Children: Databases
Charlotte Leslie: To ask the Secretary of State for Education what plans he has for the National Signposting Service following the end of the ContactPoint database; and if he will make a statement. [34126]
Tim Loughton: The Department for Education has been exploring the practicality of a new national signposting service in detail, together with relevant partners. I have recently written to Professor Eileen Munro, to ask her to consider this issue as part of her wider review into child protection, and she has agreed to take this on as part of her remit. I have placed a copy of the letter, which details some of the progress to date, and lays out the scope for Professor Munro to consider this issue, in the House Libraries.
Professor Munro and I are agreed on the importance of avoiding the creation of any unnecessary demands on social workers and others at the front line. Any solution must be firmly focused on helping front-line professionals to spend as much time as possible helping vulnerable children and families.
Professor Munro's interim report is due at the end of January and she will submit her final report to Ministers by the end of April 2011.
Letter from Tim Loughton, dated 8 November 2010:
I am writing further to the meeting with key partners on 19 October to confirm next steps in relation to a possible national signposting service and the implications for your further work on your review of child protection.
We share the starting position set out in my Written Ministerial Statement of 22 July. Front-line practitioners need to be able to provide support for the most vulnerable children when they move across local authority boundaries or access services in more than one area. Experience and research have shown the potential value of a quick and reliable means of discovering whether a child or young person has been or is the subject of a child protection plan and/or whether they are or have been a looked after child or young person. Following the roundtable discussion, we agreed that it is worth considering a national approach to these issues.
We agree that any national approach must be fit for purpose, proportionate and relate to a clear need. It must also be cost effective and have benefits for the front line of child protection. This was not the case with ContactPoint. However, while recognising that ICT can never be the whole answer to improving front-line practice, it is worth considering whether ICT might play a useful role in supporting aspects of social work and the protection of children and young people—as indeed you have pointed out in your first review report. Our next steps on a possible national signposting service must therefore be taken forward in that context.
At the end of the 19 October meeting, I drew out some clear propositions which had emerged from the discussion as a starting point for further work. If a new ICT system is the solution, or part of the solution, the children in scope should be limited to: those who are looked after; those with child protection plans; and, subject to further consideration of legal issues particularly relating to consent, those who have been the subject of section 47 investigations, it is important that any database only contains details of children known to be at risk, otherwise it could fall into disrepute. Clear criteria would also need to be in place for the removal of a child's details from the database.
As you know, the Department has already explored the feasibility of a 'national signposting system'. This work has concluded that:
such a signposting service is technically feasible
among practitioners and their representatives there is no consensus over scope and purpose, but a presumption that if it goes ahead, its coverage should be tightly defined. As I have indicated, this is the presumption that I shall make
similarly, there is a range of views on the practitioners who may need access, whether direct or mediated, to a signposting system
there may be scope for improvement of existing protocols and local practice, rather than, or in addition to, a new tool
uncertainty over costs makes it problematic to commit to an ICT-based project, and to judge the value as against other possible uses of the likely resource
the relationship between use of any new ICT system and professional practice is key, with a need to align with your review's recommendations on frontline practice.
Given the discussions thus far on a national signposting service, and the stage you have reached on your review, you and I have agreed an appropriate way forward. You will consider the key underlying issues, notably:
What do practitioners need to help them to quickly identify children who are the subject of protection plans or who are looked after and who come to the notice of professionals working with them or who are presented for help by parents/carers in local services outside their home areas?
Should any other categories of children be regarded as so vulnerable that practitioners need to identify them quickly, such as those who have been looked after or the subject of child protection plans in the past, or those who have been the subject of section 47 investigations?
How effective are existing measures for supporting mobile vulnerable children, and how might they be improved, including the measures, in place across police and health services?
What new or changed processes or tools, which may include ICT solutions, would help frontline practitioners?
The interactions of 'signposting' with your review, including any possible effects of a new IT system on social work practice
and in the light of that, and of the cost-effectiveness of any ICT solution, what priority should be given to development of the kind of signposting service that has been discussed?
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The Department will support your consideration by gathering evidence by a variety of means, including in-depth studies in frontline settings and other forms of stakeholder engagement, and undertaking analysis. There will be no fixed assumption that ContactPoint assets should be re-used. Issues to be considered in this work will include:
a. The use of small-scale pilots with LAs and/or busy A&Es, as well as other ways of gathering information, to clarify the scale and nature of the 'problem', model current and desirable practice and potential aids and solutions.
b. Use made currently of the current missing children notifications system, and how the system could be improved. To include
(i) establishing the purpose of the system, investigating current use, its strengths, and known issues
(ii) collecting feedback from local practitioners and understanding what works/potential barriers
(iii) analysing evidence
(iv) drawing conclusions on how the system could be improved
c. Use made currently of police databases; potential for further use of these systems and the new police national database.
d. And specifically in case an IT solution looks desirable
(i) The nature of any such solution that would offer best value for money
(ii) which professionals should have access, directly or indirectly, and how likely are they to use it and find it useful
(iii) what data should be included, including possible inclusion of school and GP registration data as an aid to signposting
(iv) archiving and exit criteria for data in any IT system
(v) the cost profile and affordability, embodying realistic assumptions about development and operational costs and the implementation date.
