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To ask the Secretary of State for Education, what steps her Department is taking to prevent secondary schools from using Religious Education lessons primarily to fill non-specialist teacher timetable capacity.
To ask the Secretary of State for Education, what steps her Department is taking to prevent secondary schools from using Religious Education lessons primarily to fill non-specialist teacher timetable capacity.
High-quality teaching is the in-school factor that has the biggest positive impact on a child’s outcomes, which is why we committed to recruiting 6,500 additional secondary, special school and further education teachers over the course of this parliament.
The department uses the teacher workforce model to estimate postgraduate initial teacher training (ITT) recruitment need, although ITT recruitment is not limited by the trainee need set.
We significantly increased recruitment need for Religious Education (RE). Between 2021/22 and 2025/26, the highest growth (percentage change) in recruitment need by subject was for drama, followed by RE. Since then, as a consequence of more favourable supply forecasts, driven by increased RE ITT recruitment, the recruitment need fell for 2026/27.
There were 492 postgraduate RE ITT trainee entrants in 2025/26, the highest number of postgraduate ITT entrants since 2020/21.
School leaders are responsible for employment and deployment decisions within their schools as they best understand their own pupils and school context.
To ask the Secretary of State for Education, what steps her Department is taking to address the gap in Religious Education specialist hours delivered at Key Stage 3 compared to Key Stages 4 and 5.
To ask the Secretary of State for Education, what steps her Department is taking to address the gap in Religious Education specialist hours delivered at Key Stage 3 compared to Key Stages 4 and 5.
High-quality teaching is the in-school factor that has the biggest positive impact on a child’s outcomes, which is why we committed to recruiting 6,500 additional secondary, special school and further education teachers over the course of this parliament.
The department uses the teacher workforce model to estimate postgraduate initial teacher training (ITT) recruitment need, although ITT recruitment is not limited by the trainee need set.
We significantly increased recruitment need for Religious Education (RE). Between 2021/22 and 2025/26, the highest growth (percentage change) in recruitment need by subject was for drama, followed by RE. Since then, as a consequence of more favourable supply forecasts, driven by increased RE ITT recruitment, the recruitment need fell for 2026/27.
There were 492 postgraduate RE ITT trainee entrants in 2025/26, the highest number of postgraduate ITT entrants since 2020/21.
School leaders are responsible for employment and deployment decisions within their schools as they best understand their own pupils and school context.
To ask the Secretary of State for Education, what comparative assessment she has made of the proportion of unqualified teaching hours in Religious Education at Key Stage 4 relative to History and Geography.
To ask the Secretary of State for Education, what comparative assessment she has made of the proportion of unqualified teaching hours in Religious Education at Key Stage 4 relative to History and Geography.
Information on the school workforce 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.
This publication includes information on the proportion of timetabled hours delivered by specialist teachers for each subject and key stage for secondary schools at national level. The latest available figures, for November 2025, for religious education, history and geography at key stage 4 are available at: https://explore-education-statistics.service.gov.uk/data-tables/permalink/3ba6e5c3-e5e7-43f3-2df3-08df07a6df71.
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.
Data on the subject taught and specialist teaching are 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 are therefore not available.
To ask the Secretary of State for Education, what estimate her Department has made of the proportion of Religious Education timetable hours delivered by non-specialist staff in secondary schools in Leicester East.
To ask the Secretary of State for Education, what estimate her Department has made of the proportion of Religious Education timetable hours delivered by non-specialist staff in secondary schools in Leicester East.
Information on the school workforce 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.
This publication includes information on the proportion of timetabled hours delivered by specialist teachers for each subject and key stage for secondary schools at national level. The latest available figures, for November 2025, for religious education, history and geography at key stage 4 are available at: https://explore-education-statistics.service.gov.uk/data-tables/permalink/3ba6e5c3-e5e7-43f3-2df3-08df07a6df71.
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.
Data on the subject taught and specialist teaching are 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 are therefore not available.
To ask the Secretary of State for Education, what steps her Department is taking to support the number of Religious Education teachers.
To ask the Secretary of State for Education, what steps her Department is taking to support the number of Religious Education teachers.
Our plan to deliver 6,500 new expert teachers sets how we will recruit the secondary, special school and further education teachers, including religious education (RE) teachers, over the course of this parliament. It focuses on three key themes, attracting, retaining and developing teachers, to ensure that we have enough highly-skilled teachers in our schools and colleges to allow every child to achieve and thrive.
There were more postgraduate RE trainee teachers in 2025/26, with 492 entrants to initial teacher training, compared to 462 in 2024/25. The data can be found at: https://explore-education-statistics.service.gov.uk/find-statistics/initial-teacher-training-census/2025-26.
