Summary Statistics for Schools in Scotland, No 5: 2014 Edition

This contains the results of the annual pupil census, annual teacher census, early learning and childcare data and school estates data.


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 early learning and childcare census, and the school estates core facts survey. The 2014 pupil and staff censuses were carried out on 23rd September 2014. The early learning and childcare census took place in the week commencing 22nd September 2014. The school estates core facts survey is based on all schools open on 1 April 2014 and schools rebuilt during the 2013-14 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 The early learning and childcare (ELC) census covers all centres providing ELC that is funded by local authorities. This was previously referred to as pre-school but was changed to reflect the provision under the new Children and Young People Act that came in to force on 1 August 2014. Only services that reported they provided local authority funded ELC and had a known provision type (local authority/partner provider) are included in this publication. Of the 2,513 centres that were invited to participate, 2,282 (91%) returned data for 2014. A further 167 centres had data imputed (i.e. rolled forward) using information from the September 2013 census giving a total of 2,449 centres for 2014 and an overall imputation rate of 7%. Where information was not returned for this year and no other data held from previous years, these centres were excluded. There were a very small number of centres (less than 5) which opened too late to be included in the Census this year. ELC home visiting teachers reported by local authorities are included in tables 1.1 and 1.2 in addition to the data collected in the ELC census.

2.3 The school estates core facts survey covers all publicly funded local authority schools. It does not cover grant aided schools, independent schools or early learning and childcare establishments.

2.4 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, and we have not collected for this academic year (2013/14). 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 early learning and childcare (ELC) centres is affected by non-response to the early learning and childcare census. Please see background note 2.2. In 2014, local authorities supplied information on centrally employed ELC teachers separate from the teachers recorded at centres for the first time.

3.4a In February 2015, the teacher numbers for 2014 were corrected as a result of minor amendments to Highland figures. There were slight changes to primary, secondary and special school teacher figures which totalled to less than ten FTE. These changes did not affect the main messages of these statistics.

3.4b In 2012, we identified the possibility that some teachers who worked in early learning and childcare 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 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. Therefore, any previously published figures that use these years of early learning and childcare or primary teacher numbers are now superseded and should not be used. In 2014 we added an additional check to our 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.

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

Early learning and childcare (Table 4.1 - 4.2)

3.12 As in previous years, 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.

3.13 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.

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 early learning and childcare 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 3 year old children (as the September census will not include children who become eligible and start to receive local authority funded ELC in January). The revision to teacher numbers summarised in background note 3.4 also means that ELC teacher data is not comparable prior to 2010. These revisions do not affect the percentage of eligible children receiving ELC, or the percentage of children who have 'access' to an ELC teacher.

School Estates (Table 5.1 - 5.3)

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 Figures published prior to 2013 on number of schools rebuilt should not be used as the data was revised following robust quality assurance processes in later years.

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 - 2014

10/12/2014

Table 1.2: Teacher numbers, 2009-2014

10/12/2014

Table 1.3: Number of teachers (headcount) by mode of working, all sectors, 2008-2014

10/12/2014

Table 1.4: Average age of teachers by sector, 2007-2014

10/12/2014

Table 1.5: Numbers of teachers in schools, 2014

10/12/2014

Table 2.1: Primary school teachers by gender, 2009-2014

10/12/2014

Table 2.2: Primary school teachers by age and gender, 2014

10/12/2014

Table 2.3: Primary school teachers by age and grade, 2008-2014

10/12/2014

Table 2.4: Primary school teachers by grade, mode of working and gender, 2014

10/12/2014

Table 2.5: Primary school teachers by status and gender, 2014

10/12/2014

Table 2.6: Primary school teachers by employment type and gender, 2014

10/12/2014

Table 2.7: Primary school teachers by ethnicity and grade, 2014

10/12/2014

Table 2.8: Primary school teachers by main subject taught, 2008-2014

10/12/2014

Table 2.9: Primary school teachers by ability to teach through Gaelic medium and age, 2014