I should be grateful if you would participate at the appropriate level in the governance arrangements for this work, together with Sue White and officials who support your review. The Department will not start to develop any detailed documentation required for any ICT project until after a decision is taken to proceed.
I look forward to seeing an update on progress in your January report and a final recommendation in your April report.
Letter from Professor Eileen Munro:
Thank you for your letter dated 8 November confirming the next steps we agreed in consideration of a national signposting service for children known to be at risk. I am happy to incorporate this issue and its implications into my review of child protection in England and welcome your offer of support in gathering evidence to inform my recommendations.
I concur with your view that a national approach to signposting, including any potential case for an ICT-based service, should be shaped by what practitioners need to help them carry out their work to protect children. As you have highlighted, it will be important to give very careful consideration to the criteria for including children on the system and for removing their names. As you have suggested, I will work with Professor Sue White, other members of my reference group and officials working on the review, to consider what practice tools or systems are already in place which could be built upon to meet practitioners' identified needs rather than creating an unnecessary additional system. It goes without saying that the cost-effectiveness of any recommendations will be central to my thinking, particularly with regard to the wider issue my review is addressing of unnecessary bureaucratic demands on social work time.
I would ask in addition that you consider preserving some funding for the national signposting work, in order that any recommendations I am minded to make are, if necessary, supported by available resource.
As you request, I will update you on my progress in January and seek to provide you with a final recommendation in my April report.
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Departmental Marketing
Amber Rudd: To ask the Secretary of State for Education how much (a) his Department and (b) its non-departmental public bodies spent on (i) literature-based, (ii) television-based, (iii) telecommunications-based, (iv) electronic and (v) other campaigns and communications targeted at young people aged 16 to 24 years on (A) employment (B) training opportunities and (C) welfare in the last year for which figures are available. [27129]
Tim Loughton [holding answer 29 November 2010]: There were no campaigns specifically aimed at 16 to 24-year-olds.
However, the Department did run a campaign in 2009/10 to raise awareness of Connexions Direct among 13 to 19-year-old males and females, at a total cost of £217,559.00.
Departmental Operating Costs
Charlotte Leslie: To ask the Secretary of State for Education how much his Department and each of its non-departmental public bodies spent on administration in (a) 1997, (b) 2005 and (c) the latest year for which figures are available. [32322]
Tim Loughton: The Department’s spend on administration is set out in the following table:
| Administration costs (£000) | |
We do not have the information for our non-departmental public bodies as they do not record the costs for administration separately in their financial resource accounts.
2005/06 and 2009/10 figures were taken from the Department’s financial resource accounts and 1997/98 figures were taken from the Department’s Appropriation Accounts.
The figures are not directly comparable over the stated years due to changes in the Department’s responsibilities and the difference in accounting methods used. The 1997 figures were prepared on a cash basis whereas all other figures were prepared using the accruals method of accounting.
Departmental Procurement
Catherine McKinnell: To ask the Secretary of State for Education what steps (a) his Department and (b) the non-departmental public bodies for which he is responsible have taken to comply with the guidance of the Office of Government Commerce on promoting skills through public procurement issued in 2009. [31314]
Tim Loughton: The Department and the non-departmental public bodies (NDPBs) for which I am responsible have fully adopted the guidance issued by the Office of Government Commerce on promoting skills through public procurement.
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Internal guidance has been produced and training workshops have been delivered to all procurement staff in both the Department and NDPBs on practical ways to implement this guidance.
There is a requirement in all contracts for employees to have skills appropriate for the job, and clauses on basic skills and skill development are included when appropriate. A requirement for apprenticeship places in included in our standard terms and conditions, and the number of apprenticeship places secured through contracts is monitored at regular intervals.
Julian Smith: To ask the Secretary of State for Education what (a) steps he is taking to encourage small businesses to bid for contracts let by his Department and (b) recent guidance he has provided to small businesses on bidding for such contracts. [32031]
Tim Loughton: The Department fully complies with the package of support to open up Government procurement to help small and medium-sized enterprises and third sector organisations recently announced by the Cabinet Office.
This includes streamlining the procurement process to remove unnecessary bureaucracy and waste, improving the transparency of public procurement opportunities and ensuring the timely payment by contractors to sub-contractors.
