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| Selective schools: pupils known to be eligible for and claiming free school meals (1, 2, 3) , January 2011, by local authority area, for those with at least one selective school, England | ||||
| Pupils known to be eligible for and claiming free school meals | ||||
| LA code | LA name | Number on roll schools in LA area (2,3,4) | Number of pupils in selective schools known to be eligible for and claiming free school meals in the LA area (1,2,3) | Number of pupils in selective schools (1) known to be eligible for and claiming free school meals as a percentage of all pupils (2,3,4) in the LA area |
| (1) Includes pupils who are eligible for and claiming free school meals who attend one of the 164 selective schools in England. (2) Includes pupils who are a sole or dual main registration, Includes boarders. (3) Pupils who have full time attendance and are aged 15 or under, or pupils who have part time attendance and are aged between five and 15. (4) Includes maintained nursery, state-funded primary, state-funded secondary and special schools and pupil referral units, Includes middle schools as deemed, primary academies, secondary academies and city technology colleges. Source: School Census. | ||||
20 Dec 2011 : Column 1224W
Languages: GCSE
Chris Skidmore: To ask the Secretary of State for Education how many pupils were not entered for a modern foreign language GCSE in each year since 1997. [80868]
Mr Gibb: The number of pupils who were not entered for a modern foreign language GCSE is given in the table. Information has been given for 1997, 2010 and 2011—other years can be provided only at disproportionate cost:
|
|
Number of pupils who were not entered (1) for a modern foreign language GCSE (2) |
| (1) Includes students who were entered but received a grade X in the subject. (2) Figures are given to the nearest hundred. (3) 1997 figures relate to pupils aged 15 at the start of the academic year. (4 )Figures for pupils at the end of key stage 4. (5) 2011 figures are provisional results unchecked by schools, all other figures are final. Source: School and College Performance Tables. | |
Mathematics: Free Schools
Jonathan Reynolds: To ask the Secretary of State for Education how much funding will be made available for the new specialist mathematics free schools for 16 to 18 year olds. [85984]
Mr Gibb: Specialist maths free schools for 16 to 18-year-olds will receive revenue funding on the basis of the national funding formula for all 16 to 18 provision.
We are keen to engage with all those who have an interest to explore possible models and innovative ideas. The Secretary of State for Education, my right hon. Friend the Member for Surrey Heath (Michael Gove), will consider carefully the estimated or potential capital cost of each proposal and will be looking for projects that offer value for money.
Mathematics: GCSE
Chris Skidmore: To ask the Secretary of State for Education how many pupils did not achieve an (a) A*-C grade and (b) A*-G grade in mathematics GCSE in each year since 1997. [81018]
Mr Gibb: The number of pupils who did not achieve an A*-C grade or an A*-G grade in GCSE mathematics is given in the following table. Information for other years can be provided only at disproportionate cost:
| Number | ||
|
|
Pupils not achieving an A*-C grade in GCSE mathematics (1) | Pupils not achieving an A*-G grade in GCSE mathematics (1) |
| (1) Figures are given to the nearest hundred. (2) 1997 figures relate to pupils aged 15 at the start of the academic year. (3) Figures for 2010 and 2011 are for pupils at the end of key stage 4. (4) 2011 figures are provisional results unchecked by schools, all other figures are final. Source: School and College Performance Tables. | ||
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Mathematics: Specialist Schools
Jonathan Reynolds: To ask the Secretary of State for Education how much funding was withdrawn from specialist mathematics schools and colleges on the abolition of specialist school status and specialist school networks. [85983]
Mr Gibb: Funding for specialist schools was mainstreamed into the dedicated schools grant (DSG) from April 2011. The amount per pupil that each local authority was allocated for specialist schools in 2010-11 was added to each local authority’s DSG per pupil for 2011-12. It was for local authorities, in consultation with their schools forum, to decide how to take account of previous specialist schools funding when determining their local schools funding formulae. To reduce the level of turbulence, the Government set a minimum funding guarantee to ensure that no school would see a reduction in their recurrent budget of more than 1.5% per pupil. Previous levels of specialist school funding were included in the calculation of this minimum funding guarantee.
