Schools in Scotland - summary statistics: 2020

Chapter 7: Background notes

National Statistics publication

This is a National Statistics Publication. National Statistics are produced to high professional standards set out in the Code of Practice for Statistics.

These statistics undergo regular quality assurance reviews to ensure that they meet customer needs. They are produced free from any political interference. This publication has been assessed by the UK Statistics Authority.

Sources and Timing

The information in this publication is derived from a number of sources: the pupil census, the school staff census, and the Early Learning and Childcare (ELC) census. The 2020 pupil and school staff censuses were carried out on 16 September 2020. The early learning and childcare census took place in the week commencing 14 September 2020.

Supplementary tables on the school staff census and the pupil census will be published in March 2021. Additional early learning and childcare tables are available on the Scottish Government website at:

https://www.gov.scot/collections/early-learning-and-childcare-statistics/

The information required to complete the pupil and staff censuses was collected electronically, through local authorities, from all publicly funded primary, secondary and special schools, as part of the ScotXed programme. The information collected is largely sourced from school management information systems, thus reducing the burden on data provider.

The ELC census is completed by the approximately 2,600 centres that provide funded early learning and childcare in Scotland, and the figures are validated by local authorities.

Following the September 2010 consultation of users of school statistics, and changes to the legislation around school handbooks, we have made a number of changes to our collections and publications. This included moving the absence and exclusions data to a biennial (two yearly) collection. Local authorities continue to collect information on pupils’ attendance, absence and exclusions each year on their management information systems and this can be requested directly from local authorities.

Teachers

The school staff census covers all publicly funded schools in Scotland (i.e. local authority and grant-aided schools).

Definitions and data quality

Teacher number statistics and the number of teachers used in pupil teacher ratio calculations include only those teachers defined as ‘on roll’ (or ‘in complement’). This is based on the full-time equivalent (FTE) of teachers in post at the time of the census with one of the following status categories:

Normal complement
Classroom teacher

Long term sick absence replacement
Replacement for a teacher on sick absence

Secondment replacement
Replacement for a teacher on secondment

Maternity leave replacement
Replacement for a teacher on maternity leave

Other replacement (over two days)*
Other replacement includes teachers who are on short term contracts over two days to cover a vacancy and are teaching on census day.

Supernumerary
In addition to normal teaching staff

Long term training/staff development replacement
Replacement for a teacher on absent due to training

Temporary contract covering a vacancy

Teacher abroad on foreign exchange

Other

Short term supply teacher (2 days or fewer) and centrally employed (mainstream supply teacher from supply pool)
If an authority runs a supply pool, those teachers should be included ‘in complement’ if they are assigned to a school on the census day. They can be included either in the assigned sector, or in the centrally employed total, but not both.

*as per changes to the Teacher Pay deal in 2013.

For the purposes of these statistics:

• An individual teacher cannot exceed 1 FTE.
• Centrally employed teachers (including peripatetic/visiting specialists, hospital teaching service and home visiting tutors) who are teaching on census day will be assigned a status as above and are included in the total number of teachers in Scotland and the overall pupil/teacher ratio. Where they teach at a number of schools it is permissible to split their time across those schools.
• Teachers recorded in roles such as quality improvement officer or educational advisor are classed as support staff, and are not included in these teacher statistics or PTR calculations.
• Vacant posts are not included.

If a normal complement teacher is unexpectedly absent during census week and requires cover, the replacement teacher covering this post can be recorded under a number of statuses, depending on the nature of the cover.

Some local authorities will only record the replacement teacher as having a qualifying status if the teacher they are replacing is absent ‘long term’ (there is no fixed definition of long term). In this circumstance, the absent teacher would be recorded under the appropriate status, such ‘long term absence’ to describe their reason for absence.

Other local authorities, however, may record the replacement teacher as ‘short term supply teacher (up to two days) covering a normal complement teacher’. If this teacher is not centrally employed they would not be counted as on roll for the purposes of these statistics. The absent teacher will continue to be recorded as normal complement and as such will be included in calculations of the number of teachers.

Some local authorities record replacement teachers as ‘other replacement’ and do not change the status of the normal complement teacher who is absent. This situation may result in double counting of an absent teacher and their replacement, however such cases are rare.