In addition to those measures, my Department already advertises all suitable contracts on the supply2gov website (a website aimed at SMEs), flags up any contract advert placed in the Official Journal of the European Union if there may be sub-contracting opportunities for SMEs, uses simplified contractual documentation, encourages innovation through output-based specifications, splitting requirements into smaller lots, encourages the use of consortia, publicises tender documents on Contracts Finder and supports new businesses through flexibility on qualifying documentation, e.g. financial accounts.
Our external website contains guidance on bidding for business which includes how to prepare a tender, tender evaluation, debriefing, departmental model terms and conditions, prompt payment policy and promotes the ‘Winning the Contract’ online course for small businesses.
Education Maintenance Allowance: Northumberland
Ian Lavery: To ask the Secretary of State for Education whether he has made a recent estimate of the number of students in (a) Wansbeck constituency and (b) Northumberland that will be affected by the ending of the education maintenance allowance scheme. [22932]
Mr Gibb: This is a matter for the Young People’s Learning Agency (YPLA), which operates the education maintenance allowance for the Department for Education. Peter Lauener the YPLA’s chief executive, has written to the hon. Gentleman with the information requested and a copy of his reply has been placed in the House Libraries.
Letter from Peter Lauener, dated 17 November 2010:
I am writing in response to your Parliamentary Question PQ22932:
Information on the number of young people who have received Education Maintenance Allowance (EMA) is available at Local
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Authority Level, but not at constituency level. EMA take-up is defined as young people who have received one or more EMA payments in the academic year.
The 2010/11 take-up for Northumberland Local Authority area shows that at 31st October 2010 there were 3,059 young people in receipt of EMA.
From 2011/12, Education Maintenance Allowances will be replaced by an enhanced learner support fund that will be administered by schools and colleges themselves, targeting those young people who face a real financial barrier to participation. The number of young people who benefit from these new arrangements will reflect local decisions so it is not possible to judge how many will receive financial support in future.
EMA take-up data showing the number of young people who have received one or more EMA payments during 2004/05, 2005/06, 2006/07, 2007/08 2008/09 and 2009/10 is available on the YPLA website, at the following address:
http://ema.ypla.gov.uk/resources/research/takeup/
Foster Care: Easington
Grahame M. Morris: To ask the Secretary of State for Education how many people in (a) Easington constituency, (b) the North East and (c) England are (i) foster parents and (ii) registered for fostering. [31726]
Tim Loughton: Ofsted's data set (based on around an 80% return from local authority and independent fostering service providers) estimated that on 31 March 2009 there were 33,008 approved fostering households in England. During 2008-09, there was a net increase of 1,005 households. A fostering household may consist of a single foster carer or a fostering couple.
Data on the number of foster carers with a child in placement are not collected centrally. On 31 March 2010, 47,200 children were looked after in a foster placement (73% of all looked-after children)(1).
Data on the number of fostering households, and on the number of foster carers with a child in placement, are not centrally collected by constituency or by region. Local authorities have a statutory duty to ensure that there are sufficient placements to meet the needs of the looked-after children in their area.
(1) Source:
Statistical First Release for year ending 31 March 2010.
Free Schools
Charlotte Leslie: To ask the Secretary of State for Education how many applications his Department has received from (a) teachers, (b) parents and (c) charitable groups wishing to establish a free school. [23044]
Mr Gibb: To date, the Department has received over 180 proposals to set up free schools.
Proposals come from a diverse range of groups. We do not, however, require proposers to categorise themselves as either teachers, parents or charitable groups.
Even if we were to do so, such information would be misleading as these categories are not mutually exclusive.
Health Education: Sex
Annette Brooke:
To ask the Secretary of State for Education, pursuant to the answer of 30 November 2010, Official Report, column 728W, on health education:
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sex, and his contribution of 17 November 2010,
Official Report,
column 973, on funding and schools reform, whether sex and relationships education is
(a)
part of the national curriculum and
(b)
within the scope of the curriculum review. [32350]
Mr Gibb [holding answer 21 December 2010]: Both primary and secondary schools must deliver the statutory science curriculum, which includes age-appropriate information on human biology; this is part of the national curriculum. In addition, secondary schools are required to provide sex education as part of the basic curriculum, which must include education about HIV/AIDS and other sexually transmitted infections. However, all schools are encouraged to provide a broad programme of sex and relationships education (SRE) through non-statutory personal, social, health and economic (PSHE) education.
I refer my hon. Friend to the response given on 30 November 2010, Official Report, column 728W, which explains that SRE will not be within scope of the national curriculum review and that we intend to conduct an internal review to determine how we can support schools to improve the quality of all PSHE teaching.
