Summary Statistics for Schools in Scotland No.4 : 2013 Edition

Background Notes

1. Sources

1.1 The information in this publication is derived from a number of sources: the pupil census, the staff census, the pre-school education census, the attendance and absence collection, and the school estates core facts survey. The 2013 pupil and staff censuses were carried out on 18^th September 2013. The pre-school education census took place in the week commencing 16^th September 2013. The attendance and absence data is based on school attendance levels recorded during the previous academic year, so the latest information available is for 2012/13. The school estates core facts survey is based on all schools open on 1 April 2013 and schools rebuilt during the 2012-13 financial year.

2. Coverage and Timing

2.1 The staff and pupil censuses cover 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.

2.2 Information on the attendance and absence of pupils is provided to the Scottish Government by the local authorities and managers of mainstream grant-aided schools. The information reported in this compendium does not cover attendance and absence in grant-aided special schools, independent schools or pre-school establishments.

2.3 The information shown for attendance and absence and exclusions is for the academic year 2012/13. Schools which closed during the academic session 2012/13, and for which data was available, were included.

2.4 The pre-school education census covers all centres providing pre-school education that is funded by local authorities. Services that reported to the census that they did not provide pre-school education are not included in this publication. Not all services providing pre-school education responded to the census. The response rate was 93 per cent, an increase from 81 per cent in 2012 and local authorities were involved in validating the pre-school returns. For the remaining 7 per cent of pre-school centres information has been imputed (i.e. rolled forward) using information from the September 2012 census. In September 2013, there were seven centres where this was not possible (e.g. because the centre has opened after September 2012). Pre-school home visiting teachers reported by local authorities are included in tables 1.1 and 1.2 in addition to the data collected in the pre-school census.

2.5 The school estates core facts survey covers all publicly funded local authority schools. It does not cover grant aided schools, independent schools or pre-school establishments.

2.6 As a result of 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 (once every two years) collection. As a result of this we collected data for the 2012/13 academic year but not the 2011/12 academic year. Local authorities still collect information on pupils attendance, absence and exclusions each year on their management information systems. So, if yearly information is required this can be requested direct from local authorities.

3. Definitions and Data Quality

For further information on our quality assurance process, see the School Education statistics Validation Process section on the Scottish Government website at: http://www.scotland.gov.uk/Topics/Statistics/Browse/School-Education/collectionprocess

Teachers and schools (Tables 2.1 - 2.5)

3.1 Figures for the special school sector are compiled from special schools only, and do not include teachers of special classes in mainstream schools. There may be inconsistency between schools and between local authorities in the reporting of special schools and special classes, as well as changes between 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 those where there were no pupils based, but which received pupils based in other schools.

3.2 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. Therefore it might be better to compare total FTE or divide any centrally employed teachers across the other sectors if you wish to compare figures between local authorities. Although centrally employed teachers are a small proportion of the total FTE, only around 2 per cent at Scotland level, so the effect of these different recording methods is small. We are also aware that local authorities have changed procedures for reporting centrally employed teachers during recent years, so figures are not necessarily comparable over time, unless you adjust as suggested above.

3.3 The accuracy of the reported number of teachers in pre-schools is affected by non-response to the pre-school survey. Please see background note 2.4.

3.4 In 2012, we identified the possibility that some teachers who worked in pre-school and primary were being double counted, but were unable to resolve this at that time. In 2013, we contacted all local authorities and gave them the opportunity to change their teacher numbers for 2010, 2011 and 2012 to remove this double counting. As a result of this, eight local authorities amended their pre-school 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 pre-school teacher numbers (Aberdeenshire, Highland, Orkney), and one local authority (West Lothian) amended their primary school teacher numbers only. This has resulted in minor changes to the primary teacher numbers and substantial changes to the pre-school teacher numbers in 2010, 2011 and 2012. Therefore, any previously published figures that use these years of pre-school or primary teacher numbers are now superseded and should not be used.

Pupil numbers (Tables 3.1 - 3.5)

3.5 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 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

Excepted pupils in class-size legislation are -

(a) children whose record of additional support needs specify that they should be educated at the school concerned, and who are placed in the school outside a normal placing round;

(b) 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;

(c) children who cannot gain a place at any other suitable school within a reasonable distance of their home because they move into the area outside a normal placing round;

(d) children who are pupils at special schools, but who receive part of their education at a mainstream school; and

(e) children with additional support needs who are normally educated in a special unit in a mainstream school, but who receive part of their lessons in a non-special class.

3.6 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 therefore takes into account the number of pupils experiencing each class size. For example, if three pupils are in a class of three and one pupil is in a class of one, the average of three, three, three and one is 2.5.