Music: Education
Mr Blunkett: To ask the Secretary of State for Education pursuant to the answer of 1 December 2011, Official Report, column 1085W, on music: education, what the budget of the music standards fund will be in 2011-12. [86489]
Mr Gibb: The following table shows Department for Education funding for music education in England in 2011-12.
|
|
£ |
During 2011-12 the Department for Education has developed a national plan for music education and a new funding mechanism. For this transitional year the Department has asked the Federation of Music Services (FMS) to administer the Music Education Grant on its behalf.
National Curriculum Tests
Charlotte Leslie: To ask the Secretary of State for Education (1) how many and what proportion of pupils achieved the expected standard in reading, writing and mathematics at Key Stage 2 in each (a) region, (b) local authority and (c) parliamentary constituency in 2011; [86234]
(2) what proportion of pupils achieved Level 2 or below in Key Stage 2 reading tests in each parliamentary constituency in 2010-11. [86236]
Mr Gibb: The information requested has been placed in the House Libraries.
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Public Sector: Pensions
Mr Anderson: To ask the Secretary of State for Education with reference to his recent speech on strike action over planned changes to public sector pensions, which individual trades union leaders he was referring to. [85375]
Mr Gibb: In his speech of 28 November, the Secretary of State for Education, my right hon. Friend the Member for Surrey Heath (Michael Gove), distinguished between those trade union leaders who negotiate hard on behalf of their members and a minority who take a more confrontational line. He made clear that he was not referring to any of the leaders of the teaching unions.
Pupils: Disadvantaged
Mr Ward: To ask the Secretary of State for Education what recent estimate he has made of the (a) number and (b) proportion of children from Gypsy, Roma and Traveller backgrounds who are eligible for the pupil premium; and if he will make pupil premium funding available for all children from such backgrounds. [82800]
Mr Gibb [holding answer 24 November 2011]: For 2011-12, 7,730 pupils from Gypsy, Roma and Traveller backgrounds were eligible for the pupil premium, representing 43.5% of the total number of pupils from these backgrounds included in the January school census and local returns.
The issues for Gypsy, Roma and Traveller children are complex. The Government have set up a ministerial working group to consider them and any decisions will be taken in the light of the outcomes from this group.
Karen Lumley: To ask the Secretary of State for Education how much he plans to allocate in funding for the pupil premium to Redditch constituency. [83024]
Mr Gibb: Pupil Premium funding is provided in respect of pupils known to be eligible for free school meals (FSM), children in care who have been continuously looked after for at least six months and children whose parents are serving in the armed forces. In the Redditch constituency in January 2011 there were 1,958 pupils known to be eligible for FSM and 13 service children, giving an allocation of £958,000 in 2011-12. The total number of pupils eligible for the pupil premium in the Redditch constituency may be higher but it is not possible to identify the number of pupils in each parliamentary constituency recorded as being in care or recorded in the Alternative Provision census as, in both cases, the returns are provided at local authority level rather than at establishment level.
Ian Mearns: To ask the Secretary of State for Education what steps he plans to take to extend educational opportunities to disadvantaged children; and what assessment he has made of the effect of the new admissions codes on such children. [84113]
Mr Gibb:
The top education priority for the coalition Government is to improve the life chances of children from disadvantaged backgrounds. The Government plan
20 Dec 2011 : Column 1227W
to introduce an entitlement to free early education for disadvantaged two-year-olds from September 2013. The Chancellor of the Exchequer, my right hon. Friend the Member for Tatton (Mr Osborne), announced in his Autumn Statement that the Government will increase the amount of funding for this entitlement to £760 million in 2014-15. This means that at least 260,000 children will be able to benefit each year, some 40% of the total number of two-year-olds.
From April 2011 we introduced the pupil premium, which guarantees additional funding for schools with children from low-income families, and will help boost the attainment of the poorest children. Total funding is £625 million in 2011-12 increasing to £1.25 billion in 2012-13, and £2.5 billion in 2014-15.
On 1 December the Secretary of State for Education, my right hon. Friend the Member for Surrey Heath (Michael Gove), laid the revised Schools Admissions Code and School Admission Appeals Code before Parliament as required under section 85 of the School Standards and Framework Act 1998. Subject to the views of Parliament, these codes will come into force on 1 February 2012. Academies provide the best available opportunity for disadvantaged children in today's system, and a less prescriptive Schools Admissions Code and School Admission Appeals Code will enable many more of those children to attend higher performing schools.
