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1698033

registered interest
date	21/03/2024
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Teachers: Training
house id	2
legislature	25277 pref label House of Lords
question text	To ask His Majesty's Government what assessment they have made of whether the Department for Education’s teacher training recruitment targets for (1) secondary school teachers, and (2) primary school teachers, will be met this year.
tabling member printed	The Marquess of Lothian
uin	HL3527
answer	answer is ministerial correction date of answer 08/04/2024 answer text <p>The number of teachers remains high, with more than 468,000 working in state-funded schools across the country, 27,000 more than in 2010.</p><p>Performance against target is reported in the Initial Teacher Training Census official statistics, in which the department publishes information on the numbers and characteristics of new entrants to ITT.</p><p>The recruitment cycle is still ongoing. Final data and headlines will be published in the Census in December 2024.</p><p> </p><p> </p><p> </p> answering member printed Baroness Barran question first answered 08/04/2024 11:06:49 answering member 4703 label Biography information for Baroness Barran
tabling member	259 label Biography information for The Marquess of Lothian

1654942

registered interest
date	20/07/2023
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Teachers: Training
house id	2
legislature	25277 pref label House of Lords
question text	To ask His Majesty's Government how many universities who lost accreditation in the Initial Teacher Training accreditation process received (1) good, or (2) outstanding, Ofsted ratings in the period since January 2022.
tabling member printed	Lord Boateng
uin	HL9539
answer	answer is ministerial correction date of answer 01/08/2023 answer text <p>The current cycle of Ofsted inspections tests the effectiveness of existing Initial Teacher Training (ITT) provision in line with the principles set out in its Initial Teacher Education inspection framework. The accreditation process, undertaken jointly with Ofsted, assessed provider potential to deliver high-quality ITT in line with the new Quality Requirements from the 2024/25 academic year as recommended by the ITT market review, particularly the enhanced requirements around mentoring. These two processes are distinct and, therefore, Ofsted’s current inspection judgements and the accreditation against the new requirements from 2024 do not align in all instances.</p><p>In respect of the providers accredited to deliver ITT from September 2024, 69 inspections have been carried out since January 2022. Of these, four received a ‘Requires Improvement’ judgement and one received an ‘Inadequate’ judgement in 2022. These five providers have since been reinspected by Ofsted in 2023 and judged as ‘Good’.</p><p>Twelve universities were not successful in gaining accreditation to deliver ITT from September 2024, of which six were judged as ‘Good’, one was judged as ‘Requires Improvement’ and since improved to ‘Good’ on reinspection. Additionally, two were judged ‘Inadequate’, of which one has since improved to ‘Good’ with the other yet to be reinspected.</p> answering member printed Baroness Barran grouped question UIN HL9540 question first answered 01/08/2023 15:42:03 answering member 4703 label Biography information for Baroness Barran
tabling member	147 label Biography information for Lord Boateng

1654943

registered interest
date	20/07/2023
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Teachers: Training
house id	2
legislature	25277 pref label House of Lords
question text	To ask His Majesty's Government how many accredited providers for the Initial Teacher Training (ITT) process received (1) requires improvement, or (2) inadequate, Ofsted ratings in the period since January 2022; and what assessment they have made of the credibility of the ITT accreditation process given those figures.
tabling member printed	Lord Boateng
uin	HL9540
answer	answer is ministerial correction date of answer 01/08/2023 answer text <p>The current cycle of Ofsted inspections tests the effectiveness of existing Initial Teacher Training (ITT) provision in line with the principles set out in its Initial Teacher Education inspection framework. The accreditation process, undertaken jointly with Ofsted, assessed provider potential to deliver high-quality ITT in line with the new Quality Requirements from the 2024/25 academic year as recommended by the ITT market review, particularly the enhanced requirements around mentoring. These two processes are distinct and, therefore, Ofsted’s current inspection judgements and the accreditation against the new requirements from 2024 do not align in all instances.</p><p>In respect of the providers accredited to deliver ITT from September 2024, 69 inspections have been carried out since January 2022. Of these, four received a ‘Requires Improvement’ judgement and one received an ‘Inadequate’ judgement in 2022. These five providers have since been reinspected by Ofsted in 2023 and judged as ‘Good’.</p><p>Twelve universities were not successful in gaining accreditation to deliver ITT from September 2024, of which six were judged as ‘Good’, one was judged as ‘Requires Improvement’ and since improved to ‘Good’ on reinspection. Additionally, two were judged ‘Inadequate’, of which one has since improved to ‘Good’ with the other yet to be reinspected.</p> answering member printed Baroness Barran grouped question UIN HL9539 question first answered 01/08/2023 15:42:03 answering member 4703 label Biography information for Baroness Barran
tabling member	147 label Biography information for Lord Boateng