3.7 It is not possible to calculate pupil teacher ratios (PTRs) for P1-P3 pupils separately as we are unable to identify the proportion of time teachers work with P1-P3 pupils. Class size information for P1-P3 classes is available, however, this only includes the class teacher and does not include the input received from other teachers (i.e. head teachers, specialist teachers (music, PE, ASN)) as it is not possible to allocate their time to a specific group.

3.8 Education authorities must have arrangements in place to identify pupils with additional support needs and from among them those who may require a Co‑ordinated Support Plan (CSP) and the particular additional support needs of the pupils so identified. Individualised Educational Programmes (IEPs) are written plans setting targets that a child with additional support 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.

The statutory criteria and content for a CSP and IEP can be found in the supporting children's learning code of practice at: http://www.scotland.gov.uk7915469f-50f2-407e-bd05-55a66ff16027

Attendance and Absence (Tables 4.1 - 4.2)

3.9 Percentages for authorised and unauthorised absence relate to the total number of possible attendances. For many schools this is 380 half-day sessions during the school year. However, all but two schools in the Lothians and Edinburgh and three schools in Highland operate 342 (longer) half-day sessions in the school year.

3.10 The data for attendance and absence is partly affected by ongoing differences in recording procedures across local authorities and over time. Therefore caution should be taken when comparing local authorities and when considering year on year national level figures, particularly for sickness, other authorised absence and truancy.

3.11 Pupils arriving late are marked as such, with a distinction made for those arriving in the second half of a morning or the second half of the afternoon. Where summary data is necessary, if a pupil has attended most of an opening it is counted as attendance, but if they have been absent for most of a session it is included as authorised absence. They are of course still separately identified as being late but present for some of the time in the schools' systems for management purposes. Schools were also given the possibility of including all late marks on a pupil's record as attendance, if it is deemed beneficial for encouraging attendance. The distinction is also used in judging attendance records of those receiving bursaries and allowances.

Pre-schools (Table 6.1 - 6.3)

3.12 As in previous years, pre-school education 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 a pre-school education setting when the child is in attendance", and it was acknowledged that systems for providing access to teachers vary.

3.13 Pre-school education centres were also asked whether they received occasional or ad hoc support from any external GTCS registered teachers. This could be instead of, or in addition to, any teacher(s) providing pre-school education under a regular arrangement.

3.14 Full-time equivalent is defined as the total number of hours worked by all staff members divided by the number of hours in a standard full-time working week, which was specified as 35 hours.

3.15 In 2010 the date of the pre-school census was moved from January to September and, as a result, data collected prior to September 2010 are not directly comparable to figures collected from September 2010 onwards. This is particularly the case for the number of children receiving ante-pre-school education (as the September census will not include children who become eligible and start to receive local authority funded pre-school education in January). The revision to teacher numbers summarised in background note 3.4 also means that pre-school teacher data is not comparable prior to 2010. These revisions do not affect the percentage of eligible children receiving pre-school education, or the percentage of children who have 'access' to a pre-school teacher.

School Estates (Table 7.1 - 7.3)

3.16 Only rebuilds or refurbishments with a cost of £0.5 million or more for primary, and £1 million or more for secondary and special schools have been included. Where a school is being refurbished or rebuilt as part of a phased project, this is only included once a phase (or a couple of phases combined) is completed and has a value greater than or equal to the amounts stated above. In order to avoid recording a school once a year over several years, any subsequent phases will not be recorded.

3.17 In order to ensure consistency across local authorities - new guidance on assigning condition ratings to schools - The Condition Core Fact (available from www.scotland.gov.uk/schoolestate) - was published in March 2007. All local authorities are now following this guidance when assigning condition ratings to schools. Prior to 2009/10, some local authorities were not following this guidance, so some of the improvement in condition ratings over the years may reflect the adoption of this guidance.

3.18 The condition of a school is based on the following criteria, as assessed by local authorities:

Condition A: Good - Performing well and operating efficiently.

Condition B: Satisfactory - Performing adequately but showing minor deterioration.

Condition C: Poor - Showing major defects and/or not operating adequately.

Condition D: Bad - Economic life expired and/or risk of failure.

3.19 In order to ensure consistency across local authorities - guidance on assigning suitability ratings to schools - The Suitability Core Fact (available from http://www.scotland.gov.uk/Publications/2008/09/19123626/0 ) - was published in October 2008. The Suitability of a school is based on the following criteria, as assessed by local authorities:

Condition A: Good - Performing well and operating efficiently.

