Written questions by Hinds.

What assessment she has made of trends in the level of members of the public directly contacting the Teaching Regulation Agency.

The Teaching Regulation Agency (TRA) analyse and report on referral numbers within their Annual Report and Accounts published on GOV.UK. Referrals to TRA have increased from 1038 in 2022/23 to 1684 in 2023/24, and that increase has been driven by a rise in the number of referrals made by members of the public since the launch of the online referral system in March 2023.

Whether schools receiving support from regional improvement for standards and excellence teams will have improvement progress measured by (a) those teams, (b) other teams in her Department and (c) Ofsted in a way that could (i) trigger and (ii) otherwise affect a decision to make a structural intervention.

Ofsted plan to monitor the quality of schools which are under-performing on a regular basis. Regional Improvement for Standards and Excellence teams will also be checking on the implementation of the school’s improvement plan. If schools do not make sufficient improvement, the department’s default approach will be to structurally intervene. This approach is set out in the ‘School Accountability Reform – school profiles, improvement and intervention’ consultation.

With reference to the consultation entitled School accountability reform – school profiles, improvement and intervention, published on 3 February 2025, what are the differences in (a) role and function and (b) qualifications and experience required between (i) National Leaders in Education and (ii) external advisers in Regional Improvement for Standards and Excellence teams.

Regional Improvement for Standards and Excellent (RISE) team advisers have an exceptional track record of school improvement and executive leadership. This includes individuals who are, or have recently been, headteachers, senior local authority officers or trust leaders. They have a much broader role in acting as the catalyst for driving a self-improving system, and designing bespoke, targeted interventions to under-performing schools, compared to National Leaders of Education (NLEs). Unlike NLEs, RISE advisors will not directly deliver these interventions but will draw on a range of high-quality organisations from curriculum hubs to high-performing trusts, to do so in line with evidence on driving improvements in school standards and outcomes.The department’s targeted, mandatory RISE intervention is backed initially by over £20 million of funding for school improvement, far more than was available under the optional Trust and School Improvement (TSI) offer of a basic £6,000 worth of support per school compared to RISE’s of up to £100,000. In addition, the previous government had not planned to continue the TSI offer for schools which were newly eligible from September 2024, a decision this government has reversed.

With reference to the consultation entitled School accountability reform – school profiles, improvement and intervention, published on 3 February 2025, how much time she expects Regional Improvement for Standards and Excellence teams to spend on (a) universal service and (b) targeted intervention.

The department’s new regional improvement for standards and excellence (RISE) teams will provide both mandatory targeted intervention to schools that Ofsted identifies as needing to improve, and a universal service for all schools, which will act as a catalyst for collaboration and improvement across all schools.RISE teams will now begin engaging with the first schools eligible for the targeted, bespoke service, with more schools to begin in April.The department’s first 20 RISE advisers are now in post. They will work alongside the department to help support schools break down the barriers to opportunity and end the link between background and success. A full list of these advisers has been published on GOV.UK.Expert RISE advisers will work with the department’s Regions Group. Some Regions Group staff will work full-time delivering RISE work, others will deliver some RISE work alongside other roles. Workforce allocations for the 2025/26 fiscal and academic years have not yet been set.In addition to the RISE advisers in post, the department launched a recruitment campaign for a full cohort of advisers to start in the spring and summer term. We will be informing candidates of the outcome of this campaign shortly.

What the total staffing was of her Department's Regions Group in (a) fiscal and (b) academic year 2023-24; and if she will make an estimate of the number of staff anticipated for 2025-26.

The average number of full-time equivalent (FTE) staff in the department’s Regions Group was 790 in the 2023/24 financial year and 825 in the 2023/24 academic year.On 1 October 2024, 172 FTE staff along with their functions transferred into Regions Group, in advance of the planned closure of the Education and Skills Funding Agency in March 2025.Currently, the expected number of staff in Regions Group on 1 April 2025 is 996.9 FTE.Workforce allocations for 2025/26 have not yet been set.

With reference to the consultation entitled School accountability reform – school profiles, improvement and intervention, published on 3 February 2025, how many and what proportion of full-time equivalent Regional Improvement for Standards and Excellence teams will be (a) DfE-employed civil servants and (b) external advisers.

