Asked by: Peter Bottomley (Conservative - Worthing West)
Question to the Department for Science, Innovation & Technology:
To ask the Secretary of State for Science, Innovation and Technology, what steps her Department is taking to help support scientists to transition to animal-free, human-specific technologies through (a) practical support, (b) the provision of training and (c) other means.
Answered by Andrew Griffith - Shadow Secretary of State for Business and Trade
The Government, via UK Research & Innovation, funds the development of techniques that replace, reduce and refine the use of animals in research through the National Centre for 3Rs (NC3Rs). The NC3Rs encourages researchers’ to use non-animal methods (NAMs) in a number of ways, including supporting the skills base by funding PhD students to work only on the development of NAMs, and dedicated funding allowing researchers to test methods alongside existing animal studies. NC3Rs recently launched a network to bring researchers from academia, industry and regulatory authorities together to share knowledge on the use of NAMs methods for safety testing.
Asked by: Peter Bottomley (Conservative - Worthing West)
Question to the Department for Science, Innovation & Technology:
To ask the Secretary of State for Science, Innovation and Technology, if she will make an assessment of the potential merits of hosting a global summit on human-specific technologies for scientists and policymakers to discuss the transition to these methodologies.
Answered by Andrew Griffith - Shadow Secretary of State for Business and Trade
The UK works closely with international partners and key organisations such as the Organisation for Economic Co-operation and Development (OECD) to promote the development and uptake of animal replacement technologies. There are currently no plans to host a summit on the matter.
Asked by: Peter Bottomley (Conservative - Worthing West)
Question to the Department for Education:
To ask the Secretary of State for Education, what funding her Department has allocated to support teachers of (a) maths and numeracy, (b) English and literacy, (c) science, (d) music, (e) history and (f) religious education through (i) subject knowledge enhancement courses for trainees, (ii) Oak National Academy Resources (A) planned and (B) existing (iii) subject hubs, (iv) support for level 3 provision, (v) bursaries and (vi) other support for continuing professional development in each of the last five years.
Answered by Damian Hinds
Raising standards is at the heart of this government’s agenda and, since 2010, the number of schools rated ‘good’ or ‘outstanding’ has risen to 90% from 68%. The Progress in International Reading Study (PIRLS) 2021 showed that English primary school children are the best in the western world and were ranked 4th out of 43 comparable countries. While the pandemic affected the study, the Programme for International School Assessment 2022 also showed that 15 year old pupils in England performed above the Organisation for Economic Co-operation and development (OECD) average and are now 11th in maths and 13th in reading and science. This was up from 27th in maths, 25th in reading and 16th in science in 2009.
The department has invested significantly to provide a world class education system, ensuring an excellent teacher for every child, high standards of curriculum attendance and behaviour, targeted support for every child that needs it and a stronger and fairer schools system. The overall core schools budget, including the recently announced additional pensions funding, will total £60.7 billion in 2024/25, which is the highest ever level in real terms per pupil. This means school funding will have risen by £11 billion by 2024/25 compared to 2021/22.
The funding breakdown requested since 2019/20 is included below. Figures for the 2023/24 financial year are subject to ongoing data collection and reconciliation and therefore we have not included this year in the table. The department reviews Initial Teacher Training (ITT) bursaries each year to determine the offer for trainees starting ITT the following academic year. In doing this, the department takes into account a number of factors including historic recruitment, forecast economic conditions and teacher supply need in each subject. The department focuses its funded Subject Knowledge Enhancement (SKE) courses in its highest priority subjects with the greatest sufficiency challenges.
In addition to the funding outlined in the table below, the department also offers national professional qualifications (NPQs), including specialist NPQs in leading literacy and leading primary mathematics. Details on scholarship funding available for autumn 2024 is available here: https://www.gov.uk/guidance/funding-for-national-professional-qualifications-npqs.
The quality of teaching is the single most important, in-school factor for improving pupil outcomes and it is particularly important for pupils from disadvantaged backgrounds. The department is creating a world-class teacher development system, which builds from ITT, through to early career support, specialisation and onto school leadership.
