Written questions by Davies.

What plans her department has to improve retention of experienced and senior teachers in mainstream schools.

Awaiting answer.

What assessment her Department has made of the potential impact of school budgets on workforce decisions.

Awaiting answer.

What progress has been made on appointing people or groups to develop curriculum content following the recent tender process.

In light of the government’s response to the Curriculum and Assessment Review, the department has now completed a tender process for the procurement of suppliers who will draft the reformed Programmes of Study for the National Curriculum. The names of suppliers appointed to the framework and offered call off contracts will be confirmed in due course.

What assessment her Department has made of retention rates among secondary school music teachers compared to other subject teachers between 2015 and 2025.

Information on the school workforce, including the number of teachers in state-funded schools and teacher entrants and leaver rates, is published in the ‘School workforce in England’ statistical publication, which is available at: https://explore-education-statistics.service.gov.uk/find-statistics/school-workforce-in-england/2024. The department publishes secondary subject level entrant numbers and leaver rates as part of the ‘Postgraduate initial teacher training targets’ (PGITT) publication, the most recent version of which is available at: https://explore-education-statistics.service.gov.uk/find-statistics/postgraduate-initial-teacher-training-targets/2025-26.To note that the entrant and leaver rates included within this publication are calculated for a specific purpose which is to produce the primary and secondary PGITT targets and teachers that arrive from or leave to the special/pupil referral unit phase are counted within the rates. This is a different methodology than used to calculate the overall national and phase level teacher entrant and leaver rates in the school workforce census and so the rates are not directly comparable. These data will be updated when new targets are published in Spring 2026. The department collects and publishes data on the degree subjects held by primary school teachers. The number of primary school teachers who hold a music degree or degree in a music-related subject is available at: https://explore-education-statistics.service.gov.uk/data-tables/permalink/1a4752ff-957f-4676-b1dd-08de39895a0e. This data has been available since 31 July 2025. 1.7% of secondary school music teachers were aged 60 or over in 2024/25. There is no single set retirement age for teachers. The department does not collect information on subjects taught in primary schools. The department does not collect curriculum data from primary schools on the subjects taught by individual teachers. Unlike secondary teachers, who specialise in individual subjects, primary school teachers typically instruct across the whole curriculum. Gathering detailed data on which subjects each teacher delivers would require extensive additional reporting, increasing administrative workload.

What proportion of secondary school music teachers left the profession in each year from 2010 to 2025; and how that proportion compares to those that joined in each of those same years.

Information on the school workforce, including the number of teachers in state-funded schools and teacher entrants and leaver rates, is published in the ‘School workforce in England’ statistical publication, which is available at: https://explore-education-statistics.service.gov.uk/find-statistics/school-workforce-in-england/2024. The department publishes secondary subject level entrant numbers and leaver rates as part of the ‘Postgraduate initial teacher training targets’ (PGITT) publication, the most recent version of which is available at: https://explore-education-statistics.service.gov.uk/find-statistics/postgraduate-initial-teacher-training-targets/2025-26.To note that the entrant and leaver rates included within this publication are calculated for a specific purpose which is to produce the primary and secondary PGITT targets and teachers that arrive from or leave to the special/pupil referral unit phase are counted within the rates. This is a different methodology than used to calculate the overall national and phase level teacher entrant and leaver rates in the school workforce census and so the rates are not directly comparable. These data will be updated when new targets are published in Spring 2026. The department collects and publishes data on the degree subjects held by primary school teachers. The number of primary school teachers who hold a music degree or degree in a music-related subject is available at: https://explore-education-statistics.service.gov.uk/data-tables/permalink/1a4752ff-957f-4676-b1dd-08de39895a0e. This data has been available since 31 July 2025. 1.7% of secondary school music teachers were aged 60 or over in 2024/25. There is no single set retirement age for teachers. The department does not collect information on subjects taught in primary schools. The department does not collect curriculum data from primary schools on the subjects taught by individual teachers. Unlike secondary teachers, who specialise in individual subjects, primary school teachers typically instruct across the whole curriculum. Gathering detailed data on which subjects each teacher delivers would require extensive additional reporting, increasing administrative workload.

What proportion of primary and secondary school music teachers are within 5 years of retirement age.