The department’s new regional improvement for standards and excellence (RISE) teams will provide both mandatory targeted intervention to schools that Ofsted identifies as needing to improve, and a universal service for all schools, which will act as a catalyst for collaboration and improvement across all schools.RISE teams will now begin engaging with the first schools eligible for the targeted, bespoke service, with more schools to begin in April.The department’s first 20 RISE advisers are now in post. They will work alongside the department to help support schools break down the barriers to opportunity and end the link between background and success. A full list of these advisers has been published on GOV.UK.Expert RISE advisers will work with the department’s Regions Group. Some Regions Group staff will work full-time delivering RISE work, others will deliver some RISE work alongside other roles. Workforce allocations for the 2025/26 fiscal and academic years have not yet been set.In addition to the RISE advisers in post, the department launched a recruitment campaign for a full cohort of advisers to start in the spring and summer term. We will be informing candidates of the outcome of this campaign shortly.

What progress her Department has made on the recruitment of external advisers for regional improvement for standards and excellence (RISE) teams.

The department’s new regional improvement for standards and excellence (RISE) teams will provide both mandatory targeted intervention to schools that Ofsted identifies as needing to improve, and a universal service for all schools, which will act as a catalyst for collaboration and improvement across all schools.RISE teams will now begin engaging with the first schools eligible for the targeted, bespoke service, with more schools to begin in April.The department’s first 20 RISE advisers are now in post. They will work alongside the department to help support schools break down the barriers to opportunity and end the link between background and success. A full list of these advisers has been published on GOV.UK.Expert RISE advisers will work with the department’s Regions Group. Some Regions Group staff will work full-time delivering RISE work, others will deliver some RISE work alongside other roles. Workforce allocations for the 2025/26 fiscal and academic years have not yet been set.In addition to the RISE advisers in post, the department launched a recruitment campaign for a full cohort of advisers to start in the spring and summer term. We will be informing candidates of the outcome of this campaign shortly.

What regional improvement for standards and excellence (RISE) staffing is (a) in place and (b) anticipated for the next (i) fiscal and (ii) academic year.

The department’s new regional improvement for standards and excellence (RISE) teams will provide both mandatory targeted intervention to schools that Ofsted identifies as needing to improve, and a universal service for all schools, which will act as a catalyst for collaboration and improvement across all schools.RISE teams will now begin engaging with the first schools eligible for the targeted, bespoke service, with more schools to begin in April.The department’s first 20 RISE advisers are now in post. They will work alongside the department to help support schools break down the barriers to opportunity and end the link between background and success. A full list of these advisers has been published on GOV.UK.Expert RISE advisers will work with the department’s Regions Group. Some Regions Group staff will work full-time delivering RISE work, others will deliver some RISE work alongside other roles. Workforce allocations for the 2025/26 fiscal and academic years have not yet been set.In addition to the RISE advisers in post, the department launched a recruitment campaign for a full cohort of advisers to start in the spring and summer term. We will be informing candidates of the outcome of this campaign shortly.

What the distribution is by (a) age and (b) length of service of teachers without qualified teacher status.

Information on the school workforce is published in the ‘School Workforce in England’ statistical publication, which is available here: https://explore-education-statistics.service.gov.uk/find-statistics/school-workforce-in-england. The next publication in this series, regarding the 2024/25 academic year, will be released in June 2025.Schools where qualified teacher status (QTS) is a legal requirement are referred to as maintained schools. In some schools in England, QTS is not a legal requirement. Within the English state school sector, academy schools and free schools can employ teachers without QTS.Data showing the full time equivalent (FTE) of teachers with and without QTS, from 2010/11 to 2023/24, which is the earliest and latest year for which data is available, can be found at: https://explore-education-statistics.service.gov.uk/data-tables/permalink/b524fbd3-401e-45e4-18af-08dd3ba4043a. Both the FTE of teachers and the proportion of FTE teachers, with and without QTS, is available in the attached table, which shows data from 2010/11 to 2023/24, the earliest and latest year for which data is available.Data showing the FTE of teachers on a QTS route, and not on a QTS route, from 2010/11 to 2022/23, the earliest and latest year for which data is available, can be found at: https://explore-education-statistics.service.gov.uk/data-tables/permalink/9405c2fd-8b88-4150-18c1-08dd3ba4043a. Both the FTE of teachers and the proportion of FTE teachers, on and off a QTS route, is available in the attached table, showing data from 2010/11 to 2022/23, the earliest and latest year for which data is available.The requested information on how many and what proportion of teachers without QTS were on recruitment programmes supported and procured by the department is not available.The requested information on which subjects are most taught by teachers without QTS is not available.In the top 3% of schools employing teachers without QTS, the average proportion of teachers without QTS within their school is 12.5%. The average proportion in the top 10% of schools is 8.5%.The age group distribution of teachers without QTS can be seen in the attached table. The requested information on distribution by the length of service for teachers without QTS is not available.

