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To ask the Secretary of State for Education, how many teacher training days his Department has scheduled for the 2020-21 academic year.
To ask the Secretary of State for Education, how many teacher training days his Department has scheduled for the 2020-21 academic year.
Teachers continue to benefit from five days of inset training each year and the Department has not identified any need to reduce this. Schools have the freedom to determine the dates on which they hold inset days and what they use them for. Inset days have been helpful to support teachers in managing additional pressures during the COVID-19 outbreak. In December, my right hon. Friend, the Secretary of State for Education, announced that schools could take an additional inset day on 4 January 2021 to help teachers train and prepare for COVID-19 testing in schools.
The local authority is required to set term dates for community schools, community special schools, voluntary controlled schools, pupil referral units and maintained nursery schools. The governing bodies of foundation and voluntary aided schools are required to set their own term dates. Local authorities and governing bodies must set dates in line with the requirement of the length of the school year as set out in the Education (School Day and School Year) (England) Regulations 1999.
Academy trusts, of academies and free schools, set their own term dates and they are not bound by school day and school year regulations.
With regard to initial teacher training (ITT), the ITT criteria requires programmes to be designed to provide trainees with enough time in school to demonstrate that they have achieved all the Teachers’ Standards. These typical periods of time are set out in the ITT criteria and supporting advice, which can be found here: https://www.gov.uk/government/publications/initial-teacher-training-criteria/initial-teacher-training-itt-criteria-and-supporting-advice#c23-training-in-schools. For most courses, this will typically be 120 days. The Department has clarified to ITT providers that in the event of disruption due to the COVID-19 outbreak, courses with fewer than 120 days physically in school are acceptable. This will not result in non-compliance in relation to C2.3 of the ITT criteria. Further information can be found here: https://www.gov.uk/government/publications/coronavirus-covid-19-initial-teacher-training-itt/coronavirus-covid-19-initial-teacher-training-itt#changes-to-the-itt-criteria-for-2020-to-2021.
To ask the Secretary of State for Education, what assessment his Department has made of the potential merits of reducing the number of teacher training days during the covid-19 outbreak in the 2020-21 academic year.
To ask the Secretary of State for Education, what assessment his Department has made of the potential merits of reducing the number of teacher training days during the covid-19 outbreak in the 2020-21 academic year.
Teachers continue to benefit from five days of inset training each year and the Department has not identified any need to reduce this. Schools have the freedom to determine the dates on which they hold inset days and what they use them for. Inset days have been helpful to support teachers in managing additional pressures during the COVID-19 outbreak. In December, my right hon. Friend, the Secretary of State for Education, announced that schools could take an additional inset day on 4 January 2021 to help teachers train and prepare for COVID-19 testing in schools.
The local authority is required to set term dates for community schools, community special schools, voluntary controlled schools, pupil referral units and maintained nursery schools. The governing bodies of foundation and voluntary aided schools are required to set their own term dates. Local authorities and governing bodies must set dates in line with the requirement of the length of the school year as set out in the Education (School Day and School Year) (England) Regulations 1999.
Academy trusts, of academies and free schools, set their own term dates and they are not bound by school day and school year regulations.
With regard to initial teacher training (ITT), the ITT criteria requires programmes to be designed to provide trainees with enough time in school to demonstrate that they have achieved all the Teachers’ Standards. These typical periods of time are set out in the ITT criteria and supporting advice, which can be found here: https://www.gov.uk/government/publications/initial-teacher-training-criteria/initial-teacher-training-itt-criteria-and-supporting-advice#c23-training-in-schools. For most courses, this will typically be 120 days. The Department has clarified to ITT providers that in the event of disruption due to the COVID-19 outbreak, courses with fewer than 120 days physically in school are acceptable. This will not result in non-compliance in relation to C2.3 of the ITT criteria. Further information can be found here: https://www.gov.uk/government/publications/coronavirus-covid-19-initial-teacher-training-itt/coronavirus-covid-19-initial-teacher-training-itt#changes-to-the-itt-criteria-for-2020-to-2021.
It is a pleasure, Mr Caton, to serve under your chairmanship. The training of teachers is a highly complex subject, and also an extremely important one, given the impact that the quality of teaching has on children’s life chances and on the country as a whole. When I told my...
It is a pleasure, Mr Caton, to serve under your chairmanship. The training of teachers is a highly complex subject, and also an extremely important one, given the impact that the quality of teaching has on children’s life chances and on the country as a whole. When I told my...
That is Government policy.
That is Government policy.
That is an interesting early intervention from my hon. Friend on the Front Bench. I foresee an interesting discussion next Monday morning at my daughter’s high school.
The Government said in their response to a Select Committee on Education report that
“the quality of teachers is the most important factor in determining...
That is an interesting early intervention from my hon. Friend on the Front Bench. I foresee an interesting discussion next Monday morning at my daughter’s high school.
The Government said in their response to a Select Committee on Education report that
“the quality of teachers is the most important factor in determining...
I received an answer to a written question recently from the Under-Secretary of State for Education, the hon. Member for Crewe and Nantwich (Mr Timpson), who said of the qualifications of teachers working in free schools:
“Data on each qualification held by each teacher is not collected”?—[Official Report, 16 October 2013;...
I received an answer to a written question recently from the Under-Secretary of State for Education, the hon. Member for Crewe and Nantwich (Mr Timpson), who said of the qualifications of teachers working in free schools:
“Data on each qualification held by each teacher is not collected”?—[Official Report, 16 October 2013;...
