Asked by: Robin Walker (Conservative - Worcester)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment her Department has made of the adequacy of (a) support and (b) funding for training teachers of the deaf; and what recent assessment she has made of the adequacy of the availability of teachers of the deaf in each local authority.
Answered by David Johnston - Parliamentary Under-Secretary (Department for Education)
It is the responsibility of local authorities, schools and further education settings to commission appropriately qualified staff to support the education of children and young people in their area.
To offer the mandatory qualification in sensory impairment (MQSI), providers must be approved by the Secretary of State for Education. The department’s aim is to ensure a steady supply of teachers of children with visual, hearing and multi-sensory impairments in both specialist and mainstream settings. There are currently six providers of the MQSI, with a seventh from September 2024. The department does not have published data on the number of teachers that have completed the MQSI.
The Institute for Apprenticeships and Technical Education (IfATE) has also developed a sensory impairment apprenticeship and expect it to be available from 2025. This will open a paid, work-based route into teaching children and young people with sensory impairments by enabling people to undertake high-quality apprenticeships.
Asked by: Robin Walker (Conservative - Worcester)
Question to the Department for Education:
To ask the Secretary of State for Education, how many teachers have completed the mandatory qualification in sensory impairment (MQSI) in the last five years; and what estimate she has made of how many teachers will complete this qualification in the next two years.
Answered by David Johnston - Parliamentary Under-Secretary (Department for Education)
It is the responsibility of local authorities, schools and further education settings to commission appropriately qualified staff to support the education of children and young people in their area.
To offer the mandatory qualification in sensory impairment (MQSI), providers must be approved by the Secretary of State for Education. The department’s aim is to ensure a steady supply of teachers of children with visual, hearing and multi-sensory impairments in both specialist and mainstream settings. There are currently six providers of the MQSI, with a seventh from September 2024. The department does not have published data on the number of teachers that have completed the MQSI.
The Institute for Apprenticeships and Technical Education (IfATE) has also developed a sensory impairment apprenticeship and expect it to be available from 2025. This will open a paid, work-based route into teaching children and young people with sensory impairments by enabling people to undertake high-quality apprenticeships.
Asked by: Munira Wilson (Liberal Democrat - Twickenham)
Question to the Department for Education:
To ask the Secretary of State for Education, what the teacher Supply Model target for the 2024 entry into initial teacher training is, by subject; and whether that number has been recruited in a previous year.
Answered by Damian Hinds - Minister of State (Education)
There are multiple routes into teaching, including those returning to the profession, those that are new to the English state-funded schools sector, assessment only, and initial teacher training. Approximately 50% of teachers entering into the school workforce each year are newly qualified, with the vast majority of them having been trained via postgraduate initial teacher training (ITT) in the previous academic year.
Each year the department sets a target for enrolment on postgraduate certificates in education (PGCE) courses, with the majority of those students entering the teaching workforce in the following year. This is the only route for which the department sets a recruitment target, and this is calculated within the Teacher Workforce Model (TWM).
The postgraduate ITT recruitment targets for those trainees starting in September of the 2024/25 academic year will be published as official statistics in the coming months. However, it will be 2025/26 before those trainees enter into the workforce as newly qualified entrants. The specific publication date will be announced in due course, with all upcoming official statistics publications being announced via the department’s statistics release calendar, which is available at: https://www.gov.uk/search/research-and-statistics?content_store_document_type=upcoming_statistics&organisations%5B%5D=department-for-education&order=updated-newest.
Statistics on recruitment against the 2024/25 targets will be published in late 2024 as part of the ITT census official statistics publication. Data on previous recruitment against historical targets may be found within previously published versions of the ITT census. The 2023/24 version of the census is available here: https://explore-education-statistics.service.gov.uk/find-statistics/initial-teacher-training-census/2023-24.
The 2023/24 version of the postgraduate ITT recruitment targets publication, calculated by the department’s TWM, is available here: https://www.gov.uk/government/statistics/postgraduate-initial-teacher-training-targets-2023-to-2024.