Condition B: Satisfactory - Performing adequately but with minor problems

Condition C: Poor - Showing major problems and/or not operating optimally

Condition D: Bad - Does not support the delivery of services to children and communities

3.20 Previously published figures on number of schools rebuilt should not be used as the 2007-08 and 2008-09 data was amended in 2009-10 following a robust quality assurance process and the 2009-10 was corrected in 2012 to reflect more accurate information received during the collection of the 2010-11 data. During the collection of the 2012 School estates data, it was discovered that one school had been incorrectly recorded as rebuilt or refurbished in 2010/11. It had in fact been rebuilt in the 2011/12 financial year. The information in this and the 2012 publication, and in the 2011 school estates data set has been changed to reflect this.

4. List of supplementary tables

A large number of additional tables are produced in Excel on or after the publication date and are published on the Scottish Government website. A list of all of these tables and details of when they will be available is supplied below for information.

4.1 The following teacher census supplementary tables will be available at http://www.scotland.gov.uk/Topics/Statistics/Browse/School-Education/teachcenssuppdata

Table name and details	Date available
Table 1.1: Schools, pupils and teachers by school sector, 2009 - 2013	11/12/2013
Table 1.2: Teacher numbers, 2009-2013	11/12/2013
Table 1.3: Number of teachers (headcount) by mode of working, all sectors, 2008-2013	11/12/2013
Table 1.4: Average age of teachers by sector, 2007-2013	11/12/2013
Table 1.5: Numbers of teachers in schools, 2013	11/12/2013
Table 2.1: Primary school teachers by gender, 2009-2013	11/12/2013
Table 2.2: Primary school teachers by age and gender, 2013	11/12/2013
Table 2.3: Primary school teachers by age and grade, 2008-2013	11/12/2013
Table 2.4: Primary school teachers by grade, mode of working and gender, 2013	11/12/2013
Table 2.5: Primary school teachers by status and gender, 2013	11/12/2013
Table 2.6: Primary school teachers by employment type and gender, 2013	11/12/2013
Table 2.7: Primary school teachers by ethnicity and grade, 2013	11/12/2013
Table 2.8: Primary school teachers by main subject taught, 2008-2013	11/12/2013
Table 2.9: Primary school teachers by ability to teach through Gaelic medium and age, 2013	11/12/2013
Table 2.10: Primary school teachers with Roman Catholic approval, by age, 2013	11/12/2013
Table 2.11: Continuing professional development, by grade and gender, primary schools 2013	11/02/2014
Table 2.12: Primary school supply teachers in school during census week, by age and gender, 2013	11/02/2014
Table 2.13: Primary school teachers by class contact time, grade and mode of working, 2013	11/02/2014
Table 2.14: Primary school teachers not currently in school, by gender, 2013	11/02/2014
Table 2.15: Support staff in primary schools, 2013	11/02/2014
Table 3.1: Secondary school teachers by gender, 2007-2013	11/12/2013
Table 3.2: Secondary school teachers by age and gender, 2013	11/12/2013
Table 3.3: Secondary school teachers by age and grade, 2008-2013	11/12/2013
Table 3.4: Secondary school teachers by grade, mode of working and gender, 2013	11/12/2013
Table 3.5: Secondary school teachers by status and gender, 2013	11/12/2013
Table 3.6: Secondary school teachers by employment type and gender, 2013	11/12/2013
Table 3.7: Secondary school teachers by ethnicity and grade, 2013	11/12/2013
Table 3.8: Continuing professional development, by grade and gender, secondary schools, 2013	11/02/2014
Table 3.9: Secondary school teachers by main subject taught and gender 2008-2013	11/12/2013
Table 3.10: Secondary school teachers by main subject taught and age, 2013	11/12/2013
Table 3.11: Secondary school teachers by main subject taught and Gaelic ability and use, 2013	11/12/2013
Table 3.12: Secondary school teachers of Gaelic medium and Gaelic language, by age, 2013	11/12/2013
Table 3.13: Secondary school teachers with Roman Catholic approval, by age, 2013	11/12/2013
Table 3.14: Secondary school teachers by age and subject taught, 2008-2013	11/12/2013
Table 3.15: Secondary school promoted teachers by class contact time, grade and mode of working, 2013	11/02/2014
Table 3.16: Secondary school teachers not currently in school, by gender, 2013	11/02/2014
Table 3.17: Support staff in secondary schools, 2013	11/02/2014
Table 4.1: Special school teachers by gender, 2008-2013	11/12/2013
Table 4.2: Special school teachers by age and gender, 2013	11/12/2013