Further information on teacher status categories can be found in the staff census data specification/guidance which is available here: http://www.gov.scot/Topics/Statistics/ScotXed/SchoolEducation/StaffCensus

Centrally Employed Teachers

There are some differences in the way in which authorities deal with centrally employed teachers. In some cases these visiting specialists 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 as centrally employed staff. We are also aware that local authorities have changed procedures for reporting centrally employed teachers during recent years. Centrally employed teachers are a small proportion of the total FTE, only around 2%, so the effect of these different recording methods is small.

Special Schools

Statistics for the special school sector are compiled from schools formally designated as special schools in the Scottish Government’s School Establishment collection. There is not always a clear distinction between special schools and special units or classes within a mainstream school. This should be kept in mind when analysing the statistics.

Probationers

In these statistics a Teacher Induction Scheme probationer is defined as an individual in a post on the Teacher Induction Scheme and individuals on other probationer schemes providing that scheme only spans a single September. Other probationers, that enter into teaching via a flexible or alternative route, will be recorded with a temporary or permanent post employment type.

In Table 3.6, induction scheme teachers in 2018 were defined as teachers in a post where the employment type was reported as induction scheme. Prior to 2018, induction scheme teachers were based on a list of registration identifiers provided by the General Teaching Council for Scotland (GTCS) on an annual basis. Post-induction scheme teachers are identified by matching these registration identifiers with the identifiers collected as part of the following year’s school staff census.

Grade

For the purposes of the school staff census, only the teacher’s substantive grade is collected. However, in some local authorities where a teacher holds a post on temporary promotion, the substantive grade is changed to the grade of the promoted post. In some cases, such as when a teacher is on a temporary promoted post, a teacher may have multiple posts, each at a different grade.

Mode of working (full-time/ part-time)

The mode of working statistics in Table 3.4: Teacher Characteristics define working pattern on the cumulative FTE for an individual within a single school type (primary, secondary, special or centrally employed) and specific grade. Therefore, teachers working across multiple sectors or at multiple grades will be counted as part time for each sector and grade combination, even if their total FTE sums to one. In 2020, there were 700 FTE teachers working for a total of one FTE but across more than one grade or sector so have therefore been recorded as part time in Table 3.4.

Employment type

Employment type (permanent, temporary and Teacher Induction Scheme) relates to each post that a teacher holds, rather than their employment contract. This means that you could have permanent employment contract but be recorded with a temporary employment type for an individual post.

Where local authorities record posts under the SEEMiS categories ‘acting up’ or ‘seconded’ the employment type will be returned as permanent for the purposes of the school staff census. We are aware that local authorities are taking different approaches to recording temporary promotions.

For example, in the situation where a main-grade teacher is on temporary promotion to a principal teacher post they may be reported as having a temporary employment type and principal teacher grade.

Alternatively they may be recorded as ‘acting up’ in SEEMiS and so reported as permanent in the school staff census, at their substantive grade (main-grade teacher).

It is also possible that this situation reported as permanent principal teacher or a temporary main-grade teacher.

Ethnicity

The ethnicity groupings used in Table 3.4 contain the following categories:

• White – other British includes White – Other British and White – Irish
• White – other includes White – Other, White – Other and White – Polish
• Ethnic minority group includes African – African / Scottish / British, Caribbean or Black – Caribbean / British / Scottish, Asian – Indian/British/Scottish, Asian – Pakistani / British / Scottish, Asian – Pakistani / British / Scottish, Asian – Chinese / British / Scottish, Mixed or multiple ethnic groups, Asian – Other, African – Other and Other – Arab.

Prior to 2019, ‘not disclosed’ ethnic background presented in Table 3.4 included the categories ‘unknown’ and ‘not disclosed’. In 2019 these categories have been presented separately.

Pupil teacher ratio (PTR)

Any commentary on changes to PTR over time, such as the commentary for Table 3.3, is based on the difference after rounding the PTR to one decimal place.

Teachers funded through the Attainment Scotland Fund

The Attainment Scotland Fund (ASF) is a targeted initiative focused on closing the attainment gap between the most and least disadvantaged children. It is delivered through two primary routes: the Scottish Attainment Challenge and the Pupil Equity Fund (PEF). One way in which this funding may be used is to recruit additional teaching capacity.

Since 2016, the total FTE of ASF funded teachers across Scotland has been published as part of the reporting on the school staff census. This information helps with the monitoring and development of ASF policy.