Information on the school workforce, including the number of teachers in state-funded schools and teacher entrants and leaver rates, is published in the ‘School workforce in England’ statistical publication, which is available at: https://explore-education-statistics.service.gov.uk/find-statistics/school-workforce-in-england/2024. The department publishes secondary subject level entrant numbers and leaver rates as part of the ‘Postgraduate initial teacher training targets’ (PGITT) publication, the most recent version of which is available at: https://explore-education-statistics.service.gov.uk/find-statistics/postgraduate-initial-teacher-training-targets/2025-26.To note that the entrant and leaver rates included within this publication are calculated for a specific purpose which is to produce the primary and secondary PGITT targets and teachers that arrive from or leave to the special/pupil referral unit phase are counted within the rates. This is a different methodology than used to calculate the overall national and phase level teacher entrant and leaver rates in the school workforce census and so the rates are not directly comparable. These data will be updated when new targets are published in Spring 2026. The department collects and publishes data on the degree subjects held by primary school teachers. The number of primary school teachers who hold a music degree or degree in a music-related subject is available at: https://explore-education-statistics.service.gov.uk/data-tables/permalink/1a4752ff-957f-4676-b1dd-08de39895a0e. This data has been available since 31 July 2025. 1.7% of secondary school music teachers were aged 60 or over in 2024/25. There is no single set retirement age for teachers. The department does not collect information on subjects taught in primary schools. The department does not collect curriculum data from primary schools on the subjects taught by individual teachers. Unlike secondary teachers, who specialise in individual subjects, primary school teachers typically instruct across the whole curriculum. Gathering detailed data on which subjects each teacher delivers would require extensive additional reporting, increasing administrative workload.

Pursuant to the Answer of 14 February to Question 29521, on Teachers: Music, for what reason the Department does not collect curriculum data from primary schools on the subjects taught by individual teachers; and whether consideration has been given to collecting such data in order to identify the number of primary teachers specialising in music.

Information on the school workforce, including the number of teachers in state-funded schools and teacher entrants and leaver rates, is published in the ‘School workforce in England’ statistical publication, which is available at: https://explore-education-statistics.service.gov.uk/find-statistics/school-workforce-in-england/2024. The department publishes secondary subject level entrant numbers and leaver rates as part of the ‘Postgraduate initial teacher training targets’ (PGITT) publication, the most recent version of which is available at: https://explore-education-statistics.service.gov.uk/find-statistics/postgraduate-initial-teacher-training-targets/2025-26.To note that the entrant and leaver rates included within this publication are calculated for a specific purpose which is to produce the primary and secondary PGITT targets and teachers that arrive from or leave to the special/pupil referral unit phase are counted within the rates. This is a different methodology than used to calculate the overall national and phase level teacher entrant and leaver rates in the school workforce census and so the rates are not directly comparable. These data will be updated when new targets are published in Spring 2026. The department collects and publishes data on the degree subjects held by primary school teachers. The number of primary school teachers who hold a music degree or degree in a music-related subject is available at: https://explore-education-statistics.service.gov.uk/data-tables/permalink/1a4752ff-957f-4676-b1dd-08de39895a0e. This data has been available since 31 July 2025. 1.7% of secondary school music teachers were aged 60 or over in 2024/25. There is no single set retirement age for teachers. The department does not collect information on subjects taught in primary schools. The department does not collect curriculum data from primary schools on the subjects taught by individual teachers. Unlike secondary teachers, who specialise in individual subjects, primary school teachers typically instruct across the whole curriculum. Gathering detailed data on which subjects each teacher delivers would require extensive additional reporting, increasing administrative workload.

Whether her Department collects data on the (a) degree subjects of primary school teachers and (b) number of primary school teachers who hold a music degree or degree in a music-related subject.

Information on the school workforce, including the number of teachers in state-funded schools and teacher entrants and leaver rates, is published in the ‘School workforce in England’ statistical publication, which is available at: https://explore-education-statistics.service.gov.uk/find-statistics/school-workforce-in-england/2024. The department publishes secondary subject level entrant numbers and leaver rates as part of the ‘Postgraduate initial teacher training targets’ (PGITT) publication, the most recent version of which is available at: https://explore-education-statistics.service.gov.uk/find-statistics/postgraduate-initial-teacher-training-targets/2025-26.To note that the entrant and leaver rates included within this publication are calculated for a specific purpose which is to produce the primary and secondary PGITT targets and teachers that arrive from or leave to the special/pupil referral unit phase are counted within the rates. This is a different methodology than used to calculate the overall national and phase level teacher entrant and leaver rates in the school workforce census and so the rates are not directly comparable. These data will be updated when new targets are published in Spring 2026. The department collects and publishes data on the degree subjects held by primary school teachers. The number of primary school teachers who hold a music degree or degree in a music-related subject is available at: https://explore-education-statistics.service.gov.uk/data-tables/permalink/1a4752ff-957f-4676-b1dd-08de39895a0e. This data has been available since 31 July 2025. 1.7% of secondary school music teachers were aged 60 or over in 2024/25. There is no single set retirement age for teachers. The department does not collect information on subjects taught in primary schools. The department does not collect curriculum data from primary schools on the subjects taught by individual teachers. Unlike secondary teachers, who specialise in individual subjects, primary school teachers typically instruct across the whole curriculum. Gathering detailed data on which subjects each teacher delivers would require extensive additional reporting, increasing administrative workload.

