Tag: Nick Gibb

The statement made by Nick Gibb, the Minister for Schools, in the House of Commons on 17 July 2023.

Today I am confirming provisional funding allocations for 2024-25 through the schools, high needs and central school services national funding formulae (NFFs). Core schools funding includes funding for both mainstream schools and high needs. This is increasing by over £1.8 billion in 2024-25—from over £57.7 billion in 2023-24 to over £59.6 billion in 2024-25. This is on top of the over £3.9 billion increase in the core schools budget in 2023-24.

The core schools funding increase for both this year and next year includes the additional funding for schools’ teacher pay costs, through the teachers’ pay additional grant (TPAG). On 13 July, we announced this funding to support schools with the September 2023 teachers’ pay award. The funding is being split between mainstream schools, special schools and alternative provision (AP), early years, and 16 to 19 provision. The part of the additional funding that goes to mainstream schools, special schools and alternative provision is worth £482.5 million in 2023-24 and £827.5 million in 2024-25. This funding will be paid on top of NFF funding in both 2023-24 and 2024- 25. Further information on the TPAG is published here:

https://www.gov.uk/government/publications/teachers-pay-additional-grant-2023-to-2024.

Funding for mainstream schools through the schools NFF is increasing by 2.7% per pupil compared to 2023-24. Taken together with the funding increases seen in 2023-24, this means that funding through the schools NFF will be 8.5% higher per pupil in 2024-25, compared to 2022-23.

The minimum per pupil funding levels (MPPLs) will increase by 2.4% compared to 2023-24. This will mean that, next year, every primary school will receive at least £4,655 per pupil, and every secondary school at least £6,050. Academy trusts continue to have flexibilities over how they allocate funding across academies in their trust. This means, in some cases, an individual academy could receive a lower or higher per-pupil funding amount than the MPPL value. This may reflect, for example, activities that are paid for by the trust centrally, rather than by individual academies.

The NFF will distribute this funding based on schools’ and pupils’ needs and characteristics. The main features in 2024-25 are:

We are introducing a formulaic approach to allocating split sites funding. This ensures that funding for schools which operate across more than one site will be provided on a consistent basis across the country.

The core factors in the schools NFF—such as basic per-pupil funding, and the lump sum that all schools attract—will increase by 2.4%.

The funding floor will ensure that every school attracts at least 0.5% more pupil-led funding per pupil compared to its 2023-24 allocation.

The 2023-24 mainstream schools additional grant (MSAG) has been rolled into the schools NFF for 2024-25. This is to ensure that the additional funding schools attract through the NFF is as close as possible to the funding they would have received if the funding was continuing as a separate grant in 2024-25, without adding significant complexity to the formula. Adding the grant funding to the NFF provides reassurance to schools that this funding forms part of schools’ core budgets and will continue to be provided.

For the first time, in 2024-25 we will allocate funding to local authorities on the basis of falling rolls, as well as growth. Local authorities can use this funding to support schools which see a short-term fall in the number of pupils on roll.

The 2023-24 was the first year of transition to the direct schools NFF, with our end point being a system in which, to ensure full fairness and consistency in funding, every mainstream school in England is funded through a single national formula without adjustment through local funding formulae. Following a successful first year of transition, we will continue with the same approach to transition in 2024-25. As in 2023-24, local authorities will only be allowed to use NFF factors in their local formulae, and must use all NFF factors, except any locally determined premises factors. Local authorities will also be required to move their local formulae factors a further 10% closer to the NFF values, compared to where they were in 2023-24, unless they are classed as already “mirroring” the NFF.

Today we are also publishing local authority funding formula data for 2023-24. Following the first year of transition, the number of local authorities that mirror the schools NFF increased significantly from just over half in 2022-23, to just over two-thirds in 2023-24. Of the 72 local authorities that were not mirroring the NFF in 2022-23, 61 chose to move their local formula closer to the NFF than required.

In 2024-25, high needs funding through the NFF is increasing by a further £440 million, or 4.3%—following the £970 million increase in 2023-24 and £1 billion increase in 2022-23. This brings the total high needs budget to over £10.5 billion. All local authorities will receive at least a 3% increase per head of their age two to 18 population, compared to their 2023-24 allocations, with some authorities seeing gains of up to 5%.

