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.

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.

Estimates of new-build properties delivered in Gravesham in each year, are shown in Live Table 123, at the following link.

The Department does not centrally collect figures on the allocation of new-build properties by Council Tax Band. This information may be held locally by Gravesham district authority.

In March 2021, we published the Mental Health Recovery Action Plan, supported by an additional £500 million in 2021/22, to address waiting times and ensure more people can access mental health services. The majority of the funding has been allocated to local National Health Service systems, including those in Kent and Medway.

As of Friday 11 December, £1bn has been allocated from the Culture Recovery Fund so far. Within that Gravesham have received the following to date:

• Arts Council England recovery grant of £108,635 to Nocturnal Touring and Rooting Productions

• Heritage Stimulus Fund award of £97,928 to Church of England, Northfleet, St Botolph

Schools in Gravesham are receiving an extra £5.4 million in 2020-21 through the national funding formula. This is equivalent to an increase of 4.6% in per pupil funding and takes total funding for 2020-21 for schools in Gravesham to over £77.7 million.

Schools in Gravesham will also benefit from the catch-up package to support schools to make up for lost teaching time. This £1 billion package is on top of the £2.6 billion increase this year in school budgets, announced last year as part of a £14 billion three-year funding settlement.

Schools are free to choose how they spend this to support their pupils, including on online tuition and teaching materials, and we trust head teachers to spend their budgets in a way that achieves the best outcomes.

The Department for Education has delivered over 200,000 laptops and tablets to children and young people who would not otherwise have access, as part of over £100 million invested to support remote education and access to online social care.

The devices were an injection of support to help local authorities and academy trusts to provide access to education and social care during the COVID-19 lockdown period. Local authorities and trusts were responsible for distributing the devices and are best placed to know which children and young people need access to a device.

Devices are owned by the local authority, trust or school who can loan unused devices to children and young people who need them most, and who may face disruption to face-to-face education in the event of future local COVID-19 restrictions.

As of 27 August, over 220,000 laptops and tablets and over 50,000 4G wireless routers had been delivered to local authorities and academy trusts. This information split by local authorities and trusts can be viewed here: https://www.gov.uk/government/publications/laptops-tablets-and-4g-wireless-routers-progress-data.

This includes 4,000 devices delivered to Kent County Council for children with a social worker, care leavers and disadvantaged year 10 pupils and four devices to Mayfield Grammar in Gravesend.

The Department is now supplementing this support by making available additional devices in the event of face-to-face schooling being disrupted as a result of local COVID-19 restrictions or local lockdowns, and children become reliant on remote education.

This scheme is intended to enable schools to support disadvantaged children in years 3 to 11 who cannot afford their own devices. Schools will also be able to order devices for disadvantaged children across all year groups who are shielding as a result of official advice, all year groups who attend hospital schools and those completing their Key Stage 4 at a further education college.

In developing its proposals for the Lower Thames Crossing, Highways England examined the impact of incidents on the operation of the Strategic Road Network, and the knock-on effects on the local road network.

These assessments will be further refined as the detailed design for the scheme takes shape.

No estimate has been made as the Department does not collect this information.