What steps her Department is taking to help improve young people's understanding of climate change through the national curriculum.

The national curriculum provides a broad framework within which schools have the flexibility to develop the content of their own curricula. Topics related to climate change and the environment are included within the existing programmes of study for geography, science and citizenship, and Oak National Academy provides free, adaptable resources to support teachers in teaching this content well.The independent Curriculum and Assessment Review is considering all subjects, including whether any changes are needed to geography, science and citizenship. Its findings and recommendations will be included in the final report that will be published in autumn.In addition, we are developing a new GCSE in natural history. The GCSE will equip young people to understand and respect the natural world and contribute to the protection and conservation of the environment locally, nationally and internationally. An environmental science A level is also available.

How many young people accessed the Music and Dance Scheme in each of the last five academic years; and how many students will be supported by the scheme in the academic year 2025-26.

The Music and Dance Scheme operates on an academic year basis.Information is available for the final number of students with a Music and Dance Scheme bursary after the end of the academic year, in order to account for in-year starters.The information for the 2021/22, 2022/23, 2023/24 and 2024/25 academic years is in the table below. Please note the information for the 2024/25 academic year 2024/25 is provisional. Academic yearNumber of students with a Music and Dance Scheme bursary 2020/212,1392021/221,1532022/232,0562023/242,0442024/252,074

How the establishment of the National Centre for Arts and Music Education will improve the UK's creative industries; and what outcomes she expects that initiative to produce for young people.

On 18 March, the department announced our intention to launch a new National Centre for Arts and Music Education. A key part of the National Centre’s role will be helping schools maximise the opportunities available with and through the cultural sector, through partnerships and relationships, which both schools and cultural providers tell us is needed.The department’s intention is to launch the National Centre in September 2026, with a delivery lead appointed through an open procurement. Further details will be released in due course.The creative industries grew by 35.4% between 2020 and 2023, which is approximately 1.5 times the 22.3% growth rate that the UK economy experienced during the equivalent period. In 2023, the creative industries contributed over £124 billion to the economy, accounting for approximately 5.2% of the UK’s total gross value added. By widening access to a high quality arts education, the National Centre will not only enrich our children’s lives, but also support a globally respected creative economy by opening up and encouraging career paths to a new generation of musicians, artists, film-makers and creatives.In addition to the National Centre, the department announced the intention to develop an Enrichment Framework to support schools to offer pupils high quality creative and other extracurricular activities. We will work closely on this with the Department for Culture, Media and Sport, in collaboration with a panel of experts. We have committed to publishing the new Enrichment Framework by the end of 2025. Further details will be released in due course.The government has committed £79 million per year funding for the Music Hubs programme over the last three academic years, from 2022/23 to 2024/25, and a total of £25 million capital funding for musical instruments from academic year 2024/25. Future funding for the Music Hubs programme and National Centre is subject to the ongoing spending review.

What her planned timetable is for the completion of the Enrichment Framework for the National Centre for Arts and Music Education.

On 18 March, the department announced our intention to launch a new National Centre for Arts and Music Education. A key part of the National Centre’s role will be helping schools maximise the opportunities available with and through the cultural sector, through partnerships and relationships, which both schools and cultural providers tell us is needed.The department’s intention is to launch the National Centre in September 2026, with a delivery lead appointed through an open procurement. Further details will be released in due course.The creative industries grew by 35.4% between 2020 and 2023, which is approximately 1.5 times the 22.3% growth rate that the UK economy experienced during the equivalent period. In 2023, the creative industries contributed over £124 billion to the economy, accounting for approximately 5.2% of the UK’s total gross value added. By widening access to a high quality arts education, the National Centre will not only enrich our children’s lives, but also support a globally respected creative economy by opening up and encouraging career paths to a new generation of musicians, artists, film-makers and creatives.In addition to the National Centre, the department announced the intention to develop an Enrichment Framework to support schools to offer pupils high quality creative and other extracurricular activities. We will work closely on this with the Department for Culture, Media and Sport, in collaboration with a panel of experts. We have committed to publishing the new Enrichment Framework by the end of 2025. Further details will be released in due course.The government has committed £79 million per year funding for the Music Hubs programme over the last three academic years, from 2022/23 to 2024/25, and a total of £25 million capital funding for musical instruments from academic year 2024/25. Future funding for the Music Hubs programme and National Centre is subject to the ongoing spending review.