Pupils: Hearing Impairment
Andrew Stephenson: To ask the Secretary of State for Education what steps his Department is taking to promote deaf awareness amongst schoolteachers. [86935]
Sarah Teather: The Department is seeking to drive up awareness of special educational needs and disability (SEND) among teachers.
This includes new standards for Qualified Teacher Status, a scholarship for teachers to improve and extend their expertise when working with pupils with SEND and funding for 9,000 special educational needs co-ordinators to achieve the mandatory higher level award by the end of 2011-12.
As part of the scholarship programme teachers are eligible to apply for funding for the mandatory qualification in teaching pupils with a hearing impairment.
The Department is also funding the National Deaf Children's Society to revise some of its materials for teachers and schools to better respond to the needs of deaf children.
Reading: Primary Education
Stephen Twigg: To ask the Secretary of State for Education how many qualified reading recovery teachers there are in schools. [86713]
Mr Gibb [holding answer 15 December 2011]: There are currently 1,484 reading recovery teachers delivering the Every Child a Reader programme in schools.
Stephen Twigg: To ask the Secretary of State for Education how many and what proportion of children receiving reading recovery intervention are eligible for free school meals. [86714]
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Mr Gibb [holding answer 15 December 2011]: In 2010-11, where schools recorded this information, 8,735 children (42%) who were selected for the Reading Recovery programme were entitled to free school meals.
Annette Brooke: To ask the Secretary of State for Education what evaluation his Department plans to undertake on his proposed phonics screening at age six (a) 12 months and (b) 24 months following the commencement of the programme; and whether he plans to evaluate the effects of screening on children with speech, language and communication needs. [86805]
Mr Gibb [holding answer 15 December 2011]: The Department is currently scoping a research project to evaluate the impact of the phonics screening check. It will be important that this evaluation considers the impact of the screening check on different groups of children, including children with a range of different special education needs.
Annette Brooke: To ask the Secretary of State for Education whether his Department plans to issue guidance to primary schools on implementing the phonics screening at age six; and whether any such guidance will include information on how to assist children with speech, language and communication needs. [86806]
Mr Gibb [holding answer 15 December 2011]: The Department is issuing three pieces of guidance for schools in relation to administering the year 1 phonics screening check. The first is the assessment and reporting arrangements (ARA) which explain the statutory requirements for administering the check in 2012. The second is a check administration guide and the third is a video version of this guide. These guides are more bespoke to the nature of the check and they refer to the responsibility of schools to ensure provision is made to meet the needs of all children with special educational needs. One of the reasons for producing a video version is that this medium can most clearly provide advice to teachers administering the check to pupils with speech, language and communication needs.
Annette Brooke: To ask the Secretary of State for Education what assessment he has made of the effects of his proposed phonics screening at age six on children with (a) special educational needs and (b) speech, language and communication needs; and if he will make a statement. [86807]
Mr Gibb [holding answer 15 December 2011]: The Year 1 phonics screening check is designed to identify children who need help with decoding using phonics at an early stage in their schooling. The Government want as many children as possible to access the assessment, including those with special educational needs.
The Standards and Testing Agency is currently analysing all of the data from the pilot and will provide a technical evaluation of the Year 1 phonics screening check, including information relating to Ofqual's common assessment criteria of validity, reliability, minimising bias, comparability and manageability. The technical report will include a dedicated section on the experience of children with special educational needs, including those with speech, language and communication needs. The Department intends the report to be published in spring 2012.
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Schools: Administration
Steve Baker: To ask the Secretary of State for Education what progress he has made on reducing the administrative burden on schools associated with requirements on continuing professional development. [86686]
Mr Gibb: The Government are committed to reducing the administrative burden on schools. The School Teachers Pay and Conditions Document requires that teachers participate in arrangements for continuing professional development, and, where appropriate, that of other teachers and support staff. There are no administrative requirements on schools in relation to teachers' professional development.
We have recently consulted on changes to the newly qualified teachers (NQT) induction regulations with the intention of establishing new arrangements that will reduce unnecessary prescription and burdens on schools from September 2012.