Health Visitors: Finance
Valerie Vaz: To ask the Secretary of State for Education what recent discussions he has had with the Secretary of State for Health on the Government's plans for new funding for Sure Start health visitors proposed in the comprehensive spending review. [26685]
Sarah Teather: Ministers meet regularly to discuss a range of issues. The Parliamentary Under-Secretary of State for Health and I have had meetings to discuss the Government's commitment to recruit 4,200 new health visitors, and officials in the Department for Education and the Department of Health are working together closely.
Martyn Rose: Big Society Network
Ian Austin: To ask the Secretary of State for Education whether the (a) Parliamentary Under-Secretary of State for Children and Families and (b) his officials have had (i) discussions and (ii) correspondence with Martyn Rose of the Big Society Network since his appointment; and if he will make a statement. [30950]
Tim Loughton [holding answer 15 December 2010]: On 18 October 2010, Mr Martyn Rose attended a National Citizen Service ministerial steering group to discuss external support for the NCS programme. At the meeting, Mr Rose offered to explore how potential NCS sponsors could be best encouraged to organise any contributions to the NCS programme during the pilot year. An initial proposal was shared with the Department for consideration on 26 November, and the Department has yet to respond.
There is no record of any further written correspondence between Mr Rose and the Department between May 2010 and now.
Tim Loughton and Mr Rose met for dinner on 23 June 2010 and 17 November 2010.
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Nursery Schools: Finance
Julian Sturdy: To ask the Secretary of State for Education what plans his Department has for the future funding of nursery education. [27101]
Sarah Teather: Investment in the early years is absolutely critical in supporting child development. In his statement on the outcome of the spending review on 20 October 2010, the Chancellor announced that all three and four-year-olds would continue to receive 15 hours per week of free early education, and that, through an additional investment of £300 million, this would be extended to all disadvantaged two-year-olds by the end of the spending review period.
We are reforming the way in which funding for nursery education is distributed, helping to make the market fairer and more equitable by introducing a locally agreed early years single funding formula (EYSFF), from April 2011, to be applied transparently across schools and the wider early years sector. We will be consulting on the future of school funding, including whether to introduce a national funding formula, in spring 2011. As part of that consultation, we will also seek views on funding early years provision.
Further announcements will be made about funding for other aspects of government support to nurseries shortly as part of wider announcements on local authority funding. This includes the support local authorities provide to providers to drive improvements in quality and secure sufficient child care provision.
The Government also provide support to parents who need to purchase additional child care to enable them to work through subsidies to parents through child tax credit, tax relief on employer supported child care vouchers.
Outdoor Recreational Activities: Disability
Mr Iain Wright: To ask the Secretary of State for Education if he will take steps to increase the provision of outdoor recreational activities for disabled young people; and if he will make a statement. [31800]
Tim Loughton: Local authorities are responsible, under the general equality duty contained in the Disability Discrimination Act, to promote equality of opportunity for disabled people, encourage participation by disabled people and take steps to account of disabled people's disabilities in respect of the services that they provide—so in providing such services as outdoor recreational activities, local authorities should be considering the needs of the disabled children who use them.
Over time, the National Citizen Service will give all 16-year-olds the opportunity to take part in a structured programme and develop the skills needed to be active and responsible citizens, mix with people from different backgrounds, get involved and do something positive in their communities. This will include a week-long residential experience where young people will participate in a series of outdoor challenges. We are working closely with pilot providers to ensure that barriers to participation are removed and that young people with disabilities are supported to participate fully.
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Personal, Social, Health and Economic Education
Justin Tomlinson: To ask the Secretary of State for Education what steps he is taking as part of his Department’s review of personal social health and economic education to improve financial advice and education for young people. [32488]
Tim Loughton: We firmly believe that all young people should benefit from high-quality personal social health and economic (PSHE) education, which includes financial capability. Our aim for the PSHE review is to determine how we can support schools to improve the quality of all PSHE teaching, including giving teachers the flexibility to use their judgment about how best to deliver PSHE education. We will set out more details about the review in due course.
Playgrounds: Capital Investment
Mr Umunna: To ask the Secretary of State for Education what plans he has for capital expenditure on children's playgrounds after the end of the Play Pathfinder funding scheme period in 2011. [26635]
Sarah Teather: The Government acknowledge how important it is that children and families have safe, free local places to play and also recognise the benefits these places bring to the wider community more generally.
However, the fiscal position that the Government have inherited means that difficult decisions have to be
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taken to tackle the deficit. The Department has no plans in the next spending review period to fund a central capital programme dedicated to improving play facilities. It will be for each local authority, with its local partners, to determine its own local priorities.
For the future, the Government want to move control over local expenditure away from the centre so that decisions on what gets built where are taken locally, to make the most of the limited resource available.
