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Jim Knight: The following table shows the number of schools requiring special measures and significant improvement (notice to improve) at 31 August 2008. It reflects the latest information published by Ofsted. Data for the autumn term 2008 are due to be published at the end of this month.
|Number of schools requiring special measures at 31 August 2008||Number of schools requiring significant improvement at 31 August 2008|
John Bercow: To ask the Secretary of State for Children, Schools and Families what assessment he has made of the outcomes of the consultation on Promoting achievement, valuing success: a strategy for 14 to 19 qualifications; and if he will make a statement. 
Jim Knight: In March 2008 we published our consultation paper Promoting achievement, valuing success: A strategy for 14-19 qualifications. The consultation closed on 23 June 2008. We published a summary of the responses to the consultation on the DCSF consultation website
John Bercow: To ask the Secretary of State for Children, Schools and Families (1) how many mathematics teachers were employed in maintained (a) primary and (b) secondary schools in England in each of the last 10 years; 
The number of mathematics teachers in maintained primary schools is not collected centrally; the number of teachers of mathematics and foreign languages in maintained secondary schools in England is collected as part of the Secondary School Curriculum and Staffing Survey. This is an occasional survey that does not provide a full-time series.
|Number of mathematics and foreign language teachers in maintained secondary schools in England; 2002 and 2007|
|Full-time( 1)||Full-time equivalent( 1)|
|(1 )Full-time teacher numbers are provided for 2002 and 2007; full-time equivalent teacher numbers (which includes part-time teachers) were only collected in 2007.|
(2 )Foreign language teachers may include some double counting as teachers are counted once under each subject they teacha teacher teaching both French and German, for example, will be counted once under each subject in the table.
Secondary School Curriculum and Staffing Survey, 2002 and 2007
Transition to Teaching was launched in July 2008 with some 50 organisations backing it. Since then this has risen to some 130 organisations supporting the programme by agreeing to promote teaching as a second career to their staff. In addition to this, many outplacement organisations have recently agreed to promote Transition to Teaching to companies they work with,
and many influencing organisations, including the CBI, are supporting the programme. Transition to Teaching consultants are currently supporting 58 individuals at different stages of the process of deciding whether or not to become a teacher. So far five of these have entered teacher training, a further four have been offered teacher training places and most of the rest have applied for a place or intend to do so soon.
John Bercow: To ask the Secretary of State for Children, Schools and Families what steps the Youth Taskforce has taken to improve responses to (a) antisocial behaviour and other serious problems and (b) work with Government Offices and other bodies to improve local authority performance. 
Beverley Hughes: The Youth Taskforce is now working across the country to drive improved local delivery of services and support for young people, ensuring that every local area has an effective approach to keep young people on track. The key steps taken by the Youth Taskforce are set out in my previous answer of 19 January 2009, Official Report, columns 1154-55W.
The taskforce works closely with Government offices and other key partners including childrens services, the police, youth justice and community safety services, to improve responses to youth antisocial behaviour, in line with the Governments Improvement and Efficiency Strategy for LA performance.
This includes funding specific projects to test and develop innovative approaches, ministerial and official visits, and regional and national training events for practitioners and managers, sharing practice between areas.