A number of measures have already been taken to reduce bureaucracy in schools: the Self Evaluation Form has been removed; the Financial Management Standard in Schools (FMSIS) has been scrapped and the inspection framework has been streamlined. In addition, all data collections are being reviewed and the volume of guidance has been significantly reduced. A number of burdensome statutory duties and requirements have also been removed through the Education Act 2011.
Schools: Admissions
Mr Umunna: To ask the Secretary of State for Education what recent estimate he has made of the shortage of (a) primary school places and (b) secondary school places in (i) Lambeth local authority, (ii) London and (iii) England. [83851]
Mr Gibb: The Department collects information from each local authority on school capacity in maintained schools through an annual survey, which includes local authorities' own pupil forecasts. The most recent survey data relate to the position at May 2010 and are available on the Department for Education's website.
http://www.education.gov.uk/rsgateway/DB/STR/d000982/index.shtml
It is the responsibility of each local authority to help manage the supply and demand for primary and secondary school places in their area and secure a place for every child of statutory school age who wants one. The Department provides capital funding to local authorities to ensure there are sufficient school places.
Andrew Stephenson:
To ask the Secretary of State for Education what estimate his Department has made of the required number of (a) primary and (b) secondary
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school places in (A) Pendle constituency and (B) East Lancashire in each of the next five years. [83876]
Mr Gibb: The Department collects information from each local authority on school capacity in maintained schools through an annual survey, which includes local authorities' own pupil forecasts. The most recent survey data relate to the position at May 2010 and are available on the Department for Education's website,
http://www.education.gov.uk/rsgateway/DB/STR/d000982/index.shtml
The Department provides capital funding to local authorities to support the provision of sufficient school places. It is the responsibility of each local authority to manage the supply and demand for primary and secondary school places in their area and secure a place for every child of statutory school age who wants one.
Lisa Nandy: To ask the Secretary of State for Education what variations in the requirement to comply with the School Admissions Code he has agreed in funding agreements with academies and free schools; and with which schools he has made any such agreement. [84248]
Mr Gibb: All academies and free schools are required by their funding agreements to comply with the school admissions code, except in cases where to do otherwise would better support local children. This Government have agreed one derogation from the school admissions code for a specific free school, the Canary Wharf College Free School, and has also agreed that because of the accelerated timescale for the opening of university technical colleges, studio schools and free schools, there is no requirement for these schools to be within the local process for co-ordinating admissions in the first year of establishment. For future years they must be within local authority co-ordination.
Schools: Expenditure
Damian Hinds: To ask the Secretary of State for Education what proportion of expenditure on all maintained schools was spent on (a) head teachers and other teaching staff, (b) classroom assistants, (c) other staff, (d) other current (revenue) spending and (e) capital spending in (i) 1997 and (ii) the latest year for which figures are available. [78327]
Mr Gibb: The available information on what proportion of expenditure on all maintained schools was spent on (a) head teachers and other teaching staff, (b) classroom assistants, (c)other staff, (d) other current (revenue) spending and (e) capital spending in (i) 1997 and (ii) the latest year for which figures are available is contained within the following tables:
| Table 1: (a) to (d)—Revenue expenditure on teaching staff and all other categories in maintained schools for 1996-97 and 2009-10 | ||||
| 1996-97 | 2009-10 | |||
|
|
£000 | Percentage | £000 | Percentage |
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| (1) Includes teachers employed directly by the school, including supernumerary/peripatetic teachers on short-term contracts and supply teaching staff who are covering curriculum release, long term absence, sickness absence and training absence. Relates to all contracted full time and part time teachers paid within the scope of the ‘The Education (School Teachers' Pay and Conditions) Order 2009’ and includes expenditure on salaries and wages consisting of gross pay, including bonus and allowances, maternity pay and the employer's contributions to national insurance and superannuation. Also includes threshold payments and other payments relating to teacher reforms. Expenditure on supply teachers not employed directly from the school (i.e. paid via an agency or another third party) is also included. Does not include expenditure on teaching staff employed centrally by the local authority. (2) Salaries and wages of support staff employed directly by the school in support of students' learning: child care staff, classroom assistants/learning support assistants, exam invigilators, foreign language assistants, librarians, nursery assistants, pianists, residential child care officers at a residential special school, supply education support staff, workshop and technology technicians, expenditure on salaries and wages consisting of gross pay, including of bonus and allowances, maternity pay and the employer's contributions to national insurance and superannuation, educational welfare officers. Education support staff not employed directly by the school are excluded from education support staff totals. (3) 1996-97 only includes expenditure on caretakers, cleaners, maintenance staff, groundsmen, porters, messengers, security staff, car park attendants, escorts and other persons who carry out premises related work and any other staff not included, administrative and clerical staff and any other staff not covered by footnotes 1, 2 or 3. 