One of the big successes of the current play programme has been the involvement of community groups in helping to improve the availability and quality of local play areas, and we want this level of community engagement to continue. This should provide an opportunity for children and young people, committed individuals and local groups to continue to influence the development of play facilities in their areas.
Private Education: Pupil Numbers
Mr Rob Wilson: To ask the Secretary of State for Education how many and what proportion of (a) primary and (b) secondary school pupils in (i) Reading East constituency and (ii) England attended independent schools in each of the last five years. [29105]
Mr Gibb: The available information is shown in the following table. Since information for independent schools is only collected at school level, it is not possible to give figures for the number of pupils resident in a particular area attending independent schools.
| Independent schools (1) : number and percentage of pupils aged 5 to 10 and 11 to 15 (2,3) | ||||||||
| Position in January each year 2006 to 2010 | ||||||||
| Reading East parliamentary constituency | England | |||||||
| Pupils aged 5 to 10 | Pupils aged 11 to 15 | Pupils aged 5 to 10 | Pupils aged 11 to 15 | |||||
| Number | Percentage (4) | Number | Percentage (4) | Number | Percentage (4) | Number | Percentage (4) | |
| (1) Excludes city technology colleges and academies. (2) Age as at 31 August in previous year (start of academic year). (3) Information given is the number of pupils attending independent schools in Reading East parliamentary constituency and England, and not those that are resident in the constituency or England. (4) Number of pupils in independent schools expressed as a percentage of number of pupils in same age group across all schools (excludes dually registered pupils). Source: School Census | ||||||||
Pupils: Bullying
Mrs Glindon: To ask the Secretary of State for Education whether his Department holds figures on the number of cases of (a) attempted suicide and (b) suicide among children and young people which are attributed to bullying. [32015]
Tim Loughton: The Office for National Statistics publishes death registration data, which includes data on the number of suicides of children and young people. However, only the medical cause of death is reported, not the reason behind the incident, which is not always known and may be subject to further investigation after the registration of the death. We cannot therefore determine how many deaths registered as suicide are associated with bullying.
Similarly, the national health service records information about the medical cause of a hospital admission through its hospital episode statistics. Information about the reason behind an incident, however, may not be known at the time of this recording, which means all attempted suicides are recorded as an admission due to intentional self-harm. In the 12 months proceeding October 2009, the most recent figures available, 12,279 children and young people aged 0-17 were admitted to hospital in England having self-harmed.
Pupils: Per Capita Costs
Mr Rob Wilson: To ask the Secretary of State for Education what funding per school pupil in the maintained sector was in England in each of the last five years. [28965]
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Mr Gibb: The available information on funding per school pupil in the maintained sector in England in each of the last five years is shown in the following table:
| Combined LEA and school based expenditure per pupil from 2004-05 to 2008-09 | |
| England | Expenditure per pupil (£) |
Schools: Inspections
Tim Farron: To ask the Secretary of State for Education how many schools received a classification of outstanding in Ofsted reports in (a) each constituency in Cumbria, (b) the North West and (c) England in (i) 2008-09 and (ii) 2009-10. [28077]
Mr Gibb [holding answer 2 December 2010]: This is a matter for Ofsted. HM Chief Inspector, Christine Gilbert, has written to my hon. Friend and a copy of her response has been placed in the House Libraries.
Letter from Christine Gilbert, dated 30 November 2010:
Your recent parliamentary question has been passed to me, as Her Majesty’s Chief Inspector, for response.
During the 2008/09 and 2009/10 academic years, maintained school inspections have been carried out under section 5 of the
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Education Act 2005. Ofsted records all judgements made by inspectors in section 5 inspections, including the judgement for overall effectiveness of the school.
In 2008/09 and 2009/10 maintained schools inspected under the section 5 framework include nursery, primary, secondary (including academies and city technology colleges), special schools and pupil referral units.
In Cumbria there were 96 maintained school inspections in 2008/09, of which 7 schools inspected were judged outstanding for their overall effectiveness. In 2009/10 there were 104 maintained school inspections, of which 11 schools inspected were judged outstanding for their overall effectiveness. Table A below shows this information by parliamentary constituency.
In the North West government office region there were 1,003 maintained school inspections in 2008/09, of which 216 schools inspected were judged outstanding for their overall effectiveness. In 2009/10 there were 898 maintained school inspections, of which 116 schools inspected were judged outstanding for their overall effectiveness.
In 2008/09 there were 7,065 maintained school inspections in England, of which 1,327 schools inspected were judged outstanding for their overall effectiveness. In 2009/10 there were 6,171 maintained schools inspections, of which 782 schools inspected were judged outstanding for their overall effectiveness.