The £10.5 billion funding includes the continuation of the £400 million high needs funding allocated to local authorities following the 2022 autumn statement, and the £440 million increase is provided on top of that. All special and alternative provision schools will continue to receive their share of that funding in 2024-25.

Central school services funding is provided to local authorities for the ongoing responsibilities they have for all schools. The total provisional funding for ongoing responsibilities is £304 million in 2024-25. In line with the process introduced for 2020-21, to withdraw funding over time for the historic commitments local authorities entered into before 2013-14, funding for historic commitments will decrease by a further 20% in 2024-25.

Updated allocations of schools, high needs and central schools services funding for 2024-25 will be published in December, taking account of the latest pupil data at that point.

The statement made by Nick Gibb, the Minister for Schools, on 17 July 2023.

In March 2022, the Government announced in the Schools White Paper ‘Opportunity for All’ that to give every pupil the opportunity to achieve their full academic potential, all mainstream, state-funded schools would be expected to deliver a minimum school week of 32.5 hours by September 2023.

Most schools already have a school week of at least this length, and others will have plans in hand to meet the minimum expectation by September 2023. However, in recognition of the pressures currently facing schools, the Government have decided to defer the deadline to September 2024. The Government are encouraging schools that are planning to increase their hours from this September to continue to do so.

The Government have today published guidance and case studies:

https://www.gov.uk/government/publications/length-of-the-school-week-minimum-expectation to support those schools that are not yet meeting the minimum expectation.

The statement made by Nick Gibb, the Minister of State at the Department for Education, in the House of Commons on 19 December 2022.

My noble Friend the Parliamentary Under Secretary of State for the School System and Student Finance (Baroness Barran) has made the following statement.

The Department for Education has announced the next 239 schools to be provisionally selected for the school rebuilding programme and has also confirmed schools, high needs and early years revenue funding allocations for 2023-24 across England.

The school rebuilding programme was launched in June 2020 and will rebuild or significantly refurbish buildings at 500 schools and sixth form colleges over the next decade. Including the 161 projects previously announced, this announcement means that 400 schools have now been selected for the programme. Projects will enter delivery at a rate of approximately 50 per year, and will transform the educational environment for hundreds of thousands of children in the poorest condition schools.

To ensure we are delivering the greatest improvement to the school estate, each school in the programme has been selected from nominations based on the condition and safety of its buildings. Selected schools include primary, secondary and special schools and sixth form colleges.

Construction of new buildings at some of the previously announced schools is already underway, with a number of projects almost completed. These projects are supporting jobs and skills in local communities and driving productivity and innovation in the construction sector. New buildings will be net zero carbon in operation, incorporating modern designs and technologies, contributing to our sustainability commitments.

In addition to the school rebuilding programme, we are continuing to invest in the school estate with annual capital funding. We have allocated over £13 billion since 2015 to maintain and improve school facilities across England, including £1.8 billion in financial year 2022-23. We have also allocated an additional £500 million in capital funding to schools and colleges this financial year for energy efficiency upgrades, helping to reduce energy use during the winter months and beyond.

Details of the schools selected for the programme and more information about the methodology used have been published on www.gov.uk.

On funding, we are allocating the additional net £2 billion for schools announced at the autumn statement.

Overall, core schools funding is increasing by £3.5 billion in 2023-24 compared to 2022-23. School funding will be at its highest ever level in real terms per pupil by 2024-25, totalling £58.8 billion.

This includes an increase in mainstream school funding, for the 5-16 age group, of over £2.5 billion in 2023-24, compared to 2022-23. High needs funding is increasing by almost £1 billion in total.

As part of this increase, mainstream schools will receive a new, mainstream schools additional grant (MSAG) for primary and secondary provision in the 2023-24 financial year. This equates to a 3.4% increase in per pupil funding for mainstream schools, on top of the allocations through the dedicated schools grant, which we are also publishing.

The detailed methodology for allocating this new grant is published at:

https://www.gov.uk/government/publications/mainstream-schools-additional-grant-2023-to-2024

The dedicated schools grant allocations are available at:

https://www.gov.uk/government/publications/dedicated-schools-grant-dsg-2023-to-2024

Maintained special and alternative provision schools and academies will also receive supplementary autumn statement funding, delivered by placing a new condition of grant on local authorities’ use of their high needs allocations.