In 2018, a new field was added to the local authority management information system (SEEMiS) with the aim of recording the ‘funding source’ for each teaching post. Analysis of 2018 and 2019 data has revealed that the way in which teaching posts are funded has become increasingly complex.

As such, it is not always possible, or meaningful, to assign a single source of funding to a teaching post or teacher.

For example:

• Some posts may be funded jointly through core local authority budgets and ASF budgets. Where it is not possible to account for posts with a single source of funding then the source which funds the majority of the post should be returned in the school staff census.
• A specific example of this joint funding are cases where PEF has been used to fund the difference between a teacher’s substantive post and their promoted post (e.g. where a teacher has taken on additional responsibility for ASF related work).
• ASF funding may also be being used indirectly. For example, PEF may be used to allow a school to recruit additional probationer teachers which, in turn, enables existing staff (who are core funded) to undertake PEF related work.
• The innovative nature of ASF work means that it is challenging the commonly held definition of what a teaching post entails; and this may vary between local authorities.

In addition, there are other factors that may affect the reliability of the data on the funding source for teaching posts collected through the school staff census:

• Unlike the majority of school staff data which is also used operationally by schools and local authorities, data on the funding source for teaching posts is generally only recorded on SEEMiS for the purpose of the school staff census. Therefore any anomalies with these figures would not necessarily be identified in the usual course of business, as would be the case for other aspects of the school staff census data.
• The increasingly diverse models of school education provision may also mean that schools and local authorities take different approaches to the recording of similar situations.

Therefore, all of these factors have implications for the interpretation and use of the information collected on the funding source of teaching posts. Even where it is appropriate to measure the teacher FTE funded through ASF, the factors described above may result in an over count in some circumstances and an undercount in others. Therefore, the number of FTE teachers funded through ASF is an estimate based on the data recorded and submitted by local authorities.

Taking all of this into account, using the information collected as part of the 2020 school staff census, it is estimated that 939 FTE teachers were funded through ASF, which is similar to the estimate of 975 FTE in 2019.

The Scottish Government will continue to work with local authorities through the school staff census framework to further understand the use of ASF funding in terms of teaching resource whilst seeking to minimise the reporting burden on local authorities and schools.

COVID-19 Education Recovery grant funded teachers

The Scottish Government has a programme to distribute grants totalling £80m to local authorities to employ staff to support recovery of education provision following the disruption caused by COVID-19. £75m of this funding was ring-fenced for teachers.

Teachers employed using this source of funding to perform a role that meets the definition of ‘on roll’ and in post at the time of the census have been included in the teacher statistics presented here. However, the data collected through the teacher census does not include any identifiers that allow these teachers to be analysed separately from teachers funded through core local authority budgets.

Management information on the number of teachers funded through COVID-19 Education Recovery grants was recently published by the Scottish Government. This data is not collected on the same basis as the statistics presented here and it is not possible to make direct comparisons between them.

Classes and Pupils

Scope and timing

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.

At September 2020 there was one grant-aided mainstream school, with primary and secondary departments, and seven grant-aided special schools. 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.

Pupils included in this census are those recorded by the school as being “on the roll of the school except those in full time education at another institution” (‘status 01’ in the pupil census data specification). Schools have only been included in school counts where they have at least one pupil on the school roll meeting this definition.

The data gathered in the pupil census is drawn from management information held by schools and local authorities for the purposes of administering education. The information published is therefore a reflection of the information provided by school staff and pupils’ parents/guardians.

Primary schools

Children in Scotland usually start school between 4½ and 5½ years old.

A class is a group of pupils normally supervised by one teacher. However, when a class is large and cannot be split, for instance an additional classroom is not available, team teaching may be used. Team teaching is when two (or more) teachers are present in the class at all times. When this occurs, the pupil teacher ratio will not exceed maximum class size regulations.

Maximum class sizes in primary schools are as follows:

• 25 for pupils in P1
• 30 for single stage class P2 or P3
• 33 for single stage class P4-P7
• 25 for composite stage class

A composite class is a class of pupils from two or more stages. Class sizes for P1, P2 and P3 are set out in the Education (Lower Primary Class Sizes) (Scotland) Regulations 1999 (as amended).

