The available information is given in the table.
Numeracy Literacy ICT Number passed Approximate number of tests sat by those who passed Mean number of attempts required to pass Number passed Approximate number of tests sat by those who passed Mean number of attempts required to pass Number passed Approximate number of tests sat by those who passed Mean number of attempts required to pass 2000-01 22,950 29,380 1.28 23,230 26,480 1.14 n/a n/a n/a 2001-02 25,980 33,260 1.28 26,330 32,910 1.25 25,810 28,650 1.11 2002-03 29,090 38,110 1.31 29,620 36,720 1.24 29,170 38,220 1.31 2003-04 31,310 42,580 1.36 32,720 40,250 1.23 32,960 38,560 1.17 2004-05 33,250 49,540 1.49 33,900 47,120 1.39 33,330 45,990 1.38 2005-06 34,130 50,850 1.49 34,150 47,810 1.40 33,250 37,900 1.14 2006-07 34,360 53,600 1.56 35,150 46,460 1.32 35,140 39,310 1.12 n/a = Not applicable Notes: 1. Includes mainstream (Universities, other higher education institutes, SCITT and Open University) as well as employment based routes. Source: TDA
(2) how many graduates he expects to complete the Teach First programme in each of the next five years; and if he will make a statement;
(3) what plans he has to increase the number of graduates completing the Teach First programme; and if he will make a statement;
(4) what plans he has to increase awareness of the Teach First programme among graduates; and if he will make a statement;
(5) how many and what percentage of Teach First leavers went on to work in (a) academies and (b) the independent sector in each of the last two years; and if he will make a statement.
The following number of graduates have completed the Teach First programme:
Number 2004 164 2005 177 2006 158 2007 244 2008 253
The Prime Minister announced in June 2008 that the number of Teach First places would double over the next five years to the level where more than 800 top class graduates would be recruited into teaching each year. Accordingly, Teach First is projecting the following number of graduates will begin the programme in each year:
Number 2009 370 2010 460 2011 560 2012 660 2013 760 2014 850
Teach First is already taking forward plans to drive the expansion by increasing the awareness of the programme among eligible graduates. It does not currently have detailed statistics on the destinations of completers who remain in education, but I already plan to require these to be available for the 2008/09 academic year onwards.
The only centrally available data on applications for Initial Teacher Training (ITT) courses is for mainstream postgraduate ITT courses. Data on total ITT, mainstream undergraduate ITT and Employment Based ITT are not available centrally.
The following tables show the number of applications and acceptances to mainstream postgraduate secondary ITT courses in England along with the proportion of those applications which were accepted for each subject since 2003-04. Figures for 2008-09 will be available around May 2009.
2003-04 2004-05 Number of applications Number of acceptances Proportion of applications which are accepted Number of applications Number of acceptances Proportion of applications which are accepted Mathematics 2,610 1,660 64 2,920 1,670 57 English (inc. Drama) 4,550 2,430 53 4,670 2,340 50 Science4 3,880 2,500 65 4,040 2,460 61 Modern foreign languages5 2,480 1,580 64 2,300 1,400 61 Technology6 3,790 2,100 55 3,800 2,180 58 History 1,920 1,120 58 1,910 1,010 53 Geography 1,250 980 79 1,310 940 72 Physical Education 2,020 950 47 2,200 1,020 46 Art 1,770 1,020 57 1,690 920 55 Music 610 510 84 640 460 73 Religious education 700 560 80 780 580 75 Other7 950 470 50 1,050 560 53 Total secondary8 26,520 15,880 60 27,300 15,550 57
Number of applications Number of acceptances Proportion of applications which are accepted Number of applications Number of acceptances Proportion of applications which are accepted Mathematics 3,250 1,780 55 2,840 1,740 61 English (inc. Drama) 4,950 2,250 46 5,090 2,090 41 Science4 4,310 2,570 60 4,210 2,680 64 Modern foreign languages5 2,220 1,330 60 2,060 1,310 64 Technology6 3,800 2,200 58 3,530 2,160 61 History 1,960 910 46 1,780 740 42 Geography 1,220 860 70 1,120 770 69 Physical Education 2,300 970 42 2,340 870 37 Art 1,650 820 50 1,560 700 45 Music 700 510 73 780 540 69 Religious education 860 630 74 1,070 720 67 Other7 1,140 590 51 1,070 490 46 Total secondary8 28,360 15,410 54 27,450 14,810 54
