Asked by: Earl of Clancarty (Crossbench - Excepted Hereditary)
Question to the Department for Education:
To ask His Majesty's Government whether they periodically review the effect of the structure of the Progress 8 and accountability measures in arts subjects in schools.
Answered by Baroness Smith of Malvern - Minister of State (Department for Work and Pensions)
The department has reviewed Progress 8 and determined that it has had an impact, including on arts subjects. As a result, as part of the government response to the Curriculum and Assessment Review, published on 5 November 2025, we announced our intention to consult shortly on an improved version of Progress 8 that will recognise the value of subjects, including the arts, which strengthen our economy and society, and the importance of a broad pre-16 curriculum. We will continue to monitor patterns in subject entry, including arts subjects, in the future.
Asked by: Earl of Clancarty (Crossbench - Excepted Hereditary)
Question to the Department for Education:
To ask His Majesty's Government what assessment they have made of the level of teaching of craft in schools; and whether the Curriculum and Assessment Review will impact the current arrangements for craft teaching.
Answered by Baroness Smith of Malvern - Minister of State (Department for Work and Pensions)
The independent Curriculum and Assessment Review final report and the government response were both published on 5 November 2025.
The response included a commitment to revise the art and design programmes of study to exemplify the knowledge and skills that pupils should develop, including through their own creative practice, and to encourage teaching of a broader range of artists and media. This will include consideration of craft, which is covered in the existing national curriculum.
Asked by: Earl of Clancarty (Crossbench - Excepted Hereditary)
Question to the Department for Education:
To ask His Majesty's Government whether they plan to encourage the introduction of further university level non-academic heritage craft skills courses across the country.
Answered by Baroness Smith of Malvern - Minister of State (Department for Work and Pensions)
The government recognises the importance of heritage craft skills and supports their development through apprenticeships, vocational qualifications and partnerships with sector bodies.
Higher education institutions in England are autonomous and independent, and so they are responsible for determining the courses they offer. The government does not intervene in academic content. However, we encourage collaboration between universities, further education providers and heritage organisations to embed practical craft skills where appropriate, including through vocational and foundation degrees.
Asked by: Earl of Clancarty (Crossbench - Excepted Hereditary)
Question to the Department for Education:
To ask His Majesty's Government what the current status is of funding for level 2 and level 3 building crafts and other heritage craft skills diploma courses; and whether they will reinstate level 3 funding for courses including stone masonry and joinery.
Answered by Baroness Smith of Malvern - Minister of State (Department for Work and Pensions)
On 12 January 2026, the department’s consultation on post-16 pathways at level 3 and below closed. We are currently reviewing the responses and will provide a government response in due course and set out how we will transition to the new system.
Asked by: Earl of Clancarty (Crossbench - Excepted Hereditary)
Question to the Department for Education:
To ask His Majesty's Government, in relation to their curriculum and assessment review, what will be the status of arts subjects compared to other subjects within the Progress 8 accountability framework.
Answered by Baroness Smith of Malvern - Minister of State (Department for Work and Pensions)
The government is revitalising arts education as part of the reformed national curriculum. Our proposed improvements to the ‘Progress 8’ model would recognise the value of subjects, including the arts, which strengthen our economy and society, and the importance of a broad pre-16 curriculum.
The government will consult on the proposed Progress 8 model. This proposed model includes English and mathematics slots, which follow the same rules as the current Progress 8, and two new science slots. There are four breadth slots, two of which must be filled by GCSE (or relevant AS level) qualifications from two of three categories: humanities, creative and languages. The creative category includes art and design, music, drama, dance, design and technology. The department will consult on an additional category for science subjects. We are interested in views on the impact of these breadth slots on pupil subject choices for GCSEs and technical qualifications.
The final breadth slots will take the two highest point scores in any two subjects, including English language or literature (if not counted in the English slot), other GCSE qualifications, or any technical awards from the department’s approved list. These final two slots will operate in the same way as the current open slots.
Asked by: Earl of Clancarty (Crossbench - Excepted Hereditary)
Question to the Department for Education:
To ask His Majesty's Government what are the absolute numbers of specialist teachers in academies and maintained schools for each subject for each year from Key Stages 1 to 4 inclusive.
Answered by Baroness Smith of Malvern - Minister of State (Department for Work and Pensions)
Data on the number of specialist teachers in state-funded secondary mainstream schools is published in the School workforce in England statistical publication. Figures for each subject for each year can be found below. This data has been available since 5 June 2025.
Information on subjects taught is not collected from primary schools.
