| Description | Statistical bulletin containing information on pupils in publicly funded schools in Scotland mainly derived from the latest annual pupil census which took place in September 2004. |
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| ISBN | 0 7559 3986 |
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| Official Print Publication Date | |
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| Website Publication Date | April 12, 2005 |
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Statistical Bulletin Edn/B1/2005/1: Pupils in Scotland,
2004
12 April, 2005
ISBN
0 7559 3986 7
ISSN
0 143 599X
This document is also available in
pdf
format (544k)
The tables are also available in
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1. Introduction
1.1 This document contains information on pupils in publicly
funded schools in Scotland, mainly derived from the latest
annual pupil census which took place in September 2004. The
collection of this data at pupil level means that there are
more ways in which information on pupils in Scotland's schools
can be analysed. As well as the tables contained in this
document, the pupil characteristics collected in the census can
also be matched against attainment, attendance and exclusions
information, and can further be analysed at smaller geographic
areas.
1.2 Tables in this publication are grouped into chapters,
firstly at a national level into all sector summary figures (
tables
1.1-1.10), then into primary (
tables
2.1-2.20), secondary (
tables
3.1-3.11) and special (
tables
4.1-4.8). Then local authority figures are similarly
grouped (
tables
5.1-5.4,
6.1-6.12,
7.1-7.11,
8.1-8.10). Next
there are four tables of data on school boards (
tables
9.1-9.4) and then four tables of data on information and
communication technology (
tables
10.1-10.4). At the bottom of each table a note will direct
you to the equivalent national or local authority table. A map
of local authorities is given on page 81, and an index is also
provided at the back of the publication.
2. Main Statistics
2.1 In September 2004 there were a
total of 723,554 pupils in 2,793 publicly
funded schools in Scotland.
2.2 There were 398,100 pupils in 2,217
primary schools, 318,065 pupils in 386
secondary schools, and 7,389 pupils in 190
special schools (
table
1.1). Pupil numbers have been reducing, in line with a fall
in the population. In recent years the proportion of pupils in
special schools has been falling slightly, from 1.11 per cent
in 2000 to 1.02 per cent in 2004.
2.3 There were 32,772 pupils who were either based in a
special schools or had a
RoN and/or
IEP in primary or secondary schools
(
table
1.3). In mainstream schools there were 25,383 pupils (3.5
per cent of all mainstream pupils) with a Record of Needs (
RoN) and/or an Individualised Educational
Programme (
IEP). This compares to 23,266 in 2003, a
nine per cent increase. Eighty-three per cent of these pupils
spent all of their time in mainstream classes, this compares
with eighty-one per cent in 2003.
2.4 Of those with a
RoN and/or
IEP in mainstream and special schools, the
largest categories of
main difficulty were moderate learning
difficulties (10.2 pupils per 1,000), specific learning
difficulties in language and/or mathematics - including
dyslexia (9.5 pupils per 1,000) and social emotional and
behavioural difficulties (5.7 pupils per 1,000). Overall 70 per
cent of pupils with a
RoN and/or
IEP were boys, the same proportion as in
2003. (
table
1.4)
2.5 Of those pupils whose
ethnic background was declared, 95 per cent
were white-
UK. The largest other groupings were
White-other (1.2 per cent), Asian-Pakistani (1.2 per cent), and
Mixed (0.7 per cent). 3.7 per cent of pupils did not disclose
their ethnic background (
table
1.6), this compares with 4.3 per cent in 2003.
2.6 About a third of primary schools had fewer than 100
pupils, with the
average size being 180 pupils. The average
number of pupils in a secondary school was 824, with almost a
third having over 1,000 pupils (
table
1.10)
2.7 The average
class size in primary schools was 23.9 pupils,
up from 23.7 in 2003. Composite classes had an average of 20.2
pupils, up from 20.1 in 2003. P1 classes had the smallest
average size of single stage classes at 23.2 pupils, the same
as in 2003 (
table
2.11).
2.8 About 76 per cent of S3 pupils stayed on until S5, with
the figure dropping to 67 per cent post-Christmas when
education becomes voluntary for all S5 pupils. The
staying on rate until S6 was 44 per cent (
table
3.11).