1651433

registered interest
date	07/07/2023
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Teachers: Training
house id	2
legislature	25277 pref label House of Lords
question text	To ask His Majesty's Government why funding is only available for the external provision of the Early Career Framework for teachers and not school-based provision.
tabling member printed	Lord Carrington
uin	HL9165
answer	answer is ministerial correction date of answer 21/07/2023 answer text <p>All state funded schools offering statutory induction receive funding to deliver the early career framework (ECF) reforms. In addition to their core funding to cover the cost of time off timetable for early career teachers (ECTs) in year one of induction, schools also receive funding which covers 5% off timetable for ECTs in year two of induction, for induction activities including ECF based training and mentor sessions. This funding also covers a dedicated mentor for each ECT, based on 20 hours of mentoring in year two of induction.</p><p>The department wants all ECTs to have access to high-quality ECF based training, so schools can choose to use a Department for Education funded training provider. The content of the providers’ programmes has been quality assured by the department and the Education Endowment Foundation (EEF). The quality of delivery of the programmes is also quality assured separately through Ofsted inspection. If a state funded school uses a Department for Education funded training provider, the department funds the training delivered to ECTs and their mentors by the provider, and provides additional funding to backfill the mentor time spent undertaking funded provider-led training, meaning that there is no cost for these schools.</p><p>To ensure that schools have choice and flexibility, they have the option of delivering their own ECF based training programme. For schools who choose this approach, they can choose to use the department’s accredited materials and resources, which have been independently assessed by the EEF to ensure their fidelity to the ECF. These materials are freely available to schools via the department’s ‘Manage training for early career teachers’ service, available at: <a href="https://manage-training-for-early-career-teachers.education.gov.uk/" target="_blank">https://manage-training-for-early-career-teachers.education.gov.uk/</a>.</p> answering member printed Baroness Barran question first answered 21/07/2023 14:00:55 answering member 4703 label Biography information for Baroness Barran
tabling member	4712 label Biography information for Lord Carrington

1645521

registered interest
date	19/06/2023
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Teachers: Training
house id	2
legislature	25277 pref label House of Lords
question text	To ask His Majesty's Government how much they have spent advertising careers in teaching in (1) schools, and (2) further education, for each of the past five years.
tabling member printed	Baroness Twycross
uin	HL8628
answer	answer is ministerial correction date of answer 03/07/2023 answer text <p>The table below sets out total spend for advertising campaigns for careers in teaching in schools and Further Education for the past five financial years.</p><table><tbody><tr><td><p><strong>Financial Year</strong></p></td><td><p><strong>Get Into Teaching Advertising: Financial Year Spend</strong></p></td><td><p><strong>FE teacher recruitment Advertising: Financial Year Spend</strong></p></td></tr><tr><td><p><strong>2022/23</strong></p></td><td><p>£13,157,484.38</p></td><td><p>£4,079,923</p></td></tr><tr><td><p><strong>2021/22</strong></p></td><td><p>£12,255,612.85</p></td><td><p>£2,000,000</p></td></tr><tr><td><p><strong>2020/21</strong></p></td><td><p>£11,848,725.34</p></td><td><p>0</p></td></tr><tr><td><p><strong>2019/20</strong></p></td><td><p>£12,776,070.54</p></td><td><p>0</p></td></tr><tr><td><p><strong>2018/19</strong></p></td><td><p>£12,773,706.55</p></td><td><p>0</p></td></tr></tbody></table><p>The objectives of the Get Into Teaching advertising campaign are to raise the status of teaching and contribute to overall Initial Teacher Training (ITT) numbers. Due to the often lengthy candidate journey from initial consideration through to applying for, and starting ITT, several methods are used to assess campaign impact. They include regular brand tracking studies and other market research, and econometric modelling to identify and quantify the factors affecting sign ups to the Get Into Teaching service. They also include analysis of the flow of candidates between Get Into Teaching and the new Find and Apply services, and tracking of site traffic to the Get Into Teaching website.</p><p>The objectives of the Further Education advertising campaign are to raise awareness of a career in Further Education teaching and contribute to a long term increase in overall recruitment numbers. Several methods are used to assess campaign impact. They include regular brand tracking studies and other market research, analysis of the flow of candidates between the Further Education teacher recruitment campaign website and third party Further Education job sites, and tracking number of users to the Further Education teacher recruitment campaign website.</p><p>The Get Into Teaching and Further Education recruitment campaigns track a number of behavioural and attitudinal metrics to give a rounded picture of each campaign’s impact.</p><p>Key Performance Indicators for Get Into Teaching are a consideration of teaching as a career amongst our target audience and the number of new, unique sign-ups to the Get Into Teaching service. The campaign also measures the proportion of sign-ups attributed to the advertising campaign, through econometric modelling and the proportion of ITT applicants who have interacted with the Get Into Teaching service.</p><p>Key Performance Indicators for the Further Education recruitment campaign are a consideration of teaching in Further Education amongst target audiences and the number of users to the Further Education teacher recruitment website. The campaign also measures the number who go on to take action on the site, such as signing up for further information or visiting a jobs board.</p> answering member printed Baroness Barran grouped question UIN HL8629 HL8630 HL8631 question first answered 03/07/2023 12:27:37 answering member 4703 label Biography information for Baroness Barran
tabling member	4966 label Biography information for Baroness Twycross