2009-10 includes all spend on staff employed directly by the school in support of students' learning not previously included in teaching staff and education support staff. Staff not employed directly by the school are excluded from these totals. (4) Includes all other spend such as those on running expenses, premises related expenditure, supply and services expenditure, transport expenditure, third party payments and transfer payments, in maintained schools in England. Spend on centrally retained expenses is not included in these totals. Notes: 1. Includes all local authority maintained nursery, primary, secondary and special schools. 2.( )1999-2000 saw a change in data source when the data collection moved from the RO1 form collected by the ODPM to the Section 52 form from the DFES 3. Cash terms figures (£000). The data are taken from the local authorities Section 251 Outturn statement for 2009-10. 4. The above data used are at 31 March 2011. These data will not match the information published on 6 January 2011 because it was amended by the local authorities. | ||||
| Table 2: (e): Capital spending on schools in 1996-97 and 2010-11 | ||
| £ billion | ||
|
|
1996-97 | 2010-11 |
| Notes: 1. Capital expenditure includes supported borrowing that was allocated to local authorities to fund capital investment in schools. 2. Capital expenditure does not include PFI. | ||
Schools: Finance
Stephen Twigg: To ask the Secretary of State for Education how much matched funding his Department has provided to schools for phonics products and services since May 2010. [86715]
Mr Gibb [holding answer 15 December 2011]: From September 2011 to March 2013 we have made available up to £3,000 in match-funding to schools with key stage 1 pupils, so that they can buy approved systematic synthetic phonics products and training. We estimate that around £2.2 million of match-funding has been provided to schools to date for products and training services.
Schools: ICT
Justin Tomlinson: To ask the Secretary of State for Education what assessment he has made of the effect of increasing use of computers in the classroom on standards of handwriting in (a) primary and (b) secondary schools. [84856]
Mr Gibb: The Department for Education has not made an assessment of the effect of the use of computers in the classroom on standards of handwriting in primary or secondary schools. The current programmes of study for English in primary schools require pupils to be taught handwriting, from forming and joining letters at ages five to seven, then writing legibly in both joined and printed styles, with increasing fluency and speed as they move up through primary school. At secondary level, they should be able to write legibly, and with fluency. The effective use of technology can support good teaching and helps raise standards, including supporting pupils with special educational needs or disabilities.
Schools: Risk Assessment
Simon Hart: To ask the Secretary of State for Education what plans he has to transfer health and safety responsibilities in schools from local authorities to governing bodies. [86632]
Mr Gibb: The Department for Education is determined to reduce or amend health and safety law as it applies to schools to enable schools to take a proportionate and common sense approach to school activities.
In this context we are currently considering the options for transferring employer health and safety duties to governing bodies. For all schools where the local authority is currently responsible for health and safety, this would mean that these schools would gain the discretion and freedom already enjoyed by academy trusts, foundation, voluntary-aided and free schools. In practical terms it is the governing body that acts as the school staff’s employer, even where in the majority of cases, the formal employment contract is with the local authority.
Schools: Sports
Clive Efford: To ask the Secretary of State for Education what guidance he has given to schools regarding the release of PE teachers to organise sport in primary schools; and if he will make a statement. [81697]
Tim Loughton [holding answer 22 November 2011]:The Department informed schools of the purpose of the funding for PE teacher release on 15 July 2011. The information below was communicated to all eligible schools who were told that funding will be for the two academic years 2011/12 and 2012/13.
“The PE teacher release funding is not ring-fenced. The Department encouraged schools to use the funding to release secondary PE teachers from timetable for one day a week; to provide specialist PE and sport support to local primary schools and within their own school; to embed good practice; and to provide more competitive sport for all pupils, including the School Games.