10/12/2014

Table 2.10: Primary school teachers with Roman Catholic approval, by age, 2014

10/12/2014

Table 2.11: Continuing professional development, by grade and gender, primary schools 2014

25/02/2015

Table 2.12: Primary school supply teachers in school during census week, by age and gender, 2014

25/02/2015

Table 2.13: Primary school teachers by class contact time, grade and mode of working, 2014

25/02/2015

Table 2.14: Primary school teachers not currently in school, by gender, 2014

25/02/2015

Table 2.15: Support staff in primary schools, 2014

25/02/2015

Table 3.1: Secondary school teachers by gender, 2009-2014

10/12/2014

Table 3.2: Secondary school teachers by age and gender, 2014

10/12/2014

Table 3.3: Secondary school teachers by age and grade, 2008-2014

10/12/2014

Table 3.4: Secondary school teachers by grade, mode of working and gender, 2014

10/12/2014

Table 3.5: Secondary school teachers by status and gender, 2014

10/12/2014

Table 3.6: Secondary school teachers by employment type and gender, 2014

10/12/2014

Table 3.7: Secondary school teachers by ethnicity and grade, 2014

10/12/2014

Table 3.8: Continuing professional development, by grade and gender, secondary schools, 2014

25/02/2015

Table 3.9: Secondary school teachers by main subject taught and gender 2008-2014

10/12/2014

Table 3.10: Secondary school teachers by main subject taught and age, 2014

10/12/2014

Table 3.11: Secondary school teachers by main subject taught and Gaelic ability and use, 2014

10/12/2014

Table 3.12: Secondary school teachers of Gaelic medium and Gaelic language, by age, 2014

10/12/2014

Table 3.13: Secondary school teachers with Roman Catholic approval, by age, 2014

10/12/2014

Table 3.14: Secondary school teachers by age and subject taught, 2008-2014

10/12/2014

Table 3.15: Secondary school promoted teachers by class contact time, grade and mode of working, 2014

25/02/2015

Table 3.16: Secondary school teachers not currently in school, by gender, 2014

25/02/2015

Table 3.17: Support staff in secondary schools, 2014

25/02/2015

Table 4.1: Special school teachers by gender, 2008-2014

10/12/2014

Table 4.2: Special school teachers by age and gender, 2014

10/12/2014

Table 4.3: Special school teachers by age and grade, 2008-2014

10/12/2014

Table 4.4: Special school teachers by grade, mode of working and gender, 2014

10/12/2014

Table 4.5: Special school teachers by status and gender, 2014

10/12/2014

Table 4.6: Special school teachers by employment type and gender, 2014

10/12/2014

Table 4.7: Special school teachers by ethnicity and grade, 2014

10/12/2014

Table 4.8: Special school teachers by main subject taught, 2008-2014

10/12/2014

Table 4.9: Continuing professional development, by grade and gender, special schools 2014

25/02/2015

Table 4.10: Special school supply teachers in school during census week, by age and gender, 2014

25/02/2015

Table 4.11: Special school teachers by class contact time, grade and mode of working, 2014

25/02/2015

Table 4.12: Special school teachers not currently in school, by gender, 2014

25/02/2015

Table 4.13: Support staff in special schools, 2014

25/02/2015

Table 4.14: Special school teachers with Roman Catholic approval, by age, 2014

10/12/2014

Table 5.1: Centrally employed teachers by age and gender, 2014

10/12/2014

Table 5.2: Centrally employed teachers by main subject taught, 2014

10/12/2014

Table 5.3: Other centrally employed staff, 2007-2014

10/12/2014

Table 6.1: Teachers in publicly funded schools, 2006-2014

10/12/2014

Table 6.2: Pupil teacher ratios in publicly funded schools, 2004-2014

10/12/2014

Table 6.3: Teachers in all sectors by age, 2014

25/02/2015

Table 7.1: Teachers in publicly funded primary schools, 2004-2014

10/12/2014

Table 7.2: Pupil teacher ratios in publicly funded primary schools, 2004-2014

10/12/2014

Table 7.3: Primary school teachers by age, 2014

25/02/2015

Table 7.4: Average age of primary school teachers, 2009-2014

25/02/2015

Table 7.5: Primary school teachers by grade, 2014

25/02/2015

Table 7.6: Headcount of primary school teachers by gender and mode of working, 2014