Headcount of qualified specialist teachers holding a qualification in a related subject by subjects taught and Key Stage, in England for 2024/25:
Subject taught | Key Stage 3 | Key Stage 4 |
All subjects | 156,459 | 166,445 |
All Design and Technology | 8,632 | 6,422 |
All EBacc Subjects | 109,096 | 111,201 |
All Modern Foreign Languages | 9,349 | 9,351 |
All Sciences | 32,134 | 31,908 |
Art & Design | 8,913 | 7,062 |
Biology | 1,270 | 3,878 |
Business Studies | 539 | 4,029 |
Chemistry | 1,007 | 2,982 |
Combined Arts / Humanities / Social Studies | 54 | 28 |
Computer Science | 3,676 | 3,588 |
Design and Technology - Combined | 6,867 | 3,192 |
Design and Technology - Electronics/Systems and Control | 95 | 94 |
Design and Technology - Food Technology | 1,217 | 1,711 |
Design and Technology - Graphics | 250 | 425 |
Design and Technology - Other | 358 | 517 |
Design and Technology - Resistant Materials | 362 | 482 |
Design and Technology - Textiles | 416 | 653 |
Drama | 4,621 | 3,750 |
Engineering | 162 | 885 |
English | 26,792 | 26,624 |
French | 6,669 | 5,281 |
General/Combined Science | 27,488 | 24,455 |
Geography | 9,804 | 9,351 |
German | 1,593 | 1,410 |
History | 12,281 | 11,268 |
ICT | 1,768 | 1,269 |
Mathematics | 23,492 | 23,941 |
Media Studies | 121 | 729 |
Music | 4,962 | 4,173 |
Other Humanities | 249 | 249 |
Other Modern Foreign Language | 778 | 330 |
Other Social Studies | 249 | 1,536 |
Other science | 271 | 672 |
PE/Sports | 18,005 | 17,879 |
Physics | 745 | 2,060 |
Religious Education | 5,729 | 5,417 |
Spanish | 3,782 | 3,427 |
Source: School Workforce Census November 2024.
Asked by: Earl of Clancarty (Crossbench - Excepted Hereditary)
Question to the Department for Education:
To ask His Majesty's Government what is the relationship between (1) the level of initial teacher training bursaries, and (2) targets for teacher numbers, for each subject area; and what criteria are used to assess those targets.
Answered by Baroness Smith of Malvern - Minister of State (Department for Work and Pensions)
Initial teacher training (ITT) bursaries are offered to incentivise more applications to ITT courses. Therefore, they are reviewed annually to take account of the need for trainee teachers by subject. Recruitment against the postgraduate ITT targets set by the Teacher Workforce Model is one factor that influences the level of bursaries, but we also take account of the impact of the economy and graduate labour market on ITT recruitment.
The Teacher Workforce Model is a national, stocks and flows model covering all state-funded primary and secondary schools, academies, and free schools in England. The model estimates the number of qualified teachers required for both primary and each secondary subject; and by considering the number of teachers that will leave or enter service in future, estimates the postgraduate ITT targets needed to supply sufficient teachers. The ITT Census is published in December each year to provide the numbers and characteristics of new entrants to ITT, and compares recruitment against the postgraduate ITT targets.
Asked by: Earl of Clancarty (Crossbench - Excepted Hereditary)
Question to the Department for Education:
To ask His Majesty's Government when the final report of the Curriculum and Assessment Review will be published.
Answered by Baroness Smith of Malvern - Minister of State (Department for Work and Pensions)
The independent Curriculum and Assessment Review’s final report and recommendations will be published imminently. The government’s response will be published alongside this.
Asked by: Earl of Clancarty (Crossbench - Excepted Hereditary)
Question to the Department for Education:
To ask His Majesty's Government whether the Curriculum and Assessment Review will take autistic children into account.
Answered by Baroness Smith of Malvern - Minister of State (Department for Work and Pensions)
The independent Curriculum and Assessment Review is looking closely at the key challenges to attainment for young people and the barriers which hold children back from the opportunities and life chances they deserve.
Throughout the Review, the impact and experiences of children and young people, including those from disadvantaged backgrounds and with special educational needs, are being considered to ensure the curriculum works for all children.
The Review’s final report and recommendations will be published shortly. The government will then consider the recommendations and its response.
Asked by: Earl of Clancarty (Crossbench - Excepted Hereditary)
Question to the Department for Education:
To ask His Majesty's Government whether they are considering opting into the creative thinking element of the PISA test.
Answered by Baroness Smith of Malvern - Minister of State (Department for Work and Pensions)
The testing for the current cycle of the Programme for International Student Assessment (PISA) 2025 study has now come to a close. The Creative Thinking domain was not offered as an option for countries and economies to participate in for the current cycle. The department will consider taking part in the options offered for the PISA study, including the Creative Thinking domain, in future PISA study cycles.