Pupil premium per pupil rates in 2023-24 will increase by 5%. This will increase pupil premium funding to £2,865 million in 2023-24, an increase of £180 million from 2022-23. This increase will ensure that this targeted funding continues to support the most disadvantaged children in our schools.

Finally, for early years, we have published the Government response to the early years funding formulae consultation launched on 4 July 2022, confirmed the hourly funding rates for the free early education entitlements in 2023-24 for each local authority, and announced their indicative allocations.

Reflecting the recently announced national living wage increases, we are investing an additional £20 million into the early years entitlements. This is on top of the £180 million for 2023-24 announced at the spending review. Taken together, this will mean at national level, early years providers are supported with the additional national living wage costs associated with delivering the free childcare entitlements next year.

We have updated the data underpinning the early years funding formulae, and have confirmed the approach to protections set out in the consultation to ensure the transition to new funding levels implied is manageable. The minimum funding floor for the three and four-year-old funding rate will therefore increase from £4.61 per hour in 2022-23 to £4.87 per hour in 2023-24. All local authorities will see at least a 1% increase in their funding rates in 2023-24, and up to a maximum of 4.9% for the three and four-year-old rate and up to 10% for the two-year-old rate. We will also increase the early years pupil premium (EYPP) and disability access fund (DAF) rates, from 60p to 62p per hour for the EYPP, and from £800 to £828 per child per year for DAF.

For maintained nursery schools (MNS), we are confirming the additional £10 million announced on 4 July 2022, providing for a minimum hourly rate of £3.80 per hour for MNS supplementary funding for all local authorities in 2023-24, and a £10 cap on the hourly rate, with transitional arrangements for the most affected local authority. We intend to maintain the cap at that level in 2024-25.

The speech made by Nick Gibb, the Minister of State at the Department for Education, in Westminster Hall, the House of Commons, on 6 December 2022.

It is a real pleasure to serve under your chairmanship for the first time, Ms Harris. I congratulate my hon. Friend the Member for Kettering (Mr Hollobone) on securing this debate, and I thank him for his kind opening remarks. This important subject deserves scrutiny and discussion in the House, and I have valued the opportunity to listen to my hon. Friend’s insights in his well-constructed speech.

We all share an ambition to ensure that every pupil in every school across the country receives the education that they deserve—one that helps them to achieve academically, and more broadly prepares them to thrive and contribute to the world beyond school. Ofsted, as the independent inspectorate for schools, has a distinct and central role to play in supporting that ambition. Ofsted school inspection serves a range of purposes. It provides an independent and rounded assessment of a school’s quality, which gives key information to parents and informs their choices. It gives recognition and validation to effective practice where it is seen, and prompts self-improvement. It also offers assurance to the wider community about standards. It triggers intervention where necessary, and provides evidence to the Government and Parliament about the quality of the education being provided across all our schools.

The value of Ofsted, and the root of its credibility, comes from its independence. That does not mean that Ofsted operates in a vacuum. It is, after all, an arm of Government. Critically, Ofsted can inspect and report without interference. That must be carefully guarded. His Majesty’s chief inspector is responsible for the conduct and reporting of Ofsted’s inspections. No Minister, Committee or Member of this House can amend or overturn the professional judgments of the inspectorate. That enables Ofsted to fulfil its mantra of reporting “without fear or favour”.

I appreciate that on occasion the situation can seem difficult and frustrating, especially when Ofsted’s findings are challenging or disputed. That independence and responsibility, which Parliament has chosen to bestow on His Majesty’s chief inspector, is a key safeguard for the system and it is worth preserving. I am acutely aware, as is His Majesty’s chief inspector, that independence places an onus on Ofsted to ensure that all its inspections are conducted to the highest professional standards. It has a strong responsibility to produce inspection judgments that are fair, evidence-based and accurate. That is at the heart of this afternoon’s debate. It is also the focus of the chief inspector and her inspectors, and rightly so. Given my hon. Friend’s specific concerns about the inspection of Bishop Stopford School, I will request that he get the opportunity to discuss them directly with His Majesty’s chief inspector.

Turning to the approach that Ofsted takes more generally to ensure that inspections are high quality, I remind the House that Ofsted’s school inspections are conducted under a framework that is grounded in research evidence. That framework took Ofsted two years to develop and involved significant engagement with the sector, leading to over 11,000 consultation responses. The widely supported proposals were implemented from September 2019. Of course, covid interrupted that, but Ofsted has been able to resume its full programme of inspections since September last year, and it conducted around 4,600 inspections in 2021-22.

