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29 Nov 2005 : Column 487W—continued
Scout Association
Stephen Pound: To ask the Secretary of State for Education and Skills what financial support is to be provided to assist the UK Scout Association in hosting the centenary programme in 2007. [32295]
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Maria Eagle: There are currently no plans to provide funding specifically for the centenary event. However, the DfES is currently providing funding to the Scouts of £309,453 over the three year period 2005–08 through the National Voluntary Organisations Grant Scheme.
Specialist Schools
Dr. Kumar: To ask the Secretary of State for Education and Skills how many children with (a) special needs and (b) social and behavioural needs are being taught in specialist schools in (i) England and (ii) the Tees Valley. [26487]
Maria Eagle: Information on the number of pupils with special educational needs and behaviour, emotional and social difficulties in specialist schools and special schools is shown in the table.
(76) Pupils at School Action Plus and those with a statement of SEN provided information on their primary need and, if appropriate, their secondary need. Information on their primary need only is given here.
(77) Number of pupils with statements expressed as a percentage of the total number of pupils on roll.
(78) Number of pupils with SEN without a statement expressed as a percentage of the total number of pupils on roll.
(79) Number of pupils with behaviour, emotional and social difficulties expressed as a percentage of all pupils at School Action Plus or with a statement of SEN.
(80) Includes maintained secondary schools and special schools designated as specialist schools as at January 2005.
(81) Includes Hartlepool, Middlesbrough, Redcar and Cleveland, Stockton-on-Tees and Darlington local authorities.
(82) Includes maintained and non-maintained special schools.
(83) Number and percentage of pupils with SEN without statements and pupils by type of need excludes general hospital schools.
Note:
Pupil numbers have been rounded to the nearest 10.
Source:
Annual Schools' Census
Information was collected from schools on pupils at School Action Plus and those pupils with a statement or SEN about their main or primary need and, if appropriate, their secondary need fro the first time in 2004.
There are a range of factors which may affect the data recorded, including:
Swimming
Mr. Brazier: To ask the Secretary of State for Education and Skills what assessment she has made of performance against the key stage 2 target on swimming by schools in each of the last five years. [32056]
Jacqui Smith: This information is not collected centrally on a regular basis. In 2000, an Ofsted report on swimming at key stage 2 found that 83 per cent. of pupils could swim the 25 metre standard. It also found that the teaching of swimming was good or better in four out of five lessons.
Our Physical Education, School Sport and Club Links strategy, being implemented jointly with the Department of Culture, Media and Sport, provides targeted support to enhance school swimming. Since 2001, we have:
published, in December 2003, a Swimming Charter, which sets out guidelines, shares best practice and provides practical support to help schools overcome many of the challenges they face when planning and delivering swimming; and
carried out a pilot programme which tested out how best to support those children who reach the end of key stage 2 and are not able to swim 25 metres.
As a result of the success of the pilot, we intend to implement this programme nationally from April 2006. £5.5 million has been allocated to support a national key stage 2 swimming scheme between April 2006 and March 2008.
Teachers
Michael Fabricant: To ask the Secretary of State for Education and Skills how many teachers of (a) physics and (b) mathematics do not hold a degree level qualification in a relevant subject; what estimate she has made of the percentage of teachers with a physics, mathematics or engineering degree who are likely to retire in the next 10 years; and what the availability is of supply teachers with appropriate subject qualifications. [31893]
Martin Horwood: To ask the Secretary of State for Education and Skills how many teachers of physics at (a) A-level, (b) AS-level and (c) GCSE level had a degree in physics in the latest period for which figures are available, broken down by Key Stage. [32627]
Jacqui Smith: The information is not available in the format requested.
Table 24 of the Statistics of Education, School Workforce in England Volume, 2004 edition, shows the highest qualification held by secondary school teachers in the subjects that they taught to years 7 to 13 in 2002, the latest year for which data are available. A copy of the volume has been placed in the House of Commons Library. It may also be accessed at the following URL: http://www.dfes.gov.uk/rsgateway/DB/VOL/v000554/index.shtml.
Table 25 of the same publication provides the proportion of subject periods delivered by teachers with a degree level qualification in that subject.