1645522

registered interest
date	19/06/2023
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Teachers: Training
house id	2
legislature	25277 pref label House of Lords
question text	To ask His Majesty's Government how much they have spent on the ‘Get into Teaching’ advertising campaign in each of the past five years.
tabling member printed	Baroness Twycross
uin	HL8629
answer	answer is ministerial correction date of answer 03/07/2023 answer text <p>The table below sets out total spend for advertising campaigns for careers in teaching in schools and Further Education for the past five financial years.</p><table><tbody><tr><td><p><strong>Financial Year</strong></p></td><td><p><strong>Get Into Teaching Advertising: Financial Year Spend</strong></p></td><td><p><strong>FE teacher recruitment Advertising: Financial Year Spend</strong></p></td></tr><tr><td><p><strong>2022/23</strong></p></td><td><p>£13,157,484.38</p></td><td><p>£4,079,923</p></td></tr><tr><td><p><strong>2021/22</strong></p></td><td><p>£12,255,612.85</p></td><td><p>£2,000,000</p></td></tr><tr><td><p><strong>2020/21</strong></p></td><td><p>£11,848,725.34</p></td><td><p>0</p></td></tr><tr><td><p><strong>2019/20</strong></p></td><td><p>£12,776,070.54</p></td><td><p>0</p></td></tr><tr><td><p><strong>2018/19</strong></p></td><td><p>£12,773,706.55</p></td><td><p>0</p></td></tr></tbody></table><p>The objectives of the Get Into Teaching advertising campaign are to raise the status of teaching and contribute to overall Initial Teacher Training (ITT) numbers. Due to the often lengthy candidate journey from initial consideration through to applying for, and starting ITT, several methods are used to assess campaign impact. They include regular brand tracking studies and other market research, and econometric modelling to identify and quantify the factors affecting sign ups to the Get Into Teaching service. They also include analysis of the flow of candidates between Get Into Teaching and the new Find and Apply services, and tracking of site traffic to the Get Into Teaching website.</p><p>The objectives of the Further Education advertising campaign are to raise awareness of a career in Further Education teaching and contribute to a long term increase in overall recruitment numbers. Several methods are used to assess campaign impact. They include regular brand tracking studies and other market research, analysis of the flow of candidates between the Further Education teacher recruitment campaign website and third party Further Education job sites, and tracking number of users to the Further Education teacher recruitment campaign website.</p><p>The Get Into Teaching and Further Education recruitment campaigns track a number of behavioural and attitudinal metrics to give a rounded picture of each campaign’s impact.</p><p>Key Performance Indicators for Get Into Teaching are a consideration of teaching as a career amongst our target audience and the number of new, unique sign-ups to the Get Into Teaching service. The campaign also measures the proportion of sign-ups attributed to the advertising campaign, through econometric modelling and the proportion of ITT applicants who have interacted with the Get Into Teaching service.</p><p>Key Performance Indicators for the Further Education recruitment campaign are a consideration of teaching in Further Education amongst target audiences and the number of users to the Further Education teacher recruitment website. The campaign also measures the number who go on to take action on the site, such as signing up for further information or visiting a jobs board.</p> answering member printed Baroness Barran grouped question UIN HL8628 HL8630 HL8631 question first answered 03/07/2023 12:27:37 answering member 4703 label Biography information for Baroness Barran
tabling member	4966 label Biography information for Baroness Twycross