How many and what proportion of teachers without qualified teacher status were on recruitment programmes (a) supported and (b) procured by her Department in the (i) earliest and (ii) latest year for which data are available.

Information on the school workforce is published in the ‘School Workforce in England’ statistical publication, which is available here: https://explore-education-statistics.service.gov.uk/find-statistics/school-workforce-in-england. The next publication in this series, regarding the 2024/25 academic year, will be released in June 2025.Schools where qualified teacher status (QTS) is a legal requirement are referred to as maintained schools. In some schools in England, QTS is not a legal requirement. Within the English state school sector, academy schools and free schools can employ teachers without QTS.Data showing the full time equivalent (FTE) of teachers with and without QTS, from 2010/11 to 2023/24, which is the earliest and latest year for which data is available, can be found at: https://explore-education-statistics.service.gov.uk/data-tables/permalink/b524fbd3-401e-45e4-18af-08dd3ba4043a. Both the FTE of teachers and the proportion of FTE teachers, with and without QTS, is available in the attached table, which shows data from 2010/11 to 2023/24, the earliest and latest year for which data is available.Data showing the FTE of teachers on a QTS route, and not on a QTS route, from 2010/11 to 2022/23, the earliest and latest year for which data is available, can be found at: https://explore-education-statistics.service.gov.uk/data-tables/permalink/9405c2fd-8b88-4150-18c1-08dd3ba4043a. Both the FTE of teachers and the proportion of FTE teachers, on and off a QTS route, is available in the attached table, showing data from 2010/11 to 2022/23, the earliest and latest year for which data is available.The requested information on how many and what proportion of teachers without QTS were on recruitment programmes supported and procured by the department is not available.The requested information on which subjects are most taught by teachers without QTS is not available.In the top 3% of schools employing teachers without QTS, the average proportion of teachers without QTS within their school is 12.5%. The average proportion in the top 10% of schools is 8.5%.The age group distribution of teachers without QTS can be seen in the attached table. The requested information on distribution by the length of service for teachers without QTS is not available.

How many and what proportion of teachers without qualified teacher status were (a) working towards (b) not working towards qualified teacher status in the (i) earliest and (ii) latest year for which data are available.

Information on the school workforce is published in the ‘School Workforce in England’ statistical publication, which is available here: https://explore-education-statistics.service.gov.uk/find-statistics/school-workforce-in-england. The next publication in this series, regarding the 2024/25 academic year, will be released in June 2025.Schools where qualified teacher status (QTS) is a legal requirement are referred to as maintained schools. In some schools in England, QTS is not a legal requirement. Within the English state school sector, academy schools and free schools can employ teachers without QTS.Data showing the full time equivalent (FTE) of teachers with and without QTS, from 2010/11 to 2023/24, which is the earliest and latest year for which data is available, can be found at: https://explore-education-statistics.service.gov.uk/data-tables/permalink/b524fbd3-401e-45e4-18af-08dd3ba4043a. Both the FTE of teachers and the proportion of FTE teachers, with and without QTS, is available in the attached table, which shows data from 2010/11 to 2023/24, the earliest and latest year for which data is available.Data showing the FTE of teachers on a QTS route, and not on a QTS route, from 2010/11 to 2022/23, the earliest and latest year for which data is available, can be found at: https://explore-education-statistics.service.gov.uk/data-tables/permalink/9405c2fd-8b88-4150-18c1-08dd3ba4043a. Both the FTE of teachers and the proportion of FTE teachers, on and off a QTS route, is available in the attached table, showing data from 2010/11 to 2022/23, the earliest and latest year for which data is available.The requested information on how many and what proportion of teachers without QTS were on recruitment programmes supported and procured by the department is not available.The requested information on which subjects are most taught by teachers without QTS is not available.In the top 3% of schools employing teachers without QTS, the average proportion of teachers without QTS within their school is 12.5%. The average proportion in the top 10% of schools is 8.5%.The age group distribution of teachers without QTS can be seen in the attached table. The requested information on distribution by the length of service for teachers without QTS is not available.

How many and what proportion of full-time equivalent teachers were without qualified teacher status in state funded (a) mainstream primary, (b) mainstream secondary, (c) special schools and (d) alternative provision in the (i) earliest and (ii) latest year for which data are available.

