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8 Oct 2007 : Column 418W—continued

Jim Knight [holding answer 10 September 2007]: The level 3 diploma in engineering has been developed in full consultation with higher education institutions,
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professional institutions, leading employer representatives and major awarding bodies. Students successfully completing this Engineering Diploma will be well prepared for entry into higher education.

Specialist Schools and Academies Trust: Academies

Mr. Laws: To ask the Secretary of State for Children, Schools and Families what steps are being taken to improve co-operation between academies and the Specialist Schools and Academies Trust; and what assessment he has made of those levels of co-operation. [153830]

Jim Knight: The Department has no evidence of lack of co-operation between academies and the Specialist Schools and Academies Trust (SSAT), and we receive many positive endorsements of the support given by the SSAT from academies.

Recent reports by the National Audit Office and PricewaterhouseCoopers have commented favourably on the support given to academies by the SSAT.

Specialist Schools and Academies Trust: Information Officers

Mr. Mackay: To ask the Secretary of State for Children, Schools and Families how many press officers are employed by the Specialist Schools and Academies Trust. [154467]

Jim Knight: The Specialist Schools and Academies Trust is an independent company with charitable status. The Department does not therefore collect information about the detailed composition of its work force.

Sports: Curriculum

Mr. Laws: To ask the Secretary of State for Children, Schools and Families what proportion of curriculum time was devoted to (a) sport, (b) art, (c) music and (d) languages in secondary schools in each year since 1997. [153952]

Jim Knight: The Department does not hold this information. It is for schools to decide how much curriculum time to devote to each subject in order to fulfil the requirements of the national curriculum.

Information on the amount of time secondary schools in England devoted to physical education in 2006-07 will be available next month.

Teachers

Mr. Laws: To ask the Secretary of State for Children, Schools and Families (1) how many teachers are qualified to teach (a) Mandarin and (b) Urdu; [153820]

(2) how many children were on the Child Protection Register in each local authority area in England in each year since 1985-86; and if he will make a statement; [153940]

(3) what proportion of the teaching workforce was aged over (a) 40, (b) 50, (c) 55 and (d) 60 years in each year since 1990-91; [153943]


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(4) what proportion of newly qualified teachers left the profession in each year since 1990-91 to 2006-07; and if he will make a statement; [153944]

(5) what (a) proportion and (b) number of head teacher posts were vacant in each reporting period since 1996-97; [153947]

(6) which 10 local authorities had the highest vacancy rates for (a) teachers and (b) head teachers in each year since 1996-97 to 2006-07; and if he will make a statement; [153948]

(7) what proportion of new (a) primary and (b) secondary school teachers had a degree level qualification in each year since 1996-97 to 2006-07; [153949]

(8) what proportion of school classroom assistants have no GCSE qualifications; and if he will make a statement; [153950]

(9) what proportion of teachers in secondary schools were on long-term sick leave in each year since 1985-86 to 2006-07; and if he will make a statement; [153951]

(10) what number and proportion of children in care were educated in state boarding schools in each year from 1996-97 to 2006-07: and if he will make a statement; [153954]

(11) how many pupils there were in (a) pupil referral units and (b) other out-of-school units in each year from 1996 to 2007; and if he will make a statement; [153969]

(12) what proportion of teachers were (a) full-time, (b) part-time, (c) occasional, (d) unqualified and (e) on employment-based routes for each year group and for each year from 1996-97 to 2006-07; and what the equivalent expected figures are for 2007-08; [154003]

(13) how many unqualified teachers taught in state-funded schools in each year from 1996-97 to 2006-07; how many are expected to teach in such schools in 2007-08; and if he will make a statement; [154004]

(14) how many pupils in secondary schools were taught by a teacher without specialist educational qualifications in the subject being taught in (a) physics, (b) chemistry, (c) mathematics, (d) modern foreign languages, (e) technology and (f) music in 2006-07; and if he will make a statement; [154005]

(15) what his latest estimates are of the pupil-teacher ratios in (a) all secondary schools and (b) academies; and if he will make a statement. [154006]

Jim Knight: The information requested is either not available or can be provided only at disproportionate cost.

Information on school workforce has been published in SFR15/2007: “School Workforce in England (including pupil: teacher ratios and pupil: adult ratios), January 2007 (Provisional)”, which was released on 26 April 2007, This is available on the Department's website via the following link: http://www.dfes.gov.uk/rsgateway/DB/SFR/s000725/index.shtml and is also available in the Library. This is an annual publication, which includes tables for January 1997 to 2007 on teacher numbers, support staff numbers, teacher vacancies, pupil: teacher ratios (PTRs) and pupil: adult ratios (PARs), teacher ethnicity and teacher sickness absence.


8 Oct 2007 : Column 421W

Information from School Census has been published in SFR 16/2007: “Pupil Characteristics and Class Sizes in Maintained Schools in England, January 2007 (Provisional)”, which was released on 26 April 2007. This is available on the Department's website via the following link: http://www.dfes.gov.uk./rsgateway/DB/SFR/s000726/index.shtml and is also available in the Library. This Statistical First Release (SFR) is based upon information collected in the 2007 School Census. It reports provisional findings for the number of pupils by age, gender, free school meal eligibility, ethnicity, first language and SEN (special education needs) together with a range of class size information. Information on Pupil Referral Units can be found in tables 7 and 8.