1645523

registered interest
date	19/06/2023
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Teachers: Training
house id	2
legislature	25277 pref label House of Lords
question text	To ask His Majesty's Government what metrics they use to assess the success of advertising campaigns to attract people into careers in teaching in (1) schools, and (2) further education.
tabling member printed	Baroness Twycross
uin	HL8630
answer	answer is ministerial correction date of answer 03/07/2023 answer text <p>The table below sets out total spend for advertising campaigns for careers in teaching in schools and Further Education for the past five financial years.</p><table><tbody><tr><td><p><strong>Financial Year</strong></p></td><td><p><strong>Get Into Teaching Advertising: Financial Year Spend</strong></p></td><td><p><strong>FE teacher recruitment Advertising: Financial Year Spend</strong></p></td></tr><tr><td><p><strong>2022/23</strong></p></td><td><p>£13,157,484.38</p></td><td><p>£4,079,923</p></td></tr><tr><td><p><strong>2021/22</strong></p></td><td><p>£12,255,612.85</p></td><td><p>£2,000,000</p></td></tr><tr><td><p><strong>2020/21</strong></p></td><td><p>£11,848,725.34</p></td><td><p>0</p></td></tr><tr><td><p><strong>2019/20</strong></p></td><td><p>£12,776,070.54</p></td><td><p>0</p></td></tr><tr><td><p><strong>2018/19</strong></p></td><td><p>£12,773,706.55</p></td><td><p>0</p></td></tr></tbody></table><p>The objectives of the Get Into Teaching advertising campaign are to raise the status of teaching and contribute to overall Initial Teacher Training (ITT) numbers. Due to the often lengthy candidate journey from initial consideration through to applying for, and starting ITT, several methods are used to assess campaign impact. They include regular brand tracking studies and other market research, and econometric modelling to identify and quantify the factors affecting sign ups to the Get Into Teaching service. They also include analysis of the flow of candidates between Get Into Teaching and the new Find and Apply services, and tracking of site traffic to the Get Into Teaching website.</p><p>The objectives of the Further Education advertising campaign are to raise awareness of a career in Further Education teaching and contribute to a long term increase in overall recruitment numbers. Several methods are used to assess campaign impact. They include regular brand tracking studies and other market research, analysis of the flow of candidates between the Further Education teacher recruitment campaign website and third party Further Education job sites, and tracking number of users to the Further Education teacher recruitment campaign website.</p><p>The Get Into Teaching and Further Education recruitment campaigns track a number of behavioural and attitudinal metrics to give a rounded picture of each campaign’s impact.</p><p>Key Performance Indicators for Get Into Teaching are a consideration of teaching as a career amongst our target audience and the number of new, unique sign-ups to the Get Into Teaching service. The campaign also measures the proportion of sign-ups attributed to the advertising campaign, through econometric modelling and the proportion of ITT applicants who have interacted with the Get Into Teaching service.</p><p>Key Performance Indicators for the Further Education recruitment campaign are a consideration of teaching in Further Education amongst target audiences and the number of users to the Further Education teacher recruitment website. The campaign also measures the number who go on to take action on the site, such as signing up for further information or visiting a jobs board.</p> answering member printed Baroness Barran grouped question UIN HL8628 HL8629 HL8631 question first answered 03/07/2023 12:27:37 answering member 4703 label Biography information for Baroness Barran
tabling member	4966 label Biography information for Baroness Twycross