From September 2026, teachers and leaders will receive a pay award of 3.5%, followed by a further 3% increase from September 2027, which means teachers will have seen a 17% increase in pay since this government took office. We have also taken action to reduce workload and promote flexible working and improve wellbeing, so even more teachers stay in the profession and thrive.
To ask the Secretary of State for Education, what assessment her Department has made of the potential implications for its policies of the level of qualified Religious Education teachers who hold a relevant post-A-level qualification.
To ask the Secretary of State for Education, what assessment her Department has made of the potential implications for its policies of the level of qualified Religious Education teachers who hold a relevant post-A-level qualification.
Our plan to deliver 6,500 new expert teachers sets how we will recruit the secondary, special school and further education teachers, including religious education (RE) teachers, over the course of this parliament. It focuses on three key themes, attracting, retaining and developing teachers, to ensure that we have enough highly-skilled teachers in our schools and colleges to allow every child to achieve and thrive.
There were more postgraduate RE trainee teachers in 2025/26, with 492 entrants to initial teacher training, compared to 462 in 2024/25. The data can be found at: https://explore-education-statistics.service.gov.uk/find-statistics/initial-teacher-training-census/2025-26.
From September 2026, teachers and leaders will receive a pay award of 3.5%, followed by a further 3% increase from September 2027, which means teachers will have seen a 17% increase in pay since this government took office. We have also taken action to reduce workload and promote flexible working and improve wellbeing, so even more teachers stay in the profession and thrive.
To ask the Secretary of State for Housing, Communities and Local Government, with reference to the Cabinet Office's news story entitled Machinery of Government changes: Fact Sheet, published on July 2026, whether responsibility for faith will be with (a) Office for Equality and Opportunity or (b) MHCLG.
To ask the Secretary of State for Housing, Communities and Local Government, with reference to the Cabinet Office's news story entitled Machinery of Government changes: Fact Sheet, published on July 2026, whether responsibility for faith will be with (a) Office for Equality and Opportunity or (b) MHCLG.
The Ministry of Housing, Communities and Local Government (MHCLG) leads the Government’s work to support and engage faith and belief groups, and coordinates the Government’s work to tackle religious hatred. Whilst the Minister for Homelessness, Democracy, Communities and Faith sits within MHCLG, other government departments will also undertake faith and belief engagement as part of their work.
As the department responsible for communities policy, MHCLG celebrates the central role of faith and belief in our national life, and its contribution to building a more cohesive society where all communities feel safe. MHCLG seeks to ensure that the voices of people of faith and belief are warmly welcomed and richly valued as we tackle the challenges we face together.
The Office for Equality and Opportunity is responsible for the Equality Act 2010, including its protections against discrimination and harassment on the basis of religion or belief.
There will be a Westminster Hall debate on the safety of the Jewish community on 8 September 2026. The debate will be opened by Catherine West MP.
There will be a Westminster Hall debate on the safety of the Jewish community on 8 September 2026. The debate will be opened by Catherine West MP.
To ask the Secretary of State for Education, whether a state-funded school may require a pupil of primary-school age to wear religious clothing as part of its uniform without the express consent of the pupil's parent or guardian.
To ask the Secretary of State for Education, whether a state-funded school may require a pupil of primary-school age to wear religious clothing as part of its uniform without the express consent of the pupil's parent or guardian.
To ask the Secretary of State for Education, what protections are in place to ensure that pupils of (a) no religion and (b) a religion other than that of a faith school are not required to wear religious clothing as part of the school's uniform.
To ask the Secretary of State for Education, what protections are in place to ensure that pupils of (a) no religion and (b) a religion other than that of a faith school are not required to wear religious clothing as part of the school's uniform.
To ask the Secretary of State for Education, what guidance her Department provides to state-funded schools on the circumstances in which a pupil may decline to wear religious clothing required by a school's uniform policy.
To ask the Secretary of State for Education, what guidance her Department provides to state-funded schools on the circumstances in which a pupil may decline to wear religious clothing required by a school's uniform policy.
To ask the Secretary of State for Education, what assessment she has made of the potential impact of removing postgraduate training bursaries for Religious Education in 2026/27 on meeting the target set out in the 2026 Schools White Paper of an expert teacher in every classroom.
To ask the Secretary of State for Education, what assessment she has made of the potential impact of removing postgraduate training bursaries for Religious Education in 2026/27 on meeting the target set out in the 2026 Schools White Paper of an expert teacher in every classroom.