25/02/2015

Table 7.7: Primary school teachers by employment type, 2014

10/12/2014

Table 7.8: Primary school teachers by ethnicity, 2014

25/02/2015

Table 7.9: Primary school teachers by main subject taught, 2014

10/12/2014

Table 7.10: Primary school teachers by ability to teach through Gaelic, 2014

10/12/2014

Table 7.11: Support staff in primary schools, 2014

25/02/2015

Table 7.11 Full: Support staff in primary schools, 2014 (detailed version of Table 7.11)

25/02/2015

Table 8.1: Teachers in publicly funded secondary schools, 2004-2014

10/12/2014

Table 8.2: Pupil teacher ratios in publicly funded secondary schools, 2004-2014

10/12/2014

Table 8.3: Secondary school teachers by age, 2014

25/02/2015

Table 8.4: Average age of secondary school teachers, 2009-2014

25/02/2015

Table 8.5: Secondary school teachers by grade, 2014

25/02/2015

Table 8.6: Headcount of secondary school teachers by gender and mode of working, 2014

25/02/2015

Table 8.7: Secondary school teachers by employment type, 2014

10/12/2014

Table 8.8: Secondary school teachers by ethnicity, 2014

25/02/2015

Table 8.9: Secondary school teachers by main subject taught, 2014

10/12/2014

Table 8.10: Secondary school teachers by ability to teach through Gaelic, 2014

10/12/2014

Table 8.11: Support staff in secondary schools, 2014

25/02/2015

Table 8.11 Full: Support staff in secondary schools, 2014 (detailed version of Table 8.11)

25/02/2015

Table 9.1: Teachers in publicly funded special schools, 2004-2014

10/12/2014

Table 9.2: Pupil teacher ratios in publicly funded special schools, 2004-2014

10/12/2014

Table 9.3: Average age of special school teachers, 2009-2014

25/02/2015

Table 9.4: Special school teachers by grade, 2014

25/02/2015

Table 9.5: Headcount of special school teachers by gender and mode of working, 2014

25/02/2015

Table 9.6: Special school teachers by employment type, 2014

10/12/2014

Table 9.7: Special school teachers by ethnicity, 2014

25/02/2015

Table 9.8: Special school teachers by main subject taught, 2014

25/02/2015

Table 9.9: Support staff in special schools, 2014

25/02/2015

Table 9.9 Full: Support staff in special schools, 2014 (detailed version of Table 9.9)

25/02/2015

Table 10.1: Centrally employed teachers and support staff, 2004-2014

10/12/2014

Table 10.2: Centrally employed teachers, by subject, 2014

25/02/2015

Table 10.3: Centrally employed support staff, 2014

10/12/2014

Table 11.1: Teachers employed or working peripatetically in local authority and partnership early learning and childcare education centres, 2008-2014