I congratulate my hon. Friend on getting an answer from the Department. I know how difficult that sometimes is. It is extraordinary that the Government do not know the details of what goes on in schools over which they have direct control. I can only imagine what their comments would...
I congratulate my hon. Friend on getting an answer from the Department. I know how difficult that sometimes is. It is extraordinary that the Government do not know the details of what goes on in schools over which they have direct control. I can only imagine what their comments would...
I congratulate my hon. Friend on securing this important and timely debate. Does he agree that not only are the figures he gave worrying, but that the problem is exacerbated by the fact that the National College for Teaching and Leadership seemed reluctant to transfer those unfilled places from School...
I congratulate my hon. Friend on securing this important and timely debate. Does he agree that not only are the figures he gave worrying, but that the problem is exacerbated by the fact that the National College for Teaching and Leadership seemed reluctant to transfer those unfilled places from School...
I thank my hon. Friend for his intervention. Evidence to the Select Committee in its follow-up session was that that is exactly what has happened. Places that were not filled by School Direct were not transferred. In fact, some of the witnesses requested that that should happen, and that there...
I thank my hon. Friend for his intervention. Evidence to the Select Committee in its follow-up session was that that is exactly what has happened. Places that were not filled by School Direct were not transferred. In fact, some of the witnesses requested that that should happen, and that there...
I congratulate the hon. Gentleman on securing the debate. This is a very important issue, but will he acknowledge that there have been shortages for a long time in the numbers of people coming through to teach maths and physics? That has not necessarily been caused by changes to the...
I congratulate the hon. Gentleman on securing the debate. This is a very important issue, but will he acknowledge that there have been shortages for a long time in the numbers of people coming through to teach maths and physics? That has not necessarily been caused by changes to the...
I am glad that the hon. Gentleman has made that point, because this has been a problem for a very long time. It is an international problem as well. However, the reality is that it has got worse in recent years, and when comparative studies were done between the applications...
I am glad that the hon. Gentleman has made that point, because this has been a problem for a very long time. It is an international problem as well. However, the reality is that it has got worse in recent years, and when comparative studies were done between the applications...
I congratulate my hon. Friend the Member for Sefton Central (Bill Esterson) on securing this very important debate and on his measured and comprehensive speech setting out the problem. The Deputy Prime Minister is not in the room at the moment, and nor would we expect him to be, but...
I congratulate my hon. Friend the Member for Sefton Central (Bill Esterson) on securing this very important debate and on his measured and comprehensive speech setting out the problem. The Deputy Prime Minister is not in the room at the moment, and nor would we expect him to be, but...
It seems to me that some factors that are relevant in anticipating the future demand for teachers may not immediately be apparent to schools considering their own immediate needs. Does the hon. Lady consider that perhaps we need some way in which those requirements could be factored into the demand...
It seems to me that some factors that are relevant in anticipating the future demand for teachers may not immediately be apparent to schools considering their own immediate needs. Does the hon. Lady consider that perhaps we need some way in which those requirements could be factored into the demand...
I agree, and that is why the unintended as well as the intended consequences of the whole programme need to be thought through. One unintended consequence is that if there is no initial demand, because the demand goes in another direction, universities will have to let qualified staff go, so...
I agree, and that is why the unintended as well as the intended consequences of the whole programme need to be thought through. One unintended consequence is that if there is no initial demand, because the demand goes in another direction, universities will have to let qualified staff go, so...
I again congratulate my hon. Friend the Member for Sefton Central (Bill Esterson) on securing the debate. It is good to speak under your chairmanship, Mr Caton.
All my 30-plus years in education tell me that well-trained teachers improve the quality of teaching and learning and the outcomes for young people....
I again congratulate my hon. Friend the Member for Sefton Central (Bill Esterson) on securing the debate. It is good to speak under your chairmanship, Mr Caton.
All my 30-plus years in education tell me that well-trained teachers improve the quality of teaching and learning and the outcomes for young people....
Given his 30 years’ experience, would my hon. Friend care to comment on the importance of continuing professional development and the impact of the reforms on it, as universities have raised concerns over the viability of their teacher training departments?
Given his 30 years’ experience, would my hon. Friend care to comment on the importance of continuing professional development and the impact of the reforms on it, as universities have raised concerns over the viability of their teacher training departments?
My hon. Friend is right to draw attention to the overall ecology of support for teacher education and development. Other professionals work in the education industry and it is necessity for universities to provide part of the infrastructure. If the Government pull at one part of the infrastructure, other things...
My hon. Friend is right to draw attention to the overall ecology of support for teacher education and development. Other professionals work in the education industry and it is necessity for universities to provide part of the infrastructure. If the Government pull at one part of the infrastructure, other things...
Does my hon. Friend agree that serious confusion seems to reign not only in the Department for Education, but in the Government, between the Prime Minister and the Deputy Prime Minister?
Does my hon. Friend agree that serious confusion seems to reign not only in the Department for Education, but in the Government, between the Prime Minister and the Deputy Prime Minister?
Sadly, my hon. Friend is correct. Confusion is the name of the game, but we are fortunate, indeed blessed, to have the Minister for Schools here today. We all look with anticipation to his illumination at the end of the debate.
Sadly, my hon. Friend is correct. Confusion is the name of the game, but we are fortunate, indeed blessed, to have the Minister for Schools here today. We all look with anticipation to his illumination at the end of the debate.