The new framework sees a shift of focus towards the importance of curriculum, the intent of that curriculum, how it is implemented and, importantly, the impact that it has on pupil attainment and achievement. However, alongside the focus on the quality of education is assessment of a range of key aspects, such as the behaviour and attitudes of pupils, how the school is supporting pupils’ personal development, and the quality of the leadership and management of the school, including whether its safeguarding arrangements are effective. Taken together, Ofsted’s framework provides for an effective assessment of whether pupils are benefiting from a rounded inspection.

However well trained the expert workforce, and however good the framework, it is right that quality and consistency are checked. Inspection is not a tick-box exercise; it requires professional judgment to balance a wide range of evidence and form an overall assessment. The lead inspector plays a key role in this and must ensure that inspections are carried out in accordance with the principles of inspection and in line with Ofsted’s code of conduct for inspectors. Beyond that, though, Ofsted monitors the quality of inspections and the work of Ofsted inspectors through a range of formal processes.

I do not want to gloss over the one in 10. Nine out of 10 inspections are regarded as a good experience by schools, but I do not want us to pretend for one moment that every single inspection will be a happy experience. It is disappointing when those who experience inspections at first hand come away with negative feelings about the conduct or reporting of an inspection. Where there is dissatisfaction, schools are encouraged to raise their concerns with the lead inspector as soon as possible during the inspection, so that any matters can be resolved before the inspection is completed. In those circumstances, both the concerns raised and the actions taken will be recorded in the inspection evidence.

Once a school has received its draft report, it will have the opportunity to raise any comments or concerns about the inspection process and findings, which Ofsted will consider—I know that process was undergone in the case of Bishop Stopford School. If, despite the process taking place, the school feels that its issues have not been resolved, the school, on receiving its final report, can submit a formal complaint to Ofsted, which will put the report’s publication on hold while the complaint is thoroughly investigated. It is worth noting that across Ofsted’s work on schools and beyond, which amounts to over 30,000 inspections and activities each year, only around 2% lead to a formal complaint being received.

I want to conclude be reiterating my thanks to my hon. Friend the Member for Kettering. I hope that the comments I have made about the inspection process and the importance of maintaining the independence of Ofsted in its work, and the fact that he will be having a meeting with His Majesty’s chief inspector, have provided him with least some assurance. Schools have every right to expect that inspections are of the highest quality, and I know that HM chief inspector, her staff and her inspector workforce are fully committed to meeting this expectation and strive every day to that end.

The speech made by Nick Gibb, the Minister of State at the Department for Education, in Westminster Hall, the House of Commons on 16 November 2022.

It is a pleasure to speak forth under your very capable chairmanship, Sir Gary. I congratulate my hon. Friend the Member for Mansfield (Ben Bradley) on securing this important debate on increasing the number of male primary school teachers in the run-up to International Men’s Day. I thank him for his contributions on this topic during a recent debate on apprenticeships and training. I know that education is a priority in his work, both in his previous role on the Education Committee and in supporting Mansfield and Ashfield as an education investment area. I echo the comments of my hon. Friend the Member for North Swindon (Justin Tomlinson): my hon. Friend the Member for Mansfield is undoubtedly a sad loss for the teaching profession, but we are very happy to have him here in the House of Commons representing his constituents as ably as he does.

My hon. Friend the Member for North Swindon referred to the PFA wanting to find a way to help ex-professional footballers to be encouraged into teaching. He will know that I want to do more to improve sport in schools. He and I have had many conversations over the years. I will certainly take up his offer to arrange a meeting; I would enjoy that very much indeed.

The Government are committed to providing world-class education and training. We know that accomplished teachers, regardless of gender or background, provide positive role models and shape the lives of young people. That is why the Department aims to attract and retain highly skilled and talented individuals from all backgrounds and to support them throughout their careers.

The Department’s current recruitment marketing campaign on teaching, “Every lesson shapes a life”—with its brilliant marketing and advertisements on television and radio to recruit people into teaching—is deliberately targeted at various audiences, including recent graduates and potential career changers. That targeting is regardless of background. The marketing takes every effort to ensure that all the advertising is fully reflective of the target audiences, including men. If hon. Members see those adverts, they will see precisely how that marketing does that very effectively.

