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24 Oct 2005 : Column 156W—continued
Secondary Education Reform
Mr. Hoban: To ask the Secretary of State for Education and Skills when she plans to publish the implementation plan for the reform of 14–19 education. [19396]
Jacqui Smith [holding answer 18 October 2005]: The implementation plan will be published shortly. The plan will set action being taken now to raise 14–19 participation and achievement; forthcoming changes to curriculum and qualifications; and changes to the delivery infrastructure.
The plan will also include a clear timetable of next steps.
Secondary School Teachers
Mr. Davey: To ask the Secretary of State for Education and Skills how many secondary school teachers have left the profession before completing five years of teaching (a) in total and (b) broken down by subject since 21 December 2004. [16003]
Jacqui Smith: Information for teachers leaving the profession is not available in the format requested.
Provisional estimates for 2003/04 (the latest year for which data are available) indicate that of the 14,270 full-time regular teachers who left service from maintained secondary schools, 4,180 left before completing five years of teaching.
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The following table shows the subject of initial teacher training for these teachers.
(67) Technology includes Design and Technology, Information and Communications Technology and Business Studies.
(68) Other includes Citizenship, Social Studies, Classics and Economics.
Notes:
1. Figures are provisional.
2. The teaching service completed may not have been continuous or completed entirely in maintained secondary schools.
Source:
Database of Teacher Records.
Special Educational Needs
Mr. Spring: To ask the Secretary of State for Education and Skills how much funding has been allocated to special needs provision in Suffolk in each of the last five years. [19691]
Maria Eagle: The information requested is contained within the following table:
| Budgeted net expenditure on the provision of education for children with special educational needs | |
|---|---|
| 2001–02 | 23,452,000 |
| 2002–03 | 29,012,000 |
| 2003–04 | 32,374,000 |
| 2004–05 | 41,529,000 |
| 2005–06(69) | 43,991,000 |
(69) The data is taken from section 52 Budget 2005–06 data is subject to change by the local authority.
Notes:
1. Includes planned expenditure on the provision for pupils with statements and the provision for non-statemented pupils with SEN, support for inclusion, inter authority recoupment, fees for pupils at independent special schools and abroad, educational psychology service, local authority functions in relation to child protection, therapies and other health related services, parent partnership, guidance and information, the monitoring of SEN provision and inclusion administration, assessment and co-ordination. Also included is the funding delegated to primary and secondary schools identified as notional SEN" and the individual schools budget (ISB) for special schools.
2. The ISB for special schools will include some general education costs for pupils with SEN in addition to those costs specifically for SEN while the figures recorded against notional SEN" are only indicative of the amount that might be spent by schools on SEN. In 2005–06, Suffolk local authority also budgeted £5 million for SEN transport expenditure but this is not included in the above table as figures are not available prior to 2005–06.
3. Data reported in cash terms as reported by Suffolk local authority as at 18 October 2005 and are rounded to the nearest thousand pounds.
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Mr. Holloway: To ask the Secretary of State for Education and Skills what steps she is taking to ensure adequate provision for special educational needs. [19818]
Maria Eagle: Local authorities have important and extensive duties to identify, assess and make provision for children with special educational needs and to keep their arrangements for doing so under review. Schools, early education settings, local authorities and others must have regard to the Special Educational Needs Code of Practice, which gives guidance on carrying out their statutory duties under the 1996 Education Act.
The Government published in February 2004 their SEN strategy Removing Barriers to Achievement", which sets out a long-term programme to improve SEN provision and to improve outcomes for children and young people with SEN. As part of this strategy, the Department is promoting more consistent practice through a team of national SEN advisers. The Advisers are providing support and challenge to local authorities on key SEN issues, including the management of provision for children with special needs.
Special Schools (Kent)
Mr. Holloway: To ask the Secretary of State for Education and Skills how many places at special schools in Kent there were in (a) 1997–98 and (b) 2004–05. [19813]
Maria Eagle: The available information is provided in the table and shows the maximum number of day pupils and the maximum number of boarding pupils for whom special schools are formally approved to make a provision.
(70) Includes maintained and non-maintained special schools.
(71) Number of solely registered pupils on roll in special schools at the time of the Census (includes both day and boarding pupils).
(72) Maximum number of day pupils for whom special schools are formally approved to make a provision.
(73) Maximum number of boarding pupils for whom special schools are formally approved to make a provision.
(74) Before Local Government Reorganisation.
