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Beverley Hughes: Sure Start local programmes (SSLPs) were introduced in 1999-2000. Details of expenditure on SSLPs and childrens centres since that time, which totals £19.8 million, are shown in the following table.
|Blackpool CC and SSLP s pend|
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. 
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.
|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)|
|(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.
Number of teachers are rounded to the nearest hundred the nearest 100.
Secondary Schools Curriculum and Staffing Survey 2007
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. 
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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