Table 4.3: Special school teachers by age and grade, 2008-2013	11/12/2013
Table 4.4: Special school teachers by grade, mode of working and gender, 2013	11/12/2013
Table 4.5: Special school teachers by status and gender, 2013	11/12/2013
Table 4.6: Special school teachers by employment type and gender, 2013	11/12/2013
Table 4.7: Special school teachers by ethnicity and grade, 2013	11/12/2013
Table 4.8: Special school teachers by main subject taught, 2008-2013	11/12/2013
Table 4.9: Continuing professional development, by grade and gender, special schools 2013	11/02/2014
Table 4.10: Special school supply teachers in school during census week, by age and gender, 2013	11/02/2014
Table 4.11: Special school teachers by class contact time, grade and mode of working, 2013	11/02/2014
Table 4.12: Special school teachers not currently in school, by gender, 2013	11/02/2014
Table 4.13: Support staff in special schools, 2013	11/02/2014
Table 4.14: Special school teachers with Roman Catholic approval, by age, 2013	11/12/2013
Table 5.1: Centrally employed teachers by age and gender, 2013	11/12/2013
Table 5.2: Centrally employed teachers by main subject taught, 2013	11/12/2013
Table 5.3: Other centrally employed staff, 2007-2013	11/12/2013
Table 6.1: Teachers in publicly funded schools, 2006-2013	11/12/2013
Table 6.2: Pupil teacher ratios in publicly funded schools, 2004-2013	11/12/2013
Table 6.3: Teachers in all sectors by age, 2013	11/02/2014
Table 7.1: Teachers in publicly funded primary schools, 2004-2013	11/12/2013
Table 7.2: Pupil teacher ratios in publicly funded primary schools, 2004-2013	11/12/2013
Table 7.3: Primary school teachers by age, 2013	11/02/2014
Table 7.4: Average age of primary school teachers, 2009-2013	11/02/2014
Table 7.5: Primary school teachers by grade, 2013	11/02/2014
Table 7.6: Headcount of primary school teachers by gender and mode of working, 2013	11/02/2014
Table 7.7: Primary school teachers by employment type, 2013	11/12/2013
Table 7.8: Primary school teachers by ethnicity, 2013	11/02/2014
Table 7.9: Primary school teachers by main subject taught, 2013	11/12/2013
Table 7.10: Primary school teachers by ability to teach through Gaelic, 2013	11/12/2013
Table 7.11: Support staff in primary schools, 2013	11/02/2014
Table 7.11 Full: Support staff in primary schools, 2013 (detailed version of Table 7.11)	11/02/2014
Table 8.1: Teachers in publicly funded secondary schools, 2004-2013	11/12/2013
Table 8.2: Pupil teacher ratios in publicly funded secondary schools, 2004-2013	11/12/2013
Table 8.3: Secondary school teachers by age, 2013	11/02/2014
Table 8.4: Average age of secondary school teachers, 2009-2013	11/02/2014
Table 8.5: Secondary school teachers by grade, 2013	11/02/2014
Table 8.6: Headcount of secondary school teachers by gender and mode of working, 2013	11/02/2014
Table 8.7: Secondary school teachers by employment type, 2013	11/12/2013
Table 8.8: Secondary school teachers by ethnicity, 2013	11/02/2014
Table 8.9: Secondary school teachers by main subject taught, 2013	11/12/2013
Table 8.10: Secondary school teachers by ability to teach through Gaelic, 2013	11/12/2013
Table 8.11: Support staff in secondary schools, 2013	11/02/2014
Table 8.11 Full: Support staff in secondary schools, 2013 (detailed version of Table 8.11)	11/02/2014
Table 9.1: Teachers in publicly funded special schools, 2004-2013	11/12/2013
Table 9.2: Pupil teacher ratios in publicly funded special schools, 2004-2013	11/12/2013
Table 9.3: Average age of special school teachers, 2008-2013	11/02/2014
Table 9.4: Special school teachers by grade, 2013	11/02/2014
Table 9.5: Headcount of special school teachers by gender and mode of working, 2013	11/02/2014
Table 9.6: Special school teachers by employment type, 2013	11/12/2013
Table 9.7: Special school teachers by ethnicity, 2013	11/02/2014
Table 9.8: Special school teachers by main subject taught, 2013	11/02/2014
Table 9.9: Support staff in special schools, 2013	11/02/2014
Table 9.9 Full: Support staff in special schools, 2013 (detailed version of Table 9.9)	11/02/2014
Table 10.1: Centrally employed teachers and support staff, 2004-2013	11/12/2013
Table 10.2: Centrally employed teachers, by subject, 2013	11/02/2014
Table 10.3: Centrally employed support staff, 2013	11/12/2013
Table 11.1: Teachers employed or working peripatetically in local authority and partnership pre-school education centres, 2008-2013	11/12/2013

4.2 The following pupil census supplementary tables will be available at http://www.scotland.gov.uk/Topics/Statistics/Browse/School-Education/dspupcensus

