What mechanisms his Department has put in place to ensure that communities are consulted on the use of Pride in Place funding in Derby North constituency.

My hon. Friend is completely right. Local people in Chaddesden West know what their priorities are and should therefore be in the driving seat. I thank her both for championing Pride in Place and for the work she is doing to make it a success. We have been very clear in the guidance that neighbourhood boards, which are led by the community and are of the community, will be in the driving seat and must be the key decision makers. We are developing toolkits to support community engagement backed by £150,000 of funding so that we can reach out, go on to the estates and go into the neighbourhoods in order to have a conversation with the community to drive the change that they want to see.

For me, the most exciting thing about the £20 million of Pride in Place funding for Chaddesden West in my constituency is that local people decide how it is spent. People in Chadd know their community better than anyone. I have already had some great suggestions, including creating opportunities for young people, tackling loneliness for older people and addressing antisocial behaviour in the area. How are the Government ensuring that local voices are heard and acted on?

We are very clear that communities should be in the driving seat, which could happen through local people coming together in a neighbourhood board led by an independent chair from the community to develop a plan to invest £20 million in Pride in Place funding over the next decade. However, there is also an expectation on such a board to kick off a much wider conversation with the community and to reach parts of the community that are not normally around the table and are locked out of decisions. That community engagement will be supported by £150,000 for every place to make sure that we are reaching people, speaking to them and making sure that they are at the very heart of this plan.

What assessment she has made of the potential impact of the Youth Guarantee on young people in Harlow constituency.

I absolutely agree with my hon. Friend. That is why we are going to give new powers, responsibilities and funding to local areas to deliver our youth guarantee. They know their communities best. They know the voluntary organisations, schools, training providers and businesses, and the mental health and other support that many young people need. In Harlow, I know that that approach will be key to giving young people the opportunities that my hon. Friend wants and that they deserve.

In my constituency of Harlow, lots of fantastic organisations provide transferable skills for young people, and I thank the right hon. Member for Basildon and Billericay (Mr Holden) for reminding me of the name Jason Shaves, who is an incredible champion for that kind of work. Does the Secretary of State agree that giving local areas such as Harlow the flexibility, power and funding to engage with young people in the way that best works for them will get them back into employment quicker?

That sounds like a fantastic programme by the YMCA in my hon. Friend’s constituency. That is precisely why we need to join up with what local colleges are doing, with the support provided by local councils and with supported employment programmes run by the NHS. If we join that up and base it on local needs, her young constituent and many others like her will get the chance they need and deserve to build a better life.

Mel was out of work and homeless, but YMCA Derbyshire saw only her potential, not her disadvantage. Now, she is at Toyota and on track for a leadership role. Its working assets programme has a 70% success rate in supporting homeless young people into employment. How will the youth guarantee help the Government join up with, enhance and champion local programmes like that?

Our new youth guarantee will ensure that every young person is earning or learning, tackling the scandal that we inherited of almost 1 million young people not in education, employment or training. Young people in Harlow, Derby North and across the country deserve the opportunity to work, get skills and build a better life, and that is what this Labour Government will deliver.

Information on the school workforce in England, including subjects taught in state funded secondary schools, is collected as part of the annual School Workforce Census each November. Information 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.

The total number of hours taught for each subject are available at: https://explore-education-statistics.service.gov.uk/data-tables/permalink/38de2951-c92c-46e4-39fb-08db371965b6.

The proportion of those hours that were taught by teachers without a relevant A level or higher level qualification are available at: https://explore-education-statistics.service.gov.uk/data-tables/permalink/ee831a35-e304-4821-bb6a-08db371944c7.

Timetabled teaching is reported for a typical week in November, as determined by the school. It does not cover an entire year of teaching. If there are variations in timetabling across the year, this is not covered in the data available to the Department. To reduce the burden during the COVID-19 pandemic, schools and Local Authorities were not required to provide information on teacher qualifications in the 2020 census.

Data on the subject taught is only collected from secondary schools that use electronic timetabling software that can produce data in the format required. Data is then weighted to provide national totals. Breakdowns by Local Authority and parliamentary constituency are, therefore, not available.

The information requested on the hours of teaching delivered by supply teachers is not held by the Department.

Information on the state funded school workforce in England, including the hours spent teaching subjects in a typical week in secondary schools, is collected as part of the annual School Workforce Census each November, and published in the annual ‘School Workforce in England’ national statistics release, available at: https://explore-education-statistics.service.gov.uk/find-statistics/school-workforce-in-england. Information on subjects taught is only collected from a sample of secondary schools and the data does not identify whether the teacher was a supply teacher. Information on the hours spent teaching subjects is not collected from primary schools.