2.9 Of those schools eligible, 89 per cent had a
school board in May 2004, compared to 84 per
cent in May 2002 (
table
9.4). 88 per cent of primary schools had a school board (a
5 per cent increase from May 2002), 97 per cent of secondary
schools (a 1 per cent increase from May 2002) and 78 per cent
of special schools (a 22 per cent increase from May 2002).
2.10 There were nine pupils to each modern
computer in primary schools and five in
secondary schools; 79 per cent of pupils had e-mail addresses,
98 per cent of schools had e-mail addresses and 99.6 per cent
of schools had access to the internet (
tables
10.1-10.4).
TablesScotland
All Sectors
1.1
Schools and pupils, by school sector, 1996-2004
1.2
Pupils by urban/rural and registration for free school
meals, 2004
1.3
Integration of pupils with a Record of Needs and/or an
Individualised Educational Programme into mainstream
classes, 2004
1.4
Main difficulty in learning of pupils with a Record of
Needs and/or an Individualised Educational Programme in
primary, secondary and special schools, by gender, 2004
1.5
Pupils looked after by local authority, 2004
1.6
………by ethnicity, gender and registration for free school
meals, 2004
1.7
Pupil ethnicity by national identity, 2004
1.8
Ethnicity of asylum seekers and refugees, 2004
1.9
Schools and pupils by school denomination, 1996-2004
1.10 Size of
schools, 2004
Primary
2.1
Schools and pupils in publicly funded primary schools,
1996-2004
2.2
Primary schools and pupils by school denomination,
1996-2004
2.3
Primary pupils by stage, 1997-2004
2.4
Primary pupils by age at 28th February 2005 and stage, as
at September 2004
2.5
Integration of primary pupils with a Record of Needs and/or
an Individualised Educational Programme, by gender,
2004
2.6
Main difficulty in learning of primary pupils with a Record
of Needs and/or an Individualised Educational Programme, by
gender, 2004
2.7
Primary pupils registered for free school meals, 2002 to
2004
2.8
…………………………………………… ……….by stage and gender, 2004
2.9
Primary pupil ethnicity by national identity, 2004
2.10
………………ethnicity and stage, 2004
2.11 Average
primary class sizes by type of class and stage,
1997-2004
2.12 Average
primary class sizes by size of school and type of class,
2004
2.13 Number of
primary classes and pupils by size and type of class,
2004
2.14 P1 single
stage primary classes by size of class, 2003 to 2004
2.15 P2
…………………………………………………………………...
2.16 P3
…………………………………………………………………...
2.17 P4
……………………………………………………………………
2.18 P5
……………………………………………………………………
2.19 P6
……………………………………………………………………
2.20 P7
……………………………………………………………………
Secondary
3.1
Schools and pupils in publicly funded secondary schools,
1996-2004
3.2
Secondary schools and pupils by school denomination,
1996-2004
3.3
Secondary pupils by stage, 1997-2004
3.4
Secondary pupils by age at 28th February 2005 and stage and
gender, as at September 2004
3.5
Integration of secondary pupils with a Record of Needs and/or
an Individualised Educational Programme, by gender, 2004
3.6
Main difficulty in learning of secondary pupils with a Record
of Needs and/or an Individualised Educational Programme, by
gender, 2004
3.7
Secondary pupils registered for free school meals, 2002 to
2004
3.8
……………………………………………………….by stage and gender, 2004
3.9
Secondary pupils by ethnicity by national identity, 2004
3.10
……………………….ethnicity and stage, 2004
3.11
Staying on rates of secondary pupils, 1996-2004
Special
4.1
Schools and pupils in publicly funded special schools,
1996-2004
4.2
Special schools and pupils by school denomination,
1996-2004
4.3
Pupils in special schools and age at 28th February 2005 and
gender, 2004
4.4
Integration of pupils based in special schools, by gender,
2003 & 2004
4.5
Main difficulty in learning of pupils based in special
schools with a Record of Needs and/or an Individualised
Educational Programme, 2004
4.6
Pupils based in special schools registered for free school
meals, 2002 to 2004
4.7
Pupils based in special schools by gender and mode of
attendance,1999 - 2004
4.8
Pupils based in special schools ethnicity by national
identity, 2004
Local Authorities
All sectors
5.1
Publicly funded schools, 1996-2004
5.2
Pupils in publicly funded schools, 1996-2004
5.3
Looked after children in publicly funded schools, by age and
local authority of residence
5.4
Asylum seekers and refugees in publicly funded schools
Primary
6.1
Publicly funded primary schools, 1996-2004
6.2
