Asked by: Shivani Raja (Conservative - Leicester East)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment her Department has made of levels of unemployment and underemployment among qualified teachers; and what steps she is taking to help improve increase retention and re-entry levels.
Answered by Georgia Gould - Minister of State (Education)
In the government’s Plan for Change, the department committed to recruiting an additional 6,500 expert teachers across secondary and special schools, and our colleges, over the course of this Parliament.
Delivery is already underway: retaining more skilled teachers is key to delivering our pledge and our ‘Improve workload and wellbeing for school staff’ service, developed alongside school leaders, provides a range of resources for schools to review and reduce workload, and improve staff wellbeing. We are also providing targeted retention incentives worth up to £6,000 after tax for early career teachers in key subjects. These incentives are available alongside trainee bursaries worth up to £31,000 tax-free to improve recruitment, and a pay rise of nearly 10% over two years.
We are already seeing improvement. The workforce has grown by 2,346 Full Time Equivalent between 2023/24 and 2024/25 in secondary and special schools. This year has one of the lowest leaver rates since 2010, with 1,700 fewer teachers leaving the state-funded sector, and more teachers are returning to state schools than at any point in the last ten years. The latest data showed 17,274 teachers returned to the classroom.
Asked by: Jas Athwal (Labour - Ilford South)
Question to the Department for Education:
To ask the Secretary of State for Education, whether her Department classifies (a) Sikhs and (b) Jews as (i) an ethnic and (ii) a religious group.
Answered by Olivia Bailey - Parliamentary Under-Secretary of State (Department for Education) (Equalities)
The department collects information on the ethnicity of pupils annually through the spring school census, in line with the harmonised standards set by the Office for National Statistics and the Government Statistical Service.
The department publishes the data code sets that must be used when submitting information as part of the Common Basic Data Set (CBDS). The CBDS ethnicity code set does not include separate categories for Sikhs or Jews.
The department does not collect information on pupils’ religion.
Asked by: James Naish (Labour - Rushcliffe)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps her Department is taking to help ensure universities and employers are aware of the differences between awarded GCSEs and iGCSEs.
Answered by Georgia Gould - Minister of State (Education)
GCSEs are long-standing, credible and well-respected by students, teachers, parents, further and higher education providers, and employers. International GCSEs, which include iGCSEs, are different qualifications. International GCSEs were introduced to serve the large international market for British qualifications and are also offered by some independent schools. Unlike GCSEs, international GCSEs are not regulated by Ofqual or funded for use in state schools. International GCSEs have also not counted in school performance tables since GCSEs were last reformed.
In 2019, the department published an analysis of GCSE and international GCSE progress and attainment data, which is available at: https://www.gov.uk/government/publications/comparing-international-gcses-and-gcses-in-england-2018. The publication noted it is difficult to make precise judgements about how standards in these qualifications compare given the clear differences between them.
Asked by: James Naish (Labour - Rushcliffe)
Question to the Department for Education:
To ask the Secretary of State for Education, on what evidential basis her Department has based its assessment that GCSEs and iGCSEs are comparable qualifications.
Answered by Georgia Gould - Minister of State (Education)
GCSEs are long-standing, credible and well-respected by students, teachers, parents, further and higher education providers, and employers. International GCSEs, which include iGCSEs, are different qualifications. International GCSEs were introduced to serve the large international market for British qualifications and are also offered by some independent schools. Unlike GCSEs, international GCSEs are not regulated by Ofqual or funded for use in state schools. International GCSEs have also not counted in school performance tables since GCSEs were last reformed.
In 2019, the department published an analysis of GCSE and international GCSE progress and attainment data, which is available at: https://www.gov.uk/government/publications/comparing-international-gcses-and-gcses-in-england-2018. The publication noted it is difficult to make precise judgements about how standards in these qualifications compare given the clear differences between them.
Asked by: James Naish (Labour - Rushcliffe)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment her Department has made of the potential benefits of state schools offering iGCSEs.
Answered by Georgia Gould - Minister of State (Education)
GCSEs are long-standing, credible and well-respected by students, teachers, parents, further and higher education providers, and employers. International GCSEs, which include iGCSEs, are different qualifications. International GCSEs were introduced to serve the large international market for British qualifications and are also offered by some independent schools. Unlike GCSEs, international GCSEs are not regulated by Ofqual or funded for use in state schools. International GCSEs have also not counted in school performance tables since GCSEs were last reformed.
In 2019, the department published an analysis of GCSE and international GCSE progress and attainment data, which is available at: https://www.gov.uk/government/publications/comparing-international-gcses-and-gcses-in-england-2018. The publication noted it is difficult to make precise judgements about how standards in these qualifications compare given the clear differences between them.
Asked by: James Naish (Labour - Rushcliffe)
Question to the Department for Education:
To ask the Secretary of State for Education, whether her Department has made an assessment of whether iGCSEs result in higher grades than GCSEs.
Answered by Georgia Gould - Minister of State (Education)
GCSEs are long-standing, credible and well-respected by students, teachers, parents, further and higher education providers, and employers. International GCSEs, which include iGCSEs, are different qualifications. International GCSEs were introduced to serve the large international market for British qualifications and are also offered by some independent schools. Unlike GCSEs, international GCSEs are not regulated by Ofqual or funded for use in state schools. International GCSEs have also not counted in school performance tables since GCSEs were last reformed.