Ofsted releases the outcomes of maintained school inspections as official statistics three times a year on the website. Statistics covering the outcomes of maintained school inspections carried out during 2009/10 were released on 23 November and can be accessed at:
www.ofsted.gov.uk
A copy of this reply has been sent to Nick Gibb MP, Minister of State for Schools, and will be placed in the library of both Houses.
| Table A: Number of schools in Cumbria, North West and England where the overall effectiveness judgment was found to be outstanding in academic years 2008/09 and 2009/10 | ||||
| Schools overall effectiveness graded ‘outstanding’ | Total inspections | |||
| 2008/09 | 2009/10 | 2008/09 | 2009/10 | |
| (1) There were 6,172 inspections in the 2009/10 academic year, One primary school is excluded from this analysis because its inspection report is currently withheld from publication. | ||||
Schools: Management
Glenda Jackson: To ask the Secretary of State for Education whether he plans to set upper and lower limits for pupil numbers in free schools; and if he will make a statement. [4808]
Mr Gibb: Free schools, like academies, have the flexibility in making a wide range of decisions. Free schools will have the freedom in deciding the number of pupils in the school. Free schools must have a minimum of five pupils of compulsory school age. the upper limit of pupils in a free school will be dependent on the size of the school.
Sure Start Programme: Disability
Valerie Vaz: To ask the Secretary of State for Education what steps he has taken to refocus Sure Start on improving the life chances of disadvantaged children since the announcement of the outcomes of the comprehensive spending review. [26614]
Sarah Teather: The comprehensive spending review settlement reflected the Government's commitment to Sure Start. It has been protected in cash terms, including new investment in health visitors. This includes retaining a national network of children's centres with a core universal offer while also ensuring they deliver proven early intervention programmes to support families in the greatest need.
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As set out in my Department's business plan, we are:
developing a Sure Start children's centres reform programme, by March 2011;
working with local authorities to develop a plan to increase voluntary and community sector involvement within Sure Start children's centres, improve accountability arrangements, increase the use of evidence-based interventions and introduce greater payment by results by March 2011;
introducing a new early intervention grant to provide local authorities with the funding they need to support Sure Start and other intervention programmes, by June 2011.
Teachers: Qualifications
Charlotte Leslie:
To ask the Secretary of State for Education how many and what proportion of newly-qualified science teachers have (a) a degree, (b) an upper second class degree or higher, (c) a degree in a
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science subject and
(d)
an upper second class degree or higher in a science subject. [32204]
Tim Loughton: The information requested is not currently held centrally as the data available does not separate newly qualified teachers nor provide information on the class of teachers' degree qualifications.
The most relevant data available in answer to parts (a) and (c) of the question are taken from the secondary schools curriculum and staffing survey (SSCSS) in 2007(1) and are provided in the following tables. Table 1 gives the numbers and proportions of all science teachers of year groups 7-13 by level of qualification (in any subject). Table 2 gives the numbers and proportions of all science teachers by level of qualification in the subject they taught to year groups 7-13. The same information is provided for maths and English teachers as a comparison.
(1) http://publications.education.gov.uk/eOrderingDownload/DCSF-RR026.pdf
| Table 1: Highest post A-level qualifications (1) held by full-time equivalent secondary school teachers (2) of year groups 7-13 in England 2007 | ||||||||||||||||||||
| Highest post A-level qualification in any subject | ||||||||||||||||||||
| Degree (3) | BEd | PGCE | Cert Ed | Other qual. | No qual. | Any post A-level qual. | No. of teachers | |||||||||||||
| % | ± | CI(6) | % | ± | CI(6) | % | ± | CI(6) | % | ± | CI(6) | % | ± | CI(6) | % | ± | CI(6) | % | Thousand | |
| (1) Where a teacher has more than one post A-level qualification in the same subject, the qualification level is determined by the highest level reading from left (Degree) to right (Other Qual.). For example, teachers shown under PGCE have a PGCE but not a degree or BEd in the subject, while those with a PGCE and a degree are shown only under Degree. (2) Teachers are counted once against each subject which they are teaching. (3) Includes higher degrees but excludes BEds. (4) Teachers qualified in combined/general science are treated as qualified to teach biology, chemistry, or physics. Teachers qualified in biology, chemistry or physics are treated as qualified to teach combined/general science. (5) “Other” not included in total percentages. (6) The confidence intervals provide an indication of the accuracy of the percentage estimate. Source: Secondary Schools Curriculum and Staffing Survey 2007. Base: 214,270 teachers. | ||||||||||||||||||||
