(1 year, 6 months ago)
Commons ChamberWe believe that Oak can coexist with high-quality commercial publishers and that it will stimulate the market, helping teachers to become better informed consumers of resources. This country is one of the lowest users of commercial textbooks and our expectation is that Oak will increase the use of high-quality knowledge-rich textbooks in schools. The full business case for Oak, including the market impact, was published on gov.uk on 1 November.
Of course we want children to have the benefit of a high- quality curriculum including music and the arts. We have a high uptake of arts GCSEs in our system, we have published the model music curriculum and we have a national plan for music education as well as a cultural plan for music education that is about to start its work.
(1 year, 9 months ago)
Commons ChamberWe have met the target for PE teacher recruitment for most of the past 10 years. We have the school sport and activity action plan in place, and there is a new plan being worked on at the moment. We take sport in schools very seriously; it is important for physical and mental health and for academic attainment.
(3 years, 3 months ago)
Commons ChamberYes, my hon. Friend makes a very good point, and his example is one reason why exams are the fairest system of assessing students. But we are also aware that disadvantaged students have suffered disproportionately compared with the average in terms of disruption to their education, which is why the recovery premium and the 16 to 19 tuition fund are designed for and targeted at students from disadvantaged backgrounds in particular.
As the Minister implied, students currently in year 10 have arguably been hit harder than any other cohort, having missed most of year 9 and had a hugely disrupted year 10. So is it not ridiculous to reintroduce performance tables, given the massive disparity of the impact of covid on different schools and different pupil cohorts? He said that fairness is the guiding principle, but how can the Government possibly build fairness into performance tables for 2022?
The hon. Gentleman raises an important point. As he acknowledged, there are no performance tables in 2021. In 2022, there are no performance tables for standard assessment tests, but there will be performance tables for GCSEs and A-levels. By 2022, we will not have had performance measures from secondary schools in either 2020 or 2021. These are qualifications for young people that really matter to their life chances, and we are able to make adaptations to them, as I have explained. There is also the notion of comparable outcomes, so they will be a fair reflection of schools’ performance. Parents do need to have that data and that information when making a choice of secondary school for their children. By contrast, in primary schools we have not been able to make adaptations to the SATs in 2022, so we did not feel it was fair to continue with performance measures for the 2022 SATs.
(7 years, 1 month ago)
Commons Chamber13. What recent estimate she has made of the level of teacher shortages.
There are more teachers in England’s schools than ever before. The vacancy rate remains low at 0.3% of all teachers and secondary post-graduate recruitment is at its highest level since 2011. However, we recognise that some schools face challenges, which is why we continue to invest in teacher recruitment—more than £1.3 billion up to 2020. In addition, our work in the 12 opportunity areas will ensure teacher recruitment and retention challenges are addressed.
That is a very complacent answer. The Secretary of State’s predecessor, the right hon. Member for Loughborough (Nicky Morgan), said that the public sector pay cap is having a clear impact on recruitment and retention. Does the Minister agree with his right hon. Friend that the policy makes it harder to recruit the teachers we need?
We rely on the expertise of the School Teachers Review Body. It reported in July and we responded to that review. It has recommended increasing the pay bands in the main pay range by 2%, and by 1% for the remaining pay bands. Pay is of course important, but it is not the only factor that drives teachers in or out of the profession. Others include workload and pupil behaviour, and we also take those issues seriously.