Initial teacher training (ITT) bursaries are offered to incentivise more applications to ITT courses. As such, the department reviews bursaries annually to take account of several factors, including recruitment to date, forecast economic conditions and teacher need in each subject. The purpose of the scheme is to target resources where the evidence shows need is highest.
Between the 2023/24 and 2025/26 academic years, postgraduate ITT recruitment increased by 71% in religious education (RE), amongst the largest increases across all subjects. Partly due to this improved recruitment and higher retention of existing teachers, the need for new postgraduate RE trainee teachers in the 2026/27 academic year has also reduced.
The department will continue to assess the need for trainee teachers across all subjects and will review the bursaries on offer accordingly, prior to announcing the bursary offer for the 2027/28 academic year this autumn.
To ask the Secretary of State for Justice, how many prisoners have been recorded as changing their religion, broken down by prison, in each of the last three years.
To ask the Secretary of State for Justice, how many prisoners have been recorded as changing their religion, broken down by prison, in each of the last three years.
To ask the Secretary of State for Education, what consideration her Department has given to the proportion of teachers recorded as teaching religious education who are specialists in and usually teach other subjects when (a) assessing the size of the religious education teacher workforce, (b) determining whether there is a...
To ask the Secretary of State for Education, what consideration her Department has given to the proportion of teachers recorded as teaching religious education who are specialists in and usually teach other subjects when (a) assessing the size of the religious education teacher workforce, (b) determining whether there is a...
To ask the Secretary of State for Education, what consideration her Department has given in developing the revised national curriculum to how subjects including religious education and science can complement statutory relationships and sex education by providing pupils with the knowledge and understanding needed to support healthy relationships and sexual...
To ask the Secretary of State for Education, what consideration her Department has given in developing the revised national curriculum to how subjects including religious education and science can complement statutory relationships and sex education by providing pupils with the knowledge and understanding needed to support healthy relationships and sexual...
To ask the Secretary of State for the Home Department, what assessment she has made of the potential compliance risks associated with the Religious Worker and Charity Worker routes.
To ask the Secretary of State for the Home Department, what assessment she has made of the potential compliance risks associated with the Religious Worker and Charity Worker routes.
To ask the Secretary of State for the Home Department, whether additional compliance measures apply to the Religious Worker and Charity Worker routes compared with other temporary work routes.
To ask the Secretary of State for the Home Department, whether additional compliance measures apply to the Religious Worker and Charity Worker routes compared with other temporary work routes.
To ask the Secretary of State for Justice, how many prisoners converted to a new religion while in prison in the past three years, broken down (a) by the ethnicity of the prisoner, and (b) the religion they were converting to and from.
To ask the Secretary of State for Justice, how many prisoners converted to a new religion while in prison in the past three years, broken down (a) by the ethnicity of the prisoner, and (b) the religion they were converting to and from.
To provide the information requested, it would be necessary manually to examine individual prisoner records for the period in question, to ascertain whether any changes to data collected electronically related to instances of conversion, or were made for other reasons, for example to correct a previous error. This could not be done without incurring disproportionate cost.
To ask His Majesty's Government for what reason religion and belief is not included in the remit of the Office for Equality and Opportunity.
To ask His Majesty's Government for what reason religion and belief is not included in the remit of the Office for Equality and Opportunity.
The Office for Equality and Opportunity is responsible for the Equality Act 2010, including its protections against discrimination and harassment on the basis of religion or belief.
The Ministry of Housing, Communities & Local Government (MHCLG) leads the Government’s work to support and engage faith and belief groups and coordinates the Government’s work to tackle religious hatred.
This government celebrates the central role of faith and belief in our national life, and its contribution to building a more cohesive society where all communities feel safe. We seek to ensure that the voices of people of faith and belief are warmly welcomed and richly valued as we tackle the challenges we face together.
To ask the Secretary of State for Education, what assessment has her Department made of the contribution of religious education to a child’s learning.
To ask the Secretary of State for Education, what assessment has her Department made of the contribution of religious education to a child’s learning.
The government has not made assessments about the legislative framework applying to religious education (RE) or the Agreed Syllabus Conference model. We are clear that teaching on RE helps pupils understand the wide range of religions and beliefs, including non-religious beliefs, that exist in our country and the wider world.
The government firmly believes in the importance of religious education (RE). Good quality RE can develop children’s knowledge of the values and traditions of Britain and other countries, and foster understanding among different faiths and cultures.
The Curriculum and Assessment Review (CAR) recommended that government should explore including RE in the national curriculum, contingent on sector consensus. The sector group has reached a consensus, as such DfE will consult on a draft RE curriculum in line with the national curriculum consultation in September.
Any definitions used in the CAR were a matter for the independent review itself.