Asked by: Sarah Hall (Labour (Co-op) - Warrington South)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps her Department is taking to help increase the retention of female teachers in male-dominated subjects in schools.
Answered by Catherine McKinnell - Minister of State (Education)
The government has a central mission to break down barriers to opportunity and boost life chances for every child. High-quality teaching is the factor that makes the biggest difference to a child’s education, with teachers helping to shape the lives of young people. Yet this government has inherited a context of poor recruitment and worsening teacher retention resulting in shortages of qualified teachers across the country. This is why the government has set out the ambition to recruit 6,500 new expert teachers across our schools, both mainstream and specialist, and our colleges over the course of this parliament.
The department is focused on retention alongside recruitment to ensure teachers, no matter their gender or background, stay and thrive in the profession. As of 14 October, eligible early career teachers in priority science, technology, engineering and mathematics (STEM) and technical subjects can claim targeted retention incentive payments worth up to £6,000 after tax, with payments made available to college teachers in key STEM and technical subjects for the first time.
Ensuring people from all backgrounds can thrive as teachers is also a question of social justice, a priority for the government, ensuring that all individuals have equal economic and social opportunities. It is important that the teaching profession reflects the communities it serves and that children see themselves reflected in the role models around them.
Improving the experience of the profession for all teachers, for example through the department’s programmes on flexible working, wellbeing and workload, can also remove barriers to a successful career for many groups of teachers. Groups who may benefit in particular include those with caring responsibility, those with disabilities or teachers within particular age groups who require more flexibility in their working lives. For example, teachers can undertake their planning, preparation and assessment time remotely.
The department is also delivering a programme focused on embedding flexible working in schools and multi-academy trusts (MATs). This includes the delivery of supportive webinars and peer support provided by flexible working ambassador schools and MATs.
We have also made available a range of resources to help address teacher workload and wellbeing, including the ‘Improve workload and wellbeing for school staff’ service, which is available here: https://www.gov.uk/guidance/improve-workload-and-wellbeing-for-school-staff, and the ‘Education staff wellbeing charter’, available here: https://www.gov.uk/guidance/education-staff-wellbeing-charter.
Asked by: Sarah Hall (Labour (Co-op) - Warrington South)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment she has made of the effectiveness of the contribution of universities to economic growth through graduate outcomes.
Answered by Janet Daby - Parliamentary Under-Secretary (Department for Education)
English higher education (HE) providers generate around 300,000 first degree UK graduates each year, and over 100,000 post-graduates.
These graduates generate significant economic impact: working first degree graduates in 2023 earned on average £6,500 more than non-graduates, which represents a proxy for their additional economic productivity. Graduates are also more likely to be employed, with 87.7% of working age (16 to 64 years old) first degree graduates in employment in 2023, compared to 69.7% of non-graduates. Further, graduates are critical in meeting skills shortages in priority areas, with 67% of working age first degree graduates in high-skilled employment in 2023, compared to 23.7% of non-graduates. Universities UK has estimated that the total economic impact of graduate skills from HE teaching and learning in 2021/22 will be £95 billion spread across the UK.
Over 35,000 of these first degree graduates generated each year, and over 15,000 of the post-graduates, live in the North-West. Universities UK has estimated that first degree graduates in the North-West earn on average 36% more than non-graduates by age 31, and that the economic impact of teaching and learning from the North-West’s 18 HE providers has an economic impact of £9.85 billion annually.
Asked by: Sarah Hall (Labour (Co-op) - Warrington South)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment she has made of the impact of graduate skills on the North West economy.
Answered by Janet Daby - Parliamentary Under-Secretary (Department for Education)
English higher education (HE) providers generate around 300,000 first degree UK graduates each year, and over 100,000 post-graduates.
These graduates generate significant economic impact: working first degree graduates in 2023 earned on average £6,500 more than non-graduates, which represents a proxy for their additional economic productivity. Graduates are also more likely to be employed, with 87.7% of working age (16 to 64 years old) first degree graduates in employment in 2023, compared to 69.7% of non-graduates. Further, graduates are critical in meeting skills shortages in priority areas, with 67% of working age first degree graduates in high-skilled employment in 2023, compared to 23.7% of non-graduates. Universities UK has estimated that the total economic impact of graduate skills from HE teaching and learning in 2021/22 will be £95 billion spread across the UK.