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

The number of teachers without qualified teacher status in all state funded schools in England, including a breakdown by primary and secondary, and by local authority, is available at: https://explore-education-statistics.service.gov.uk/data-tables/permalink/29d83b82-2aba-44c7-bb82-08db371944c7.

Data relating to schools in individual constituencies can be found in the ‘teacher and support staff numbers by school’ file, within the additional supporting files section, available at: https://content.explore-education-statistics.service.gov.uk/api/releases/0728fb07-f014-492c-aac9-fd11bb441601/files/2dfcc772-c410-46ac-cb9d-08da713e9200.

There are 24,000 more teachers now than in 2010. The quality of teaching is the most important in school factor in improving outcomes for children, especially for those from disadvantaged backgrounds. Evidence is clear that high quality professional development can lead to improved pupil attainment.

The Department has invested in transforming training for teachers and head teachers. Every teacher and head teacher now has access to high quality, evidence based training and professional development at every stage of their career, starting with initial teacher training (ITT).

By 2024, a reformed ITT provider market will be delivering quality assured training leading to qualified teacher status (QTS) that places a greater emphasis than ever before on embedding structured practice into courses, ensuring trainees are ready to thrive in the classroom.

A new system of higher quality training provider partnerships will be supported by £36 million to introduce new Quality Requirements, including better training for mentors and the delivery of new, cutting edge, intensive training, and practice activity. Every teaching school hub will be involved in ITT to ensure that training places are available across the country.

QTS is considered desirable for teachers in most schools in England. In some schools, including academies, free schools, and independent schools, QTS is not a legal requirement. Academies have a fundamental freedom to employ talented people who do not necessarily have QTS.

Most teachers in all schools, including academies, have QTS and have undertaken initial teacher training. In the 2021/22 academic year, the latest data available, 14,771 teachers (headcount) did not have qualified teacher status, equivalent to 2.9% of teachers.

The Condition Data Collection (CDC) is one of the largest and most comprehensive data collection programmes in the UK’s public sector. It collected data on the building condition of government funded schools in England. It provides a robust evidence base to enable the Department to target capital funding for maintaining and rebuilding school buildings.

The key, high level findings of the CDC programme were published in May 2021 in the ‘Condition of School Buildings Survey: Key Findings’ report. This is available at: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/989912/Condition_of_School_Buildings_Survey_CDC1_-_key_findings_report.pdf.

Individual CDC reports have been shared with every school and their responsible body to use alongside their existing condition surveys to plan maintenance schedules and investment plans. The Department plans to publish detailed school level CDC data. The Department is still preparing the data and will publish it as soon as possible.

Well maintained, safe school buildings are a priority for the Department. Our funding is directed both to maintaining the condition of the school estate and rebuilding schools. The Department has allocated over £13 billion for improving the condition of schools since 2015, including £1.8 billion committed this financial year.

The ten year School Rebuilding Programme (SRP) is condition led. 400 of the 500 available places on the programme have been provisionally allocated. A list of these schools and the methodology used to select them is available at: https://www.gov.uk/government/publications/school-rebuilding-programme-schools-in-the-programme.

The following table shows the constituencies specified that have schools or colleges selected for the SRP:

The 239 schools announced in December 2022 will enter delivery at a rate of approximately 50 per year, over a five year period from 2023. The Department is currently undertaking due diligence on these schools prior to scheduling them, with schools prioritised according to the condition of their buildings, readiness to proceed, and efficiency of delivery. The scope and funding for each project will be confirmed following detailed feasibility studies and condition surveys of buildings.

Where a school identifies significant safety issues with a building, that cannot be managed within local resources, the Department considers additional support on a case-by-case basis. This includes applications for Urgent Capital Support (UCS) from eligible institutions. Schools eligible for Condition Improvement Fund (CIF) can apply for UCS where there are urgent health and safety issues that threaten school closure and cannot wait until the next CIF bidding round.

This is a matter for His Majesty’s Chief Inspector, Amanda Spielman. I have asked her to write to the hon. Member and a copy of her reply will be placed in the Libraries of both Houses.

The department does not hold the data requested. However, the most recent parents survey of childcare and early years provides some data on parental spend on childcare. For example, the survey shows the average cost of childcare per week for parents of 0-14-year-olds by region. It also shows the cost by day for school-aged children during holiday periods. This data is not available at local authority/constituency level specified in the question. The survey can be found here: https://explore-education-statistics.service.gov.uk/find-statistics/childcare-and-early-years-survey-of-parents/2021.

