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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.

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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:

http://www.dcsf.gov.uk/research/data/uploadfiles/DCSF-RR026.pdf

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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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