Source:
Annual Schools' Census
Teachers
Mr. Cameron:
To ask the Secretary of State for Education and Skills what the criteria are for entry to the Graduate Training Programme for teachers;
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and whether previous teaching experience and qualifications are taken into account when considering applications. [19698]
Jacqui Smith: The conditions of entry to the Graduate Teacher Programme are the same as those for entrants to all courses of initial teacher training in England. These are laid down in the document Qualifying to teach: Professional Standards for Qualified Teacher Status and Requirements for Initial Teacher Training" which can be seen at www.tda.gov.uk/qualifyingtoteach
Teaching experience is desirable before entry to training, but is not a statutory entry requirement. Teaching and school experience is taken into account by employment-based and conventional teacher training providers when they make decisions about whom they accept onto programmes.
Mr. Holloway: To ask the Secretary of State for Education and Skills what steps she is taking to increase the number of male teachers working in early years educational provision. [19819]
Jacqui Smith: We are fully committed to increasing the diversity of the early years workforce and, in particular, to increasing the proportion who are men. We made this very clear in our 10-year strategy for child care, Choice for parents: the best start for children" published last December and again in our Children's Workforce Strategy published in April this year.
We work closely with local authorities and other key partners such as Jobcentre Plus to support employers in recruiting early years workers. This includes several initiatives to help boost the number of men in the workforce. For example, earlier this year we undertook
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regional press and radio advertising which used positive images of men working in the sector. We have produced a video for men considering working in early years. We have also commissioned the Daycare Trust to work with local authorities to enhance their efforts to promote the recruitment of men in their local labour markets.
Mr. Paul Goodman: To ask the Secretary of State for Education and Skills what steps she is taking to ensure that qualified teachers from Australia and New Zealand are able to teach in England; and if she will make a statement. [20343]
Jacqui Smith: Under current regulations qualified teachers from Australia and New Zealand are able to teach in England for up to four years without gaining qualified teacher status (QTS). To continue teaching here for longer, they need to gain QTS.
For those teachers who want to gain QTS, the Training and Development Agency for Schools operates the overseas trained teachers scheme which assesses individuals' closeness to QTS and the amount of training they will need to reach this standard.
Andrew Rosindell: To ask the Secretary of State for Education and Skills how many secondary school teachers teach the subject in which they undertook a degree; and how many teach a subject different from their degree qualification, broken down by degree subject. [20680]
Jacqui Smith: The information is not available in the format requested. The following table shows the highest qualification held by secondary school teachers in the subjects that they taught in 2002, the latest year for which data are available.
(75) Where a teacher has more than one post A level qualification in the same subject, the qualification level is determined by the highest level reading from left (Degree) to right (Other Qual.). For example, teachers shown under PGCE have a PGCE but not a degree or BEd. in the subject, while those with a PGCE and a degree are shown only under Degree.
(76) Teachers are counted once against each subject which they are teaching.
(77) Confidence intervals exist around the estimated percentages due to the sample size of the survey.
(78) Includes higher degrees but excludes BEds.
(79) Teachers qualified in combined/general science are treated as qualified to teach biology, chemistry, or physics. Teachers qualified in biology, chemistry or physics are treated as qualified to teach combined/general science.
(80) Teachers qualified in other/combined technology are treated as qualified to teach design and technology or information and communication technology. Teachers qualified in design and technology or information and communication technology are treated as qualified to teach other/combined technology.
(81) Information and Communication Technology is abbreviated as ICT and Personal Social and Health Education is abbreviated as PSHE.
(82) 'Other' not included in total percentages.
- equals zero or less than 0.5.
Source:
Secondary Schools Curriculum and Staffing Survey 2002
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A copy of this table is available as Table 24 of the Statistics of Education, School Workforce in England Volume, 2004 edition which has been placed in the House of Commons Library. Alternatively it may be accessed at the following URL:
The table does not give an indication of the proportion of subject periods delivered by teachers with a degree in that subject or a related subject.
Table 25 of the same publication provides the proportion of subject periods taught by highest level of qualification.
Chris Huhne: To ask the Secretary of State for Education and Skills what progress has been made in introducing arrangements to allow teachers to opt for salary sacrifice in order to obtain child care vouchers. [19083]
Jacqui Smith: I refer the hon. Member to the answer given on 12 September 2005 by my right hon. Friend the Minister for Children, Young People and Families column 2337W. This matter is still under consideration.
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