Classes may exceed these maximums due to the presence of one or more ‘excepted pupils’. In class size legislation these are defined as:

• Children whose record of additional support needs (ASN) specifies that they should be educated at the school concerned, and who are placed in the school outside a normal placing round.
• Children initially refused a place at a school, but subsequently on appeal offered a place outside a normal placing round or because the education authority recognise that an error was made in implementing their placing arrangements for the school.
• Children who cannot gain a place at any other suitable school within a reasonable distance of their home because they moved into the area outside a normal placing round.
• Children who are pupils at special schools, but who receive part of their education at a mainstream school.
• Children with ASN who are normally educated in a special unit in a mainstream school, but who receive part of their lessons in a non-special class.

Class size calculations

All class size calculations treat a two-teacher class as two classes with half the pupils in each. Total average class size is calculated by dividing the number of pupils by the number of classes. Average class size for pupils in a particular stage (or range of stages) uses the average class size experienced by pupils, which takes into account the number of pupils experiencing each class size.

Examples of how the class size figures in this bulletin were calculated are provided below:

P1-P3 average class sizes

The P1-P3 average class size statistics describe the size of classes that pupils experience. The methodology used is described below:

1. Effective class size - each class containing any P1, P2 or P3 pupils and two teachers present at all times is assigned an “effective class size” that is half the size of the actual class.

2. Weight each class by its size - for each class multiply the number of P1-P3 pupils in each class by the effective class size.

3. Total pupils and weighted classes - sum all P1, P2 and P3 pupils across all classes and sum weighted classes.

4. Average class size - divide the total weighted classes by total P1, P2 and P3 pupils.

Example:

				Step 1:	Step 2:
Class	Count of P1-P3 pupils	Total pupils	Count of teachers	Effective class size	Weighted class
P1a	25	25	1	25	625
P1b	15	15	1	15	225
P3	30	30	2	15	450
P3/4	5	25	1	25	125
Step 3:	75				1,425
Step 4:			Average class size		19

This method produces a different value to the simple average of pupils per class (i.e. dividing the number of pupils by the number of classes). In the example above, not weighting the classes would give an average class size of 75 pupils ÷ 5 classes = 15.

Weighting the classes gives a better representation of the class sizes experienced by pupils as it shows the average class size per pupil. The simple average method shows the average number of pupils per class.

Percentage of P1-P3 pupils in classes of 18 or fewer

P1-P3 pupils in classes of 18 or fewer includes two teacher classes with 36 or fewer pupils and composite classes.

The percentage of all P1-P3 pupils in such classes is calculated as described below:

1. Effective class size - each class containing any P1, P2 or P3 pupils and two teachers present at all times is assigned an “effective class size” that is half the size of the actual class. This is the same as step 1 above.

2. Sum the total number of P1, P2 and P3 pupils in classes with an effective size of 18 or fewer, then divide this by the total number of P1, P2 and P3 pupils, then multiply by 100.

Using data from the table above: (15+30)/(25+15+30+5)*100 = 60%.

Secondary schools

Pupils in Scotland usually begin attending secondary school between the ages of 11½ and 12½ years. These schools have six stages. However, pupils can leave school from the age of 16.

Class size data is not collected for secondary schools as class sizes vary widely across subjects.

Special schools

Most children with additional support needs are educated in mainstream schools but some with complex or specific needs are educated in special schools. These schools cover primary and secondary education. A few authorities do not have special schools and may fund places in neighbouring authorities for their pupils.

Statistics for the special school sector are compiled from schools formally designated as special schools in the Scottish Government’s School Establishment collection. There is not always a clear distinction between special schools and special units or classes within a mainstream school. This should be kept in mind when analysing the statistics.

Where pupils attend a ‘special unit’ attached to a mainstream school, they are usually included in the figures for the mainstream school. However, some schools and local authorities have reported pupils from ‘special units’ separately.

Prior to 2018, open special schools with no pupils or where no pupils were on roll but pupils from other schools attended were included in school counts in this publication. From 2018, they have been excluded. Figures for years prior to 2018 have not been revised to exclude these schools. This methodological change accounts for the large decrease in the number of special schools between 2017 and 2018.

Some special schools have pupils from a wide age range and this is reflected in the data collected from this sector. Some schools or local authorities may assign their special pupils stages but this information is not collected by the Scottish Government. Instead, all special school pupils are assigned the stage ‘SP’ (‘special’) at the time of the pupil census.