Table name and details	Date available
1.1 Schools and pupils, by school sector, 1998-2013	11/12/2013
1.2 Size of schools, 2013	11/12/2013
1.3 Pupils by urban/rural classification, 2013	11/12/2013
1.4 Pupils looked after by local authority, 2013	11/12/2013
1.5 Pupils with Additional Support Needs in mainstream schools, 2006-2013	11/12/2013
1.6 Integration of pupils with Additional Support Needs into mainstream classes, 2013	11/12/2013
1.7 Nature of support for pupils with Additional Support Needs, 2013	11/12/2013
1.8 Reasons for support for pupils with Additional Support Needs, by gender, 2013	11/12/2013
1.9 Pupils who are assessed or declared as having a disability, by gender, 2013	11/12/2013
1.1 Pupil ethnicity, 2013	11/12/2013
1.11 Pupil ethnicity by national identity, 2013	11/12/2013
1.12 Ethnicity of asylum seekers and refugees, 2013	11/12/2013
1.13 Pupils receiving Gaelic medium education, 2013	11/02/2014
1.14 Main home language, 2013	11/02/2014
1.15 Schools and pupils by school denomination, 1997-2013	11/12/2013
2.1 Schools and pupils in publicly funded primary schools, 1996-2013	11/12/2013
2.2 Primary schools and pupils by school denomination, 1996-2013	11/12/2013
2.3 Primary pupils by stage, 2001-2013	11/12/2013
2.4 Primary pupils by age at 28th February 2013 and stage and gender, as at September 2013	11/12/2013
2.5 Integration of primary pupils with Additional Support Needs, by gender, 2011-2013	11/12/2013
2.6 Nature of support for primary pupils with Additional Support Needs, 2013	11/12/2013
2.7 Reasons for support for primary pupils with Additional Support Needs, by gender, 2013	11/12/2013
2.8 Primary pupils who are assessed or declared as having a disability, by gender, 2013	11/12/2013
2.9 Primary pupils by ethnicity and stage, 2013	11/12/2013
2.1 Average primary class sizes by type of class and stage, 2002-2013	11/12/2013
2.11 Percentage of pupils in composite classes, by stage, 2002-2013	11/12/2013
2.12 Number of primary classes and pupils by size and type of class, 2013	11/12/2013
2.13 P1 single stage primary classes by size of class, 2011-2013	11/12/2013
2.14 P2 …………………………………………………………………...	11/12/2013
2.15 P3 …………………………………………………………………...	11/12/2013
2.16 Class size of pupil in P1-P3, 2011-2013	11/12/2013
2.17 P4 ……………………………………………………………………	11/12/2013
2.18 P5 ……………………………………………………………………	11/12/2013
2.19 P6 ……………………………………………………………………	11/12/2013
2.2 P7 ……………………………………………………………………	11/12/2013
2.21 Percentage of pupils by class size, 2006 to 2013…………….	11/12/2013
3.1 Schools and pupils in publicly funded secondary schools, 1997-2013	11/12/2013
3.2 Secondary schools and pupils by school denomination, 1997-2013	11/12/2013
3.3 Secondary pupils by stage, 2001-2013	11/12/2013
3.4 Secondary pupils by age at 28th February 2013 and stage and gender, as at September 2013	11/12/2013
3.5 Integration of secondary pupils with Additional Support Needs, by gender, 2011-2013	11/12/2013
3.6 Nature of support for secondary pupils with Additional Support Needs, 2013	11/12/2013
3.7 Reasons for support for secondary pupils with Additional Support Needs, by gender, 2013	11/12/2013
3.8 Secondary pupils who are assessed or declared as having a disability, by gender, 2013	11/12/2013
3.9 Secondary pupils by ethnicity and stage, 2013	11/12/2013
3.1 Staying on rates of secondary pupils, 1996-2013	11/12/2013
4.1 Schools and pupils in publicly funded special schools, 1996-2013	11/12/2013
4.2 Special schools and pupils by school denomination, 1996-2013	11/12/2013
4.3 Pupils based in special schools by age at 28th February 2013 and gender, 2013	11/12/2013
4.4 Integration of pupils based in special schools, by gender, 2011-2013	11/12/2013
4.5 Nature of support for pupils based in special schools with Additional Support Needs, 2013	11/12/2013
4.6 Reasons for support for pupils based in special schools with Additional Support Needs, by gender, 2013	11/12/2013
4.7 Pupils based in special schools who are assessed or declared as having a disability, by gender, 2013	11/12/2013
4.8 Pupils based in special schools by gender and mode of attendance, 2003-2013	11/12/2013
