| Description | Full results from the latest annual census of teachers and support staff |
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| ISBN | 0 7559 39999 |
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| Official Print Publication Date | |
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| Website Publication Date | April 26, 2005 |
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26 April, 2005
ISBN
0 7559 3999 9
ISSN
0 143 599 X
A Scottish Executive National Statistics
Publication
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1 Introduction
1.1 This bulletin contains the latest data on teachers
and support staff in publicly funded schools in Scotland,
mainly derived from the latest annual staff census which
took place in September 2004.
1.2 This is the second full annual staff census.
Comparison of figures from these full censuses with data
prior to 2002 may therefore be affected by the change in
collection method.
1.3 Unless clearly stated as headcount, figures are
always full-time equivalent.
2 Main Points
2.1 The total number of
teachers based in primary, secondary and special
schools was 49,554, which is 324 more than in
2003. Numbers may also be affected by a change in local
authority reporting procedure this year.
2.2 There were also an estimated 1,733 teachers in the
pre-school sector in the January 2004 census, making a
total of 51,287 teachers based in schools
and pre-schools.
2.3 Changes in local authority recording practices makes
it difficult to distinguish between increases in teachers
who are based in schools and those who are centrally
employed. There were a further 2,165
centrally employed visiting specialists
and peripatetic teachers involved in similar roles but not
based in schools. This is an increase of 138 from 2003.
2.4 Overall there has been an
increase of 463 teachers from 2003. This
reflects changes in class contact time under the Teachers'
Agreement. Most of the additional teachers being trained to
meet the Executive's commitment of 53,000 teachers by 2007
had yet to enter the workforce.
2.5 There were a further 21,488 school based staff and
2,278 centrally employed staff identified in the staff
census as providing
support to the education system.
2.6 There were 22,577 teachers in
primary schools (22,321 in 2003), giving a
pupil teacher ratio of 17.6 (18.2 in 2003). 93 per cent of
teachers were female. Twelve per cent were part time.
2.7 There were 24,984 teachers in
secondary schools (24,881 in 2003), giving
a pupil teacher ratio of 12.7 (12.8 in 2003). 58 per cent
of teachers were female. Seven per cent were part time.
2.8 There were 1,993 teachers in
special schools (2,027 in 2003), giving a
pupil teacher ratio of 3.7 (3.8 in 2003). 82 per cent of
teachers were female. Eleven per cent were part time.
2.9 The average (mean)
age of teachers remained at 44. The age
profile shows a major peak in the late forties/early
fifties, but with level numbers in the twenties and
thirties. 16 per cent of teachers were aged 55 or over (15
per cent in 2003).
2.10 The proportion of teachers who were
male has dropped from 30 per cent in 1996
to 25 per cent in 2004. In promoted posts the proportion
who were male was 39 per cent (down from 42 per cent in
2003), with the figure being 31 per cent for head teachers
and deputes (down from 32 per cent in 2003).
2.11 In primary schools there were 142 teachers whose
main
subject was physical education, 108 whose
main subject was music and 60 whose main subject was art
& design. There were 532 who gave learning support as
their main subject, and 281 gave
SEN related subjects.
2.12 In secondary schools, the largest numbers of
teachers were in English (2,510) and maths (2,382).
Technical education was the
subject with the highest proportion of
male teachers (91 per cent), with home economics being
nearly all female teachers. Music, drama and physical
education teachers had the youngest age profiles, with
special needs teachers being on average the oldest.
2.13 Where ethnic background data was given, 0.7 per
cent of teachers were from
minority ethnic groups, which was lower
than in the population. However, for teachers registered
since 2001 this percentage is 1.5 per cent, which is more
comparable with the rate in the general population. This
analysis may also be affected by the five per cent of
teachers for whom ethnic background was not reported.
2.14 There was a higher proportion of teachers from
minority ethnic groups in secondary and special schools
(1.0 per cent in both) than in primary (0.3 per cent). In
promoted posts the proportion was 0.3 per cent, though the
ethnic minority teachers have not, on average, been in the
workforce for as long as white teachers.
