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22 Nov 2007 : Column 1175W—continued
Teachers: Pay
Mr. Laws: To ask the Secretary of State for Children, Schools and Families what estimate he has made of the average pay of (a) teachers and (b) principals in (i) academies and (ii) other maintained schools. [166047]
Jim Knight: Information on the average pay of teachers is available from the Database of Teacher Records an administrative source used primarily for pension administration purposes. The average pay of teachers in Academy schools is, however, not currently available because the coverage and completeness of these data is not yet sufficient to create a meaningful average. The average pay of all full-time regular qualified classroom teachers, excluding leadership grades, in other maintained schools in England and Wales in March 2006 was £31,400. The average pay of principals and head teachers in these schools was £51,800. The overall average for all grades was £34,000. These figures are the latest available and are provisional estimates.
Mr. Laws: To ask the Secretary of State for Children, Schools and Families what estimate he has made of average teacher pay relative to average (a) police pay, (b) nurse pay, (c) GP pay and (d) private sector pay in each year since 1992. [166620]
Jim Knight: Estimates have not been calculated in this form. The Government provide evidence on teachers’ pay issues and related matters to the independent School Teachers Review Body (STRB) as it sees fit. The STRB takes a range of information into account when making recommendations on teachers’ pay, including factors identified in its statutory remit letter.
Teachers: Pension
Mr. Laws: To ask the Secretary of State for Children, Schools and Families what the (a) gross and (b) net cost of the teachers’ pension scheme was in each year from 1987-88 to 2007-08. [166681]
Jim Knight: Figures for gross expenditure of the Teachers’ Pension Scheme were provided in the answer given to the hon. Member on 1 November 2006, Official Report, column 447W and are repeated as follows, together with net expenditure figures for financial years 1991-92 to 2006-07. The decrease in net expenditure in 2003-04 was a consequence of a refinancing of the scheme which resulted in an increase in the contribution rate to provide for the Teachers’ Pension Scheme meeting the cost of annual pensions increases, which had previously been funded directly by the Exchequer.
| Expenditure against the teachers’ pension scheme | ||
| All figures shown on cash basis in £ billion | ||
| Gross | Net | |
Teachers: Special Educational Needs
Annette Brooke: To ask the Secretary of State for Children, Schools and Families (1) what training is provided to students studying for (a) a bachelor’s degree and (b) a postgraduate certificate in education on supporting children with speech, language and communication difficulties; [166391]
(2) what proportion of the (a) bachelor’s degree in education and (b) postgraduate qualifications in teaching courses are made up of learning relevant to identifying and supporting children with (i) a disability and (ii) speech and language difficulties; and if he will make a statement. [166392]
Jim Knight [holding answer 20 November 2007]: All accredited providers of initial teacher training (ITT) must design their programmes to ensure that they meet the Secretary of State’s Requirements for ITT, and that all trainees demonstrate the Professional Standards for Qualified Teacher Status (QTS). These standards are statutory and are rigorously inspected by Ofsted. They were reviewed recently along with all classroom teacher standards and new standards, effective from September 2007, have been significantly strengthened in the areas of special needs and disability. There is no prescription as to how much time must be spent on individual elements of training; the standards are outcome statements, and training must be sufficiently personalised to ensure that every trainee, irrespective of their training route, meets all of them before being recommended for QTS.
To be awarded QTS, all trainee teachers currently must demonstrate that they:
know how to make effective personalised provision for those they teach, including those who have special educational needs and disabilities (including children and young people with speech, language and learning difficulties); and
know and understand the roles of colleagues with specific responsibilities including those with responsibility for learners with special educational needs and disabilities, and other individual learning needs (including colleagues that have specific responsibility for children and young people with speech, language and learning difficulties).
Teachers: Training
Mr. Laws: To ask the Secretary of State for Children, Schools and Families how many training places were (a) available and (b) taken up for teachers of (i) mathematics, (ii) physics and (iii) modern languages in each year from 1997 to 2007; and if he will make a statement. [166621]
Jim Knight: The following table shows the number of training places (“targets”) made available to the Training and Development Agency (TDA) for mathematics, science and modern languages for each academic year between 1997/98 and 2007/08:
| Initial teacher training places( 1) : Academic years 1997/98 to 2007/08—England | |||
| Secondary subject( 2) | |||
| Mathematics | Science | Modern foreign languages | |
| (1) Includes SCITT but excludes employment-based routes. 2. Places for vocational subjects in 2006/07 are included with the allocation for related academic subject: Science includes places for applied science. Source: DFES | |||
Recruitment figures to mainstream ITT courses in these subjects for each academic year between 1997/98 and 2006/07 are shown in the following table:
| Recruitment to initial teacher training courses( 1,2) : Academic year 1997/98 to 2006/07—England | ||||
| Secondary subjects | ||||
| Mathematics | Science( 3) | Of which: Physics | Modern foreign languages | |
| (1) Recruitment figures for 2006/07 are provisional and are subject to change. (2) Includes universities and other HE institutions, SCITT and OU, but excludes employment based routes. Recruitment numbers shown are rounded to the nearest 10. (3) Physics is included in the total for science. Prior to 2006/07, the breakdown for science subjects was not available. Excludes applied science from 2004/05 onwards. Source: TDA survey of ITT providers | ||||
Places for applied science, except for 2004/05 are included within the allocation for Science. Updated tables, incorporating final 2006/07 and provisional 2007/08 recruitment data are scheduled to be published in January 2008.
The Training and Development Agency (TDA) announcement of 12 November 2007 included provisional recruitment figures for physics specialists of 477 for academic year 2007/08.
Training: Finance
Mr. Laws: To ask the Secretary of State for Children, Schools and Families whether a young person aged 16 or 17 years old who is employed for less than 20 hours a week would receive financial support for the day a week spent in training under the terms of the Education and Skills Bill; and if he will make a statement. [165756]
Jim Knight: Our aim is that from 2013 all young people will continue to participate in education or training post-16. Young people will be able to work if they choose to but they should still be in education or training, either part-time alongside employment over 20 hours a week, or full-time alongside employment of less than 20 hours a week. We made clear in the document "Raising Expectations: staying in education and training post-16 - from policy to legislation" that financial constraints should not be a barrier to participation and we are therefore looking at a variety of options to ensure that financial support for learning is restructured in the most effective way.
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