ISBN 0 7559 6021 1 (Web only publication)
ISSN 143 599X
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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 2005.
1.2 This is the third full annual staff census. Comparison of figures from these full censuses with data prior to 2003 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 50,517, which is 963 more than in 2004. Numbers may be affected by changes in whether local authorities record visiting specialists as school-based or centrally employed. One local authority also reported an undercount in their 2004 figure.
2.2 There were also an estimated 1,662 teachers in the pre-school sector, making a total of 52,179 teachers based in schools and pre-schools.
2.3 There were a further 1,452 centrally employed visiting specialists and peripatetic teachers involved in similar roles but not based in schools. This is a decrease of 253 from 2004 and 153 from the 2003 figure.
2.4 Overall therefore there has been an increase of 710 teachers from 2004 and an increase of 1,053 since 2003. Most of the additional teachers necessary to meet the Executive's commitment of 53,000 teachers by 2007 are being trained currently or in 2006/07.
2.5 There were a further 22,356 school based staff and 2,396 centrally employed staff identified in the staff census as providing support to the education system, an increase of four per cent and five per cent respectively.
2.6 There were 22,873 teachers in primary schools (22,577 in 2004), giving a pupil teacher ratio of 17.1 (17.6 in 2004). 93 per cent of teachers were female. Twelve per cent were part time.
2.7 There were 25,613 teachers in secondary schools (24,984 in 2004), giving a pupil teacher ratio of 12.3 (12.7 in 2004). 59 per cent of teachers were female. Seven per cent were part time.
2.8 There were 2,031 teachers in special schools (1,993 in 2004), giving a pupil teacher ratio of 3.5 (3.7 in 2004). 82 per cent of teachers were female. Twelve per cent were part time.
2.9 While the average (mean) age of teachers fell slightly to just below 44 there was an increase in the proportion of teachers aged 55 or over (17 per cent compared to 16 per cent in 2004). The age profile shows a major peak in the early fifties, but with level numbers in the twenties and thirties.
2.10 The proportion of teachers who were male has dropped from 30 per cent in 1996 to 25 per cent in 2005, stable with last year's figure. In promoted posts the proportion who were male was 37 per cent (down from 39 per cent in 2004), with the figure being 30 per cent for head teachers and deputes (down from 31 per cent in 2004).
2.11 In primary schools there were 117 teachers whose main subject was physical education, 86 whose main subject was music and 57 whose main subject was art & design. There were 593 who gave learning support as their main subject, and 291 gave SEN related subjects, up from 532 and 282 respectively.
2.12 In secondary schools, the largest numbers of teachers were in English (2,620) and maths (2,506), increases of four per cent and five per cent respectively. Technical education was the subject with the highest proportion of male teachers (89 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, 0.9 per cent of teachers were from minority ethnic groups, lower than 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 The proportion of teachers from minority ethnic groups was highest in secondary schools (1.1 per cent). The proportions were similar in special schools (0.8 per cent) and primary schools (0.6 per cent). In promoted posts the proportion was 0.4 per cent, though the minority ethnic group teachers have not, on average, been in the workforce for as long as white teachers.
2.15 There were 115 teachers currently teaching Gaelic language, 207 providing Gaelic medium education (203 in 2004), and 379 teachers reported being able to teach through the medium of Gaelic (365 in 2004).
2.16 There were 2,730 teachers in the probation induction scheme (2,074 in 2004), of which 1,395 were in primary schools and 1,335 were in secondary schools.
2.17 There were 2,849 students who graduated from initial teacher training in 2005 (compared to 2,285 in 2004). In primary, the proportion graduating through PGCE has increased from 31 per cent in 1998 to 61 per cent in 2005.
