Westminster Hall is an alternative Chamber for MPs to hold debates, named after the adjoining Westminster Hall.
Each debate is chaired by an MP from the Panel of Chairs, rather than the Speaker or Deputy Speaker. A Government Minister will give the final speech, and no votes may be called on the debate topic.
This information is provided by Parallel Parliament and does not comprise part of the offical record
The Parliamentary Under-Secretary of State for Education (Jonathan Gullis)
It is an absolute pleasure to serve under your chairmanship, Sir George, and to make my first appearance as the Minister for School Standards. It could not have been sweeter that it was my next-door neighbour in the parliamentary offices, my hon. Friend the Member for North West Durham (Mr Holden), who managed to get me at the Dispatch Box in Westminster Hall for the first time. I thank him and I thank his parents, who are obviously excellent teachers, for producing such a wonderful son. Most importantly, I thank all the teachers, teaching assistants and support staff who time and again go above and beyond in their incredible dedication to those amazing young people, who will be the future of our country and drive that economic growth that we are so keen to see.
This important debate has been secured by my hon. Friend, who is not just a great champion of his local schools, having visited 22 out of 40 in his constituency to date, but the co-chair of the all-party parliamentary group on apprenticeships. I was a member of that group for a period of time before starting in this role. I want to put on the record the fact that I am lucky, as the representative of Stoke-on-Trent North, Kidsgrove and Talke, to have my own apprentice in my parliamentary office. Jessica is on the verge of completing her qualification, and I felt that I could not preach about apprenticeships if I was not going to support one myself.
The debate is an important one, and my hon. Friend will know that there have been over 13,000 apprenticeship starts in his constituency since the beginning of 2010. They have provided fantastic opportunities for his constituents to enhance their careers and, as he says, earn while they learn. The Government are committed to providing world-class education and training for everyone, whatever their age or stage of life. Since 2015, we have transformed apprenticeships into a prestigious, sought-after option designed to meet the needs of employers and learners across the country, and we have seen over 2,600 starts on the level 6 teacher apprenticeship since its inception in 2017.
Thanks to our transformational reforms, millions of people in a wide range of sectors have benefited from these industry-led routes to earn and learn. In the last academic year, there were 37,000 new trainee teachers—10% more than the last pre-pandemic cycle in 2019-20. To support this, we recently announced a new package of financial incentives worth over £180 million for the 2023-24 academic year. That support for teacher training will include bursaries worth up to £27,000 and scholarships worth up to £29,000, and these incentives will encourage talented applicants to teach key subjects, such as chemistry, physics and mathematics. We are also offering a £25,000 bursary for geography and languages, a £20,000 bursary for biology and design technology, and a £15,000 bursary for English, all of which will be tax free.
I should declare an interest, having been a teacher myself and having got my postgraduate certificate in education at the Institute of Education only in 2011. Never in my wildest dreams—or theirs, probably—would I have thought that I would be standing here as the Minister for School Standards, and I am absolutely honoured to be guiding that next generation of young teachers on their journey, because they are so important.
I am very grateful for the time that my hon. Friend spent at the Department, meeting me and officials on 22 September. I heard and learned more about his idea and what could be done. I will set out the work that the Department has undertaken to date to consider that option. Between 2018 and 2020, a sector-led trailblazer group considered the viability of an apprenticeship with a pre-degree entry point leading to qualified teacher status. In 2020, after detailed consideration and wider stakeholder engagement with initial teacher training providers and schools, including a survey among headteachers, the group rejected the creation of an undergraduate teacher apprenticeship. That was due to its prohibitive costs, the duration required and insufficient demand from the sector.
The Department is always willing to listen to the sector, and as the Minister for School Standards I am absolutely putting teaching degree apprenticeships on the table. However, I need to ensure that there are benefits and take account of the wider views of schools, pupils and prospective teachers.
Mr Perkins
When the Minister says there was insufficient demand in the sector, does he mean there was insufficient demand from people wanting to study and pursue that route, or was there insufficient demand from schools to take on apprentices?
Jonathan Gullis
I thank the hon. Gentleman for giving me the opportunity to clarify. From my understanding, it was headteachers who reported that there was not a massive desire—and nor did they believe that there would be—within the sector. The cost was definitely the main problem. A regular apprentice gets 20% of time off to undertake further learning, but that figure is 40% when applied to the school year, because there are 13 weeks when teachers are not physically in the classroom with their pupils. The cost to a school was felt to be too great to have someone off timetable for 40% of the time. However, allowing a teaching assistant to take a teaching qualification through a level 5 apprenticeship, which we are exploring, could be a way to deliver teachers through an apprenticeship scheme. We would be using people who are already in the school system—those 200,000-plus teaching assistants who do a fantastic job up and down our country.
