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12 Feb 2009 : Column 2266W—continued

Sure Start Programme: Blackpool

Mr. Marsden: To ask the Secretary of State for Children, Schools and Families how much his Department has spent on funding Sure Start centres in Blackpool since 1997. [253966]

Beverley Hughes: Sure Start local programmes (SSLPs) were introduced in 1999-2000. Details of expenditure on SSLPs and children’s centres since that time, which totals £19.8 million, are shown in the following table.


12 Feb 2009 : Column 2267W

12 Feb 2009 : Column 2268W
Blackpool CC and SSLP s pend
Expenditure
Programme 1999-2000 2000-01 2001-02 2002-03 2003-04 2004-05 2005-06 2006-07 2007-08 Total

Mereside & Clifton SSLP Revenue

85,546

382,699

431,661

505,371

475,229

482,556

497,981

2,861,043

Mereside & Clifton SSLP Capital

1,043,245

1,043,245

Grange Park SSLP Revenue

0

315,960

498,372

511,503

430,739

1,756,574

Grange Park SSLP Capital

957,925

957,925

Talbot & Brunswick SSLP Revenue

131,117

383,251

656,785

672,812

1,843,965

Talbot & Brunswick SSLP Capital

1,000,000

1,000,000

Children's Centre Revenue

50,000

67,740

643,179

3,058,124

2,877,500

6,696,543

Children's Centre Capital

0

320,111

838,800

1,282,119

1,239,446

3,680,476

Total

85,546

382,699

431,661

952,448

1,406,852

2,038,695

6,084,681

4,340,243

4,116,946

19,839,771

Sub Total (Revenue)

85,546

382,699

431,661

952,448

1,406,852

1,718,584

2,244,711

3,058,124

2,877,500

13,158,125

Sub Total (Capital)

0

0

0

0

0

320,111

3,839,970

1,282,119

1,239,446

6,681,646


Teachers: Qualifications

Mr. Graham Stuart: To ask the Secretary of State for Children, Schools and Families how many teachers of (a) physics, (b) biology, (c) chemistry, (d) mathematics, (e) history and (f) foreign languages did not hold a degree-level qualification in that subject in each of the last five years; and if he will make a statement. [254513]

Jim Knight: Information on the number of secondary school teachers in maintained schools in England, their qualifications and the subjects they are teaching is collected in the Secondary School Curriculum and Staffing Survey (SSCSS). The most recent survey was carried out in February 2007; this is an occasional survey that does not provide a full time series.

The 2007 SSCSS survey estimated the following number of teachers teaching at least one period a week of the requested subjects, and the proportions holding different levels of qualifications:

Highest post A-level qualifications held by full-time equivalent teachers in the subjects( 2) they taught to year groups 7 to 13 in 2007

N umber of teachers Degree( 3) BEd PGCE Cert Ed Other qual. No qual. Percentage without a degree, BEd or PGCE( 4)

Mathematics

30,800

47

9

14

2

3

25

30

Biology

8,900

85

5

4

1

1

4

6

Chemistry

8,000

83

4

7

1

1

4

5

Physics

7,300

72

6

8

1

2

10

13

History

15,700

64

5

6

1

1

24

26

Foreign Languages:

French

14,900

57

5

10

3

2

23

28

German

6,600

61

2

7

1

2

28

30

Spanish

5,200

50

1

10

40

40

Other modern languages

2,100

25

6

69

69

(1) Where a teacher had more than one post A level qualification in the same subject, the qualification level was determined by the highest level reading from left (Degree) to right (Other Qual.). For example, teachers shown under PGCE had a PGCE but not a degree or BEd in the subject, while those with a PGCE and a degree were shown only under Degree.
(2) Teachers are counted once against each subject which they are teaching.
(3) Includes higher degrees but excludes BEds.
(4) Totals may not sum to components due to rounding.
Note:
Number of teachers are rounded to the nearest hundred the nearest 100.
Source:
Secondary Schools Curriculum and Staffing Survey 2007

The full SSCSS report can be found at the following link:


12 Feb 2009 : Column 2269W

Teachers: Training

Mr. Boswell: To ask the Secretary of State for Children, Schools and Families what steps his Department is taking to encourage teachers to take responsibility for planning their own continuing professional development. [254704]

Jim Knight: Since September 2007 the revised professional standards for teachers provide clear career pathways for teachers from qualified teacher status to advanced skill teachers. These clarify what is expected at each career stage, including expectations about teachers’ ongoing engagement in their own continuing professional development (CPD).

To support this we have introduced revised and robust performance management arrangements in September 2007 which will ensure that teachers' performance is regularly reviewed and that all teachers have clear and robust development plans which take account of their own individual needs and the school's improvement priorities. Teachers play a key role in this process through engaging with their line mangers to agree their professional development plans.

The new performance management arrangements introduced in September 2007 are part of the broader cultural change agenda that has been transforming the school workforce since “Raising standards and tackling workload: a national agreement” was signed in 2003. They are a key part of the drive to create a “"new professionalism” and are designed to help schools raise standards even further by tying teacher performance with their professional development needs and a school's own improvement priorities.


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