2.15 There were 104 teachers currently teaching
Gaelic language, 203 providing Gaelic
medium education (178 in 2003), and 365 teachers reported
being able to teach through the medium of Gaelic (333 in
2003).
2.16 There were 2,074 teachers in the probation
induction scheme (1,837 in 2003), of which
1,079 were in primary schools and 995 were in secondary
schools.
2.17 There were 2,285 students who graduated from
initial
teacher training in 2004 (compared to
2,060 in 2003). In primary, the proportion graduating
through
PGCE has increased from 33 per cent in
1996 to 57 per cent in 2004.
Contents
Scotland
Summary
1.1
Schools, pupils and teachers by school sector, 2003 &
2004
1.2
Teachers by gender, all sectors, 1990-2004
1.3
Teachers by mode of working, all sectors, 1996-2004
Primary
2.1
Teachers by gender, and pupil teacher ratios, 1990-2004
2.2
…………… age and gender, 2004
2.3
…………… grade, mode of working and gender, 2004
2.4
…………… status and gender, 2004
2.5
…………… employment type and gender, 2004
2.6
…………… ethnicity and grade, 2004
2.7
…………… main subject taught, 2004
2.8
…………… qualification, 2004
2.9
…………… ability to teach through Gaelic and age, 2004
2.10 Teachers
with Roman Catholic approval, by age, 2004
2.11 Continuing
professional development, by grade and gender, 2004
2.12 Supply
teachers by age and gender, 2004
2.13 Teachers
not currently in school, 2004
2.14 School
Support Staff
Secondary
3.1
Teachers by gender, and pupil teacher ratios,
1990-2004
3.2 ……………
age and gender, 2004
3.3 ……………
grade, mode of working and gender, 2004
3.4 ……………
status and gender, 2004
3.5 ……………
employment type and gender, 2004
3.6 ……………
ethnicity and grade, 2004
3.7 ……………
ability to teach through Gaelic and age, 2004
3.8 ……………
main subject taught 1990, 1994, 1998
3.9 ……………
main subject taught, gender, 2003, 2004
3.10 ……………
GTC registered subject, Gaelic
ability, 2004
3.11 ……………
main subject taught and age, 2004
3.12 ……………
qualification, 2004
3.13
Continuing professional development, by grade and
gender, 2004
3.14
Teachers with Roman Catholic approval, by age, 2004
3.15 Supply
teachers by main subject taught and gender, 2004
3.16
Teachers not currently in school, 2004
3.17 School
Support Staff, 2004
Special
4.1
Teachers by gender, and pupil teacher ratios,
1988-2004
4.2 ……………
age and gender, 2004
4.3 ……………
grade, mode of working and gender, 2004
4.4 ……………
status and gender, 2004
4.5 ……………
employment type and gender, 2004
4.6 ……………
ethnicity and grade, 2004
4.7 ……………
main subject taught, 2004
4.8 ……………
qualification, 2004
4.9
Continuing professional development, by grade and
gender, 2004
4.10
Teachers with Roman Catholic approval, by age, 2004
4.11 Supply
teachers by age and gender, 2004
4.12
Teachers not currently in school, 2004
4.13 School
Support Staff, 2004
Local Authority
Primary
5.1
Teachers in publicly funded primary schools, 1996-2004
5.2
Pupil teacher ratios in publicly funded primary schools,
1996-2004
5.3
Teachers by age, 2004
5.4
…………… grade, 2004
5.5
…………… mode of working and gender, 2004
5.6
…………… employment type, 2004
5.7
…………… ethnicity, 2004
5.8
…………… main subject taught, 2004
5.9
…………… ability to teach through and use of Gaelic, 2004
5.10 Support
Staff
Secondary
6.1
Teachers in publicly funded secondary schools,
1996-2004
6.2
Pupil teacher ratios in publicly funded secondary schools,
1996-2004
6.3
Teachers by age, 2004
6.4
…………… grade, 2004
6.5
…………… mode of working and gender, 2004
6.6
…………… employment type, 2004
6.7
…………… ethnicity, 2004
6.8
…………… main subject taught
6.9
…………… ability to teach through and use of Gaelic, 2004
6.10 Support
Staff
Special
7.1
Teachers in publicly funded secondary schools,
1996-2004
7.2
Pupil teacher ratios in publicly funded special schools,
1996-2004
7.3
…………… grade, 2004
7.4
…………… mode of working and gender, 2004
7.5
…………… employment type, 2004
7.6
…………… ethnicity, 2004
7.7
…………… main subject, 2004
7.8
Support Staff
Centrally employed staff
8.1
Pupil teacher ratios including centrally employed
teachers
8.2
Numbers of centrally employed staff
Teacher Training
9.1
Number of students graduating from Teacher Training
Institutes
9.2
Students Graduating from Teacher Training by subject
1996-2004
9.3
Students entering teacher training at the start of the
academic Session, 1995/96 to 2003/04
Local
Authorities Map
SCOTTISH
EXECUTIVE STATISTICAL SERVICES
BACKGROUND NOTES
1. The information in this publication for 2004 is
derived from the September 2004 staff census of all
publicly funded primary, secondary and special schools.