Pupils attending special schools are generally between the ages of two and 18 years old.

Pupils with additional support needs

The pupil census collects information on the number of pupils who require additional support to access education (and the reason they need this support), not the number of pupils who have been diagnosed with specific needs.

The Education (Additional Support for Learning) Scotland Act 2004 (as amended) states that a child or young person has an additional support need where they need additional support in order to overcome barriers and benefit from school education. The Act also states that education authorities must have arrangements in place to identify pupils with additional support needs (ASN) and from among them, those who may require a specific support plan. Education authorities must also be able to identify the reason(s) that additional support is needed.

In 2010, the way in which ASN information was collected changed and for the first time information on reasons for support and nature of support was collected separately for each type of additional support need (CSP, IEP, disability, other). In previous years, while information on reasons and nature of support was collected, it was not linked to specific need types. Since 2012, six extra categories of reasons for support (communication support needs, young carer, bereavement, substance misuse, family issues and risk of exclusion) have been introduced.

The number of pupils identified with ASN has increased markedly since 2010 and there continue to be year on year increases. These increases are likely due in part to continued improvements in recording and the introduction of the additional need types 'Child plans' and ‘Other’ in 2011.

The pupil census collects information on pupils who are assessed or declared disabled or have one of the following need types:

• Individualised Educational Programme (IEP) is a tailored, individualised plan or programme of support which is expected to last up to a year. Learning targets within the plan are usually of multiple months or termly duration and this plan is reviewed. This plan may also be known as an additional support plan, or other similar name. The statutory criteria and content for an IEP can be found in the Supporting Children's Learning Code of Practice at: https://www.gov.scot/publications/supporting-childrens-learning-code-practice-revised-edition/.
• Co-ordinated Support Plans (CSPs) are statutory education plans prepared by local authorities to identify, and ensure provision of, services for children and young people with complex or multiple additional support needs. Targets should be limited in number and focus on key priorities of learning. They should be simple, clearly expressed and measurable. The statutory criteria and content for a CSP can be found in the Supporting Children's Learning Code of Practice at: https://www.gov.scot/publications/supporting-childrens-learning-code-practice-revised-edition/.
• Child plans are single or multi agency plans based on an assessment guided by the Getting it Right for every Child National Practice Model.

This bulletin also includes information on ‘other’ types of support. ‘Other’ type refers to additional support needs which have been identified and are being supported but which do not fall within the subcategories of need collected in the pupil census. These may be needs which are of short-term duration, or which do not need significant differentiation of learning and teaching to overcome barriers to learning.

Pupil ethnicity and national identity

The categories used to collect ethnicity and national identity data changed in the 2011 pupil census to align with the categories used in the main population census. This should be kept in mind when making comparisons with information collected in previous years.

Pupils and parents/guardians are given the option of not disclosing a pupil’s ethnicity and in such cases pupils are recorded as ‘not disclosed’. Prior to 2019, figures in this bulletin combined the ‘not disclosed’ category with the ‘not known’ category. However, these were split out from 2019 onwards.

Information on country of birth and nationality are not collected.

English as an Additional Language

The pupil census collects information on a pupil’s level of English in addition to information on whether a pupil has ‘English as an Additional Language’ (EAL) as a reason for having an additional support need (ASN).

Reconciliation of these two sets of information has identified widespread discrepancies between them, including pupils reported with low levels of English yet also reported as not having EAL as a reason for ASN.

Looked after children

The definitive source for statistical information in relation to the number and characteristics of looked after children (LAC) is the Scottish Government 'Children Looked After Survey’ (CLAS). The information in the CLAS is provided by local authority social work services departments.

Up until 2016, figures on children looked after by the local authority as reported by schools were published in the pupil census Supplementary Tables. These figures are no longer published due to concerns about the data quality.

Scottish Index of Multiple Deprivation

Information on pupil deprivation status is obtained by linking the information gathered in the pupil census to the Scottish Index of Multiple Deprivation (SIMD). This is done using pupils’ postcodes.

No SIMD data is available for a small proportion of pupils recorded in the Census. This is usually because no postcode has been provided or the provided postcode is invalid. Some local authorities have also reported having no postcode available for children of Gypsy/Traveller families.

More information about SIMD can be found here: http://www.gov.scot/simd

These statistics use the most recent SIMD version available at the time of the pupil census. Therefore, statistics from the 2020 pupil census use SIMD 2020.

