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The research found that there were an estimated 31,000 teachers teaching science in secondary schools in England, of whom an estimated 28,800 were
specialists(2) in science. This included an estimated 13,700 biology specialists, 7,900 chemistry specialists, 5,800 physics specialists and 1,400 other science specialists.
The following table shows the breakdown of the samples of science teachers in terms of their qualifications in science. As before, individuals are shown against their highest qualification, so if an individual holds a degree in chemistry and a PGCE in science, they are included in the figures for degree in chemistry. However, if an individual holds a first degree in biology followed by a masters degree in biochemistry they are counted in the degree in biology category as school sciences take priority.
(2) A specialist is defined as holding a degree in or incorporating the relevant science, or having studied the relevant science at initial teacher training.
|Highest post-A-level qualification held by science teachers in the sample|
|Highest qualification in sciences||Teachers of science|
Due to founding, percentages may not sum to 100.
NFER survey of teachers of science, 2005.
|Type of degree in biology held by science teachers whose highest post-A-level qualification in science was a degree in biology|
|Type of degree||Teachers of science|
|(1) Other science subject includes medical-related sciences, biochemistry, environmental science, etcsee section 6.3.5|
Multiple response question: respondents could give more than one degree, therefore percentages may not sum to 27.
NFER surveys of science teachers, 2005.
|Age range of science teachers by highest post-A-level qualification in science|
|Age range||Degree in biology||Degree in chemistry||Degree in physics||Degree in general science||Degree in other science||B.Ed/QTS in science||PGCE in science||Cert Ed in science||All science teachers|
Base: 2,597 (results for other post-A-level qualification in science and no post-A-level qualification in science not shown)
NFER survey of science teachers, 2005.
The Department has commissioned a 2007 Secondary School Curriculum and Staffing Survey and fieldwork was completed before Easter. The survey will provide more up to date information on the qualifications of teachers delivering all subjects in secondary schools. A report will be published during the summer.
Mr. Gibb: To ask the Secretary of State for Education and Skills how many teachers were judged by Ofsted (a) not to be adhering to the school behaviour policy and (b) not to be complying with management requests at the Ridings school in Calderdale. 
Your recent parliamentary question has been passed to me, as Her Majestys Chief Inspector, for reply.
You asked how many teachers were judged by Ofsted (a) not to be adhering to the school behaviour policy and (b) not to be complying with management requests at the Ridings School in Calderdale.
Ofsted does not collect this detailed information. Inspectors observed a number of inadequate lessons at The Ridings School, and in some, the school's behaviour policy was not being followed. Other evidence, such as that emerging from discussions with support staff, indicated that children were being sent to the internal exclusion unit without earlier procedures being followed, supported the view that the problem was more widespread than those specific teachers. The school does not disagree with this judgement. However, the school inspection framework does not requireand indeed, there is insufficient timefor inspectors to observe all teachers in lessons.
Similarly, the number of staff not complying with management requests was not pursued in detail. The schools management team, governors and the Local Authority gave this as one reason for the difficulty the school was experiencing in moving forward and the evidence seen by inspectors triangulated this view. For example, an inspector observed a lesson taught by a teacher who was not a specialist in that particular subject area. It was a very poor lesson in which there was no planning, school behaviour policies were not followed by the teacher and the work was not appropriate for the students. As a result, students made no progress in their learning. The teacher explained that he was following union guidance to not adhere to any school policy regarding planning of lessons, preparing work and following behaviour policies when teaching lessons which were not in their specialist subject area.
A copy of this reply has been sent to Jim Knight MP, Minister of State for Schools, and will be placed in the library of both Houses.
Mr. Dhanda [holding answer 16 May 2007]: As part of their general funding, local authorities have substantial resources to fulfil their responsibilities towards children and families. They also receive the Carers Special Grant which supports local authorities in providing breaks and services for carers in England. Department of Health guidance indicates that councils should consider spending around 20 per cent. of their allocation on young carers and those caring for disabled children. The Carers Grant was £125 million in 2004-05, £185 million in 2005-06 and £185 million in 2006-07. It is worth £185 million in 2007-08.
The Vulnerable Children Grant, which identified young carers as a vulnerable group, was allocated to local authorities on a formula basis. It was worth (including matched funding) a total of £84 million in 2004-05 and 2005-06. From 2006-07 onwards, the grant is no longer separately identified within DfES funding to local authority childrens services. Within their overall provision, local authorities with childrens services responsibilities are free to make spending
decisions in accordance with their own assessment of local needs and priorities. Out-turn expenditure information on individual vulnerable groups is not collected centrally.
The Government have also funded the Childrens Society to provide the Young Carers Initiative at a rate of £80,000 over each of the three years up to 2006-07. The successor grant for 2007-08 to 2009-10 has been substantially increased. The grant for 2007-08 will be £205,651.
|End of calendar year||Proportion of 16-18 year olds not in training education, employment (NEET) (%)|
Mr. Evennett: To ask the Secretary of State for Education and Skills what proportion of young people in the London borough of Bexley were not in education, employment or training in each of the last 10 years. 
Mr. Dhanda: The following table gives the proportion of 16-18 year olds in the London borough of Bexley who were not in education, employment or training (NEET) in 2004, 2005 and 2006. Figures for earlier years are not available.
|Proportion of 16-18 year olds in London b orough of Bexley not in education, employment or training|
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