Information about centrally employed staff was also
collected from local authorities.
2. Information relating to previous years is derived
either from previous staff censuses (the last being in
1998), or from the annual school census, which until 2003
contained summary information on teacher numbers.
3. Information from the census is used to inform policy
making, particularly in modelling the teacher workforce to
ensure adequate future supply of newly trained teachers,
and for monitoring current policies and equality
issues.
Coverage
4. The staff 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 is available on the
Scottish Executive website
http://www.scotland.gov.uk/stats/bulletins/00414
5. From 2003 separate staff and pupil censuses have
taken place. Results of the pupil census were published in
"Pupils in Scotland, 2004", available on the Scottish
Executive website at
http://www.scotland.gov.uk/stats/bulletins/00412
Census content
6. The content of the staff census is considered 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.
Collection methods
7. The information required to complete the September
2004 staff 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 that stored on
schools' management information systems, thus reducing the
burden on schools.
8. 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
Authority,
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.
Definitions and Data quality
9. Tables in this publication cover
publicly funded schools only, i.e. local
authority and grant-aided schools.
10. Unless clearly stated as
headcount, figures are always
full-time equivalents. Where a teacher
works in more than one school, this is counted as one
person in the headcount. In years prior to 2003 (though not
for the 1998 teacher census) the teacher would have been
counted once from each school.
11. Due to the change in method of collection from 2003
onwards, and the various difficulties experienced with the
first electronic census in 2003, caution must be taken in
making
comparisons with previous years. Past
publications contain contradictory figures for some years.
We have published here figures which we believe to be the
most accurate.
12. Figures for the
special school sector are compiled from
special schools and special units, but not integrated
special units. There would appear to be inconsistency
between school and between local authorities in the
reporting of special schools and special units, as well as
changes over the past few 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.
Special schools includes those where there were no pupils
based, but which received pupils based in other
schools.
13. 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;
Only partial information is collected from grant aided
special schools.
These schools are included in national totals, but are
identified separately in the local authority level tables.
In previous years they have been included within the local
authority of their location.
14. New job
grades were introduced in August 2003,
which are used in this census. About 194 teachers in the
census reported being chartered teachers. However, data
from the General Teaching Council showed that in September
2004 there were 37 teachers who had gained chartered
teacher status. It is therefore assumed that the other
teachers had only embarked on the course, or were being
paid on the chartered teacher pay scale. All chartered
teachers have been included in this publication as teacher
grade.
15. The Teacher
Induction Scheme, for newly qualified
probationer teachers, was introduced in
2002. Probationers on the scheme have 0.7 of the normal
class contact time without this affecting their full time
equivalence. Probationers are allocated to local
authorities by the General Teaching Council for Scotland in
partnership with the Scottish Executive, so numbers are
held centrally. Census data identifying teachers on the
probationer induction scheme fell far short of these
numbers, so in this publication only the centrally held
figures are shown.
16. For 2004 the maximum
class contact time (
CCT) was set as 23.5 hours in primary
and secondary schools, and 22.5 hrs in special schools.
CCT data was generally found to have
been incorrectly reported for 2004, so has not been
published this year.