As my hon. Friend the Member for Mansfield will be aware, despite the challenges of a competitive recruitment market, the Department’s target for the number of trainees starting postgraduate initial teacher training primary courses has been exceeded in four of the last five years. In 2021-22, 136% of the postgraduate initial teacher training target was achieved in primary.

Too often, we hear schools and universities saying that they know a good teacher when they see one. The Department is committed to dismantling the stereotype of what a good teacher looks like and supporting people into the teaching profession regardless of their background. Although it remains true that men make up a smaller proportion of the teaching workforce, the number of male teachers in primary schools has gradually increased since 2010. There has been an increase of more than 7,000 male teachers in state-funded nursery and primary schools, from 28,180 in 2010 to 35,202 in 2021. My hon. Friend the Member for Mansfield cited that in percentage terms, but clearly it is still a very small proportion of the total workforce.

Jim Shannon

That shows a trend that, unfortunately, we do not have in Northern Ireland. I know that that is not the Minister’s responsibility, but I am keen to know whether he has been able to ascertain why the trend is for an increase here on the mainland, because if there is something that the Department for Education is doing here to improve the situation, I would very much like, as I said in my speech, to use the pluses from this debate for us back home. If the Minister could share any information on that, I would be much obliged to him.

Nick Gibb

What is interesting about that intervention is that the problem, the issue, that we have in this country is reflected in Northern Ireland, where of course education policy is devolved, so this is not specifically related to education policy; it is a deeper, societal issue and requires considerable consideration. I will come to those points shortly.

Male teachers are more likely to work in secondary schools than nursery and primary schools: 14% of nursery and primary school teachers are male—that is up from 12% in 2010—but 35% of secondary school teachers are male, although that is down slightly, from 37.8% in 2010. Let us look at the picture as a whole: 28% of all male teachers teach in state-funded nursery and primary schools, whereas 65% of male teachers teach in secondary schools and 6% of male teachers teach in special schools and pupil referral units. The hon. Member for Strangford (Jim Shannon), in his speech, cited similar proportions in Northern Ireland.

Male teachers do progress to leadership positions at a higher rate. As of November 2021, in state-funded nursery and primary schools, 26% of headteachers were male, compared with 14% of all nursery and primary teachers. There is also data to suggest that men progress faster. For example, in 2020 the median new female primary headteacher had been qualified for 19 years or fewer, compared with 16 years or fewer for the median male primary headteacher—whatever a median male primary headteacher is. People know the point I am making in terms of averages.

The Department is committed to making teaching and teacher recruitment as inclusive as possible. That includes recruitment campaigns designed to attract a diverse pool of candidates to teacher training, including men into primary teaching. All candidates have access to tailored support to help find the best route into teaching for them. Although we are seeing increasing representation in some areas—for example, recruitment into initial teacher training is increasingly racially diverse—the Department recognises that some groups, including men, are still under-represented compared with the working-age population. I know that that view is shared by my hon. Friend the Member for Rugby (Mark Pawsey) and his daughter, who is herself a primary school teacher. This is particularly evident in the teaching workforce in primary schools.

The Department is committed to using all our new sources of data and insight, including the new in-house recruitment services, to identify barriers to accomplished people becoming teachers and staying in teaching. From initial attraction, to recruitment, development and progression into leadership, the new services and support are designed to deliver a high-quality and diverse workforce, for the benefit of pupils across the country. Excellent teaching of course starts with recruiting excellent people, from all backgrounds, and the Department does work hard to create diverse recruitment campaigns, as I mentioned, that attract brilliant students, recent graduates and career changers into teaching. Through the new Get Into Teaching website, prospective trainees can access tailored support and advice from expert, one-to-one teacher training advisers, a contact centre and a national programme of events. The Get School Experience digital service also helps potential candidates find and arrange experience in the classroom before deciding whether to become a teacher.

To transform the application process, we successfully rolled out the new initial teacher training application service in England in 2021. The Apply for teacher training service has removed recruitment barriers and is better supporting a wider range of excellent applicants to apply for teaching. The new Apply for teacher training service gives the Department more data and gives us greater insight into the behaviour of male candidates and all candidates, and of schools and universities that offer initial teacher training. That helps us to identify and address barriers for under-represented groups, including men.