Table 5 of the Secondary Schools Curriculum and Staffing Survey 2002 Statistical First Release shows the age breakdown of full time teachers by subject of highest post A-level qualification. A copy of the Statistical First Release has been placed in the House of Commons Library. It may also be accessed at the following URL: http://www.dfes.gov.uk/rsgateway/DB/SFR/s000413/sfr25–2003.pdf.
There is no fixed retirement age for teachers, although unreduced pension benefits are payable under the provisions of the Teachers' Pension Scheme to existing scheme members from age 60. Teachers currently aged 53 and over will reach age 60 by 2012 and would be able to take their pension benefits at that point. Actuarially reduced pension benefits are also available to members of the Teachers' Pension Scheme between the ages of 55 and 60.
Information is not available on the qualifications of supply teachers or the numbers of teachers who teach their degree or related subject by examination or key stage level.
Martin Horwood:
To ask the Secretary of State for Education and Skills (1) what steps the Department takes to manage the number of teacher trainees in different subjects to ensure adequacy of supply; [32622]
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(2) what assessment the Department has made of the ratio of supply and demand for teachers of modern languages. [32623]
Jacqui Smith: The number of initial teacher training places, including those for modern foreign languages, made available each year are agreed between the Department and the Training and Development Agency for Schools (TDA). Their decision is informed by the teacher supply models, which take into account recent and expected flows in and out of teaching, the age structure of the teaching profession, the latest pupil projections and expected changes in demand arising from new policy initiatives with an analysis by age, phase and (for secondary schools) subject. These also take account of expected wastage during training. Consideration is also given to:
the evidence of the secondary schools curriculum and staffing survey e.g. on levels of out-of-subject teaching
Since 2000 we have provided £6,000 bursaries to all PGCE trainee teachers. We have also provided those teaching priority subjects, which includes modern foreign languages, with a £4,000 Golden Hello once they have successfully completed their induction. From September 2005 trainee science and maths teachers have received an enhanced bursary of £7,000 bursary and a £5,000 Golden Hello. The financial package remained the same for other subjects. For PGCE trainee teachers of secondary priority subjects the bursary will increase again from September 2006 to £9,000. Those teachers who received the increased bursary will also be provided with a Golden Hello, of £5,000 for those teaching maths and science and £2,500 for other priority subjects, once they have successfully completed their induction.
Mr. Davey: To ask the Secretary of State for Education and Skills what research she has evaluated on what motivates (a) teachers and (b) administrators to enter the education sector at (i) primary, (ii) secondary, (iii) further education and (iv) university level. [31373]
Jacqui Smith: In 2003, the Department, in collaboration with the General Teaching Council for England (GTCE) and the Training and Development Agency for Schools (TDA), commissioned a six year study of teachers' experiences of initial teacher training and early professional development in England entitled Becoming a Teacher". This has already explored what motivates people to enter the teaching profession.
This research has revealed that the three most influential sets of reasons which attracted the survey respondents to undertake an initial teacher training programme were related to: altruistic motives e.g. helping young people to learn; the perceived benefits of teaching and training e.g. long holidays; and being a teacher in today's society e.g. the challenging nature of the job.
The research has further revealed some differences across teaching phases, including: more primary trainees than secondary trainees were attracted by working with children and young people, and helping young people to learn; while at the same time, a higher
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proportion of secondary trainees than primary were attracted by staying involved with a subject specialism and opportunities for career development.
We have also looked at what motivates teachers in further education as part of a recent study entitled Recruitment and Retention in the Post-16 Learning and Skills Sector". Respondents cited a range of factors, including wanting to help people to develop and wanting to work with a wider range of people/learners. The two major personal reasons mentioned by respondents were for their own personal development and wanting to change their career path.
In relation to university level, we have also funded a study by the National Institute of Economic and Social Research called the 'Recruitment and Retention of Academic Staff in Higher Education'. This looked at what motivates existing staff, and what the motivating factors are attracting staff into higher education. The motivating factors included: teaching; ability to undertake personal research; flexibility of hours; autonomy; and stability of employment.
We do not have any specific research results on what motivates administrators in schools, the learning and skills sector, or at university level.
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