17. Some local authorities continued to experienced
difficulties in returning data on
subjects taught and where necessary these
have been included as "other". The problem was not as
widespread as in 2003, which may explain some of the
increase in many of the subjects, and the large drop in
"other".
18. Some local authorities experienced difficulties in
returning data on
qualifications, though the problem is not
as widespread as in 2003. Data has therefore been scaled up
from those individuals who returned details of
qualifications with at least one teaching qualification.
Scaling factors were 1.06 in primary, 1.21 in secondary,
and 1.13 in special. Qualifications data does not include
supply teachers. Changes from 2003 however are likely to be
mainly due to improved information.
19. Information on
GTC registration for secondary
teachers is published this year for the first time. Figures
shown are the total
FTE for teachers registered to teach in
each subject, and so will sum to a greater total than the
number of teachers. 339 teachers did not return this data,
so the results have been scaled.
20. Information on
ability to teach through Gaelic and
continuing professional development (
CPD) for about 150
FTE teachers was not recorded and has
been assumed to be a negative response.
21. The
ethnicity and
national identity categories were based
broadly on those collected in the 2001 population census
and were agreed following consultation. In choosing them it
was necessary to balance the competing needs of not
grouping different peoples together too much, while having
large enough groups for valid analysis. Teachers were given
the option of not disclosing their ethnicity. About 95 per
cent of teachers disclosed their ethnic background. Where
"minority ethnic groups" are referred to, this includes all
categories of ethnic background other than white-
UK and white-other. Information was
received for mainstream grant aided schools but has not
been published here for disclosure reasons.
22. Roman Catholic approval means teachers
have been approved as to their religious belief and
character by a representatives of the Roman Catholic
church.
23. Supply teachers were separately
identified as either covering a vacancy (and hence included
in the total) or covering absence (and so not included to
avoid double counting). In practice some schools may not
have included the shorter term, sick absence cover staff in
their returns, so figures for these may be an
undercount.
24. There were some differences in the way in which
authorities deal with
peripatetic teachers. In some cases these
are considered as allocated to the schools where they
teach, and have been included, with relevant partial
FTE, in the school-level data. In other
cases they are included in the
centrally employed staff table. It is
possible that a small amount of undercounting or
double-counting has occurred. We are also aware that local
authorities have changed procedures for reporting since
2003, so figures are not necessarily comparable.
25. Some local authorities have indicated inaccuracies
in the
support staff data supplied in 2003.
Comparisons with 2004 data are therefore not always valid.
Other classroom staff includes laboratory assistants, music
instructors, sports coaches, etc. Non-classroom staff
includes administrative and clerical staff, bursars,
library staff, playground supervisors, school nurse or
other medical, technicians, swimming pool managers, child
care workers, etc.
Disclosive data
26. For certain types of information, numbers less than
five are 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.
Occasionally data swapping has taken place to avoid
disclosure.
Rounding
27. All percentages and
FTEs are rounded separately and
breakdowns may consequently not sum to Scotland
figures.
Symbols
28. The following symbols are used:
. . = not available
- = nil or rounds to nil
# = not applicable
* = disclosive data
Other data
29. 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.
30. Analysis on a more local level (e.g. postcode
sector, social inclusion partnership area, parliamentary
constituency, etc) may also become available via the
Neighbourhood Statistics website - http://www.sns.gov.uk
.
General
31. All tables are available on the Scottish Executive
website at
http://www.scotland.gov.uk/stats/bulletins/00416
32. 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
33. The team responsible for producing this document
was: Mal Cooke, Matt Flanagan, Marc Goodfellow, Debbie Hall
and Colin Gallacher.
Enquiries or comments
34. Public enquiries (non-media) about the information
contained in this bulletin should be addressed to:
Mal Cooke, Pupil, Teacher and School Statistics,
Scottish Executive Education Department, Area 1B-South,
Victoria Quay, Edinburgh. EH6 6QQ.
Telephone 0131 244 1689
or email
school.stats@scotland.gsi.gov.uk
35. Media enquiries about the information in this
bulletin should be addressed to:
Marion MacKay : 0131 244 3070
26 April, 2005
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