If there is one area in which we can help to address the concerns raised by my hon. Friend the Member for Mansfield, it is through understanding why certain candidates are refused an initial teacher training place and what causes any particular candidate to drop out of the application process. We will learn a lot through the new website and I can commit to my hon. Friend that, as a consequence of this debate, I will also monitor any differential data that relates to the sex of the candidate going through the application process.

The Department is committed to tackling barriers to becoming a teacher, including reforming the routes to teaching. That includes a review of the postgraduate teaching apprenticeship, to create a more efficient and streamlined route. As well as that, we are providing a seamless journey into teaching for the best candidates. We have increased the starting salary to £28,000, seeking to ensure that the teaching profession is increasingly competitive, and we have the ultimate goal of getting to a starting salary of £30,000 in the following year.

At the recruitment stage, we have targeted our financial incentives where we know they are most needed. That is why we have put in place a range of measures for trainees from 2023, including bursaries worth up to £27,000 and scholarships worth up to £29,000, to encourage talented trainees to apply for those subjects with the greatest need for new teachers.

In conclusion, I thank my hon. Friend the Member for Mansfield for his interest in and passion for the recruitment and retention of the highest quality teachers, and his particular interest in increasing the number of male teachers in primary schools. Recruitment of primary school teachers remains strong, with the Department exceeding primary recruitment targets in four of the last five years. That said, the Department is taking action to increase teacher recruitment and retention and to boost teacher quality through several high priority programmes, including the early career framework, which I have not touched on today.

At the recruitment stage, the Department has made progress in encouraging applications from the highest quality candidates through our marketing campaign and the transformation of our recruitment services. Meanwhile, our world-class teacher development programmes are designed to support all teachers in the early stage of and throughout their careers, right through to executive leadership. I am very happy to continue these discussions with my hon. Friend in the months ahead.

The speech made by Nick Gibb, the Minister of State at the Department for Education, in Westminster Hall on 1 November 2022.

It is a pleasure to debate this important subject under your beady eye, Dame Maria. I congratulate my hon. Friend the Member for Cleethorpes (Martin Vickers) on securing the debate.

Quality religious education is an important part of a knowledge-rich curriculum. It ensures that all pupils understand the value and traditions of Britain and other countries, and helps to foster an understanding among different faiths and cultures in our modern, diverse nation. In his powerful speech, the hon. Member for Plymouth, Sutton and Devonport (Luke Pollard) rightly said that a proper understanding of politics and culture requires a deep knowledge of the world’s great religions. That point was echoed by my hon. Friend the Member for Cleethorpes, who cited common phrases such as “the writing is on the wall”, “the salt of the earth” and—perhaps pertinently to this place—“how the mighty have fallen”, all of which come from the Bible.

My hon. Friend the Member for Congleton (Fiona Bruce) demonstrated how important academic knowledge of religion is to an understanding of many of the great events and conflicts around the world. The hon. Member for Strangford (Jim Shannon), citing two teachers from his school days—which were probably a few decades ago—reminded us of the important role that teachers play in our lives. They ensure that we have the knowledge—in his example, of Irish history and of other world religions—that we need to understand the world.

RE is an important part of a modern school curriculum that aims to promote the spiritual, moral and cultural development of children and young people and to help them to prepare for the responsibilities and experiences of adult life. It is important that pupils know about the world’s key religions. We need to develop students’ knowledge and understanding of religious beliefs, of the teachings and sources of those beliefs, and of the key religious texts and scriptures of all the world’s major religions.

Knowledge of world religions is also valuable in supporting Britain’s relationships with other countries. It is clearly important to understand the values and perspectives of those with whom we wish to conduct business or build diplomatic relationships. It is because of the importance of the subject that it remains compulsory that all pupils at maintained state-funded schools in England—including, through their funding agreements, academies—study religious education up to the age of 18.

My hon. Friend the Member for Cleethorpes will be aware of statistics that indicate that 64% of the UK adult population think that an education in religion and world views is an important part of the school curriculum, and that 71% agree that the subject should reflect the diversity of backgrounds and beliefs in the UK today. We require schools to publish on their websites details of their curricula, including RE. We want parents to have a clear understanding of what their child will be taught and to be able to talk to the school if they have any questions or concerns.