Number of applications Number of acceptances Proportion of applications which are accepted Mathematics 2,590 1,680 65 English (inc. Drama) 4,700 2,010 43 Science4 3,910 2,690 69 Modern foreign languages5 1,810 1,260 70 Technology6 2,980 2,080 70 History 1,710 690 41 Geography 890 690 77 Physical Education 2,370 830 35 Art 1,390 600 43 Music 770 570 73 Religious education 1,110 760 68 Other7 950 420 45 Total secondary8 25,170 14,270 57 1 Numbers have been rounded to the nearest 10. There may be discrepancies between the sum of constituent items and totals as shown. 2 Some applications to Postgraduate ITT courses are made independently of the Graduate Teacher Training Registry {GTTR) and are not included in the figures. 3 Membership to the GTTR changes between years, therefore the higher education institutions covered may vary. 4 Includes Biology, Chemistry, Physics, Geology, Combined/General Sciences and Env/Rural Sciences. 5 Includes French, German, Italian, Russian, Spanish, Celtic Languages and Other Modern Languages. 6 Includes Design and Technology, Information Technology, Business Studies and Home Economics. 7 Includes Economics, Social Studies, Classics, Citizenship and Unspecified. 8 Excludes middle phase. Source: Graduate Teacher Training Registry (GTTR)
The number of people accepting offers to ITT courses is a more important indicator of take up rate than applications. Year on year changes in the number of acceptances between 2003-04 and 2007-08 have broadly reflected changes in ITT recruitment targets. While acceptances for postgraduate courses for 2007-08 are a few percentage points down on last year, there are also fewer places on offer.
Figures presented in this response have been published on the GTTR website. Details of what GTTR information has been published is available at:
http://www.gttr.ac.uk/providers/statistics/annualstatisticalreport
The National College for School Leadership submitted its preliminary advice for a new accelerated leadership programme to the Secretary of State in June 2008.
Departmental officials are working with the College to enable it to provide further advice and full proposals by early November 2008. The Secretary of State will then respond to these.
(2) how many people are expected to complete the future leaders programme in each of the next five years; and if he will make a statement;
(3) what the budget for the future leaders programme is for 2008-09; and if he will make a statement;
(4) what plans he has to expand the future leaders programme across England; and if he will make a statement.
Early, independent evaluation of the programme has been very favourable. The Future Leaders programme is already helping to address the imminent succession planning needs in London school leadership teams, with the majority of participants to date securing a senior leadership team post.
When we published the Children’s Plan at the end of last year, we announced that we would expand the Future Leaders programme so that by September 2011 there will be over 500 Future Leaders in schools across the country’s major city regions.
The programme is part-funded by the Government; for the current spending review period we have allowed £8 million, of which approximately £2 million will be spent in 2008-09.
No specific assessment has been made of the merits of establishing a national college of teachers. However, the DCSF works with the Training and Development Agency for Schools (TDA) to support and promote effective recruitment and professional development arrangements, not only for teachers, but for the whole school work force.
We also continue to work with the National College for School Leadership (NCSL) supporting the development of leadership teams with broad skill sets, and with the independent General Teaching Council for England (GTCE), to improve standards of teaching and the quality of learning, and to maintain and improve standards of professional conduct among teachers.
The TDA, NCSL and GTCE work effectively together. For example, TDA and NCSL are leading jointly the project to support remodelling in extended schools while TDA and GTCE work closely on the continuing professional development of teachers.