Urban/rural classifications

The urban/rural classifications in pupil census Supplementary Data are based on the 2016 urban rural classification, described here: https://www2.gov.scot/Topics/Statistics/About/Methodology/UrbanRuralClassification

Denominational schools

For the purposes of the information in the pupil census Supplementary Data denominational schools have been restricted to those schools where a specific denomination is named. Multi- and inter-denominational schools have therefore been grouped with non-denominational schools.

Early Learning and Childcare

The Early Learning and Childcare (ELC) census covers all centres providing funded ELC as defined in the Children and Young People (Scotland) Act 2014 (‘the 2014 Act’). This was previously referred to as pre-school. Three and four year olds and eligible two year olds are entitled to 600 hours of funded early learning and childcare (ELC).

Expansion of funded ELC to 1,140 hours was due to be fully implemented by August 2020. COVID-19 has had a significant impact on the registered childcare sector and on the progress of the expansion programme.

Centres

A centre is a local authority, private or voluntary setting providing funded ELC. Childminders are not currently included in the ELC census, although they also provide funded ELC for children. Approximately 2,600 centres that provide funded ELC in Scotland complete the census. Similar numbers of centres completed the census this year as in previous years.

Eligibility for funded ELC

Local authorities have a duty to provide funded ELC to all ‘eligible children’ in their area. They also have a power to provide (discretionary) funded ELC to any other child (before school starting age), as they see fit.

‘Eligible children’ are all three and four year olds from the relevant start date and the two year olds who meet statutory eligibility criteria. For three year olds, only around half of children are eligible at the time of the census. More information on this can be found on the Scottish Government website. The census counts children registered for funded ELC during the period 14-18 of September 2020.

The profile of eligible two year olds has changed since the 2014 Act first introduced a duty on local authorities to provide funded ELC for this age. Eligibility criteria were set out originally in 2014 and these have been subsequently amended in 2015,2017 and 2019. The changes from 2014 to 2015 expanded the eligibility criteria (to more closely match criteria for Free School Meals). The change in 2017 and 2019 made a technical change to account for the roll out of Universal Credit and changes to account for threshold freezes for Tax Credits.

Teacher access

Early learning and childcare centres were asked how many children had access to a General Teaching Council for Scotland (GTCS) registered teacher during census week. In the guidance notes, ‘access to a teacher’ was defined as ‘the teacher being present in an early learning and childcare setting when the child is in attendance’, and it was acknowledged that systems for providing access to teachers vary.

Centres under a ‘regular arrangement’ include those who employ a teacher themselves and/or receive regular scheduled access from a centrally employed teacher. Centres with non-regular access are those that receive support only from external teachers on an occasional or ad hoc basis.

Statistics on teacher access in funded early learning and childcare are published in the additional tables accompanying this publication.

Timing

In 2010 the date of the early learning and childcare census was moved from January to September. As a result of the timing, data collected prior to and after September 2010 are not directly comparable.

Teachers

In 2014, local authorities supplied information on centrally employed ELC teachers separate from the teachers recorded at centres for the first time.

ELC home visiting teachers reported by local authorities as part of the school teacher collection are included in Tables 2.1 and 5.2 in addition to the data collected through the ELC census.

Graduate staff

From 2017, data was collected on the number of graduates (other than teachers) working in ELC. Graduates include ELC staff that hold either: (1) a degree level benchmark qualification required by the SSSC for registration as a manager/lead practitioner (see list of qualifications below); (2) a degree level (SCQF level 9) qualification relevant to early years and are working towards a degree level benchmark qualification required by the SSSC for registration as a manager/lead practitioner; (3) or a degree level qualification sufficient to meet the registration standards of another regulatory body (e.g. Nursing and Midwifery Council, General Medical Council). Data was also collected on the number of ELC staff that don’t currently hold a degree level (SCQF level 9) qualification relevant to early years, but are working towards one of the SSSC benchmark qualifications required by the SSSC for registration as a manager/lead practitioner. Note that these staff may hold degrees in subjects unrelated to early years, such as physics or accountancy, or may hold early years qualifications below SCQF level 9.