These PE teachers can:
help schools to create sustainable school sport competition, both within and between schools, involving all pupils;
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help schools to involve their staff, parents, local people and young leaders and volunteers to lead competitive sport; and
help schools to engage in sport pupils who are less active or who do not have equal access or opportunity to compete (e.g. pupils with disabilities)”.
Schools were advised that they should plan on the basis that funding will end by August 2013. They should seek to embed the work that the released PE teachers do within their school and with local primary schools into their core provision.
Social Justice Committee
Michael Dugher: To ask the Secretary of State for Education how many meetings of the Social Justice Committee Ministers in his Department have attended since its establishment. [85293]
Tim Loughton: Information relating to the proceedings of Cabinet Committees, including when and how often they meet and which Ministers have attended, is generally not disclosed as to do so could harm the frankness and candour of internal discussion.
Special Educational Needs: Academies
Dr Poulter: To ask the Secretary of State for Education whether special educational needs (SEN) funding will change for academies which are within a local authority undertaking a SEN audit. [83993]
Mr Gibb: I refer my hon. Friend to my response given on 5 December 2011, Official Report, column 110W.
Penny Mordaunt: To ask the Secretary of State for Education whether funding for specialist education support services for children with special educational needs in academies will be (a) considered a relevant factor in the calculation of local authority central spending equivalent grants and (b) recouped from local authorities in 2012-13; and if he will make a statement. [86769]
Mr Gibb [holding answer 15 December 2011]:For 2011-12 the Secretary of State for Education, my right hon. Friend the Member for Surrey Heath (Michael Gove), decided that funding for specialist education support services should be included in the calculation of local authority central spending equivalent grant (LACSEG) for academies, but should not be recouped from local authorities. The Secretary of State for Education will confirm arrangements for 2012-13 after the consultation on the Academies Funding Transfer (LACSEG) which ends on 12 January 2012.
Students: Disadvantaged
Andrew Stephenson: To ask the Secretary of State for Education what assessment his Department has made of the effectiveness of its education funding in targeting disadvantaged students in Pendle constituency since April 2011; and if he will make a statement. [84612]
Mr Gibb:
The Government introduced the pupil premium from April 2011 to target extra funding to help schools raise the attainment of pupils from deprived backgrounds and reduce educational inequalities. We are providing
20 Dec 2011 : Column 1234W
£625 million this year and this will rise to £2.5 billion by 2014-15. Pupils eligible for free school meals, including those in Pendle, will benefit from this extra funding.
This is the first year of the premium and it is too early to judge its performance. To monitor progress on attainment, however, new measures will be included in the performance tables that will report the achievement of pupils covered by the pupil premium. From September 2012, we will also require schools to publish online information about how they have used the premium. This will ensure that parents and others are aware of the progress and attainment of pupils covered by the premium.
In addition, Ofsted will be introducing a new inspection framework for schools in January 2012. It will be a requirement for Ofsted to consider how well schools are meeting the needs of all their pupils. This will mean considering the data on all groups and individuals, including attainment, progression, behaviour and attendance, with a particular emphasis on how well attainment gaps are narrowing between the performance of different groups of pupils in the school and compared to pupils nationally.
Teachers: Disciplinary Proceedings
Chris Skidmore: To ask the Secretary of State for Education how many teachers were struck off for (a) incompetence and (b) any other reason in each of the last 10 years. [87067]
Mr Gibb [holding answer 19 December 2011]: From 2001 to the present day, the General Teaching Council for England, which currently administers the regulatory system for teachers, has prohibited a total of 228 teachers—211 teachers have been prohibited for misconduct and 17 for professional incompetence. Figures for each year are set out in the following table in Annex A.
| Annex A: Number of teachers prohibited by the GTCE since 2001 | ||
|
|
|
Number |
20 Dec 2011 : Column 1235W
Chris Skidmore: To ask the Secretary of State for Education how many teachers went through school competency proceedings in each of the last 10 years. [87068]
Mr Gibb [holding answer 19 December 2011]: The operation and outcome of competency and capability procedures in schools is a matter for local determination. Accordingly, the information requested about the number of teachers who have been subject to capability proceedings is not held centrally.
