Previous Section Index Home Page

10 Dec 2007 : Column 245W—continued


This information can be found in table 7 of SFR 34/2007 ‘GCSE and equivalent results in England, 2006/07 (Provisional)’

Mr. Laws: To ask the Secretary of State for Children, Schools and Families which 20 English schools achieved the lowest GCSE success rates in the latest available year on the basis of (a) five A*-C at GCSE and (b) five A*-C at GCSE, including English and mathematics, and what the (i) local authority and (ii) school type was of each; and if he will make a statement. [172502]

Jim Knight: The information required is in the Library, in the Schools and Colleges Achievement and Attainment Tables.

Data for the academic year 2006/07 are not yet published. They will be available from the Library in January 2008.

Head Teachers: Qualifications

Mr. Laws: To ask the Secretary of State for Children, Schools and Families whether the National Professional Qualification for Headship will be compulsory for all new head teachers, including those changing schools; and if he will make a statement. [169796]

Jim Knight: The National Professional Qualification for Headship (NPQH) will be compulsory for all new heads in maintained schools or non-maintained special schools, both for primary and secondary head teachers, but not deputies. The Education (Headteachers’ Qualifications) (England) Regulations 2003, SI 3111 apply. This requires them to have, or be working towards, NPQH if they took up their first headship
10 Dec 2007 : Column 246W
post in a local authority maintained school or a special school after April 2004. It will be mandatory to hold the qualification (rather than be working towards it) from 1 April 2009. The NPQH prepares candidates for the role of headship and is a benchmark qualification underpinned by the National Standards for Headteachers.

Mathematics and Science: Teachers

Michael Gove: To ask the Secretary of State for Children, Schools and Families (1) how many mathematics graduates entered the teaching profession in each year since 1997; [171035]

(2) how many science graduates entered the teaching profession in each year since 1997. [171036]

Jim Knight: Data relating to all mathematics and science graduates entering the teaching profession are not held centrally.

The following tables show the number of mainstream final year postgraduate Initial Teacher (ITT) Trainees who have a first degree or a related degree in the subject of their ITT training and are known to have entered a teaching post six months after gaining Qualified Teacher Status (QTS) for trainees in:

(a) Mathematics
Number of final year mathematics ITT trainees known to enter a teaching post six months after gaining QTS
First degree in mathematics First degree in mathematics related subject

1998/99

360

40

1999/2000

410

40

2000/01

390

30

2001/02

400

40

2002/03

420

280

2003/04

590

380

2004/05

610

370

2005/06

580

390

Source:
TDA’s Performance Profiles


10 Dec 2007 : Column 247W
(b) Science
Number of final year science ITT trainees known to enter a teaching post six months after gaining QTS
First degree in science First degree in science related subject

1998/99

870

270

1999/2000

910

260

2000/01

900

360

2001/02

970

440

2002/03

490

840

2003/04

550

1,060

2004/05

530

1,020

2005/06

570

1,190

Notes:
1. Mainstream includes universities and other higher education institutions, SCITT and OU, but excludes employment based routes (EBR).
2. Figures are rounded to the nearest 10.
3. Data relating to the employment status of trainees through EBR are not currently collected.
4. The method of classifying degree subjects changed as a result of the introduction of the JACS coding structure in 2002/03. Data collected prior to this date under the HESA coding system cannot be directly compared using the direct match alone. Therefore figures which a direct match and a related match to the subject of ITT training have been presented.
5. Performance profiles data are collected at the end of a trainees first year, therefore 2006/07 data are collected in autumn 2007 and will be published in July 2008.
6. The table above only covers those who hold a first degree in the subject of their ITT training course, it does not cover those who have a first degree in mathematics or science but are entering an ITT course which is not mathematics or science.
7. There are additional postgraduate trainees on mathematics and science ITT courses where the first degree is unknown, so there are potentially more mathematics and science graduates entering teaching posts.
8. Figures include trainees who enter maintained schools, non-maintained schools and schools where the sector is unknown.
9. Trainees known not to be employed in teaching posts six months after gaining QTS include those who are seeking a teaching post and those who are not seeking a teaching post and those with an unknown destination.
10. The above figures only cover those who are known to enter a teaching post six months after gaining QTS; therefore those who enter teaching after this will not be covered. This will also not include graduates who enter teaching who are not Newly Qualified Teachers.
Source:
TDA’s Performance Profiles

