBody" : [{"_value" : "Department for Education"} ], "answer" : {"_about" : "http://data.parliament.uk/resources/1650438/answer", "answerText" : {"_value" : " The Department wants teaching to be an inclusive profession where teachers from all backgrounds are supported throughout their career, from the moment they enter the profession, through their continued development as teachers and as they progress into leadership.<\/p> Recruitment campaigns for Initial Teacher Training (ITT) are targeted at students, recent graduates and potential career changers regardless of\u202ftheir identity or\u202fbackground.<\/p> Apply for Teacher Training, the\u202fnew application service for ITT in England,\u202fwas rolled out nationally in 2021. It has been designed to be user friendly and has been extensively tested with a diverse range of potential applicants to ensure it helps remove barriers to great teachers applying for ITT courses.<\/p> The Department\u2019s world class teacher development programmes, such as National Professional Qualifications (NPQs), are designed to support all teachers through to executive headship, and are designed to reach as many people as possible, regardless of their background. Since autumn 2021, eligible teachers and headteachers have been able to access scholarships to undertake fully funded NPQs and 51,518 qualifications have been started so far.<\/p> Flexible working supports equality of opportunity in the workforce and can help women to stay in the workforce and progress. The Department is taking action to promote flexible working in schools. This includes publishing resources and guidance on GOV.UK and funding a programme of support, including webinars with a focus on how flexible working can support diversity and inclusion.<\/p> Governors have an important role to play in promoting diversity, equality and inclusion when appointing headteachers. Guidance states that school governance boards are expected to have an understanding of, and an adherence to, the Equality Act 2010, promoting equality and diversity throughout the organisation including in relation to its own operation. They should understand the full diversity of the cultural context of the school and community they serve and are reminded of this in the department\u2019s Governance Handbook: https://www.gov.uk/government/publications/governance-handbook<\/a>, and in the current guidance on recruiting a headteacher: https://www.gov.uk/government/publications/recruiting-a-headteacher<\/a>.<\/p>"}
, "answeringMember" : {"_about" : "http://data.parliament.uk/members/111", "label" : {"_value" : "Biography information for Nick Gibb"}
}
, "answeringMemberConstituency" : {"_value" : "Bognor Regis and Littlehampton"}
, "answeringMemberPrinted" : {"_value" : "Nick Gibb"}
, "dateOfAnswer" : {"_value" : "2023-07-14", "_datatype" : "dateTime"}
, "groupedQuestionUIN" : {"_value" : "192638"}
, "isMinisterialCorrection" : {"_value" : "false", "_datatype" : "boolean"}
, "questionFirstAnswered" : [{"_value" : "2023-07-14T12:41:31.357Z", "_datatype" : "dateTime"}
]}
, "answeringDeptId" : {"_value" : "60"}
, "answeringDeptShortName" : {"_value" : "Education"}
, "answeringDeptSortName" : {"_value" : "Education"}
, "date" : {"_value" : "2023-07-05", "_datatype" : "dateTime"}
, "hansardHeading" : {"_value" : "Teachers: Training"}
, "houseId" : {"_value" : "1"}
, "legislature" : [{"_about" : "http://data.parliament.uk/terms/25259", "prefLabel" : {"_value" : "House of Commons"}
}
], "questionText" : "To ask the Secretary of State for Education, what steps her Department is taking to encourage more (a) women, (b) men, (c) people from ethnic minority backgrounds and (d) people from lower socio-economic backgrounds to become teachers.", "registeredInterest" : {"_value" : "false", "_datatype" : "boolean"}
, "tablingMember" : {"_about" : "http://data.parliament.uk/members/4653", "label" : {"_value" : "Biography information for Stephen Morgan"}
}
, "tablingMemberConstituency" : {"_value" : "Portsmouth South"}
, "tablingMemberPrinted" : [{"_value" : "Stephen Morgan"}
], "uin" : "192637"}
, {"_about" : "http://data.parliament.uk/resources/1644674", "AnsweringBody" : [{"_value" : "Department for Education"}
], "answer" : {"_about" : "http://data.parliament.uk/resources/1644674/answer", "answerText" : {"_value" : " All teachers are teachers of Special Education Needs and Disabilities (SEND), and high quality teaching is central to ensuring that pupils with SEND are given the best possible opportunity to achieve at school.<\/p> There are already a number of measures in place to support teachers in identifying and implementing support for pupils who face difficulties, including working with a dedicated SEND coordinator.<\/p> From September 2020, all new teachers have benefited from at least three years of evidence based professional development and support, starting with Initial Teacher Training (ITT) based on the new ITT Core Content Framework (CCF), and followed by a new two-year induction, underpinned by the Early Career Framework (ECF). The Department is reviewing the ITT CCF and ECF this year. This includes working with experts to identify opportunities to improve how the frameworks can support new teachers to be more confident in meeting the needs of pupils with SEND.<\/p> In addition, all ITT courses must be designed so that trainee teachers can demonstrate that they meet the Teachers\u2019 Standards at the appropriate level. This includes the requirement in Standard 5, that all teachers must have a clear understanding of the needs of all pupils, including those with special educational needs, such as attention deficit hyperactivity disorder.<\/p>"}
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, "dateOfAnswer" : {"_value" : "2023-06-22", "_datatype" : "dateTime"}
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, "date" : {"_value" : "2023-06-14", "_datatype" : "dateTime"}
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], "questionText" : "To ask the Secretary of State for Education, what steps she is taking to help ensure that teachers are trained to identify signs of attention deficit hyperactivity disorder as early as possible.", "registeredInterest" : {"_value" : "false", "_datatype" : "boolean"}
, "tablingMember" : {"_about" : "http://data.parliament.uk/members/4518", "label" : {"_value" : "Biography information for Tulip Siddiq"}
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