Pupils in publicly funded primary schools, 1998-2004
6.3
Primary schools and pupils by school denomination, 2004
6.4
Primary pupils by stage, 2004
6.5
Average primary class sizes by type of class, 2004
6.6
Average primary class size by class stage, 2004
6.7
Primary pupils with a Record of Needs and/or an Individualised
Educational Programme, 2004
6.8
Main difficulty of learning for primary pupils with a Record of
Needs and/or an Individualised Educational Programme, 2004
6.9
Looked after children in primary schools by local authority of
school, 2004
6.10
Primary pupils by ethnicity, 2004
6.11
Primary pupils who attend schools outwith their local authority
of residence, 2003 & 2004
6.12
Primary pupils who attend schools but who live outwith the
local authority, 2003 & 2004
Secondary
7.1
Publicly funded secondary schools, 1996-2004
7.2
Pupils in publicly funded secondary schools, 1999-2004
7.3
Secondary schools and pupils by school denomination, 2004
7.4
Secondary pupils by stage, 2004
7.5
Main difficulty of learning for secondary pupils with a Record
of Needs and/or an Individualised Educational Programme,
2004
7.6
Secondary pupils with a Record of Needs and/or an
Individualised Educational Programme, 2004
7.7
Looked after children in secondary schools by local authority
of school, 2004
7.8
Secondary pupils by ethnicity, 2004
7.9
Secondary pupils who attend schools outwith their local
authority of residence, 2003 & 2004
7.10
Secondary pupils who attend schools but who live outwith the
local authority, 2003 & 2004
7.11
Staying on rates of secondary pupils, 2004
Special
8.1
Publicly funded special schools, 1996-2004
8.2
Pupils based in publicly funded special schools, 1998-2004
8.3
Special schools and pupils by school denomination, 2004
8.4
Pupils based in special schools with a Record of Needs and/or
an Individualised Educational Programme, 2004
8.5
Pupils based in special schools by age, 2004
8.6
Main difficulty of learning for pupils based in special schools
with aRecord
of Needs and/or an Individualised Educational Programme,
2004
8.7
Looked after children in special schools by local authority of
school, 2004
8.8
Pupils based in special schools by ethnicity, 2004
8.9
Pupils based in special schools who attend schools outwith
their local authority of residence, 2003 & 2004
8.10
Pupils based in special schools who attend schools but who live
outwith the local authority, 2003 & 2004
School Boards
9.1
Number of eligible primary schools and percentages with a
school board, by authority, May 2004
9.2
Number of eligible secondary schools and percentages with a
school board, by sector, May 2004
9.3
Number of eligible special schools and percentages with a
school board, by sector, May 2004
9.4
Number of eligible schools and percentages with a school
board, by sector, 1992-2004
Information and Communication Technology
10.1
ICT results in primary schools,
1999-2004
10.2
………………secondary schools, 1999-2004
10.3
………………special schools, 1999-2004
10.4
ICT survey results by local authority,
all sectors, 2004
Map
of Local Authorities
Scottish
Executive Statistical Services
BACKGROUND NOTES1. Sources
1.1 The information in this publication is derived mainly
from the Pupil Census from September 2004 and previous
years.
2. Statistical Notes
2.1 Coverage and Timing
2.1.1 The Pupil Census covers all publicly funded schools in
Scotland (local authority and grant-aided). Where a school has
more than one department, for example a secondary school with a
primary department, these are counted as separate schools. The
census of independent schools is published separately, and will
be available on the Scottish Executive website
2.1.2 Schools which provide education predominantly for
children with special educational needs often have pupils from
a wide age range and the data collected from this sector
reflects this. Where pupils attend a 'special unit' attached to
a mainstream school, they are usually included in the figures
for the mainstream school. Some schools and local authorities
have reported pupils from 'special units' separately.
2.1.3 Pupils who are withdrawn from school, for example,
because of long-term illness, are not included in the school
census returns. Information on such pupils is provided by local
authorities in the annual survey of children educated outwith
school, results of which are available on the Scottish
Executive website
http://www.scotland.gov.uk/stats/bulletins/00378-00.asp.