Tables
Scotland
Summary
1.1 Schools, pupils and teachers by school sector, 2004 & 2005
1.2 Teachers by gender, all sectors, 1990-2005
1.3 Teachers (headcount) by mode of working, all sectors, 1996-2005
1.4 Numbers of teachers in schools, 2005
Primary
2.1 Teachers by gender, and pupil teacher ratios, 1990-2005
2.2 …………… age and gender, 2005
2.3 …………… grade, mode of working and gender, 2005
2.4 …………… status and gender, 2005
2.5 …………… employment type and gender, 2005
2.6 …………… ethnicity and grade, 2005
2.7 …………… main subject taught, 2005
2.8 …………… qualification, 2005
2.9 …………… ability to teach through Gaelic and age, 2005
2.10 Teachers with Roman Catholic approval, by age, 2005
2.11 Continuing professional development, by grade and gender, 2005
2.12 Supply teachers by age and gender, 2005
2.13 Teachers by class contact time, grade and mode of working, 2005
2.14 Teachers not currently in school, by gender 2005
2.15 School Support Staff, 2005
Secondary
3.1 Teachers by gender, and pupil teacher ratios, 1990-2005
3.2 …………… age and gender, 2005
3.3 …………… grade, mode of working and gender, 2005
3.4 …………… status and gender, 2005
3.5 …………… employment type and gender, 2005
3.6 …………… ethnicity and grade, 2005
3.7 …………… ability to teach through Gaelic and age, 2005
3.8 …………… main subject taught, gender, 2004, 2005
3.9 …………… GTC registered subject, Gaelic ability, 2005
3.10 …………… main subject taught and age, 2005
3.11 …………… qualification, 2005
3.12 Continuing professional development, by grade and gender, 2005
3.13 Teachers with Roman Catholic approval, by age, 2005
3.14 Supply teachers by main subject taught and gender, 2005
3.15 Teachers by class contact time, grade and mode of working, 2005
3.16 Teachers not currently in school, 2005
3.17 School Support Staff, 2005
Special
4.1 Teachers by gender, and pupil teacher ratios, 1988-2005
4.2 …………… age and gender, 2005
4.3 …………… grade, mode of working and gender, 2005
4.4 …………… status and gender, 2005
4.5 …………… employment type and gender, 2005
4.6 …………… ethnicity and grade, 2005
4.7 …………… main subject taught, 2005
4.8 …………… qualification, 2005
4.9 Continuing professional development, by grade and gender, 2005
4.10 Teachers with Roman Catholic approval, by age, 2005
4.11 Supply teachers by age and gender, 2005
4.12 Teachers by class contact time, grade and mode of working, 2005
4.13 Teachers not currently in school, 2005
4.14 School Support Staff, 2005
Local Authority
All sectors
5.1 Teachers in publicly funded schools, 1997-2005
5.2 Pupil teacher ratios in publicly funded schools, 1997-2005
5.3 Primary and secondary school teachers by age, 2005
Primary
6.1 Teachers in publicly funded primary schools, 1997-2005
6.2 Pupil teacher ratios in publicly funded primary schools, 1997-2005
6.3 Teachers by age, 2005
6.4 …………… grade, 2005
6.5 …………… mode of working and gender, 2005
6.6 …………… employment type, 2005
6.7 …………… ethnicity, 2005
6.8 …………… main subject taught, 2005
6.9 …………… ability to teach through and use of Gaelic, 2005
6.10 Support Staff, 2005
Secondary
7.1 Teachers in publicly funded secondary schools, 1997-2005
7.2 Pupil teacher ratios in publicly funded secondary schools, 1997-2005
7.3 Teachers by age, 2005
7.4 …………… grade, 2005
7.5 …………… mode of working and gender, 2005
7.6 …………… employment type, 2005
7.7 …………… ethnicity, 2005
7.8 …………… main subject taught, 2005
7.9 …………… ability to teach through and use of Gaelic, 2005
7.10 Support Staff, 2005
Special
8.1 Teachers in publicly funded secondary schools, 1997-2005
8.2 Pupil teacher ratios in publicly funded special schools, 1996-2005
8.3 …………… grade, 2005
8.4 …………… mode of working and gender, 2005
8.5 …………… employment type, 2005
8.6 …………… ethnicity, 2005
8.7 …………… main subject, 2005
8.8 Support Staff, 2005
Centrally employed staff
9.1 Numbers of centrally employed staff
9.2 Pupil teacher ratios including centrally employed teachers
Teacher Training
10.1 Students graduating from Teacher Training 1999-2005
10.2 Students Graduating from Teacher Training by subject 1998-2005
10.3 Students entering teacher training at the start of the academic Session, 1998/99 to 2005/06
Charts
Chart 1 Teachers in publicly funded schools by sector, 1975-2005
Chart 2 Age profile, all sectors, (headcount), 2003-2005
Chart 3 Percentage of male teachers, by age (headcount), 2004 & 2005
Chart 4 Teachers from minority ethnic backgrounds and of unknown ethnic origin, 2003-2005
Chart 5 Primary school teachers, age profile (headcount), 2004 & 2005
Chart 6 Primary school teachers by national identity, 2005
Chart 7 Secondary school teachers, age profile (headcount), 2004 & 2005
Chart 8 Secondary school teachers by national identity, 2005
Chart 9 Special school teachers, age profile (headcount), 2004 & 2005
Chart 10 Special school teachers by national identity, 2005
Chart 11 Changes in the school based workforce since 2004
Chart 12 Projected numbers of new teachers
Chart 13 Projected age profile of teachers, 2005 to 2015
Map of local authorities
Scottish Executive Statistical Services
BACKGROUND NOTES
1. The information in this publication for 2005 is derived from the 12th September 2005 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 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 from Tuesday 25th April will be available from the Scottish Executive website at http://www.scotland.gov.uk/stats/bulletins/00490
5. From 2003 separate staff and pupil censuses have taken place. Results of the pupil census were published in "Pupils in Scotland, 2005", available on the Scottish Executive website at http://www.scotland.gov.uk/stats/bulletins/00487
Census consultation
6. The content of the staff census is considered in consultation with the Data Exchange in Education and Children's Services Group ( DEECS). 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 DEECS through the Scottish Exchange of Educational Data (ScotXed) network.
