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21 Jan 2008 : Column 1736W—continued

Schools: Staffordshire

Mr. Jenkins: To ask the Secretary of State for Children, Schools and Families what factors were taken into account in deciding the amount allocated to Staffordshire for the school funding settlement for 2008-09 to 2010-11; and if he will make a statement. [179761]

Jim Knight: Staffordshire's allocation of dedicated schools grant (DSG) for 2008-09 to 2010-11 depends on the following factors: the authority's 2007-08 guaranteed unit of funding for DSG and the number of pupils aged three to 15 in the authority's schools and early years providers. It includes an increase of £2.5 million for pockets of deprivation. Full details of the calculation of dedicated schools grant allocations may be found on TeacherNet at

http://www.teachernet.gov.uk/docbank/index.cfm?id=12222.

Schools: Standards

Mr. Todd: To ask the Secretary of State for Children, Schools and Families whether he has discussed with Ofsted the commissioning of research on the relative frequency of primary schools, junior schools and infant schools being placed in either special measures or notice to improve categories. [179397]

Jim Knight: Ofsted and the DCSF have discussed the relative performance of different types of school in the primary age phase, and are continuing to analyse relevant data. I will write to the hon. Member with further details.

Schools: Training

Mr. Hayes: To ask the Secretary of State for Children, Schools and Families which obligatory training courses school staff must attend annually. [180356]

Jim Knight: There is a range of training and development opportunities available to all school staff. However, there are no obligatory training courses which the Department requires school staff to attend annually.

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Science: Secondary Education

Adam Afriyie: To ask the Secretary of State for Children, Schools and Families (1) what (a) curricular and (b) extra-curricular programmes his Department is supporting to encourage the study of science at key stages 3 and 4; [179583]

(2) how much his Department spent on promoting the study of science, technology, engineering and mathematics at key stage 3 in each year since 1997. [179584]

Jim Knight: The Government are supporting a number of curricular and extra curricular programmes that aim to encourage the study of science at key stages 3 and 4 and beyond. These include

The introduction of a new science programme of study at key stage 3 for first teaching from September 2008. As with the new science programme of study at key stage 4 that was introduced in 2006 it will maintain the breadth, depth and challenge of the previous curriculum, but will have a better balance between knowledge and understanding.

The secondary national strategy which provides a comprehensive professional development programme for teachers which includes training and materials and support from local consultants who are experts in their field. The strategy sets high expectations and is designed to raise standards for all pupils in all circumstances, but also focuses on pupils who need extra support and who are falling behind.

The national network of science learning centres to provide professional development for science teachers and technicians. The training focuses on encouraging innovative and exciting teaching practice that will enthuse and inspire young people and improve the subject specialism of science teachers.

Piloting 250 after school science and engineering clubs offering an engaging and stretching programme of activities to key stage 3 pupils with interest and potential in science. A further 250 clubs will be established from September 2008.

Establishing a system for coordinating the many enhancement and enrichment activities that are available to make it easier for schools to access them. This will include the publication of directories of nationally available activities.

Project Faraday, which is developing inspirational exemplar designs for school laboratories which will reflect the latest thinking on what is required to ensure effective science teaching. A book showing the exemplar designs will be published in early 2008.

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The new triple science support programme, delivered by the Learning and Skills Network, which provides practical advice and support to schools to offer separate GCSEs in biology, physics and chemistry.

Information on how much has been spent on science, technology, engineering and mathematics at key stage 3 since 1997 can be provided only at disproportionate cost, or cannot be disaggregated from wider budgets.

From September 2008 the Government want to make GCSEs in the individual sciences of physics, chemistry and biology (triple science) more accessible to pupils who would benefit. To achieve this we are introducing a non-statutory entitlement to triple science for all pupils who achieve level 6 in science at key stage 3. All specialist science colleges will be expected to deliver triple science from 2008. The Government have also put in place the triple science support programme to support schools as mentioned above. This will include the delivery of 600 days of training to schools by the end of March 2008. The programme has also established 40 local triple science networks to support schools starting to offer triple science.

Science: Teachers

Mr. Laws: To ask the Secretary of State for Children, Schools and Families what estimates he has made of the proportion of (a) science and (b) mathematics teachers in secondary schools who were not qualified at degree level in these subjects in each year from 1995 to 2007. [163548]

Jim Knight: The information is not available in the format requested, but information on the level of qualification of full-time teachers in service in secondary schools in the subjects they teach is available from the Secondary School Curriculum and Staffing Survey (SSCSS) an occasional sample survey undertaken in the years 1988, 1992, 1996, 2002 and 2007. Figures for 2007 are expected to be published in early 2008.

The following tables show the number of full-time teachers employed in maintained secondary schools by the highest post A-level qualification held in the subjects they taught in 1996 and 2002, the years for which figures are currently available.

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Teachers in service: Full-time teachers in maintained secondary schools—highest level of qualification( 1) by subject of qualification( 2) , at November 1996, England
	Percentage						Total
	Degree( 3)	BEd	PGCE	Cert Ed	Other qual.	Total	Number (thousand)
Mathematics	47	18	15	17	3	100	27.1
English	49	18	14	18	1	100	31.6
Biology	55	13	14	18	1	100	11.3
Chemistry	66	10	14	10	—	100	10.7
Physics	53	12	20	13	2	100	10.4
General Science	29	13	44	13	1	100	15.5
Other Sciences	66	10	12	10	2	100	6.2
French	59	12	16	10	2	100	15.5
German	64	11	18	4	3	100	6.9
Spanish	68	5	21	—	6	100	2.5
Other Modem Languages	68	5	18	4	5	100	2.7
Design and Technology	16	32	13	35	4	100	11.1
Information Technology	36	17	19	8	20	100	4.9
Other Technology	47	13	6	19	15	100	4.4
Home Economics	13	25	4	55	3	100	6.8
Business Studies	31	22	18	17	12	100	4.3
Classics	83	3	7	2	6	100	1.4
History	54	14	14	17	1	100	19.2
Religious Education	34	20	17	26	3	100	8.6
Geography	43	22	12	23	1	100	15.6
Other Social Studies	70	14	8	6	3	100	11.3
Combined Arts/Humanities/Social Studies	55	19	14	11	1	100	4.2
Music	49	16	9	23	2	100	6.3
Drama	27	19	25	25	4	100	8.0
Art	42	17	9	30	3	100	10.8
Physical Education	13	37	11	38	1	100	22.0
Careers Education	11	10	11	20	48	100	0.9
Personal and Social Education	24	17	22	20	16	100	2.3
General Studies	20	23	28	24	5	100	2.2
General Primary Subjects	14	9	48	21	8	100	1.0
Other	45	13	10	10	22	100	21.5
Total(2)	44	18	15	19	4	100	307.2
(1) Where a teacher has more than one post A-level qualification in the same subject, the qualification level is determined by the highest level reading from left (degree) to right (other qualifications). For example, teachers shown under PGCE have a PGCE but not a degree or BEd in the subject, while those with a PGCE and a degree are shown only under degree. (2) Teachers are counted once against each subject in which they have a post A-level qualification (3) Includes higher degrees but excludes BEds. Source: 1996/97 Secondary Schools Curriculum and Staffing Survey.

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