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21 Jul 2005 : Column 2059W—continued
Mathematics
Mr. Gibb: To ask the Secretary of State for Education and Skills pursuant to the answer of 11 July 2005, Official Report, column 841W, on mathematics, how many pupils sat GCSE AS level examinations in mathematics in each year since 1995. [13288]
Jacqui Smith: The following table gives the number of GCE Advanced Subsidiary and Advanced Supplementary mathematics candidates aged 16–18 in all schools and colleges 1994/95 to 2003/04.
Advanced subsidiary | Advanced supplementary | |
|---|---|---|
| 2003/04 | 52,649 | — |
| 2002/03 | 58,045 | — |
| 2001/02 | 58,155 | — |
| 2000/01 | 52,091 | 8,704 |
| 1999/2000 | — | 11,839 |
| 1998/99 | — | 11,826 |
| 1997/98 | — | 11,849 |
| 1996/97 | — | 11,302 |
| 1995/96 | — | 11,585 |
| 1994/95 | — | 8,003 |
The Advanced Supplementary examination was discontinued as part of the Qualifying for Success reforms.
Mr. Gibb: To ask the Secretary of State for Education and Skills pursuant to the answer of 4 July 2005, Official Report, column 175W, on approved qualifications, how many pupils were entered for each Level 3 qualification classified within the subject sector category Mathematics and Statistics in 2003–04. [13289]
Jacqui Smith:
The number of pupils entered for Mathematics and Statistics GCE A and AS Levels in 2003/04 were as follows.
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Mr. Clappison: To ask the Secretary of State for Education and Skills how many mathematics graduates entered the teaching profession in each year since 1975; and how many left in the same period. [8720]
Jacqui Smith: The following table gives the number of teachers gaining qualified teacher status in secondary post graduate mathematics, identifying those who have mathematics named as the subject of their first degree, and the numbers who reported that they had entered teaching service straight away. This information is not available prior to 1998/99.
No information is available for the number of mathematics graduate teachers leaving service.
(26)Secondary ITT completers include those qualifying at key stage 2/3.
(27)Figures exclude teachers attaining qualified teacher status through undergraduate and employment based routes, (EBR) but include School Centred Initial Teacher Training (SCITTs). Limited information is available for those attaining ITT through EBR from 2001/02 and show that of those qualifying in secondary maths 130 had a maths degree in 2001/02, 250 in 2002/03 and 320 in 2003/04. The employment status of these teachers is unknown.
(28)A large proportion of mathematics ITT completers without a first degree in the subject have a degree in a related subject or a degree where mathematics was a significant element of their course.
(29)Some mathematics graduates may complete their ITT in other subjects. These have not been included.
(30)Those teachers who reported that they were in teaching service within 6 months of completion of ITT.
(31)Full 2003/04 ITT performance profiles information is due to be published on 22 July 2005 by the TTA.
Note:
Figures have been rounded to the nearest 10.
Source:
Teacher Training Agency, (TTA) Performance Profiles.
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Protected Teacher Preparation Time
Mr. Burstow: To ask the Secretary of State for Education and Skills (1) what representation her Department has received about the adequacy of the resources allocated to implement the requirements for protected teacher preparation time; [13532]
(2) what assessment has been made of the adequacy of the resources allocated to implement the requirements for protected teacher preparation time. [13533]
Damian Green: To ask the Secretary of State for Education and Skills what representations she has received about the effect of school work force reform on funding arrangements for schools in Kent; and if she will make a statement. [12925]
Jacqui Smith: Last year we worked with a balanced sample of six LEAs and about a dozen schools in each to assess the costs of implementing PPA time. It was as a result of that work that the minimum funding guarantee was set at 5 per cent. for primary and nursery schools and 4 per cent. for secondary and special schools. The funding settlement was welcomed by members of the Workforce Agreement Monitoring Group, including all representatives of head teachers.
We receive representations from time to time on various issues related to work force reform. Work force reform is about ensuring that teachers are able to spend more time on their core professional responsibilities—
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that means that it represents good news for pupils and parents. The view of all the signatories to the national agreement on work force reform is that there is enough money in the system for all schools to implement this reform in full.
The signatories to the national agreement are: Association of Teachers and Lecturers (ATL), Department for Education and Skills (DfES), GMB, National Association of Schoolmasters Union of Women Teachers (NASUWT), National Employers Organisation for School Teachers (NEOST), Professional Association of Teachers (PAT), Secondary Heads Association (SHA), the Transport and General Workers Union (TGWU), UNISON and the Welsh Assembly Government.
Pupil Exclusions
Alison Seabeck: To ask the Secretary of State for Education and Skills how many permanent and fixed exclusions were made from pupil referral units in each local education authority for (a) 2001–02, (b) 2002–03 and (c) 2003–04. [13363]
Jacqui Smith: Information on exclusions made from pupil referral units was collected for the first time in summer 2003 and so is not available for 2001–02 and 2002–03.
Information on the number of permanent and fixed period exclusions from pupil referral units in 2003–04 is shown in the following table.
* = 3 or less or a rate based on 3 or less
(32)National totals, regional totals and totals across school types have been rounded to the nearest 10 for fixed period exclusions and to the nearest 5 for permanent exclusions.
(33)No pupil referral units in LEA.
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