The support for RE shown by Members in this debate is reflected in the continuing popularity of the religious studies GCSE, to which the shadow Minister, the hon. Member for Portsmouth South (Stephen Morgan), referred. Provisional 2022 figures show that 34.3% of pupils at the end of key stage 4—some 221,000 of them—took the GCSE in religious studies. It has more entries than each of art and design, computing, business studies and PE. In 2010-11, the figure was 195,109, but that was of course for the full-course GCSE. At that time, there was also the short-course GCSE. The 2010-11 figure amounted to 31% of the cohort. In 2016-17, the figure was higher than it is today, with 264,000 pupils—some 45% of the cohort—taking the GCSE.

My hon. Friend the Member for Stoke-on-Trent North (Jonathan Gullis) raised the issue of the EBacc, as he is wont to do. As he will know, we deliberately kept the EBacc small enough to enable pupils to study other subjects, such as music, art, RE or vocational subjects. Our overriding concern when we introduced the EBacc was that the core academic subjects it represents—English, maths, science, languages, and history or geography—were being denied to too many pupils, especially the more disadvantaged. Let me take this opportunity to pay tribute to my hon. Friend for his period in office as Minister for School Standards. I know he is committed to raising academic standards in schools. He did so during his period in office and will continue to do so in the other roles he plays, in which I wish him well.

My hon. Friend the Member for Cleethorpes referred to a decline in the time spent teaching RE. While figures will vary from school to school, at a national level the proportion of time secondary schools spend teaching RE has remained broadly stable: it made up 3.2% of all teaching hours in 2010 and 3.3% in 2021.

The hon. Member for Strangford raised the issue of the right to withdraw from RE. Although our view is that RE is an important subject, we think it is equally important that parents and older students have a right to withdrawal. We currently have no plans to change the situation.

In respect of a school’s RE curriculum, except for subject content specifications for the religious studies GCSE and A-level, the Government do not prescribe curriculum content, how RE should be delivered or how many hours should be taught.

Carla Lockhart (Upper Bann) (DUP)

In Northern Ireland we recently had an outrageous court judgment that declared that exclusively Christian RE lessons in primary schools are unlawful. In my mind, this ruling reveals the real agenda of so many: the removal of Christianity from school settings. In this broken land and society, we are seeing the breakdown of the family unit and soaring rates of suicide, born out of hopelessness. Surely the teaching of love, hope and charity within Christianity is what society needs more of, not less of?

Nick Gibb

The hon. Member makes an important point—those are common features of the world’s major religions—but obviously RE and education is a devolved matter in Northern Ireland.

RE is part of each school’s basic or wider curriculum. While academies, free schools and most maintained schools designated as having a religious character may design and follow their own RE curriculum, all other maintained schools must follow their area’s locally agreed syllabus for RE. The locally agreed syllabus specifies details of the RE curriculum that they should deliver and is monitored by the standing advisory council on religious education that is established by each local authority.

I understand the concern raised by several Members that some schools may not be taking their duty to teach RE seriously. I should be clear that all mainstream, state-funded schools are required to teach RE. Schools that are not teaching RE are acting unlawfully or are in breach of their funding agreement. Any concerns that a school may not be complying with the requirement to teach RE should in the first instance be raised via the school’s complaints procedure. If a complaint is not resolved, the issue can be escalated via the Department for Education’s school complaints unit.

Members have cited the figure that one in five schools are not teaching RE—I think my right hon. Friend the Member for Gainsborough (Sir Edward Leigh) made that point. Actually, the Department does not collect data on schools’ level of compliance with the requirement to teach RE, but it does collect data on the hours of RE teaching by teachers. The data cited by my right hon. Friend is drawn from individual schools’ timetabling systems, so it does not really represent a completely accurate picture. For example, it may not pick up instances when RE is taught as part of another subject or under a different title.

Sir Edward Leigh

Will the Minister issue general guidance to all schools that they must fulfil their statutory requirements in this area?

Nick Gibb

I will keep that idea under consideration. We have already issued guidance about the teaching of religious education in schools.

Regardless of whether teachers are following a locally agreed syllabus for RE or one designed by their own school or a multi-academy trust, ensuring that they have access to high-quality teaching resources is important, as it is for every other subject. We intend to support the teaching of RE through the procurement of full curriculum packages by Oak National Academy—that goes to the point made by my right hon. Friend. We want to make sure that what is taught is of high quality, and that applies not just to RE but to other subjects. Oak is playing an important role in providing resources for teachers and, in the second tranche of its procurement process, will be procuring curriculum materials, maps and plans for religious education.