Michael Gove: To ask the Secretary of State for Children, Schools and Families how many mathematics graduates entered training to become secondary school teachers in each year since 1997. [171037]

Jim Knight: The following table shows the number of Mathematics graduates and the number of graduates with a degree relating to Mathematics who were entering postgraduate Initial Teacher Training (ITT) courses to qualify as a secondary school teacher in mathematics, through Mainstream ITT and Employment Based Routes (EBR), between 1998/99 and 2005/06


10 Dec 2007 : Column 248W
Number of mathematics graduates entering ITT courses in mathematics Number of graduates with a degree relating to mathematics entering ITT courses in mathematics
Year of entry Mainstream EBR Mainstream EBR

1998/99

470

60

1999/2000

570

70

2000/01

540

40

2001/02

550

60

2002/03

620

100

440

180

2003/04

790

190

560

200

2004/05

810

230

570

170

2005/06

800

250

580

140

Notes:
1. Mainstream includes Universities and other Higher Education institutions, SCITT and OU, but excludes employment based routes.
2. Figures are rounded to the nearest 10.
3. Data relating to postgraduates first degree was not collected prior to 2002/03 for trainees entering ITT through EBR.
4. The method of classifying degree subjects changed as a result of the introduction of the JACS coding structure in 2002/03. Data collected prior to this date under the HESA coding system cannot be directly compared using the direct match alone. Therefore figures which a direct match and a related match to mathematics have been presented.
5. Performance profiles data is collected at the end of a trainees first year, therefore 2006/07 data is collected in autumn 2007 and will be published in July 2008.
6. The table above only covers those who hold a first degree in the subject of their ITT training course, it does not cover those who have a first degree in mathematics but are entering an ITT course which is not mathematics.
7. There are additional postgraduate trainees where the first degree is unknown.
Source:
TDA’s Performance Profiles

Michael Gove: To ask the Secretary of State for Children, Schools and Families how many science graduates completed training as secondary school teachers in each year since 1997. [171524]

Jim Knight: The following table shows the Qualified Teacher Status (QTS) outcome for science graduates and graduates with a degree relating to science who were Initial Teacher Training (ITT) postgraduate final year trainees in science between 1998/99 and 2005/06, through Mainstream ITT and Employment Based Routes (EBR).


10 Dec 2007 : Column 249W
Postgraduate science trainees with a degree in science Postgraduate science trainees with a degree in a science related subject
Route to ITT Total number final year of trainees Number of final year trainees gaining QTS Total number final year of trainees Number of final year trainees gaining QTS

1999/98

Mainstream

1,250

1,070

400

340

EBR

1999/2000

Mainstream

1,320

1,110

370

300

EBR

2000/01

Mainstream

1,230

1,060

500

420

EBR

2001/02

Mainstream

1,310

1,120

570

490

EBR

2002/03

Mainstream

710

630

1,180

1,030

EBR

180

160

220

200

2003/04

Mainstream

790

680

1,520

1,280

EBR

200

170

250

220

2004/05

Mainstream

750

620

1,450

1,200

EBR

30

30

560

520

2005/06

Mainstream

750

660

1,720

1,430

EBR

110

100

510

440

Notes:
1. Mainstream includes Universities and other Higher Education institutions, SCITT and OU, but excludes employment based routes.
2. Figures are rounded to the nearest 10. * represents values which round to under 10
3. Data relating to postgraduates first degree was not collected prior to 2002/03 for trainees entering ITT through EBR
4. The method of classifying degree subjects changed as a result of the introduction of the JACS coding structure in 2002/03. Data collected prior to this date under the HESA coding system cannot be directly compared using the direct match alone. Therefore figures which a direct match and a related match to science have been presented.
5. Performance profiles data is collected at the end of a trainees first year, therefore 2006/07 data is collected in autumn 2007 and will be published in July 2008.
6. The table above only covers those who hold a first degree in the subject of their ITT training course, it does not cover those who have a first degree in science but are entering an ITT course which is not science.
7. There are additional postgraduate trainees on science ITT courses where the first degree is unknown, so there are potentially more science graduates gaining QTS in science ITT.
8. Trainees who have not gained QTS include final year trainees who are yet to complete their course, those with withheld QTS (including those where their skills test was not met, their standards were not met and where both their standards and skills test were not met) and those where the skill test has not been taken (include those whose standards were met and those whose standards were not met).
Source:
TDA's Performance Profiles

Next Section Index Home Page