4.9 Pupils based in special schools ethnicity by national identity, 2013	11/12/2013
5.1 Publicly funded schools, 2001-2013	11/12/2013
5.2 Pupils in publicly funded schools, 2001-2013	11/12/2013
5.3 School and Pupil Numbers by Sector and Local Authority, 2013	11/12/2013
5.4 Pupils who are assessed or declared as having a disability in publicly funded schools, 2013	11/02/2014
5.5 Looked after children in publicly funded schools, by age and local authority of residence, 2013	11/02/2014
5.6 Asylum seekers and refugees in publicly funded schools, 2011-2013	11/02/2014
5.7 Pupils from minority ethnic groups, 2013	11/02/2014
5.8 Main home language of pupils in publicly funded schools, 2013	11/02/2014
5.9 Pupils with English as an additional language, 2013	11/02/2014
5.1 Pupils, by Scottish Index of Multiple Deprivation, 2013	11/02/2014
6.1 Publicly funded primary schools, 2001-2013	11/12/2013
6.2 Pupils in publicly funded primary schools, 2006-2013	11/12/2013
6.3 Primary schools and pupils by school denomination, 2013	11/02/2014
6.4 Primary pupils by stage, 2013	11/12/2013
6.5 Primary classes by type of class, 2013	11/02/2014
6.6 Average class size of primary pupils, 2013	11/12/2013
6.7 Number of pupils by stage and class size, 2013	11/12/2013
6.8 Percentage of P1-P3 pupils in classes of size 18 or less or in two teacher classes with a pupil teacher ratio of 18 or less, 2006-2013	11/12/2013
6.9 Looked after children in primary schools by local authority of school, 2013	11/02/2014
6.1 Primary pupils with Additional Support Needs, 2013	11/12/2013
6.11 Reasons for support for primary pupils with Additional Support Needs, 2013	11/12/2013
6.12 Nature of support of primary pupils with Additional Support Needs, 2013	11/12/2013
6.13 Primary pupils by ethnicity, 2013	11/12/2013
6.14 Primary pupils who attend schools outwith their local authority of residence, 2010-2013	11/02/2014
6.15 Primary pupils who attend schools but who live outwith the local authority, 2010-2013	11/02/2014
6.16 Primary pupils receiving Gaelic medium education, 2013	11/02/2014
7.1 Publicly funded secondary schools, 2001-2013	11/12/2013
7.2 Pupils in publicly funded secondary schools, 2005-2013	11/12/2013
7.3 Secondary schools and pupils by school denomination, 2013	11/02/2014
7.4 Secondary pupils by stage, 2013	11/12/2013
7.5 Secondary pupils with Additional Support Needs, 2013	11/12/2013
7.6 Reasons for support for secondary pupils with Additional Support Needs, 2013	11/12/2013
7.7 Nature of support for secondary pupils with Additional Support Needs, 2013	11/12/2013
7.8 Looked after children in secondary schools by local authority of school, 2013	11/02/2014
7.9 Secondary pupils by ethnicity, 2013	11/02/2014
7.10 Secondary pupils who attend schools outwith their local authority of residence, 2010-2013	11/02/2014
7.11 Secondary pupils who attend schools but who live outwith the local authority, 2010-2013	11/02/2014
7.12 Staying on rates of secondary pupils, 2013	11/02/2014
7.13 Secondary pupils receiving Gaelic medium education, 2013	11/02/2014
8.1 Publicly funded special schools, 2001-2013	11/12/2013
8.2 Pupils based in publicly funded special schools, 2005-2013	11/12/2013
8.3 Special schools and pupils by school denomination, 2013	11/02/2014
8.4 Pupils based in special schools by age at 28th February 2013 and gender, 2013	11/12/2013
8.5 Looked after children in special schools by local authority of school, 2013	11/02/2014
8.6 Pupils based in special schools with Additional Support Needs, 2013	11/12/2013
8.7 Reasons for support for pupils based in special schools with Additional Support Needs, 2013	11/12/2013
8.8 Nature of support for pupils based in special schools with Additional Support Needs, 2013	11/12/2013
8.9 Pupils who are assessed or declared as having a disability in special schools, 2013	11/02/2014
8.1 Pupils based in special schools by ethnicity, 2013	11/02/2014
8.11 Pupils based in special schools who attend schools outwith their local authority of residence, 2010-2013	11/02/2014
8.12 Pupils based in special schools who attend schools but live outwith the local authority, 2010-2013	11/02/2014