| Table 2 : Highest post A-level qualifications (1) held by full-time equivalent teachers in the subjects (2) they taught to year groups 7-13 in England 2007 | ||||||||||||||||||||
| Highest post A-level qualification in the subject taught | ||||||||||||||||||||
| Degree (3) | BEd | PGCE | Cert Ed | Other qual. | No qual. | Any post A-level qual. | No. of teachers | |||||||||||||
| % | ± | CI(6) | % | ± | CI(6) | % | ± | CI(6) | % | ± | CI(6) | % | ± | CI(6) | % | ± | CI(6) | % | Thousand | |
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| (1) Where a teacher has more than one post A-level qualification in the same subject, the qualification level is determined by the highest level reading from left (Degree) to right (Other Qual.). For example, teachers shown under PGCE have a PGCE but not a degree or BEd in the subject, while those with a PGCE and a degree are shown only under Degree. (2) Teachers are counted once against each subject which they are teaching. (3) Includes higher degrees but excludes BEds. (4) Teachers qualified in combined/general science are treated as qualified to teach biology, chemistry, or physics. Teachers qualified in biology, chemistry or physics are treated as qualified to teach combined/general science. (5) “Other” not included in total percentages. (6) The confidence intervals provide an indication of the accuracy of the percentage estimate. Source: Secondary Schools Curriculum and Staffing Survey 2007. Base: 214,270 teachers. | ||||||||||||||||||||
Regarding part (b) of the question, the Training and Development Agency (TDA) for Schools holds information on the degree classification of final year trainee teachers who have gained qualified teacher status (QTS). In the academic year 2008/09, 88% of all final year trainees specialising in science who gained QTS via mainstream courses held a 2:2 or above in their first degree, 91% of those who gained QTS via employment based routes held a 2:2 or above. Table 3 provides the numbers and percentages of final year trainees who have gained QTS specialising in science, by classification of their first degree.
| Table 3: Postgraduate initial teacher training courses: Final-year trainees who have gained QTS specialising in science by classification of their first degree, Years: 2004/05 to 2008/09, Coverage: England | ||||||||||
| Mainstream courses | ||||||||||
| Number | Percentage | |||||||||
| 2004/05 | 2005/06 | 2006/07 | 2007/08 | 2008/09 | 2004/05 | 2005/06 | 2006/07 | 2007/08 | 2008/09 | |
| Employment based courses | ||||||||||
| Number | Percentage | |||||||||
| 2004/05 | 2005/06 | 2006/07 | 2007/08 | 2008/09 | 2004/05 | 2005/06 | 2006/07 | 2007/08 | 2008/09 | |
| Notes: 1. Includes final-year trainees who have gained QTS via postgraduate initial teacher training courses. 2. Includes those with UK degree on entry. 3. Selects those trainees specialising in science. 4. Numbers have been rounded to the nearest 10. Source: TDA's Performance Profiles. | ||||||||||
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In future more complete information will be available centrally from the new school workforce census. The census will collect annual information on the qualifications of all teachers in maintained secondary schools in England, the subjects that they are teaching and an indicator, which will enable us to determine whether they are a newly qualified teacher. The first full collection of the census is currently under way and the findings are due to be published in April 2011.
Charlotte Leslie: To ask the Secretary of State for Education how many and what proportion of newly-qualified mathematics teachers have (a) a degree, (b) an upper second class degree or higher, (c) a degree in mathematics and (d) an upper second class degree or higher in mathematics. [32205]
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Tim Loughton: The information requested is not currently held centrally as the data available do not separate newly qualified teachers nor provide information on the class of teachers' degree qualifications.
The most relevant data available in answer to parts (a) and (c) of the question are taken from the secondary schools curriculum and staffing survey (SSCSS) in 2007(1) and is provided in the following tables. Table 1 gives the numbers and proportions of all maths teachers of year groups 7-13 by level of qualification (in any subject). Table 2 gives the numbers and proportions of all maths teachers by level of qualification in the subject they taught to year groups 7-13. The same information is provided for Combined/General Science and English teachers as a comparison.