How much her Department has awarded to Hub Lead Organisations through the (a) revenue and (b) capital grant in the last three years; and whether she plans to provide additional funding for music hubs until the launch of the National Centre for Arts and Music Education.

On 18 March, the department announced our intention to launch a new National Centre for Arts and Music Education. A key part of the National Centre’s role will be helping schools maximise the opportunities available with and through the cultural sector, through partnerships and relationships, which both schools and cultural providers tell us is needed.The department’s intention is to launch the National Centre in September 2026, with a delivery lead appointed through an open procurement. Further details will be released in due course.The creative industries grew by 35.4% between 2020 and 2023, which is approximately 1.5 times the 22.3% growth rate that the UK economy experienced during the equivalent period. In 2023, the creative industries contributed over £124 billion to the economy, accounting for approximately 5.2% of the UK’s total gross value added. By widening access to a high quality arts education, the National Centre will not only enrich our children’s lives, but also support a globally respected creative economy by opening up and encouraging career paths to a new generation of musicians, artists, film-makers and creatives.In addition to the National Centre, the department announced the intention to develop an Enrichment Framework to support schools to offer pupils high quality creative and other extracurricular activities. We will work closely on this with the Department for Culture, Media and Sport, in collaboration with a panel of experts. We have committed to publishing the new Enrichment Framework by the end of 2025. Further details will be released in due course.The government has committed £79 million per year funding for the Music Hubs programme over the last three academic years, from 2022/23 to 2024/25, and a total of £25 million capital funding for musical instruments from academic year 2024/25. Future funding for the Music Hubs programme and National Centre is subject to the ongoing spending review.

What steps she is taking to improve partnerships between schools and cultural providers through the National Centre for Arts and Music Education.

On 18 March, the department announced our intention to launch a new National Centre for Arts and Music Education. A key part of the National Centre’s role will be helping schools maximise the opportunities available with and through the cultural sector, through partnerships and relationships, which both schools and cultural providers tell us is needed.The department’s intention is to launch the National Centre in September 2026, with a delivery lead appointed through an open procurement. Further details will be released in due course.The creative industries grew by 35.4% between 2020 and 2023, which is approximately 1.5 times the 22.3% growth rate that the UK economy experienced during the equivalent period. In 2023, the creative industries contributed over £124 billion to the economy, accounting for approximately 5.2% of the UK’s total gross value added. By widening access to a high quality arts education, the National Centre will not only enrich our children’s lives, but also support a globally respected creative economy by opening up and encouraging career paths to a new generation of musicians, artists, film-makers and creatives.In addition to the National Centre, the department announced the intention to develop an Enrichment Framework to support schools to offer pupils high quality creative and other extracurricular activities. We will work closely on this with the Department for Culture, Media and Sport, in collaboration with a panel of experts. We have committed to publishing the new Enrichment Framework by the end of 2025. Further details will be released in due course.The government has committed £79 million per year funding for the Music Hubs programme over the last three academic years, from 2022/23 to 2024/25, and a total of £25 million capital funding for musical instruments from academic year 2024/25. Future funding for the Music Hubs programme and National Centre is subject to the ongoing spending review.

What steps her Department is taking to help tackle (a) inter-pupil and (b) pupil on teacher violence.

All pupils and staff should feel safe and protected at school, and nobody should face violence or abuse. The department will always support our hard-working teachers to ensure they can work in safe and calm classrooms. All school employers, including trusts, have a duty to take reasonable steps to protect the health, safety and welfare of their employees.To prevent the most serious cases, we have invested in specialist support in both mainstream and alternative provision (AP) schools in the areas in England where serious violence most impacts the community. The taskforces work with schools and APs to improve attendance, behaviour and wellbeing, and to reduce serious violence.In order to give teachers confidence in responding to the rare cases of violence, the department is now consulting on the revised update to the 2013 ‘Use of reasonable force’ guidance, which aims to help schools proactively minimise the need to use reasonable force and other restrictive interventions through early support, prevention and de-escalation strategies.While the department expects schools to take immediate and robust action if incidents of violence occur, any decision on how to sanction the pupil involved is a matter for the school.In the most serious cases, suspensions and permanent exclusion may be necessary to ensure that teachers and pupils are protected from disruption and to maintain safe, calm environments. Should the incident constitute a criminal offence, the school should report it to the police.

What assessment her Department has made of the impact of recent changes to the Functional Skills Level 2 English exam on students with autism and other learning disabilities.