4.3 The following attendance and absence supplementary tables will be available at http://www.scotland.gov.uk/Topics/Statistics/Browse/School-Education/AttendanceAbsenceDatasets

Table name and details	Date available
Table 1.1 Percentage attendance and absence by reason and sector 2008/09 - 2012/13	11/12/2013
Table 1.2 Percentage attendance and absence by detailed reason and sector, 2012/13	11/12/2013
Table 1.3 Percentage attendance by stage and gender, 2012/13	11/12/2013
Table 1.4 Number of half days attendance and absence, by sector, 2012/13	11/12/2013
Table 1.5 Percentage of days attendance and absence, by sector, 2012/13	11/12/2013
Table 1.6 Percentage of days attendance and absence by urban/rural classification, 2012/13	11/12/2013
Table 1.7 Percentage attendance and absence of pupils looked after by local authorities, 2012/13	11/12/2013
Table 1.8 Percentage attendance and absence of pupils in mainstream schools with additional support needs (ASN), 2012/13	11/12/2013
Table 1.9a Attendance and absence of pupils with additional support needs, primary and secondary, 2012/13	11/12/2013
Table 1.9b Attendance and absence of pupils with additional support needs, primary and secondary schools, 2012/13	11/12/2013
Table 1.10 Percentage attendance and absence of pupils assessed or declared as having a disability, 2012/13	11/12/2013
Table 1.11 Percentage attendance and absence by ethnic background, 2012/13	11/12/2013
Table 1.12 Percentage attendance and absence of pupils by level of English, 2012/13	11/12/2013
Table 2.1 Average number of half days and percentage attendance and absence by local authority, primary, 2012/13	11/12/2013
Table 2.2 Average number of half days and percentage attendance and absence by local authority, secondary, 2012/13	11/12/2013
Table 2.3 Average number of half days and percentage attendance and absence by local authority, special, 2012/13	11/12/2013
Table 2.4 Percentage attendance and absence by local authority, 2008/09 to 2012/13	11/12/2013
Table 2.5 Percentage attendance and absence by reason for primary, secondary and special in total, 2012/13	11/12/2013
Table 2.6 Percentage attendance and absence, by reason, primary, 2012/13	11/12/2013
Table 2.7 Percentage attendance and absence, by reason, secondary, 2012/13	11/12/2013
Table 2.8 Percentage attendance and absence, by reason, special, 2012/13	11/12/2013
Table 3.1 School Level Pupil Attendance and Absence, Primary Schools, 2012/13 (by numbers of half-days, covering P1-P7)	11/12/2013
Table 3.2 School Level Pupil Attendance and Absence, Secondary Schools, 2012/13 (by numbers of half-days, covering S1-S6)	11/12/2013
Table 3.3 School Level Pupil Attendance and Absence, Special Schools, 2012/13 (by numbers of half-days)	11/12/2013

4.4 The following exclusion supplementary tables will be available at http://www.scotland.gov.uk/Topics/Statistics/Browse/School-Education/exclusiondatasets

Table name and details	Date available
Table 1 Cases of exclusion by type of exclusion, 2002/03 to 2012/13	11/12/2013
Table 2 Number of cases of exclusion per 1,000 pupils, 2002/03 to 2012/13	11/12/2013
Table 3 Cases of exclusion by stage and gender	11/12/2013
Table 4 Cases of exclusion rate per 1,000 pupils by stage and gender	11/12/2013
Table 5 Cases of exclusion by stage, 2002/03 to 2012/13	11/12/2013
Table 6 Duration of temporary exclusions	11/12/2013
Table 7 Number of times pupils were temporarily excluded	11/12/2013
Table 8 Number of days lost due to exclusions, without education provision	11/12/2013
Table 9 Education provision during exclusions	11/12/2013
Table 10 Cases of exclusion by ethnic background of pupils	11/12/2013
Table 11 Cases of exclusion amongst pupils living in areas associated with the top and bottom 20% of the Scottish Index of Multiple Deprivation	11/12/2013
Table 12 Cases of exclusion amongst pupils looked after by local authorities	11/12/2013
Table 13 Cases of exclusion amongst pupils with additional support needs by provision type	11/12/2013
Table 14 Cases of exclusion amongst pupils with additional support needs by type of need	11/12/2013
Table 15 Cases of exclusion amongst pupils assessed or declared as having a disability	11/12/2013
Table 16 Cases of exclusion amongst pupils with English as an additional language	11/12/2013
Table 17 Reasons for exclusion (pupil and staff categories combined)	11/12/2013
Table 18 Reasons for exclusion (pupil and staff categories split)	11/12/2013
Table 19 Cases of exclusion by type of exclusion and local authority	11/12/2013
Table 20 Cases of exclusion by school sector and local authority	11/12/2013
Table 21 Number of pupils excluded by school sector and local authority	11/12/2013
Table 22 Cases of temporary exclusion by local authority, 2002/03 to 2012/13	11/12/2013
Table 23 Cases of removal from register by local authority, 2002/03 to 2012/13	11/12/2013
Table 24 All cases of exclusion by local authority 2002/03 to 2012/13	11/12/2013
Table 25 Absence due to temporary exclusion	11/12/2013

4.5 The following pre-school supplementary tables will be available at http://www.scotland.gov.uk/Topics/Statistics/Browse/Children/Pubs-Pre-SchoolEducation