Teachers: Pensions
Mr Jim Cunningham: To ask the Secretary of State for Education if he will assess the findings of the National Union of Teachers' technical note, entitled Comparison of payments into and from the Teachers' Pension Scheme. [86733]
Mr Gibb [holding answer 19 December 2011]: It is unrealistic to assess the sustainability and affordability of the current Teachers' Pension Scheme (TPS) based on such historic information. There have been lots of changes within the TPS since the scheme was established; this includes changes to contribution rates and the benefits that the scheme provides. It is much more realistic to look at the current and future position of the scheme's finances.
The TPS, like most public service pension schemes, is an unfunded scheme. This means that current pension contributions, both from employees and employers, are used to help offset the cost of paying pensions to current pensioners. The shortfall between contributions received and pensions paid each year is met by the Exchequer. In 2005/06, expenditure on teachers' pensions was some £5 billion; by 2015/16 it is forecast to exceed £10 billion as a result of increases in life expectancy and growing numbers of teacher pensioners.
Bill Esterson: To ask the Secretary of State for Education what the monetary value was of (a) contributions received and (b) payments made by the Teachers' Pension Scheme (i) in each of the last 10 years and (ii) since the inception of the scheme; and what estimate he has made of the monetary value of such contributions and payments in each of the next 10 years. [84310]
Mr Gibb [holding answer 1 December 2011]: Teachers' pension scheme contributions and expenditure since 1949 are included in the following table. These are extracted from the appropriate published scheme accounts. The Teachers pension scheme has its foundation in the School Teachers' (Superannuation) Act 1918 although the information requested is only available since 1949.
20 Dec 2011 : Column 1236W
| £ million | ||
| Year ending 31 March | Contributions | Total expenditure |
20 Dec 2011 : Column 1237W
Due to changes in the accounting standards over the period the figures are not directly comparable. Specifically the expenditure and the contributions figures show a marked increase in 1992 and 2004 respectively, due to the impact of how pensions increase was accounted for within the scheme finances. This means that figures prior to these years do not show the full cost of providing the scheme.
Estimates of contribution receipts and expenditure up to 2016-17 were published by the Office for Budget Responsibility on 29 November 2011 as part of the publication “Economic and fiscal outlook supplementary fiscal tables—November 2011”. An extract relating to the teachers' pension scheme is included as follows.
| £ billion | ||
|
|
Expenditure | Receipts |
Teachers: Qualifications
Ian Mearns: To ask the Secretary of State for Education how many teaching staff completed the National Professional Qualification for Headship (NPQH) in the 2010-11 school year by (a) phase of the school where they were working and (b) Government office region; and how many headships were advertised by schools requiring the NPQH qualification by (i) phase of school and (ii) government office region in each month of 2011 to date. [85434]
Mr Gibb: The National Professional Qualification for Headship, (NPQH), is administered by the National College for School Leadership. Steve Munby, the chief executive, has written to the hon. Member and a copy of his response has been placed in the House Libraries.
Letter from Steve Munby, dated 8 December 2011:
I am writing in response to your Parliamentary Question PQ085434:
“To ask the Secretary of State for Education, how many teaching staff completed the National Professional Qualification for Headship (NPQH) in the 2010-11 school year by (a) phase of the school where they were working and (b) government office region; and how many headships were advertised by schools requiring the NPQH qualification by (i) phase of school and (ii) government office region in each month of 2011 to date.”
I confirm that the National College holds the details of the numbers of teaching staff who have completed the National Professional Qualification for Headship (NPQH) in the 2010-11 school year by (a) phase of the school where they were working and (b) government office region and these are shown in the following table.
The National College does not hold information in respect of the number of headships advertised by schools requiring the NPQH qualification.
| Region | Phase | Total |
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| Notes: 1. Not applicable in Region denotes overseas participants. 2. Not applicable in Phase denotes either a role that is not phase specific (LA adviser) or overseas participant. | ||
Teachers: Training
Damian Hinds:
To ask the Secretary of State for Education what proportion of (a) mathematics, (b) science, (c) biology, (d) chemistry and (e) physics
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teachers who achieved Qualified Teacher Status in the last year hold a (i) first class, (ii) 2.1, (iii) 2.2 and (iv) third class degree in (A) any subject and (B) mathematics. [86259]
Mr Gibb: The latest available information on degree classification in (A) any subject and (B) mathematics held by (a) mathematics, (b) science, (c) biology, (d) chemistry and (e) physics teachers who have achieved Qualified Teacher Status (QTS) can be found in tables A and B respectively.
