Recent data shows that 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 the highest number of FTE teachers since the School Workforce Census began in 2010.

Of the 468,371 FTE teachers in England, 216,013 were employed by state funded secondary schools. Also, the data identifies that 10,603 (4.9%) were employed in fully selective state funded schools (grammar schools) and 204,647 (95.1%) in all other state funded schools (this includes non selective schools, some schools that are partially selective, and schools where admissions policy was unknown or reported as not applicable).

187,630 (87.2%) FTE teachers were employed in schools non selective in their admissions, 10,603 (4.9%) were selective, 5,336 (2.5%) reported not applicable and admissions policy was not identifiable for 11,681 (5.4%). Individual figures do not sum to the total figure because they are based on school level information, whereas the total is based on a grossed national figure, which includes a measure of estimation to account for nil returns to the School Workforce Census.

Information on the school workforce in England is published in the ‘School Workforce in England’ statistical publication, available at: https://explore-education-statistics.service.gov.uk/find-statistics/school-workforce-in-england.

Information on school admission policy is listed in Get Information About Schools (GIAS), which is the Department’s register for several organisation types, such as Schools and Multi Academy Trusts. These organisations maintain and can retrieve their details, such as whether their admissions policy is selective, using the GIAS website, which is available at: https://get-information-schools.service.gov.uk.

The department can confirm that none of the 16 successful applications to the Selective Schools Expansion Fund (SSEF), announced 3 December 2018, applied for a satellite expansion. As we have done for the bids that were successful in round one, we will publish the Fair Access and Partnership Plans for schools that were successful in round two. The department does not intend to publish full SSEF bids as they contain commercially sensitive information.

Admission authorities for grammar schools are responsible for setting their selection tests, including determining the pass threshold. The department wants more pupils to be able to attend Good and Outstanding schools, and 98% of grammar schools are Good or Outstanding schools. Where the pass mark is determined by the admission authority to be a disproportionate barrier for entry for disadvantaged pupils in comparison to their non-disadvantaged peers, it could be considered appropriate to set a lower test pass mark for children eligible for pupil premium funding. Equally, grammar school admission authorities may raise their pass mark if they consider this appropriate. The admission authority would have to consider the impact of the changes on the allocation of places and their stated pupil admissions number.

The School Admissions Code requires all admission arrangements to be fair. A selection test is part of a school’s admission arrangements. The majority of schools who select on academic ability or aptitude age weight the results of their selection test. Where a selective school who admits on academic ability or aptitude does not age weight test results and a parent considers this unfair, they may raise an objection to the schools adjudicator, who has previously issued determinations on this particular issue.

The progress 8 scores for all individual secondary schools, including non-selective schools, are available online at the department’s Find and Compare schools website. The department also publishes data on pupil progress 8 scores in non-selective schools in all highly selective areas in “Key stage 4 and multi-academy trust performance 2018 (revised)”[1]: Selective and non-selective school performance data (of which one component is Progress 8 scores) is analysed by the department as part of ongoing consideration of school performance across the country.

[1] https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/806276/2018_Revised_National_tables.xlsx.

For the current financial year 2017 to 2018, the pre-16 funding for secondary pupils is available at:
https://www.gov.uk/government/publications/schools-block-funding-allocations-2017-to-2018.

Schools selective status is available at:
(https://get-information-schools.service.gov.uk/Downloads using the ‘State-funded school fields CSV’ link).

The information is published in the underlying data: SFR28/2017 of the annual ‘Schools, pupils and their characteristics’ statistical release.

www.gov.uk/government/statistics/schools-pupils-and-their-characteristics-january-2017.

Many schools pride themselves on a strong approach to behaviour management, and teaching all pupils a stretching, knowledge-rich curriculum. The best examples of such schools serve as evidence of what it is possible to achieve, and demonstrate the power of having the highest expectations of all pupils.

The freedoms the Government gives to academies and free schools, such as the ability to design their own curriculum or to set a longer school day, help ensure their pupils can reach their full potential.

The information required to answer this question is not held and compiling the information would incur a disproportionate cost.

It has not proved possible to respond to the hon. Member in the time available before Prorogation.

The requested information could be provided only at disproportionate cost.

The funding support which the Ministry of Defence provides for Combined Cadet Forces (CCF) units is based on the number of active cadets and the number of single Service sections within the unit, irrespective of whether the unit is in an independent or state school. State schools will receive the same funding support for their CCFs as fee-paying schools with the same number of cadets and single Service sections.

The percentage of pupils achieving 5 A* - C grade GCSEs including English and mathematics for areas with different selection policies is listed in the table below. These figures relate to 2014/2015 final data.

Source: Key Stage 4 attainment data: final

Notes:

1. Includes schools in the following areas which operate area wide arrangements for academic selection: Bexley, Buckinghamshire, Kent, Lincolnshire, Medway, Slough, Southend, Sutton, Torbay and Trafford.

2. Includes schools in twenty-six local authorities that have selective schools operating their own arrangements for academic selection.

The Government is committed to enabling all children to fulfil their potential by delivering a school system that works for everyone.

The Department has not commissioned any recent research to look at the specific benefits or effects of streaming by ability in comprehensive schools. However, we do know that the vast majority of schools choose to stream by ability over the core subjects.

There are indications that this approach benefits higher-ability pupils. For example, the Educational Endowment Foundation (EEF) evidence review[1] found that on average studies showed that higher attaining pupils make one to two additional months' progress when set or streamed compared to when taught in mixed ability groups. The EEF found that high attaining pupils benefit from different kinds of grouping, including pull-out classes, accelerated classes and moving up a year.

[1] https://educationendowmentfoundation.org.uk/evidence/teaching-learning-toolkit/setting-or-streaming/

The proportion of students achieving two or more A grades at A level is not available.

The table below shows the number and percentage of pupils achieving five A* to C grade GCSEs including English and mathematics and the number and percentage of pupils achieving three or more A grades at A level for areas with different selection policies.

Source: KS4 & KS5 attainment data 2014/2015: final

The table below shows the number and percentage of pupils achieving five A* to C grade GCSEs including English and mathematics by ethnicity, for areas with different selection policies.

Source: key stage 4 attainment data: final

The Department for Education publishes pupil results at the end of key stage 4, which signals the end of compulsory education. Information on the key stage 4 results of pupils by admission basis and school type is published in the "GCSE and equivalent results in England, 2012 to 2013 (revised)"¹ Statistical First Release. The relevant tables have been placed in the House Library:

https://www.gov.uk/government/publications/gcse-and-equivalent -results-in-england-2012-to-2013-revised

(National tables: SFR01/2014 document, Table 3a and b).

The data for 2011 and for 2012 is on the gov.uk website:

https://www.gov.uk/government/publications/civil-service-fast-stream-report

The data for 2013 will be published next year. The 2014 Fast Stream programme is currently underway and data will not be available until 2015.

The data for 2011 and for 2012 is on the gov.uk website:

https://www.gov.uk/government/publications/civil-service-fast-stream-report

The data for 2013 will be published next year. The 2014 Fast Stream programme is currently underway and data will not be available until 2015.

The data for 2011 and for 2012 is on the gov.uk website:

https://www.gov.uk/government/publications/civil-service-fast-stream-report

The data for 2013 will be published next year. The 2014 Fast Stream programme is currently underway and data will not be available until 2015.