Table name and details	Date available
Table 1: Total number of pre-school education providers and number of Gaelic-medium providers, by type of provision and local authority, September 2013	11/12/2013
Table 2: Local authority and partnership pre-school education registrations by local authority, 2013	11/12/2013
Table 3: Percentage of children with access to a GTCS registered teacher during census week, by local authority, 2013	11/12/2013
Table 4: Number of children registered with local authority or partnership pre-school providers whose home language is not English, with Additional Support Needs or with a Coordinated Support Plan, by local authority, 2013	11/12/2013
Table 5: Number and Whole Time Equivalent (WTE) staff in local authority or partnership pre-school education centres, by type of provider and local authority, 2013	11/12/2013
Table 6: Number and Whole Time Equivalent (WTE) GTCS registered teachers employed or working peripatetically in local authority and partnership pre-school education centres, by type of provider and local authority, 2013	11/12/2013
Table 7: Teacher numbers - posts, headcount and Whole Time Equivalent (WTE) of GTCS registered teachers employed or working peripatetically in local authority and partnership pre-school education centres, 2010-2013	11/12/2013
Table 8: Characteristics of GTCS registered pre-school teachers, 2010 to 2013	11/12/2013
Table 9: Percentage of pre-school centres with access to a GTCS registered teacher during census week, by local authority, 2013	11/12/2013
Table 10: Percentage of centres with access to GTCS registered teachers, where that teacher fulfilled certain functions, 2013	11/12/2013
Table 11: Percentage of pre-school centres with access to a GTCS registered teacher during census week 2008-2013	11/12/2013
Table 12: Percentage of all children at pre-school centres with access to a GTCS registered teacher, during census week 2008-2013	11/12/2013
Appendix 1: Estimated population of children eligible for pre-school education by local authority, 31 August 2012	11/12/2013

4.6 The following school estate supplementary tables will be available at http://www.scotland.gov.uk/Topics/Statistics/Browse/School-Education/schoolestatestats

Table name and details	Date available
Table 1: Number of Local Authority Schools as at 1 April 2013	11/12/2013
Table 2: Total gross internal floor area and area within perimeter of schools (m2) by local authority, April 2013	11/12/2013
Table 3: Number of schools which have a shared campus or community services by local authority, April 2013	11/12/2013
Table 4.1: Number of schools which were built or refurbished under PFI, NPD, direct funding, Scotland Schools for the Future and other funding types in the financial year 2012-13	11/12/2013
Table 4.2: Number of schools which were built or refurbished under PFI/NPD or other funding, 2007-08 to 2012-13	11/12/2013
Table 5: Suitability of school accommodation, April 2013	11/12/2013
Table 6.1: Condition of all schools and the number of pupils on their school roll, April 2007 - April 2013	11/12/2013
Table 6.2: Primary school condition by local authority, April 2013	11/12/2013
Table 6.3: Secondary school condition by local authority, April 2013	11/12/2013
Table 6.4: Special school condition by local authority, April 2013	11/12/2013
Table 7.1: Primary school capacity by local authority, September 2012	11/12/2013
Table 7.2: Secondary school capacity by local authority, September 2012	11/12/2013
Table 9. School Estates 2013 - full school level dataset	11/12/2013

5. Costs

5.1 Pupil census, teacher census and attendance and absence and exclusion data. This information is collected from the management information systems of schools. However, the estimated cost to local authorities of extracting and validating this information is around £170,000.

5.2 Pre-school census This information is collected directly from pre-school centres and we how no information on how much it costs them to complete this. However, local authorities have taken on a role in validating the pre-school data and it costs them an estimated £2,500 to do this.

5.3 School Estates We currently do not have estimates of the cost of this surveys but are planning to collect this information in 2014.

6. Rounding and symbols

6.1 All percentages and FTEs are rounded separately and breakdowns may consequently not sum to Scotland figures.

6.2 The following symbols are used:

.. = not available

- = nil or rounds to nil

# = not applicable

7. General

7.1 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.

7.2 The report was edited by: Kieran Furness, Carrie Graham, Venetia Haynes and Keira Murray.

7.3 All tables are available on the Scottish Government website at

http://www.scotland.gov.uk/stats/bulletins/01078

8. Enquiries

8.1 Public enquiries (non-media) about the information contained in this bulletin should be addressed to:

Kieran Furness, Pupil and School Statistics, Scottish Government, Area 2-D South, Victoria Quay, Edinburgh, EH6 6QQ, Tel: (0131) 244 7976

E-mail: school.stats@scotland.gsi.gov.uk

8.2 Media enquiries about the information contained in this notice should be addressed to:

Stuart Lewis tel: (0131) 244 2530

11^th December, 2013