Collection methods
7. The information required to complete the September 2005 staff census was collected electronically, through local authorities, from 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 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. In order to calculate the total number of teachers equivalent to the commitment to 53,000 teachers by 2007, it is necessary to sum
- the total number of school based teachers
- the total number of pre-school teachers
- the increase in centrally employed teachers since 2003
This is because while many of the extra teachers will be employed centrally as visiting specialists and so need to be counted, centrally employed staff were not included in the baseline figure for the number of teachers and so only the increase should be counted.
13. Figures in this publication are reported on a different basis to those in the quarterly Public Sector Employment in Scotland publication. In particular, figures here do not count both those who are on sick leave and their replacement, but try to show the number of teachers working at a given time. The methodology in Public Sector Employment in Scotland is therefore more useful for considering payroll implications.
14. 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.
15. At September 2005 there was one grant-aided mainstream school, with primary and secondary departments, and seven grant-aided special schools.
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 years prior to 2003 they have been included within the local authority of their location.
16. New job grades were introduced in August 2003, which are used in this census. About 262 teachers in the census reported being chartered teachers. However, data from the General Teaching Council showed that in September 2005 there were 108 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.
17. 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.
18. Some local authorities continued to experience difficulties in returning data on subjects taught and where necessary these have been included as "other".
19. For 2005 the maximum class contact time ( CCT) was 23.5 hours in primary and secondary schools and 22.5 hours in special schools. Tables in this publication show CCT for part-time teachers grossed up to a full time post. For example, if a teacher with FTE of 0.5 had a CCT of 12.5 hours, this would appear as FTE as FTE 0.5 with 25 hours CCT as that is what their equivalent CCT would be if they were working full time.
20. Some local authorities experienced difficulties in returning data on qualifications, though the problem is not as widespread as in 2004. Data has therefore been scaled up from those individuals who returned details of qualifications with at least one teaching qualification. Scaling factors were 1.04 in primary, 1.17 in secondary, and 1.12 in special. Qualifications data does not include supply teachers. Comparisons with last year may be affected by improvements in data.
21. Information on GTC registration for secondary teachers show the total FTE for teachers registered to teach in each subject, and so will sum to a greater total than the number of teachers. 296 teachers did not return this data, so the results have been scaled.
22. 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.
23. Roman Catholic approval means teachers have been approved as to their religious belief and character by a representatives of the Roman Catholic church.
24. 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.
25. There were some differences in the way in which authorities deal with visiting specialists. 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 during recent years, so figures are not necessarily comparable.
26. We are aware that there are inconsistencies in the reporting of support staff data, caution is advised when comparing with previous years. 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
27. 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
28. All percentages and FTEs are rounded separately and breakdowns may consequently not sum to Scotland figures.
Symbols
29. The following symbols are used:
. . =not available
- =nil or rounds to nil
# =not applicable
* = disclosive data
Other data
30. 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.
General
31. All tables are available on the Scottish Executive website at
http://www.scotland.gov.uk/stats/bulletins/00489
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. This report was edited by: Matt Flanagan, Mal Cooke, Louise Flanagan 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
28 March, 2006