Over 35,000 of these first degree graduates generated each year, and over 15,000 of the post-graduates, live in the North-West. Universities UK has estimated that first degree graduates in the North-West earn on average 36% more than non-graduates by age 31, and that the economic impact of teaching and learning from the North-West’s 18 HE providers has an economic impact of £9.85 billion annually.
Asked by: Sarah Hall (Labour (Co-op) - Warrington South)
Question to the Department for Education:
To ask the Secretary of State for Education, if she will make an assessment of the potential merits of ensuring that the Curriculum and Assessment Review focuses on the provision of (a) inclusive and (b) nurturing approaches to education.
Answered by Catherine McKinnell - Minister of State (Education)
The Curriculum and Assessment Review is being independently conducted by a group of education leaders and chaired by Professor Becky Francis CBE. The terms of reference were published in July and are available here: https://www.gov.uk/government/groups/curriculum-and-assessment-review.
The review has been asked to consider how to remove both barriers to learning and ceilings to achievement. It will support the innovation and professionalism of teachers, enabling them to adapt how they teach the curriculum to their students’ lives and life experiences. It will also ensure that the curriculum appropriately balances ambition, excellence, relevance, flexibility and inclusivity for all children and young people.
The role of the review group is to consider the evidence, the responses to the call for evidence and widespread engagement with the sector, and then make recommendations for the government to consider.
The review group will publish an interim report early in 2025 setting out their interim findings and confirming the key areas for further work. The final review with recommendations will be published in autumn 2025.
The government will consider changes in light of the recommendations of the review.
Asked by: Sarah Hall (Labour (Co-op) - Warrington South)
Question to the Department for Education:
To ask the Secretary of State for Education, what information her Department holds on the metrics by which the new Ofsted report cards will judge their inclusion criterion.
Answered by Catherine McKinnell - Minister of State (Education)
The department is working closely with Ofsted on inspection reform. Schools should be held accountable for their approach to inclusion so that all children are given the high quality support they need to learn and thrive. Report cards are currently in development and will be consulted upon in the new year.
Asked by: Sarah Hall (Labour (Co-op) - Warrington South)
Question to the Department for Education:
To ask the Secretary of State for Education, Education what steps her Department is taking to ensure Ofsted inspections assess the steps schools take to ensure children’s wellbeing on the school estate.
Answered by Catherine McKinnell - Minister of State (Education)
This is a matter for His Majesty’s Chief Inspector, Sir Martyn Oliver. I have asked him to write to my hon. Friend, the Member for Warrington South, and a copy of his reply will be placed in the Libraries of both Houses.
Asked by: Sarah Hall (Labour (Co-op) - Warrington South)
Question to the Department for Education:
To ask the Secretary of State for Education, if she will make an assessment of the potential impact of the cost of (a) badges and (b) piping for school uniforms on household expenditure.
Answered by Catherine McKinnell - Minister of State (Education)
The department has not assessed the impact of the cost of specific designs for school uniforms on household expenditure. However, the department recently published its latest research on the cost of school uniforms, which is available here: https://www.gov.uk/government/publications/cost-of-school-uniforms-survey-2023.
This research surveyed parents and carers of children aged 4 to 16 attending state-funded schools in England and found that average uniform expenditure decreased as the range of outlets from which parents/carers were allowed to purchase items increased. The average spend on items was significantly lower where all could be purchased from anywhere (£227.29), than where all had to be purchased from a designated shop or from a school (£283.90).
That is why as part of the King’s Speech, the department has committed to legislate to limit the number of expensive branded items of uniform and PE kit that schools can require.
Asked by: Sarah Hall (Labour (Co-op) - Warrington South)
Question to the Department for Education:
To ask the Secretary of State for Education, if she will commission a review into the potential impact of school uniform pricing on the average price of school uniforms.
Answered by Catherine McKinnell - Minister of State (Education)
The department keeps the price of school uniforms under regular review and recently published its latest research on the cost of school uniforms, which is available here: https://www.gov.uk/government/publications/cost-of-school-uniforms-survey-2023.
The department also already publishes statutory guidance on the costs of school uniform.
However, too many families still tell the department that the cost of school uniform remains a financial burden. That is why, as part of the Kings Speech, the department has committed to legislate to limit the number of expensive branded items of uniform and PE kit that schools can require.