Financial year | 2019/20 | 2020/21 | 2021/22 | 2022/23 | |
Subject Knowledge Enhancement Courses1 | £28m | £24m | £14m | £10m | |
Oak National Academy resources2 | N/A | £4m | £4m | £7m | |
Subject hubs3 | English Hubs | £11m | £11m | £19m | £24m |
Maths Hubs | £27m | £25m | £16m | £28m | |
Science Hubs | £9m | £9m | £8m | £9m | |
Music Hubs | £76m | £76m | £76m | £76m | |
ITT Bursaries and Scholarships 4 | Maths and Numeracy | £35m | £50m | £53m | £41m |
English and literacy | £33m | £31m | £10m | £0m | |
Science5 | £72m | £77m | £52m | £33m | |
Music | £2m | £3m | £1m | £0m | |
History | £11m | £14m | £4m | £0m | |
Religious Education | £3m | £4m | £2m | £0m | |
1. Due to the way the department allocated funding, it does not have historic data on SKE spending by subject. This total includes all SKE funding, regardless of subject
2. Oak was incubated by The Reach Foundation and predominantly funded through a department grant until 31 August 2022. The 2023/24 financial year is Oak’s arm’s length body allocated budget as 2023/24 actuals are not yet available. The funding for Oak National Academy covers the creation of curriculum resources across all national curriculum subjects for Key Stages 1 to 4
3. Where subject hubs are part of a contract with a supplier, we have included all contract costs, including those not directly for subject hubs but for other Career Progress Development (CPD) or central programme management. The department changed the way Maths Hubs were funded in the 2021/22 academic year, resulting in a visual drop by financial year but not across the academic years. The department also has subject hubs in computing and languages which are not shown in these figures but are included in total subject hub figures set out in WPQ 20499
4. ITT bursaries are paid and assured by academic year rather than financial year. The figures provided for each financial year have been calculated by prorating the total spend for the relevant academic years that the financial year spans. Academic years 2022/2023 and 2023/2024 are subject to ongoing data collection and reconciliation and the figures provided may therefore be subject to change
5. Trainees on general science ITT courses are not eligible for bursaries. However, bursaries are available for biology, chemistry, and physics specialism courses. The figures provided for science are the total spend across the three individual sciences.
Asked by: Peter Bottomley (Conservative - Worthing West)
Question to the Foreign, Commonwealth & Development Office:
To ask the Deputy Foreign Secretary, when he last reviewed the legal status of the conflict in Western Sahara.
Answered by David Rutley
The Minister of State for the Middle East, Lord (Tariq) Ahmad of Wimbledon receives reports on the Western Sahara. Officials regularly meet and consult with international partners to discuss the issue of Western Sahara, including those from the United Nations Mission for the Referendum in Western Sahara (MINURSO), the UN, NGOs, Civil Society Organisations, and the broader international community.
Asked by: Peter Bottomley (Conservative - Worthing West)
Question to the Foreign, Commonwealth & Development Office:
To ask the Deputy Foreign Secretary, if he will raise in the UN Security Council reports of restrictions to freedom of (a) expression and (b) association in the non-self-governing territory of Western Sahara.
Answered by David Rutley
The UK Government is committed to the promotion and protection of human rights worldwide, including in Morocco and Western Sahara, and we raise human rights issues with the Moroccan Government accordingly. We also engage on these issues at the UN and have consistently supported language in the relevant UN Security Council Resolutions which encourages the parties to continue their efforts to enhance the promotion and protection of human rights in Western Sahara.
Asked by: Peter Bottomley (Conservative - Worthing West)
Question to the Foreign, Commonwealth & Development Office:
To ask the Deputy Foreign Secretary, whether Morocco is listed by the UN as the Administering Power of Western Sahara.
Answered by David Rutley
Morocco is not listed as the administering Power of Western Sahara on the United Nations' list of Non-Self-Governing Territories.
Asked by: Peter Bottomley (Conservative - Worthing West)
Question to the Department of Health and Social Care:
To ask the Secretary of State for Health and Social Care, how many pharmacies have closed in Worthing West constituency since 2019; and what assessment her Department has made of the potential impact of these closures on NHS primary care services in Worthing West constituency.
Answered by Andrea Leadsom
There were 19 pharmacies in Worthing West constituency on 31 December 2023. Between 31 December 2019 and 31 December 2023, three pharmacies closed and no new pharmacies opened in Worthing West.