Information on looked after children has been published in volume: Vweb0l 72007: “Children Looked After by Local Authorities, Year Ending 31 March 2006”, which was released on 29 March 2007. This is available on the Department's website via the following link: http://www.dfes.gov.uk/rsgateway/DB/VOL/v000721/index.shtml. This statistical volume provides statistics on children looked after by local authorities. It includes details on overall numbers of looked after children at 31 March, the number of children adopted in 2005-06, the number and qualifications achieved by care leavers in 2005-06 aged 16 and over, the activity of 19-year-old former care leavers, the number of looked after girls who are mothers, information on the distance between home and placement and the method of participation used during the statutory reviews. National table E contains information on the number of looked after children in residential schools.

Information on children on Child Protection Registers can be found in SFR45/2006: “Referrals, Assessments, and Children and Young People on Child Protection Registers, England—year ending 31 March 2006”, which was published on 16 November 2006. This is available on the Department's website via the following link: http://www.dfes.gov.uk/rsgateway/DB/SFR/s000692/index.shtml and is also available in the Library.

Teachers: Assessments

Mr. Hoban: To ask the Secretary of State for Children, Schools and Families pursuant to the answer of 16 July 2007, Official Report, column 126W, on teachers: assessments (1) what the unit cost per test taken was in each financial year since 1999-2000; [153573]

(2) how many of those who successfully passed each test in each year passed on their first attempt; [153574]

(3) what the highest number of attempts needed was for any successful student to pass (a) in each year and (b) for each test; [153575]

(4) to which part of key stage 4 of the national curriculum the qualified teacher status skills tests equate. [154103]

Jim Knight: The Training and Development Agency for Schools (TDA) holds data on the number of skills tests attempted by teacher trainees who successfully passed the tests but not on those taken by trainees who have attempted but have not successfully passed the
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tests. The available data is collected on an academic, rather than financial year, basis.

Approximate total number of tests sat by those who passed, by academic year Approximate total cost of running the tests for year, by financial year Approximate unit cost per test taken by those who passed their tests

2000/01

55,854

5,245,000

93.91

2001/02

94,821

5,972,000

62.98

2002/03

113,044

4,132,000

36.55

2003/04

121,390

5,349,000

44.06

2004/05

142,654

4,722,000

33.10

2005/06

136,559

4,262,000

31.21


The unit cost is higher in the early years because, while fewer trainees sat the tests, the development costs of the scheme are reflected in them.

The following table shows the number of candidates who passed individual skills tests on their first attempt. This, and further information, is available publicly on the TDA website.

Number of candidates who passed individual QTS skills tests on their first attempt
2000/01 2001/02 2002/03 2003/04 2004/05 2005/06

Numeracy

18,948

22,519

24,744

27,341

26,964

26,964

Literacy

21,037

22,468

25,353

28,864

26,930

27,438

ICT

n/a

23,410

22,765

29,002

25,191

31,418


The 2005/06 cohort data can be found at

The 2000/01 to 2004/05 cohort data can be found at

The following table shows the highest number of attempts needed by some candidates to pass in each year and for each test. Data prior to 2001 are not available.

Highest number of attempts needed for a successful candidate to pass in each year and in each test
Numeracy Literacy ICT

2001

26

19

8

2002

24

18

25

2003

24

25

6

2004

23

13

15

2005

28

20

13

2006

28

19

9


The skills tests are broadly consistent with grade C at key stage 4 of the national curriculum but do not equate to any specific part of it.

Teachers: Elderly

Greg Mulholland: To ask the Secretary of State for Children, Schools and Families how many teachers over the age of 50 years were awarded full-time teaching contracts in the (a) primary and (b) secondary school sector in (i) Leeds and (ii) West Yorkshire in each of the last three years. [154861]

Jim Knight [holding answer 10 September 2007]: The information is not available in the format requested. There are however estimates available which give the
8 Oct 2007 : Column 423W
number of full-time regular appointments. This information is available at the Government office region level only.

The following table shows the number of teachers aged 50 or over appointed to full-time regular posts in
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local authority maintained nursery, primary and secondary schools in the Yorkshire and the Humber Government office region and England in each year from 2002-03 to 2004-05, the latest year for which information is available.

Qualified teachers aged 50( 1) or over taking up full-time regular appointments in local authority maintained schools in the Yorkshire and the Humber Government office region and England
2002-03 2003-04( 2) 2004-05( 2)
Yorkshire and the Humber England Yorkshire and the Humber England Yorkshire and the Humber England

Nursery/Primary

Entrants(3)

120

1,280

90

1,200

100

1,240

Movements(4)

190

2,100

210

2,300

230

2,060

Total appointments

310

3,370

300

3,500

330

3,300

Secondary

Entrants(3)

160

1,940

150

1,810

150

1,770

Movements(4)

210

2,560

200

2,340

190

2,050

Total appointments

370

4,500

360

4,150

350

3,820

(1) Teachers aged 50 or over by the end of the year in which appointed.
(2) Provisional.
(3) Entrants include teachers who were not in service in the local authority maintained sector in England at the beginning of the year of appointment.
(4) Includes teachers who were in service in the local authority maintained sector in England at the beginning of the year who had taken up an appointment in a different school by the end of the year.
Note:
Numbers are rounded to the nearest 10 and consequently totals may not always equal the sum of the component parts.
Source:
Database of Teacher Records

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