As the hon. Member for Portsmouth South and others said, recruiting and retaining teachers is crucial to every curriculum subject, so the Department is driving an ambitious transformation plan to overhaul the process of teacher training. This includes stimulating initial interest through world-class marketing, providing support for prospective trainees, and using real-time data and insight from our new application process to help to boost recruitment where it is most needed. In the 2020-21 academic year, we exceeded the postgraduate initial teacher training target for religious education teachers, achieving 129% of the target. The equivalent target in the 2021-22 academic year was narrowly missed, as we achieved 99% of the target. We will keep these issues under review.

My hon. Friend the Member for Cleethorpes and the hon. Member for Plymouth, Sutton and Devonport raised the issue of initial teacher training bursaries. As the Government do not provide bursaries for every subject, I can understand the disappointment of those who are not eligible, and I do not put all the blame for that on to my hon. Friend the Member for Stoke-on-Trent North. These are difficult decisions that are taken every year as we decide how to allocate the scarce resource of the bursaries. They are allocated to take account of recruitment historically, the forecast economic conditions and the teacher supply needed in each subject. That allows us to focus the bursary expenditure on subjects with the greatest need and ensures that we spend money where it is needed most. My hon. Friend got that decision absolutely right in his period in office.

Specialist teacher training and continuous professional development are important for every subject. In some cases, subject knowledge enhancement courses may be appropriate for those training to become a specialist. This is where a School Direct lead school or an initial teacher training provider can identify applicants who have the potential to become outstanding RE teachers, but who need to increase their subject knowledge. There is an eight-week subject knowledge enhancement course to help them to become specialist teachers.

Jonathan Gullis

The Minister is completely correct to say that continuous professional development is so important to being a high-quality teacher, but sadly we are the only country in Europe that does not have enough specified hours for teachers to do teacher training throughout the academic year. This is something I was looking at in the Department while I was there. Does the Minister agree that to enable the eight-week course to be taken up by non-specialists, such as someone like me, we will need to be able to protect time for teachers to get that professional development?

Nick Gibb

My hon. Friend is absolutely right, and we have clear guidance to schools about mentoring and continuous professional development. The early career framework was implemented to help teachers in the first two years of their career to make sure they have the right mentoring and training so that they can turn into accomplished teachers.

My hon. Friend the Member for Cleethorpes raised the matter of collective worship, which is an important part of school life. It encourages pupils to reflect on the concept of belief and the role it plays in the traditions and values of this country, and equips them with the knowledge they need to interact with other people. It deals with how we live our lives and includes important moral and ethical issues. Any concerns that a school is failing to provide a daily act of collective worship should in the first instance be raised via the school’s complaints unit.

Sir Edward Leigh

Before the Minister sits down, will he deal with my point about the faith cap, which does not achieve anything?

Nick Gibb

My right hon. Friend will recall that when that decision was taken by my right hon. Friend the Member for East Hampshire (Damian Hinds), Catholic schools were encouraged to use the voluntary aided route to establish a new school. Of course, we will continue to keep all these issues under review.

I reiterate the Government’s commitment that schools in England should continue to teach religious education. It is mandatory now and we have no plans to change that, but there is scope to work on achieving greater consistency in standards. We will seek to improve that through the work of the Oak National Academy.

Fiona Bruce

The Minister may recall that this summer the UK hosted a very successful international conference on freedom of religion or belief, to which 88 Governments sent delegates. Out of that, the International Religious Freedom or Belief Alliance is working on developing workbooks for primary school pupils to help them to understand the importance of not discriminating against others of different faiths or beliefs, just as pupils in many countries across the world understand not to discriminate against, say, disabled pupils. Will the Minister meet me as we work on that project? We now have 42 countries in our alliance, and our aim is eventually—while respecting those countries’ different cultures—to promote and ideally disseminate that through the Education Departments of our respective countries.

Nick Gibb

I would be delighted to meet my hon. Friend. I pay tribute to her for the superb work she does in her role as special envoy. I would also be delighted to meet my hon. Friend the Member for Cleethorpes and the RE Policy Unit to discuss these issues further. I think that is a good note to end on, so I will finish my remarks there.