Reformed mathematics and English Functional Skills qualifications (FSQs) were introduced for first teaching from September 2019. As is standard practice, the department worked alongside Ofqual to evaluate the reforms in 2023. The department’s evaluation of FSQs found that the content of the qualifications is continuing to meet the needs of employers and learners. Ofqual’s concurrent evaluation found that the assessments are appropriate against this content but that awarding organisations need to make improvements in some areas, which the regulator is acting on.Ofqual’s evaluation did hear reports of a lack of understanding around the availability and application of reasonable adjustments, and in some cases providers reported that students were not able to access appropriate reasonable adjustments. The regulator has considered this stakeholder feedback as part of a wider review of awarding organisations’ application of reasonable adjustments in vocational and technical qualifications, with a view to improving their practice.

If she will make an assessment of the potential impact of pupils(a) behaviour and (b) violence on the number of disrupted learning hours to other pupils.

The National Behaviour Survey (NBS), delivered through the department’s omnibus panel surveys, is the department’s vehicle to gather evidence on pupil behaviour and to understand how it potentially impacts on learning.The behaviour survey questions allow the department to build up a national picture over time and act as a signpost to what schools need. In May 2024, teachers reported that for every 30 minutes of lesson time, 7 minutes were lost due to misbehaviour.The department will continue to use data from the NBS to inform future strategy and policy improvements on behaviour.

Pursuant to the Answer of 15 October 2024 to Question 7546 on Children: Hygiene, what discussions she has had with (a) school leaders and (b) local authorities on the impact of uniform hygiene on children; and what assessment she has made of the potential merits of publishing practical guidance for schools on this matter.

Tackling child poverty is at the heart of breaking down barriers to opportunity and improving the life chances for every child. For too many children, living in poverty robs them of the opportunity to learn and to prosper.A new Ministerial Taskforce, led by my right hon. Friend, the Secretary of State for Work and Pensions and my right hon. Friend, the Secretary of State for Education has begun work on a child poverty strategy.This taskforce will harness all available levers to drive forward short-term and long-term actions across government to reduce child poverty, with a child poverty strategy published later this spring. Additional information regarding this strategy is available at: https://www.gov.uk/government/publications/tackling-child-poverty-developing-our-strategy/tackling-child-poverty-developing-our-strategy-html.It is important that all children can attend school in a clean, affordable uniform. School leaders are well placed to manage uniform standards, including hygiene.

What steps she is taking as part of the Curriculum and Assessment Review to consider the use of audiobooks in schools.

The independent Curriculum and Assessment Review will support the innovation and professionalism of teachers, enabling them to adapt how they teach the curriculum to their students’ lives.The Review Group will publish an interim report in early spring setting out its interim findings and confirming the key areas for further work, and publish its final report with recommendations this autumn.The department respects the autonomy of teachers in terms of what resources they choose to use or recommend to their individual pupils, based on individual need in their own educational context and circumstances.

What steps she is taking to help improve (a) literacy and (b) access to books in schools.

High and rising school standards, with excellent foundations in reading, writing and mathematics, are at the heart of the government’s mission to break down barriers to opportunity and give every child the best start in life.In recognition of this, the department has implemented a range of measures to support reading for pleasure. The English Hubs programme supports the teaching of phonics, early language development and reading for pleasure, with a further £23 million committed for the 2024/25 academic year to support this work. Furthermore, the government’s reading framework provides guidance on improving the teaching of reading, to ensure that every child is not only able to read proficiently but also develops a genuine love of reading.On 5 February, the government announced a £2 million investment to drive high and rising standards in reading and writing. Building on the success of phonics, teachers will receive additional training to help children progress from the early stages of phonics in reception and year 1 through to reading fluently by the time they leave primary school. This will be delivered through the English Hubs programme. In secondary school, teachers will be offered new training and resources this year to help them support readers at all levels, and next year the department will commission further training that will be focused specifically on struggling readers in secondary school who are at risk of falling behind. The department will also publish a writing framework in the summer, which will be a first step to support schools in delivering high quality writing provision across England.The government has also established an independent Curriculum and Assessment Review, which will look closely at the key challenges to attainment for young people, in line with the government’s ambition for a curriculum that delivers excellent foundations in reading, writing and mathematics.Headteachers have autonomy to decide how best to spend the core schools funding that the department allocates. This school funding can be used to fund books, librarians, school libraries and book corners. In Autumn Budget 2024 an additional £2.3 billion was announced for schools for the 2025/26 financial year, compared to 2024/25, bringing the total core schools budget to almost £63.9 billion in 2025/26. Public libraries complement school libraries in giving pupils access to a range of books and other kinds of texts, both in and out of school.