In 2019, the department published an analysis of GCSE and international GCSE progress and attainment data, which is available at: https://www.gov.uk/government/publications/comparing-international-gcses-and-gcses-in-england-2018. The publication noted it is difficult to make precise judgements about how standards in these qualifications compare given the clear differences between them.
Asked by: Steve Darling (Liberal Democrat - Torbay)
Question to the Department for Education:
To ask the Secretary of State for Education, if she will make an assessment of the potential implications for her policies on media literacy and citizenship education of the findings of the report by Resilience and Reconstruction entitled Disinformation, UK Democracy, and Attitudes toward Ukraine & Russia in the UK, published in January 2026, on passive exposure to misinformation via social media.
Answered by Georgia Gould - Minister of State (Education)
Improved media literacy builds resilience to misinformation and disinformation and fosters critical thinking. The government is improving media literacy through coordinated cross-government work, including funding innovative community-based interventions and launching an awareness campaign to build digital resilience and critical thinking skills online. The Online Safety Act updated Ofcom’s statutory duty to promote media literacy. This includes raising the awareness and understanding of misinformation and harmful content, especially where it affects vulnerable groups.
The government’s independent Curriculum and Assessment Review, published on 5 November 2025, emphasised the value of secure knowledge, the process of questioning and critical enquiry and weighing up evidence across information and sources. The government’s response to the review committed to strengthening media literacy content in the curriculum to ensure vital applied knowledge and skills in media and digital literacy are embedded into the revised curriculum, that subject-specific disciplinary skills including critical thinking and problem solving are clearly articulated in the refreshed programmes of study.
Asked by: Cameron Thomas (Liberal Democrat - Tewkesbury)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps she is taking to help tackle gaps in public knowledge on the origins of the Russian invasion of Ukraine.
Answered by Georgia Gould - Minister of State (Education)
Improved media literacy builds resilience to misinformation and disinformation and fosters critical thinking. The government is improving media literacy through coordinated cross-government work, including funding innovative community-based interventions and launching an awareness campaign to build digital resilience and critical thinking skills online. The Online Safety Act updated Ofcom’s statutory duty to promote media literacy. This includes raising the awareness and understanding of misinformation and harmful content, especially where it affects vulnerable groups.
The government’s independent Curriculum and Assessment Review, published on 5 November 2025, emphasised the value of secure knowledge, the process of questioning and critical enquiry and weighing up evidence across information and sources. The government’s response to the review committed to strengthening media literacy content in the curriculum to ensure vital applied knowledge and skills in media and digital literacy are embedded into the revised curriculum, that subject-specific disciplinary skills including critical thinking and problem solving are clearly articulated in the refreshed programmes of study.
Asked by: Cameron Thomas (Liberal Democrat - Tewkesbury)
Question to the Department for Education:
To ask the Secretary of State for Education, whether she plans to support civic education initiatives aimed at strengthening resilience to foreign propaganda.
Answered by Georgia Gould - Minister of State (Education)
Improved media literacy builds resilience to misinformation and disinformation and fosters critical thinking. The government is improving media literacy through coordinated cross-government work, including funding innovative community-based interventions and launching an awareness campaign to build digital resilience and critical thinking skills online. The Online Safety Act updated Ofcom’s statutory duty to promote media literacy. This includes raising the awareness and understanding of misinformation and harmful content, especially where it affects vulnerable groups.
The government’s independent Curriculum and Assessment Review, published on 5 November 2025, emphasised the value of secure knowledge, the process of questioning and critical enquiry and weighing up evidence across information and sources. The government’s response to the review committed to strengthening media literacy content in the curriculum to ensure vital applied knowledge and skills in media and digital literacy are embedded into the revised curriculum, that subject-specific disciplinary skills including critical thinking and problem solving are clearly articulated in the refreshed programmes of study.
Asked by: Claire Young (Liberal Democrat - Thornbury and Yate)
Question to the Department for Education:
To ask the Secretary of State for Education, how many and what proportion of parents who have been prosecuted for their child's non-attendance at school have a child that has (a) Education, Health and Care Plan (EHCP) and (b) special educational needs and does not have a EHCP in each quarter of the last five years.
Answered by Olivia Bailey - Parliamentary Under-Secretary of State (Department for Education) (Equalities)
Data for prosecution of offences in England, including offences for non-attendance, is collected by the Ministry of Justice. The Department for Education does not collect data on the protected characteristics of the children of individuals who have been prosecuted for an offence related to their child’s non-attendance at school.
Nevertheless, we recognise that pupils with special educational needs and disabilities may face more complex barriers to school attendance and guidance requires schools to take a ’support first’ approach to tackling non-attendance for these pupils.
Our guidance makes clear that legal intervention, including prosecution, should only be considered where support has been exhausted, not engaged with or, in the cases of term-time holidays, not appropriate. We expect schools to work with these children and their families to remove any barriers to attendance and building strong and trusting relationships.