In 2003/04, 2,010 children were reported by local
authorities to have received education outwith school at some
point during the year.
2.1.4 From 2003 a separate staff census has taken place.
Results of this will be published in "Teachers in Scotland,
2004", and will be available on the Scottish Executive website.
www.scotland.gov.uk/stats/bulletins/00416
2.2 Census content
2.2.1 The content of the Pupil Census is considered each
year in consultation with the School Education Information
Advisory Group (
SEIAG). This group includes representatives
from local authorities, teaching unions and headteachers
associations, as well as staff from the Scottish Executive. The
committee operates in the light of National Statistics
guidelines, which restricts the department to collecting only
the information that is required, at a level which is fit for
purpose, whilst always trying to minimise the burden on data
providers. Recommendations for changes to the census are made
to
SEIAG through the Scottish Exchange of
Educational Data (ScotXed) network.
2.3 Collection methods
2.3.1 The information required to complete the September
2004 Pupil Census was collected electronically, through local
authorities, from nearly all publicly funded primary, secondary
and special schools, as part of the ScotXed programme. The
information is generally stored on schools' management
information systems, thus reducing the burden on schools.
2.3.2 ScotXed supports and promotes effective and secure
data exchanges so that key partners in school education in
Scotland can benefit from access to information to monitor and
improve education services. Partners include local authorities,
schools, the Scottish Qualifications Agency,
HM Inspectorate of Education, Learning and
Teaching Scotland and Scottish Executive Education Department.
Further information, including specifications of the data
exchanges, can be found at
www.scotxed.net.
3. Definitions
3.1 Tables in this publication cover
publicly funded schools only, i.e. local
authority and grant-aided. Information on independent schools
will be available on the Scottish Executive website
http://www.scotland.gov.uk/stats/bulletins/00414
3.2 Where numbers of pupils are given, these relate to
pupils based at the school. Pupils who are
attending the school but are based at another centre (for
example, students from a Further Education College who are
taking some classes at a school) are not included.
3.3 A
class is a group of pupils normally supervised
by one teacher. The group may occasionally be supervised by
more than one teacher, for example, when pupils are receiving
learning support from a teacher who is not the class
teacher.
3.4 A few schools returned data that included pupils from
other schools who spend some time in their classes (see 3.2
above). In this publication only pupils on the school roll have
been included in the figures in order to avoid double counting
of pupils. There still remain however a few schools unable to
reconcile class totals with pupil totals. This information has
been published as provided. This involved a net difference of
101 pupils. If the additional pupils were excluded, the average
class size would change from 23.9 to 23.8.
3.5 A
composite class is a class of pupils from two
or more stages, multi-stage composites include pupils from more
than two stages.
3.6 The
ethnic background and
national identity categories were based on
those collected in the 2001 population census and were agreed
following consultation. Pupils and parents were given the
option of not disclosing their ethnicity, and in such cases
pupils were
not attributed a category. About 96 per cent of pupils
disclosed their ethnic background.
3.7 Figures for the
special school sector are compiled from
special schools and special units. There would appear to be
inconsistency between schools and between local authorities in
the reporting of special schools and special units as separate
identities, as well as changes over the past years. We
therefore advise caution when comparing results with previous
years and across local authorities.
A few authorities do not have special schools, and may fund
places in neighbouring authorities for their pupils.
The number of special schools includes 30 where there were
no pupils based, but which received pupils based in other
schools.
3.8 At September 2004 there was one
grant-aided mainstream school, with primary
and secondary departments, and seven
grant-aided special schools. These were:
Mainstream
Special
- City of Edinburgh: Donaldson's College; Royal Blind
School; Harmeny School;
- North Lanarkshire: The Scottish Centre for Children
with Motor Impairment;
- Glasgow City: East Park;
- South Lanarkshire: Stanmore House School;
- Renfrewshire: Corseford Residential School;
These schools are included in national totals, but are
identified separately in the local authority level tables. In
publications prior to 2003 they were included within the local
authority of their location.