Asked by: Stephen McPartland (Conservative - Stevenage)
Question to the Department for Education:
To ask the Secretary of State for Education, if she will take steps to help support (a) children with (i) a vision impairment and (ii) dyslexia and (b) other children to access the (A) RNIB bookshare service and (B) other book sharing services.
Answered by David Johnston - Parliamentary Under-Secretary (Department for Education)
The department aims for all children and young people, to receive the right support to succeed in their education and as they move into adult life, including those with visual impairments, dyslexia and other neurodiverse conditions. The department is creating a new single national Special Educational Needs and Disabilities (SEND) and Alternative Provision (AP) system which will focus on how needs are identified and met across Education, Health and Care. This new single national system will set standards on what support should be made available in mainstream settings, including for children with visual impairments, and when specialist provision, including AP, is most appropriate for meeting a child or young person’s needs.
Early identification of need and support is critical to improving outcomes for children and young people with SEND, including those with dyslexia. The department already has numerous measures to help teachers do this, including the Phonics Screening Check and statutory assessments at the ends of key stage 1 and 2. The department has also introduced a package of measures to support the effective teaching of reading, including for those at risk of falling behind. This includes the launch of the English Hubs programme; the publication of the Reading Framework; and an updated list of high-quality phonics programmes for schools.
The department is committed to ensure a steady supply of teachers of children with visual impairments in both specialist and mainstream settings. To teach a class of pupils with visual impairments, a teacher is required to hold the relevant mandatory qualification in sensory impairment (MQSI). There are currently six providers of the MQSI, with a seventh from September 2024. In addition, the Institute for Apprenticeships and Technical Education (IfATE) is developing a new occupational standard for teachers of sensory impairment, expected to launch in 2025.
On 11 July 2023, the department published an updated version of the Reading Framework. The Reading Framework includes guidance on teaching reading to pupils with moderate to severe SEND and complex needs. It is primarily aimed at mainstream schools where, with the right support, the vast majority of pupils will be able to make expected progress.
It is for individual schools to decide how best to provide and maintain a library service for their pupils, including whether to employ a qualified librarian. Many head teachers recognise the important role school libraries play in improving literacy and encouraging pupils to read for pleasure and ensure that suitable library facilities are provided.
Asked by: Andrew Rosindell (Conservative - Romford)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps she is taking to provide support for children with auditory impairments in schools.
Answered by David Johnston - Parliamentary Under-Secretary (Department for Education)
The department’s ambition is for all children and young people, no matter what their Special Educational Needs and Disabilities (SEND), to receive the right support to succeed in their education and as they move into adult life. The department is creating a new single national SEND and Alternative Provision system for how needs are identified and met across Education, Health and Care. This new single national system will set standards on what support should be made available in mainstream settings, including for children with hearing impairments, and when specialist provision may be more appropriate for meeting a child or young person’s needs.
It is the responsibility of local authorities, schools, and further education settings to commission appropriately qualified staff to support the education of children and young people in their area.
To teach a class of pupils with sensory impairments, a teacher is required to hold the relevant mandatory qualification, which is a Mandatory Qualification in Sensory Impairment (MQSI). Teachers working in an advisory role to support these pupils should also hold the appropriate qualification.
To offer MQSIs, providers must be approved by my right. hon Friend, the Secretary of State for Education. The department’s aim is to ensure a steady supply of teachers for children with visual, hearing, and multi-sensory impairments, in both specialist and mainstream settings. There are currently six providers of the MQSI, with a seventh to begin in September 2024.
The Institute for Apprenticeships and Technical Education has also developed a Sensory Impairment apprenticeship and expects it to be available from 2025. This will open a paid, work-based route into teaching children and young people with sensory impairments by enabling people to undertake high-quality apprenticeships.
Asked by: Navendu Mishra (Labour - Stockport)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps she is taking to help ensure local authorities have sufficient resources to deliver specialist education services for (a) children and (b) young people with visual impairment.