The department knows that childcare is a key concern for parents and that is why we are committed to improving the cost, choice, and availability of childcare. We continue to look at ways to make childcare more affordable and to encourage families to use government-funded support they are entitled to.

The department has spent over £3.5 billion in each of the past three years on early education entitlements and continue to support families with the cost of childcare through Tax Free Childcare and Universal Credit.

The department is investing over £200 million a year in the Holiday Activities and Food programme, which provides enriching activities and healthy meals for disadvantaged children during school holidays.

We have also announced a new £1.2 million campaign via the childcare choices website to ensure every parent knows about the government funded support they are eligible for. The website can be found here: https://www.childcarechoices.gov.uk/.

Based on the information supplied by local authorities, as of 20 October 2022[1], the attached spreadsheet provides details of the number of Sure Start children’s centre closures reported in the relevant constituencies since 2010.

In October 2021, as part of the Autumn Budget, the government announced £301.75 million to transform Start for Life and Family Hub services in 75 upper-tier local authorities across England. The 75 eligible local authorities were announced on the 2 April 2022. These were selected based on levels of disadvantage, targeting the areas with the highest levels of deprivation and disproportionately poor health and educational outcomes. Information on the names of selected local authorities can be foundhere: https://view.officeapps.live.com/op/view.aspx?src=https%3A%2F%2Fassets.publishing.service.gov.uk%2Fgovernment%2Fuploads%2Fsystem%2Fuploads%2Fattachment_data%2Ffile%2F1065255%2FFamily_Hubs_and_Start_for_Life_Package_-_Transparency_Data.ods&wdOrigin=BROWSELINK. An additional 12 local authorities will be receiving funding through the Family Hubs Transformation Fund.

On 23 May 2022, the department announced the first wave of seven successful local authorities. The second wave of five local authorities will be announced in due course. The attached spreadsheet indicates which constituencies are eligible to receive funding either through the Family Hubs and Start for Life package or the first wave of the Family Hubs Transformation Fund.

The department is in the process of signing local authorities up to this programme and funding allocations for individual local authorities delivering the programme will be published once the programme’s sign-up process has been completed. For the Family Hubs Transformation Fund programme, local authorities were invited to bid for up to £1 million in funding, with up to £833,000 for programme expenditure and up to £167,000 for capital expenditure. Funding will be awarded to the local authorities listed on the basis of their bid to the department.

[1] The number of children’s centre closures is based on information supplied by local authorities as of 20 October 2022. These figures may differ from number of closures reported locally and may change again in future since local authorities may update their data at any time.

This is matter for His Majesty’s Chief Inspector, Amanda Spielman. I have asked her to write to the hon. Member, and a copy of her reply will be placed in the Libraries of both Houses.

The Department has allocated over £13 billion in condition funding since 2015 for improving the condition of school buildings, including £1.8 billion in the 2021/22 financial year.

Schools and those responsible for school buildings receive condition funding through different routes depending upon their size and type. Local authorities, large academy trusts and large voluntary aided bodies receive school condition allocations (SCA) to invest in their schools. In addition, devolved formula capital (DFC) is allocated for individual schools and other eligible institutions to spend on capital projects that meet their own priorities.

As investment of these allocations is determined at a local level and many responsible bodies, such as large academy trusts, cut across local boundaries, it is not possible to break total spend down to constituency level. However, allocations of SCA and DFC for the 2021/22 financial year can be found at: https://webarchive.nationalarchives.gov.uk/ukgwa/20210701004626/https:/www.gov.uk/guidance/school-capital-funding#funding-allocations-for-the-2021-to-2022-financial-year.

Schools that are not part of bodies eligible for SCA are instead eligible to bid to the Condition Improvement Fund (CIF). Annual bidding rounds for CIF are launched in the autumn, and the outcomes are announced in the following spring. CIF funding is released in phased payments as work progresses. For CIF, we do not track monthly expenditure by constituency. We publish final CIF funding amounts on individual projects only once all projects in an annual round have completed, for commercial reasons.

In addition to allocations, the School Rebuilding Programme (SRP) will rebuild or refurbish buildings at 500 schools over the next decade. 161 schools have been confirmed to date and details, including contract values once available, are published here: https://www.gov.uk/government/publications/school-rebuilding-programme-2022-to-2023-approved-schools.