3.9
Free school meal data collected in the Pupil
Census only counts those pupils who are registered for free
school meals. Free school meal entitlement (
FME) data collected in the January School
Meals Survey also includes those pupils who are deemed eligible
for free school meals but who may not have registered for their
entitlement, accounting for an additional 1.5 per cent of
pupils. The
FME indicator collected in the annual School
Meals Survey was that used in funding calculations and in
benchmarking schools. Information from the Pupil Census is used
only where linkage to other pupil characteristics, or
attainment, exclusions and attendance data is necessary.
3.10 A
Record of Needs (
RoN) is provided for a child who has
"pronounced, specific or complex special educational needs
which require continuing review". The
RoN contains the child's details; the
details of the parent/guardian and "named person" (someone to
represent them); an assessment profile; a summary of the
child/young person's impairments; a description of the special
educational needs arising from the impairments; a statement of
the measures proposed by the education authority; the name of
the school to be attended; a summary of the views of the
parent/guardian; the date the record was opened and a summary
of the reviews of the record; and a note of who is allowed to
access the record.
3.11
Individualised Educational Programmes (
IEPs) are written plans setting targets that
a child, with special educational needs, is expected to
achieve. Targets should be limited in number and focus on key
priorities of learning. They should be simple, clearly
expressed and measurable.
3.12 Pupil census figures on
children looked after by the local authority
are published for the first time this year. While they have
been collected each year since 2002, they have been evidently
incomplete when compared with similar data from social work
departments. They are published this year alongside the social
work figures, as at 31st March 2004, for comparison.
3.13 The
urban/rural classifications in Table 1.2 are
defined as follows:
- Large urban areas - settlements over 125,000
population. This covers the city conurbations of Edinburgh,
Glasgow, Aberdeen and Dundee.
- Other urban areas - settlements of 10,000 to 125,000
people.
- Accessible small towns - settlements of between 3,000
and 10,000 people and within 30 minutes drive of a
settlement of 10,000 or more.
- Remote small towns - settlements of between 3,000 and
10,000 people, who are not within 30 minutes drive of a
settlement of 10,000 or more people.
- Accessible rural areas - settlements of less than 3,000
people and within 30 minutes drive of a settlement of
10,000 or more people
- Remote rural areas - settlements of less than 3,000
people who are not within 30 minutes drive of a settlement
of 10,000 or more people.
4. Rounding
4.1 All percentages are rounded separately and breakdowns
may consequently not sum to 100 per cent.
5. Disclosive data
5.1 Numbers less than five are generally deemed to be
disclosive, and hence not published. Where figures have been
removed they are replaced by a *. Other figures in the table
may also be removed to stop a disclosive figure from being
calculated from the total.
5.2 However, in some cases where there are a large number of
pupils in the
unknown category, i.e. ethnic background and national
identity, there often exists a large enough amount of
uncertainty for figures to be published.
5.3 Occasionally, in data for grant aided schools, it has
been preferable to swap a small number of data rather than
removing figures elsewhere in the publication. Swapped data has
still been marked as *.
6. Other data
6.1 Some further data, for example some schools level data,
will be made available on the Scottish Executive website
www.scotland.gov.uk/stats .
Ad-hoc tables are available on request.
6.2 Analysis on a more local level (e.g. parliamentary
constituency) may also be available via the Neighbourhood
Statistics website -
http://www.sns.gov.uk.
7. Symbols
7.1 The following symbols are used:
. . = not available
- = nil or rounds to nil
# = not applicable
* = disclosive data
8. General
8.1
This is a National Statistics publication.
National Statistics are produced to high professional standards
set out in the National Statistics Code of Practice. They
undergo regular quality assurance reviews to ensure that they
meet customer needs. They are produced free from any political
interference.
8.2 The team responsible for producing this document were :
Mal Cooke, Debbie Hall, Marc Goodfellow, Colin Gallacher.
8.3 All tables are available on the Scottish Executive
website at
http://www.scotland.gov.uk/stats/bulletins/00412
9. Enquiries
9.1. Public enquiries (non-media) about the information
contained in this bulletin should be addressed to
Mal Cooke, Education and Children Statistics Unit, Room 1B,
Victoria Quay, Edinburgh EH6 6QQ. Telephone 0131 244 1689
or e-mail
school.stats@scotland.gsi.gov.uk
9.2 Media enquiries about the information in this notice
should be addressed to:
Marion Mackay: 0131 244 3070
12 April, 2005
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