Answered by David Johnston - Parliamentary Under-Secretary (Department for Education)
Specialist education services and provision for children and young people with Special Educational Needs and Disabilities (SEND), including those with visual impairment, is funded from local authorities’ high needs budgets. High needs funding will increase to over £10.5 billion in 2024/25 which is an increase of over 60% from the 2019/20 allocations.
In December 2023 the department announced local authorities’ allocations of high needs funding through their 2024/25 dedicated schools grant. Stockport Council is due to receive an allocation of over £48 million, which is a cumulative increase of 28% per head through the national funding formula over the three years from 2021/22. This funding will help with the costs of delivering specialist education services for children and young people with visual impairment.
To support pupils with visual impairments in school, the department is reforming the system to support all children with SEND, which includes improved support in mainstream schools and securing the supply of specialist teachers trained in sensory impairment.
Asked by: Andrew Rosindell (Conservative - Romford)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps she is taking to provide support for deaf students.
Answered by David Johnston - Parliamentary Under-Secretary (Department for Education)
The department’s ambition is for all children and young people, no matter what their Special Educational Needs and Disabilities (SEND), to receive the right support to succeed in their education and as they move into adult life. The department is creating a new single national SEND and Alternative Provision (AP) system for how needs are identified and met across education, health and care (EHC). This new single national system will set standards on what support should be made available in mainstream settings, including for children with hearing impairments, as well as guidance on when an EHC plan is required, and when specialist provision, including AP, is most appropriate for meeting a child or young person’s needs.
The department is committed to ensuring a steady supply of teachers of children with hearing impairments in both specialist and mainstream settings. To teach a class of pupils with hearing impairments, a teacher is required to hold the relevant mandatory qualification (MQSI). There are currently six providers of the MQSI, with a seventh from September 2024. In addition, the Institute for Apprenticeships and Technical Education is developing a new occupational standard for teachers of sensory impairment, expected to launch in 2025.
In addition, on 21 December 2023 the government published final subject content for a GCSE in British Sign Language. Exam board specifications should be available in 2025.
The department recognises that meeting needs in mainstream settings will not be appropriate for all children and young people, which is why the department has invested £2.6 billion between 2022 and 2025 to deliver new places and improve existing provision for children and young people with SEND, as well as those who require AP. Funding for those with complex needs is also rising to £10.5 billion in 2024/25, an increase of over 60 per cent since 2019/20.
Asked by: Dean Russell (Conservative - Watford)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps she is taking to ensure that children and young people with SEND are able to access appropriate support.
Answered by David Johnston - Parliamentary Under-Secretary (Department for Education)
In the Special Educational Needs and Disabilities (SEND) and Alternative Provision (AP) Improvement Plan, published in March, the department outlined its commitment for children and young people with SEND (or attending alternative provision) to enjoy their childhood, achieve good outcomes and feel well prepared for adulthood and employment.
The department will give families greater confidence that their child will be able to fulfil their potential through improved mainstream provision in their local setting and strengthened accountability across the system so that everyone is held to account for supporting children and young people with SEND. For those children and young people with SEND who do require an Education, Health and Care plan and specialist provision, the department will ensure they get access to the support they need, and that parents do not face an adversarial system to secure this.
High needs revenue funding will rise to £10.5 billion in 2024-25, a 60% increase on 2019/20 allocations. An additional £2.6 billion of funding will support local authorities to deliver new places in mainstream, special schools and alternative provision and to improve the suitability of existing buildings. Through the £70 million Change Programme, the department is testing and refining the Improvement Plan reforms to improve outcomes and experiences for children and young people with SEND and their families.
The department is committed to improving the supply, training and deployment of key workforces, to make the best use of professional expertise, at whatever age or stage it is needed, and prevent needs from escalating. This includes training up to 7,000 early years specialists and investing a further £21 million to train 400 more educational psychologists.