Information on the school workforce is published in the ‘School Workforce in England’ statistical publication, which is available here: https://explore-education-statistics.service.gov.uk/find-statistics/school-workforce-in-england. The next publication in this series, regarding the 2024/25 academic year, will be released in June 2025.Schools where qualified teacher status (QTS) is a legal requirement are referred to as maintained schools. In some schools in England, QTS is not a legal requirement. Within the English state school sector, academy schools and free schools can employ teachers without QTS.Data showing the full time equivalent (FTE) of teachers with and without QTS, from 2010/11 to 2023/24, which is the earliest and latest year for which data is available, can be found at: https://explore-education-statistics.service.gov.uk/data-tables/permalink/b524fbd3-401e-45e4-18af-08dd3ba4043a. Both the FTE of teachers and the proportion of FTE teachers, with and without QTS, is available in the attached table, which shows data from 2010/11 to 2023/24, the earliest and latest year for which data is available.Data showing the FTE of teachers on a QTS route, and not on a QTS route, from 2010/11 to 2022/23, the earliest and latest year for which data is available, can be found at: https://explore-education-statistics.service.gov.uk/data-tables/permalink/9405c2fd-8b88-4150-18c1-08dd3ba4043a. Both the FTE of teachers and the proportion of FTE teachers, on and off a QTS route, is available in the attached table, showing data from 2010/11 to 2022/23, the earliest and latest year for which data is available.The requested information on how many and what proportion of teachers without QTS were on recruitment programmes supported and procured by the department is not available.The requested information on which subjects are most taught by teachers without QTS is not available.In the top 3% of schools employing teachers without QTS, the average proportion of teachers without QTS within their school is 12.5%. The average proportion in the top 10% of schools is 8.5%.The age group distribution of teachers without QTS can be seen in the attached table. The requested information on distribution by the length of service for teachers without QTS is not available.

What average proportion of full-time equivalent teaching staff teachers without qualified teacher status constitute for the top (a) 3% and (b) 10% of schools employing those teachers.

Information on the school workforce is published in the ‘School Workforce in England’ statistical publication, which is available here: https://explore-education-statistics.service.gov.uk/find-statistics/school-workforce-in-england. The next publication in this series, regarding the 2024/25 academic year, will be released in June 2025.Schools where qualified teacher status (QTS) is a legal requirement are referred to as maintained schools. In some schools in England, QTS is not a legal requirement. Within the English state school sector, academy schools and free schools can employ teachers without QTS.Data showing the full time equivalent (FTE) of teachers with and without QTS, from 2010/11 to 2023/24, which is the earliest and latest year for which data is available, can be found at: https://explore-education-statistics.service.gov.uk/data-tables/permalink/b524fbd3-401e-45e4-18af-08dd3ba4043a. Both the FTE of teachers and the proportion of FTE teachers, with and without QTS, is available in the attached table, which shows data from 2010/11 to 2023/24, the earliest and latest year for which data is available.Data showing the FTE of teachers on a QTS route, and not on a QTS route, from 2010/11 to 2022/23, the earliest and latest year for which data is available, can be found at: https://explore-education-statistics.service.gov.uk/data-tables/permalink/9405c2fd-8b88-4150-18c1-08dd3ba4043a. Both the FTE of teachers and the proportion of FTE teachers, on and off a QTS route, is available in the attached table, showing data from 2010/11 to 2022/23, the earliest and latest year for which data is available.The requested information on how many and what proportion of teachers without QTS were on recruitment programmes supported and procured by the department is not available.The requested information on which subjects are most taught by teachers without QTS is not available.In the top 3% of schools employing teachers without QTS, the average proportion of teachers without QTS within their school is 12.5%. The average proportion in the top 10% of schools is 8.5%.The age group distribution of teachers without QTS can be seen in the attached table. The requested information on distribution by the length of service for teachers without QTS is not available.

Which subjects are most taught by teachers without qualified teacher status.