SSSC Benchmark qualifications

• BA Childhood Practice
• BA (Honours) Childhood Practice (Strathclyde University)
• Graduate Diploma Childhood Practice (the University of the West of Scotland)
• SQA Professional Development Award Childhood Practice (360 credits at SCQF Level 9)
• Postgraduate Diploma in Childhood Practice
• Master of Education Childhood Practice, Glasgow University and Dundee University

Equity and Excellence Leads

From 2018, data has also been collected information on staff working in ELC funded through the commitment to fund additional graduate level posts in all local authorities. These staff are also known as Equity and Excellence leads. This is a Scottish Government commitment to fund additional posts in nurseries located in the most deprived areas of Scotland. These posts are for either teachers with early years expertise, or graduate practitioners with, or working towards, one of the benchmark qualifications required by the SSSC for registration as a manager/lead practitioner. These staff are also counted in the relevant teacher and graduate staff tables associated with this publication.

Improvements to the ELC census

The method for calculating the percentage uptake of ELC has been improved from 2018 to account for local authorities who use different eligibility criteria for three year olds to the statutory criteria that a child becomes eligible for funded ELC in the term after their 3^rd birthday. More information on this change is available in Table 4 of the additional ELC tables accompanying this publication.

Previously, if a centre that was providing funded ELC did not return any data then information from the previous census was imputed (i.e. rolled forward). From 2016 onwards, data is no longer imputed so the quality of data should be higher.

In 2015, for the first time, local authorities were able to check and amend data for settings within their local authority before submitting it to the Scottish Government. This additional validation process has continued, and resulted in higher data quality. Increased scrutiny of the funded ELC data by local authorities has affected all funded ELC data from 2015 onwards.

In particular, the recording of children aged under three has improved (as previously children who were not receiving funded ELC, but were attending centres had been wrongly included by centres), and of ELC teachers (as teachers had been double counted), leading to lower numbers in these categories than in previous years.

In 2014 an additional check was added to the quality assurance process which identified a small number of teachers (less than 0.5% of the total) that had been recorded across ELC and the school census with an FTE over one (i.e. recorded as working more than full time hours). We worked with local authorities to resolve this issue, leading to reductions in FTE in both sectors but the majority were removed from ELC. This check has continued from 2015 onwards, and working with local authorities cases where teachers are recorded with an FTE over one are resolved, often resulting in a decrease in teacher FTE within the ELC sector.

Quality assurance of the 2012 data identified the possibility that some teachers who worked in early learning and childcare and primary could be double counted. This was addressed in 2013 by giving local authorities the opportunity to re-submit their teacher numbers for 2010, 2011 and 2012 to remove this double counting. As a result of this, eight local authorities amended their early learning and childcare teacher numbers (Angus, East Dunbartonshire, Midlothian, North Lanarkshire, Perth and Kinross, Shetland Islands, South Ayrshire and South Lanarkshire), three local authorities amended both primary and early learning and childcare teacher numbers (Aberdeenshire, Highland, Orkney), and one local authority (West Lothian) amended their primary school teacher numbers only. This resulted in minor changes to the primary teacher numbers and substantial changes to the early learning and childcare teacher numbers in 2010, 2011 and 2012.

Corrections

There are no scheduled revisions to these statistics. The Scottish Government policy on revisions and corrections is available here:

https://www2.gov.scot/Topics/Statistics/About/CPSonRevisionsCorrections/Q/EditMode/on/ForceUpdate/on

It is not always feasible to correct all instances of incorrect statistics across all historical publications and releases. However, all statistics shown in new publication bulletins will be correct at the time of release, including statistics for previous years. The statistics in the latest published edition of the bulletin therefore supersede all previous statistics.

Costs

Pupil census and school staff census data: This information is collected from the management information systems of schools. The estimated cost to local authorities of extracting and validating this information is around £130,000 based on the 2015 collection.

Early Learning and Childcare census: This information is collected directly from ELC centres and we have no information on how much it costs them to complete this. However, local authorities have taken on a role in validating the ELC data (and in some local authorities completing the data on behalf of the centres), and it costs them an estimated £27,000 to do this.

Rounding and symbols

All full time equivalent (FTE) statistics in this publication have been rounded to the nearest whole number.

All percentages and FTEs are rounded separately so breakdowns may not sum to the total shown.

The following symbols are used:

: = not available

0 = nil or rounds to nil

# = not applicable

*= value suppressed to protect against the risk of disclosure of personal information