Access to pharmaceutical services remains good. 99 percent of the population in Worthing West live within a 20-minute walk from a pharmacy. This exceeds the national average of 80 percent. In addition, residents of Worthing West can access distance selling pharmacies that operate nationally.
It is the role of local authorities in England to undertake pharmaceutical needs assessments for their areas, every three years, to ensure provision continues to meet their population’s needs. Integrated care boards have regard to those assessments when commissioning services and where a pharmacy closure impacts on the access to services, a new contractor can apply to open a pharmacy in the area.
Asked by: Peter Bottomley (Conservative - Worthing West)
Question to the Department of Health and Social Care:
To ask the Secretary of State for Health and Social Care, what assessment she has made of the potential impact of community pharmacy closures on other NHS services.
Answered by Andrea Leadsom
There were 19 pharmacies in Worthing West constituency on 31 December 2023. Between 31 December 2019 and 31 December 2023, three pharmacies closed and no new pharmacies opened in Worthing West.
Access to pharmaceutical services remains good. 99 percent of the population in Worthing West live within a 20-minute walk from a pharmacy. This exceeds the national average of 80 percent. In addition, residents of Worthing West can access distance selling pharmacies that operate nationally.
It is the role of local authorities in England to undertake pharmaceutical needs assessments for their areas, every three years, to ensure provision continues to meet their population’s needs. Integrated care boards have regard to those assessments when commissioning services and where a pharmacy closure impacts on the access to services, a new contractor can apply to open a pharmacy in the area.
Asked by: Peter Bottomley (Conservative - Worthing West)
Question to the Department for Education:
To ask the Secretary of State for Education, what funding her Department has allocated to support teachers through (a) subject knowledge enhancement courses for trainees, (b) Oak National Academy Resources (i) planned and (ii) existing, (c) subject hubs, (d) support for level 3 provision and (d) bursaries and other support for continuing professional development for (A) maths and numeracy, (B) English and literacy, (C) science, (D) music, (E) history and (F) Religious Education in the last five years.
Answered by Damian Hinds
Teachers are the foundation of the education system; there are no great schools without great teachers. The quality of teaching is the single most important in-school factor for improving pupil outcomes. This is particularly important for pupils from disadvantaged backgrounds.
The department is creating a world class teacher development system, which builds from Initial Teacher Training (ITT), through to early career support, specialisation, and onto school leadership. The funding breakdown requested over the last five years is included in the attached table. The department is providing support across a range of subjects via a network of hubs that help build teacher capability and pupil access to subjects. This focuses on support for teachers in schools and extends to sixth form provision in some schools.
In addition to this funding, in 2021, as part of the government’s long term recovery plan, £184 million of new funding was allocated to enable teachers employed at state-funded organisations to access fully funded training scholarships for National Professional Qualifications (NPQs) for three years until the end of the 2023/24 academic year. This includes two specialist NPQs in Leading Literacy (NPQLL) and the NPQ in Leading Primary Mathematics (NPQLPM). In March 2024, the government announced scholarship funding for NPQs for the October 2024 cohort. This includes a guarantee that the NPQLPM will be fully funded until October 2025 to further expand teaching of mathematics mastery approaches through primary education.
Asked by: Peter Bottomley (Conservative - Worthing West)
Question to the Department for Education:
To ask the Secretary of State for Education, if she will make it her policy to publish additional non-statutory guidance on religious education syllabus content in schools.
Answered by Damian Hinds
Religious education (RE) is an important part of a school’s curriculum and can contribute to a young person’s personal, social, and academic development. When done well, it can develop children’s knowledge of British values and traditions, help them better understand those of other countries, and refine pupils’ ability to construct well-informed, balanced, and structured arguments. This is why RE remains a compulsory subject in all state-funded schools in England for each pupil up to the age of 18.
The department has no plans to publish additional non-statutory guidance on RE syllabus content in schools. The department’s policy is to allow RE curricula to be designed at a local level, whether this is through a locally agreed syllabus conference or by individual schools and academy trusts developing their own curricula. The department feels this is the most appropriate way for local demographics to be accounted for.
The department does however welcome the work that the Religious Education Council has done to assist curriculum developers by publishing its National Content Standard for RE in England.