Information on the school workforce is published in the ‘School Workforce in England’ statistical publication, which is available here: https://explore-education-statistics.service.gov.uk/find-statistics/school-workforce-in-england. The next publication in this series, regarding the 2024/25 academic year, will be released in June 2025.Schools where qualified teacher status (QTS) is a legal requirement are referred to as maintained schools. In some schools in England, QTS is not a legal requirement. Within the English state school sector, academy schools and free schools can employ teachers without QTS.Data showing the full time equivalent (FTE) of teachers with and without QTS, from 2010/11 to 2023/24, which is the earliest and latest year for which data is available, can be found at: https://explore-education-statistics.service.gov.uk/data-tables/permalink/b524fbd3-401e-45e4-18af-08dd3ba4043a. Both the FTE of teachers and the proportion of FTE teachers, with and without QTS, is available in the attached table, which shows data from 2010/11 to 2023/24, the earliest and latest year for which data is available.Data showing the FTE of teachers on a QTS route, and not on a QTS route, from 2010/11 to 2022/23, the earliest and latest year for which data is available, can be found at: https://explore-education-statistics.service.gov.uk/data-tables/permalink/9405c2fd-8b88-4150-18c1-08dd3ba4043a. Both the FTE of teachers and the proportion of FTE teachers, on and off a QTS route, is available in the attached table, showing data from 2010/11 to 2022/23, the earliest and latest year for which data is available.The requested information on how many and what proportion of teachers without QTS were on recruitment programmes supported and procured by the department is not available.The requested information on which subjects are most taught by teachers without QTS is not available.In the top 3% of schools employing teachers without QTS, the average proportion of teachers without QTS within their school is 12.5%. The average proportion in the top 10% of schools is 8.5%.The age group distribution of teachers without QTS can be seen in the attached table. The requested information on distribution by the length of service for teachers without QTS is not available.

What representations she has received on disallowing schools from employing teachers without qualified teacher status.

The department has heard from schools, leaders and teachers regarding the measure in the Children’s Wellbeing and Schools Bill to require new teachers to have or be working towards qualified teacher status (QTS). This measure will reaffirm the professional status of teaching and emphasise the importance of high-quality teaching in outcomes for children.The requirement for QTS builds on the reforms made by the previous government, who ensured that the essential knowledge associated with high-quality teaching is incorporated into all primary and secondary initial teacher training and the statutory early career induction. We want to ensure that new teachers benefit from the very best evidence-based training followed by an induction, whichever type of school they work in.There are existing exemptions to the requirement for QTS set out in regulations, which allow schools to employ unqualified teachers in particular circumstances. The government will retain these exemptions for all schools.

Pursuant to the Answer of 14 October 2024 to Question 6019 on Private Education: Teachers, whether any schools have (a) left the Teachers’ Pension Scheme and (b) entered phased withdrawal since 14 October 2024.

Between 14 October 2024 and 15 January 2025, nine schools left the Teachers’ Pension Scheme outright and eighteen have entered a phased withdrawal.

Communities and Local Government, whether the geographic level at which housing targets are set will change in the event of local government reorganisation.

Strategic policy making authorities, which are normally district councils (in two tier areas), metropolitan districts councils and unitary authorities, are responsible for planning for local housing needs.The government intends to legislate to create a universal system of strategic planning throughout England. Once this system is established, it is anticipated that Spatial Development Strategies (SDS) will distribute housing needs across the strategic planning area in line with existing or planned infrastructure.In all areas, local plans will need to be in general conformity with the SDS.

How Technical Excellence colleges will differ from the Institutes of Technologies programme.

Technical Excellence Colleges will support a focus on higher technical skills and link to local growth plans. These colleges will work with businesses, trade unions and local government to provide young people and adults with better job opportunities and the highly trained workforce that local economies need.The department will be setting out further details on Technical Excellence Colleges in due course.

Media and Sport, if she will make an assessment of the impact of the Listed Places of Worship Grant Scheme on religious minority groups in (a) Hampshire (b) South East England.

Since August 2022, the Listed Places of Grant Scheme has awarded more than £3 million to 416 Non-Christian listed places of worship. This includes Buddhist, Jewish, Islamic, Hindu and other denominations. In the same timeframe the Listed Places of Worship Grant Scheme has awarded £108,618 to 15 listed places of worship for non-Christian religious minority groups across South East England, and £5,576 to a single listed place of worship for a religious minority group in Hampshire.

Media and Sport, what assessment she has made of the contribution of the Listed Places of Worship Grant Scheme to the heritage crafts sector.

Churches can have an important part to play in heritage skills and crafts. For example, in summer 2024, Historic England's Heritage Building Skills Summer School took place at St John the Evangelist Church, Lancaster, a Churches Conservation Trust site. The Government funds both Historic England and Churches Conservation Trust, and the summer school is part of the Heritage Building Skills Programme, a five-year training and apprenticeships programme running from 2021-2026.