(1) http://publications.education.gov.uk/eOrderingDownload/DCSF-RR026.pdf
| Table 1: Highest post A-level qualifications (1,2) held by full-time equivalent secondary school teachers of year groups 7-13 in England 2007 | ||||||||||||||
| Highest post A-level qualification in any subject | ||||||||||||||
| Degree (3) | BEd | PGCE | Cert Ed | Other qual. | No qual. | Any post A- level qual. (%) | ||||||||
| % | ±CI (6) | % | ±CI (6) | % | ±CI (6) | % | ±CI (6) | % | ±CI (6) | % | ±CI (6) | No. of teachers (thousand) | ||
| (1) Where a teacher has more than one post A-level qualification in the same subject, the qualification level is determined by the highest level reading from left (Degree) to right (Other Qual.). For example, teachers shown under PGCE have a PGCE but not a degree or BEd in the subject, while those with a PGCE and a degree are shown only under Degree. (2) Teachers are counted once against each subject which they are teaching. (3) Includes higher degrees but excludes BEds. (4) Teachers qualified in combined/general science are treated as qualified to teach biology, chemistry, or physics. Teachers qualified in biology, chemistry or physics are treated as qualified to teach combined/general science. (5)‘Other’ not included in total percentages. (6) The confidence intervals provide an indication of the accuracy of the percentage estimate. Source: Secondary Schools Curriculum and Staffing Survey 2007 Base: 214,270 teachers | ||||||||||||||
| Table 2: Highest post A-level qualifications (1) held by full-time equivalent teachers in the subjects (2) they taught to year groups 7-13 in England 2007 | ||||||||||||||
| Highest post A-level qualification in the subject taught | ||||||||||||||
| Degree (3) | BEd | PGCE | Cert Ed | Other qual. | No qual. | Any post A- level qual. (%) | ||||||||
| % | ±CI (6) | % | ±CI (6) | % | ±CI (6) | % | ±CI (6) | % | ±CI (6) | % | ±CI (6) | No. of teachers (thousand) | ||
| (1) Where a teacher has more than one post A-level qualification in the same subject, the qualification level is determined by the highest level reading from left (Degree) to right (Other Qual.). For example, teachers shown under PGCE have a PGCE but not a degree or BEd in the subject, while those with a PGCE and a degree are shown only under Degree. (2) Teachers are counted once against each subject which they are teaching. (3) Includes higher degrees but excludes BEds. (4) Teachers qualified in combined/general science are treated as qualified to teach biology, chemistry, or physics. Teachers qualified in biology, chemistry or physics are treated as qualified to teach combined/general science. (5) ‘Other’ not included in total percentages. (6) The confidence intervals provide an indication of the accuracy of the percentage estimate. Source: Secondary Schools Curriculum and Staffing Survey 2007 Base: 214,270 teachers | ||||||||||||||
Regarding part (b) of the question, the Training and Development Agency (TDA) for Schools holds information on the degree classification of final year trainee teachers who have gained qualified teacher status (QTS). In the
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academic year 2008/2009, 81% of all final-year trainees specialising in maths who gained QTS via mainstream courses held a 2:2 or above in their first degree, 78% of those who gained QTS via employment based routes
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held a 2:2 or above. Table 3 provides the numbers and percentages of final-year trainees who have gained QTS specialising in maths, by classification of their first degree.
| Postgraduate initial teacher training courses: Final-year trainees who have gained QTS specialising in Maths by classification of their first degree. Years: 2004/05 to 2008/09. Coverage: England | ||||||||||
| Mainstream courses | ||||||||||
| Number | Percentage | |||||||||
| 2004/05 | 2005/06 | 2006/07 | 2007/08 | 2008/09 | 2004/05 | 2005/06 | 2006/07 | 2007/08 | 2008/09 | |
| Employment based courses | ||||||||||
| Number | Percentage | |||||||||
| 2004/05 | 2005/06 | 2006/07 | 2007/08 | 2008/09 | 2004/05 | 2005/06 | 2006/07 | 2007/08 | 2008/09 | |
| Notes: 1. Includes final-year trainees who have gained QTS via postgraduate initial teacher training courses. 2. Includes those with UK degree on entry. 3. Selects those trainees specialising in Maths 4. Numbers have been rounded to the nearest 10. Source: TDA's Performance Profiles | ||||||||||
In future more complete information will be available centrally from the new school workforce census. The census will collect annual information on the qualifications of all teachers in maintained secondary schools in England, the subjects that they are teaching and an indicator, which will enable us to determine whether they are a newly qualified teacher. The first full collection of the census is currently under way and the findings are due to be published in April 2011.
Charlotte Leslie: To ask the Secretary of State for Education how many and what proportion of entrants to Postgraduate Certificate of Education courses had (a) a first class degree, (b) an upper second class degree, (c) a lower second class degree, (d) a third class degree and (e) lower than a third class degree in the last year for which figures are available. [32206]
Tim Loughton: The number and percentage of first- year trainees on postgraduate initial teacher training (ITT) courses by the classification of their first degree is given in the following table. This information is provided for the latest year for which final data are available.
| Proportion of postgraduate trainees in their first year of ITT courses by classification of first degree, year: 2008/09 | ||||
| Coverage: England | ||||
| Mainstream | Employment based | |||
| Number | Percentage | Number | Percentage | |
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| “*” = less than 5 or a rate based on less than 5. Notes: 1. First-year entrants to post graduate ITT courses. Includes universities and other Higher Education Institutions, SCITT and Open University and employment based routes. 2. Classification of first UK degree only. 3. Unclassified includes cases where degree class was undefined or unknown. 4. Numbers have been rounded to the nearest 10. Source: TDA’s Performance Profiles | ||||