1645524

registered interest
date	19/06/2023
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Teachers: Training
house id	2
legislature	25277 pref label House of Lords
question text	To ask His Majesty's Government what evaluation they have undertaken to assess the success of advertising campaigns to attract people into careers in teaching in (1) schools, and (2) further education.
tabling member printed	Baroness Twycross
uin	HL8631
answer	answer is ministerial correction date of answer 03/07/2023 answer text <p>The table below sets out total spend for advertising campaigns for careers in teaching in schools and Further Education for the past five financial years.</p><table><tbody><tr><td><p><strong>Financial Year</strong></p></td><td><p><strong>Get Into Teaching Advertising: Financial Year Spend</strong></p></td><td><p><strong>FE teacher recruitment Advertising: Financial Year Spend</strong></p></td></tr><tr><td><p><strong>2022/23</strong></p></td><td><p>£13,157,484.38</p></td><td><p>£4,079,923</p></td></tr><tr><td><p><strong>2021/22</strong></p></td><td><p>£12,255,612.85</p></td><td><p>£2,000,000</p></td></tr><tr><td><p><strong>2020/21</strong></p></td><td><p>£11,848,725.34</p></td><td><p>0</p></td></tr><tr><td><p><strong>2019/20</strong></p></td><td><p>£12,776,070.54</p></td><td><p>0</p></td></tr><tr><td><p><strong>2018/19</strong></p></td><td><p>£12,773,706.55</p></td><td><p>0</p></td></tr></tbody></table><p>The objectives of the Get Into Teaching advertising campaign are to raise the status of teaching and contribute to overall Initial Teacher Training (ITT) numbers. Due to the often lengthy candidate journey from initial consideration through to applying for, and starting ITT, several methods are used to assess campaign impact. They include regular brand tracking studies and other market research, and econometric modelling to identify and quantify the factors affecting sign ups to the Get Into Teaching service. They also include analysis of the flow of candidates between Get Into Teaching and the new Find and Apply services, and tracking of site traffic to the Get Into Teaching website.</p><p>The objectives of the Further Education advertising campaign are to raise awareness of a career in Further Education teaching and contribute to a long term increase in overall recruitment numbers. Several methods are used to assess campaign impact. They include regular brand tracking studies and other market research, analysis of the flow of candidates between the Further Education teacher recruitment campaign website and third party Further Education job sites, and tracking number of users to the Further Education teacher recruitment campaign website.</p><p>The Get Into Teaching and Further Education recruitment campaigns track a number of behavioural and attitudinal metrics to give a rounded picture of each campaign’s impact.</p><p>Key Performance Indicators for Get Into Teaching are a consideration of teaching as a career amongst our target audience and the number of new, unique sign-ups to the Get Into Teaching service. The campaign also measures the proportion of sign-ups attributed to the advertising campaign, through econometric modelling and the proportion of ITT applicants who have interacted with the Get Into Teaching service.</p><p>Key Performance Indicators for the Further Education recruitment campaign are a consideration of teaching in Further Education amongst target audiences and the number of users to the Further Education teacher recruitment website. The campaign also measures the number who go on to take action on the site, such as signing up for further information or visiting a jobs board.</p> answering member printed Baroness Barran grouped question UIN HL8628 HL8629 HL8630 question first answered 03/07/2023 12:27:37 answering member 4703 label Biography information for Baroness Barran
tabling member	4966 label Biography information for Baroness Twycross

1627690

registered interest
date	15/05/2023
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Teachers: Training
house id	2
legislature	25277 pref label House of Lords
question text	To ask His Majesty's Government what assessment they have made of the extent to which the initial teacher training core content and early careers frameworks prioritise adaptive teaching for children with special educational needs and disability in accordance with individual need.
tabling member printed	Lord Addington
uin	HL7818
answer	answer is ministerial correction date of answer 26/05/2023 answer text <p>The Initial Teacher Training (ITT) Core Content Framework (CCF) has been designed with the knowledge that the quality of teaching is the most important factor in improving outcomes for pupils, particularly for pupils from disadvantaged backgrounds and those with additional needs. Careful consideration has been given to the needs of trainee teachers in relation to supporting pupils with special educational needs and disabilities (SEND), and the Early Career Framework (ECF) builds on that learning for early career teachers (ECTs). These reforms support the department’s ambition that all new teachers starting in the profession learn how to meet the needs of all pupils, including those with SEND.</p><p>Both the CCF and the ECF outline what trainee and new teachers should learn, and should learn how to do, in respect of adaptive teaching. The CCF sets out a minimum entitlement for trainee teachers and places a duty on ITT providers and their partner schools to meet this entitlement through incorporating the CCF into their course curricula. Courses must be designed so that trainee teachers can demonstrate that they meet the Teachers’ 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 SEND. To be recommended by an accredited provider for the award of Qualified Teacher Status (QTS), trainees must demonstrate that they meet the Teachers’ Standards at the appropriate level. To pass statutory teacher induction, ECTs must demonstrate that they meet the Teachers' Standards through a formal assessment, signed off by their head teacher and independently checked by their appropriate body.</p><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 children and young people with SEND.</p> answering member printed Baroness Barran question first answered 26/05/2023 13:54:51 answering member 4703 label Biography information for Baroness Barran
tabling member	3453 label Biography information for Lord Addington

1627161

registered interest
date	11/05/2023
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Teachers: Training
house id	2
legislature	25277 pref label House of Lords
question text	To ask His Majesty's Government, further to the ITT core content framework and early career framework: call for evidence consultation, which closed on 21 April, when updates to the ITT core content and early career framework will be published.
tabling member printed	Lord Addington
uin	HL7768
answer	answer is ministerial correction date of answer 25/05/2023 answer text <p>The Department is conducting a review of the Initial Teacher Training Core Content Framework and Early Career Framework together this year. This review began in January 2023 and is aiming to conclude by the end of 2023.</p> answering member printed Baroness Barran question first answered 25/05/2023 15:40:52 answering member 4703 label Biography information for Baroness Barran
tabling member	3453 label Biography information for Lord Addington