Where there is employer demand for new apprenticeships in education, including a route to teaching for those without a degree, we will work with employers and the Institute for Apprenticeships and Technical Education to consider how those proposals could be delivered. We are currently engaging in detailed work with a new trailblazer group to explore the viability of the new apprenticeship standard at level 5. That apprenticeship would enhance training opportunities for existing teaching assistants. It would also offer a route for high-potential individuals without an undergraduate degree, providing them with a career pathway to gain a qualification to train to teach.
I look forward to continuing discussions with school leaders, the Institute for Apprenticeships and Technical Education and my hon. Friend the Member for North West Durham on how best to support talented non-graduates to gain the necessary qualifications to train to teach.
I want to ensure that I address the points raised by hon. Members, because that is important. I thank my good friend, the hon. Member for Strangford (Jim Shannon), for his kind words and his continued passion for state education, a sector that I am proud to have worked in for eight and a half years. To declare an interest, my partner is a member of that sector as well. It is a fantastic career. I hope that anyone watching today who is not yet a teacher will be able to understand what a great profession it is. Not only is the new starting salary for this academic year over £28,000, but I have supported the pledge in the 2019 Conservative manifesto to ensure that a £30,000 a year starting salary is enacted for the next academic year.
On top of that, there are bursaries. The levelling-up premium is available in education investment areas. That can give someone up to £3,000 tax free, on top of their salary, depending on the subject they teach. We should really promote that. I believe that take-up is really good so far, but we are checking those numbers. I want every Member in those education investment areas to drive those reforms by getting people to sign up as quickly as they can.
My hon. Friend the Member for Mansfield (Ben Bradley) is a fine champion for his local area, and I am glad to have been able to spend time with him to learn about the work he has been doing for education. We have no plans in place yet to look at what we are doing specifically for men. However, my team in the Department are looking at diversity, which is not just about ethnicity; it is about gender as well. It is about men getting into the profession, particularly in primary schools, as well as women getting into leadership roles in the sector. It is also about socioeconomic backgrounds and those white, working class, disadvantaged boys who we want to see representing the profession in schools, as well as people from other ethnic minority groups who, tragically, are falling out of the profession at a quicker rate than their white counterparts. We are going to do a big piece of work in that area. I look forward to visiting Lambeth Academy tomorrow to meet Leon, one of those inspirational headteachers, and understand what he has done throughout his career journey.
I know that my hon. Friend the Member for Meon Valley (Mrs Drummond) was a teacher—
Jonathan Gullis
They were the ones I dreaded when I was in the classroom. It is absolutely brilliant that she has that insight into the profession. I understand the importance of maintaining that high-quality education and ensuring that that the skill and knowledge base is there, particularly with the important reforms that we have made to GCSEs and A-levels. That is why I am certainly intrigued to explore further what my hon. Friend the Member for North West Durham said about primary education as potentially a pilot route.
Ben Bradley
I thank the Minister for giving up a few seconds. On the primary environment—the hon. Member for Chesterfield (Mr Perkins) touched on this earlier—the challenges in disadvantaged communities mean that teachers are often seen as social workers, and some of the issues that come through the door are more akin to those experienced in an early years setting than in what we would traditionally associated with a teaching setting. Does the Minister agree that the opportunity to drag people from those care and early years settings and place them in those primary environments might be of huge benefit? That is slightly separate to the discussion about academic excellence and brilliance at post-16, which has been mentioned.
Jonathan Gullis
My hon. Friend makes fantastic points. I visited a school in Wolverhampton recently to hear how the multi-academy trust had hired its own social worker to work among its schools. I found that very inspiring. Absolutely, looking at how we can build that relationship between the early years sector and the primary school sector—that knowledge base, that understanding and that familiarity with the local people—is so important.
My hon. Friend the Member for Darlington (Peter Gibson) is a doughty champion. He has been lobbying and banging the door over Carmel College and its fantastic CEO, Mike Shorten. We know that an appeal is coming, so my hon. Friend will appreciate, as I have said before, that I cannot make any comment, but his and Mike’s comments have been heard and will be taken into consideration when the appeal is made.
I am grateful to the hon. Member for Chesterfield (Mr Perkins), who also represents Staveley, for his kind words. I am sad that my natural counterpart, the hon. Member for Portsmouth South (Stephen Morgan), is not here. I assume that he is still in detention with the Commissioner for Standards, having been a bit of a naughty boy recently when he sent a letter about me to The Guardian before she had made a comment. However, I really do appreciate the opportunity to hear the fine words of the hon. Member for Chesterfield and about his passion for level 2 and level 3 apprenticeships, which are absolutely important and should not in any way be seen as unimportant by this Department. Yes, we have put a lot of work into the degree level, but we want those take-ups at level 2 and level 3, and we are very pleased that that is continuing.
Finally, on teacher numbers, we have 466,000 full-time teachers on the books. That is a record number and 24,000 more than in 2010. While there are, of course, rising teacher vacancy rates, it is important to understand the context. The situation across all sectors is challenging, but I will ensure that we challenge that head-on with recruitment and retention strategies.