Fewer than 1% of science and physics teachers who achieved QTS in 2009/10 held a degree in mathematics. The number of teachers in each of these groups is therefore too small to be broken down by degree classification. There were no biology or chemistry teachers who achieved QTS in 2009/10 and held a degree in mathematics.
| Table A: Classification of first degree held by mathematics, science, biology, chemistry and physics teachers achieving QTS status in 2009/10 | ||||||
| Classification of First Degree held in any subject | ||||||
| Subject of teaching q ualification | 1 (st) (%) | 2:1 (%) | 2:2 (%) | 3 (rd) (%) | Other/not known (%) | Total (provisional) |
| Notes: 1. Percentages rounded to the nearest 1% and total rounded to the nearest 10. 2. Percentages may not sum to 100% due to rounding. 3. Figures for 2009/10 total are provisional and subject to change prior to future publication. 4. Includes both undergraduate and postgraduate courses through mainstream and employment-based routes. 5. Science includes Combined/General Sciences, Biology includes Applied Biology, Chemistry includes Applied Chemistry, Physics includes Applied Physics. Source: TDA Performance Profiles | ||||||
| Table B: Classification of first degree held by mathematics teachers achieving QTS status through a postgraduate route in 2009/10 where the first degree is mathematics | |||||||
| Classification of First Degree held in mathematics | |||||||
| Subject of t eaching q ualification | 1 (st) (%) | 2:1 (%) | 2:2 (%) | 3 (rd) (%) | Other/not known (%) | Other degree h eld | Total ( p rovisional) |
| Notes: 1. Percentages rounded to the nearest 1% and total rounded to the nearest 10. 2. Percentages may not sum to 100% due to rounding. 3. Figures for 2009/10 total are provisional and subject to change prior to future publication. 4. Includes postgraduate courses through mainstream and employment-based routes. A small number of teachers who qualified through an undergraduate course are excluded. Source: TDA Performance Profiles | |||||||
Teenage Pregnancy
John Pugh: To ask the Secretary of State for Education what estimate his Department has made of the number of girls in schools whose education has been interrupted by pregnancy in each of the last five years. [85505]
Sarah Teather: We do not hold data centrally on girls in schools whose education has been interrupted by pregnancy. However, guidance to schools and local authorities makes it clear that support should be directed to keeping pregnant pupils in school whenever possible and to return to full-time education as soon as possible after the birth. The Equality Act 2010 supports this policy. Under the Act it is unlawful for schools to treat pupils less favourably because of their pregnancy or maternity.
England has declining teenage pregnancy rates; under-18 conceptions have fallen by 18.1% to the lowest rate in almost 30 years. I have provided data in the following tables on conceptions to under-16 and under-18 year olds from 2005 to 2009 and conceptions by single year age(s) from 2005-09.
DFE and the Office for National Statistics are currently engaged in a project to link teenage conception records to the National Pupil Database which contains information on pupils’ demographic characteristics, school attendance and educational attainment. Analysis of this linked dataset should give us a better understanding of the
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demographic and education profiles of teenagers who conceive and then go on either to give birth or have abortions. This will help to inform further work to reduce teenage pregnancy and improve sexual health.
| Table 1: Under-18 c onceptions for England: 2005-09 | |||
| Rate per 1,000 females aged 15-17 | |||
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Number of conceptions | Conceptions (includes abortions and maternities) | Conceptions leading to maternity |
| Source: Office for National Statistics and DFE, 2011 | |||
| Table 2: Under-16 conceptions for England: 2005-09 | |||
| Rate per 1,000 females aged 13-15 | |||
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Number of conceptions | Conceptions (includes abortions and maternities) | Conceptions leading to maternity |
| Source: Office for National Statistics and DFE, 2011 | |||
Data on number of conceptions and conception rates by single year age are available for England and Wales.
| Table 3: Conceptions by single year age for England and Wales, 2005-09 | ||||
| Conception rate per 1,000 girls | ||||
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Number of conceptions | Conceptions (includes abortions and maternities) | Conceptions leading to maternity |
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| (1) Rate per 1,000 girls aged 13 Source: Office for National Statistics | ||||