To ensure teachers have the knowledge and skills to deliver high-quality teaching for pupils with SEND, the department is implementing a ‘golden thread’ of evidence-based teacher training reforms from initial teacher training through to an early career framework based induction and on to National Professional Qualifications (NPQ) for more experienced teachers. This support includes the introduction of a new leadership level NPQ for Special Educational Needs Co-ordinators that will begin teaching in autumn 2024.
Asked by: Peter Bottomley (Conservative - Worthing West)
Question to the Department for Education:
To ask the Secretary of State for Education, whether her Department has made a recent assessment of regional variations in levels of supply and demand for religious education teachers in secondary schools.
Answered by Damian Hinds - Minister of State (Education)
One of our top priorities is to ensure that the department continues to attract, retain and develop the highly skilled teachers we need to inspire the next generation. There are now over 468,000 full time equivalent (FTE) teachers in state-funded schools in England, which is an increase of 27,000 (6%) since 2010. This makes it the highest FTE of teachers since the School Workforce Census began in 2010.
The department understands there is further to go to improve recruitment in some subjects. That is why the department has put in place bursaries worth £10,000 tax-free to encourage talented trainee teachers to teach Religious Education (RE).
The 2023/24 pay award means that teachers and leaders in maintained schools received the highest pay award in over thirty years and it delivers our manifesto commitment of at least a £30,000 starting salary for school teachers in all regions of the country in all subjects, including RE.
RE is an essential part of a school’s curriculum and remains a compulsory subject in all state-funded schools, including academies, to all pupils up to the age of 18.
Whilst no detailed assessment of primary teacher’s confidence in teaching RE has taken place, it is right that teachers feel confident in delivering the content for this subject. To ensure high standards and confidence in RE teaching, RE resources are being procured by Oak National Academy as part of the second tranche of its work. Oak will work closely with the sector and utilise sector experience when producing new materials for RE. This will ensure that high quality lessons are available nationwide, benefitting both teachers and pupils. These resources will begin to be available from Autumn 2024 and be fully available by September 2025
Data on numbers of qualified RE teachers are available on a national scale only. Using the Teacher Workforce Census there were 15,721 RE teachers in state-funded secondary schools nationally in 2022/23, which represents an increase from 15,529 in 2021/22 (up 192 teachers or 1.2%).
Asked by: Andrew Rosindell (Conservative - Romford)
Question to the Department for Education:
To ask the Secretary of State for Education, if he will take steps to increase (a) the number of training positions for teachers and (b) incentives for specialist teachers to train in the UK.
Answered by Damian Hinds - Minister of State (Education)
The department does not currently cap or restrict the number of teacher training positions offered by accredited Initial Teacher Training (ITT) providers. This enables them to recruit the highest number of candidates that they can whilst ensuring they are able to deliver high-quality training.
For the 2024/25 academic year recruitment cycle, the department has announced an ITT financial incentives package worth up to £196 million, which is a £15 million increase on the last cycle.
For trainees starting ITT in 2024/25, the department is offering a £28,000 tax-free bursary and £30,000 tax-free bursaries in mathematics, physics, chemistry and computing.
The department is also offering a £25,000 tax-free bursary for biology, design & technology, geography and languages (including ancient languages), and a £10,000 tax-free bursary for English, art and design, music and religious education.
The department reviews the bursaries on offer each year to take account of factors including historic recruitment, forecast economic conditions, and teacher supply need in each subject. This provides flexibility to respond to the need to attract new teachers, and means the department is spending money where it is needed most.
The department welcomes talented individuals from overseas to train to teach in England. For the 2023/24 and 2024/25 academic years, the department has extended bursary and scholarship eligibility to all non-UK national trainees in physics and languages. This means international physics and languages trainees are eligible for scholarships worth up to £30,000 and bursaries worth up to £28,000. The department is also piloting a new international relocation payment worth £10,000 to help teachers and trainees in languages and physics with the cost of visas and other expenses involved in moving to England.