10/12/2014

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, 1998-2014

10/12/2014

1.2 Size of schools, 2014

10/12/2014

1.3 Pupils by urban/rural classification, 2014

25/02/2015

1.4 Pupils looked after by local authority, 2014

10/12/2014

1.5 Pupils with Additional Support Needs in mainstream schools, 2006-2014

10/12/2014

1.6 Integration of pupils with Additional Support Needs into mainstream classes, 2014

10/12/2014

1.7 Nature of support for pupils with Additional Support Needs, 2014

10/12/2014

1.8 Reasons for support for pupils with Additional Support Needs, by gender, 2014

10/12/2014

1.9 Pupils who are assessed or declared as having a disability, by gender, 2014

10/12/2014

1.10 Pupil ethnicity, 2014

10/12/2014

1.11 Pupil ethnicity by national identity, 2014

10/12/2014

1.12 Ethnicity of asylum seekers and refugees, 2014

10/12/2014

1.13 Pupils receiving Gaelic medium education, 2014

25/02/2015

1.14 Main home language, 2014

25/02/2015

1.15 Schools and pupils by school denomination, 1997-2014

10/12/2014

2.1 Schools and pupils in publicly funded primary schools, 1996-2014

10/12/2014

2.2 Primary schools and pupils by school denomination, 1996-2014

10/12/2014

2.3 Primary pupils by stage, 2001-2014

10/12/2014

2.4 Primary pupils by age at 28th February 2014 and stage and gender, as at September 2014

10/12/2014

2.5 Integration of primary pupils with Additional Support Needs, by gender, 2011-2014

10/12/2014

2.6 Nature of support for primary pupils with Additional Support Needs, 2014

10/12/2014

2.7 Reasons for support for primary pupils with Additional Support Needs, by gender, 2014

10/12/2014

2.8 Primary pupils who are assessed or declared as having a disability, by gender, 2014

10/12/2014

2.9 Primary pupils by ethnicity and stage, 2014

10/12/2014

2.10 Average primary class sizes by type of class and stage, 2002-2014

10/12/2014

2.11 Percentage of pupils in composite classes, by stage, 2002-2014

10/12/2014

2.12 Number of primary classes and pupils by size and type of class, 2014

10/12/2014

2.13 P1 single stage primary classes by size of class, 2011-2014

10/12/2014

2.14 P2 …………………………………………………………………...

10/12/2014

2.15 P3 …………………………………………………………………...

10/12/2014

2.16 Class size of pupil in P1-P3, 2011-2014

10/12/2014

2.17 P4 ……………………………………………………………………

10/12/2014

2.18 P5 ……………………………………………………………………

10/12/2014

2.19 P6 ……………………………………………………………………

10/12/2014

2.2 P7 ……………………………………………………………………

10/12/2014

2.21 Percentage of pupils by class size, 2006 to 2014…………….

10/12/2014

3.1 Schools and pupils in publicly funded secondary schools, 1997-2014

10/12/2014

3.2 Secondary schools and pupils by school denomination, 1997-2014

10/12/2014

3.3 Secondary pupils by stage, 2001-2014

10/12/2014

3.4 Secondary pupils by age at 28th February 2014 and stage and gender, as at September 2014

10/12/2014

3.5 Integration of secondary pupils with Additional Support Needs, by gender, 2011-2014

10/12/2014

3.6 Nature of support for secondary pupils with Additional Support Needs, 2014

10/12/2014

3.7 Reasons for support for secondary pupils with Additional Support Needs, by gender, 2014

10/12/2014

3.8 Secondary pupils who are assessed or declared as having a disability, by gender, 2014

10/12/2014

3.9 Secondary pupils by ethnicity and stage, 2014

10/12/2014

3.1 Staying on rates of secondary pupils, 1996-2014

10/12/2014

4.1 Schools and pupils in publicly funded special schools, 1996-2014

10/12/2014

4.2 Special schools and pupils by school denomination, 1996-2014

10/12/2014

4.3 Pupils based in special schools by age at 28th February 2014 and gender, 2014

10/12/2014

4.4 Integration of pupils based in special schools, by gender, 2011-2014

10/12/2014

4.5 Nature of support for pupils based in special schools with Additional Support Needs, 2014

10/12/2014

4.6 Reasons for support for pupils based in special schools with Additional Support Needs, by gender, 2014

10/12/2014

4.7 Pupils based in special schools who are assessed or declared as having a disability, by gender, 2014

10/12/2014

4.8 Pupils based in special schools by gender and mode of attendance, 2003-2014

10/12/2014

4.9 Pupils based in special schools ethnicity by national identity, 2014

10/12/2014

5.1 Publicly funded schools, 2001-2014

10/12/2014

5.2 Pupils in publicly funded schools, 2001-2014

10/12/2014

5.3 School and Pupil Numbers by Sector and Local Authority, 2014

10/12/2014

5.4 Pupils who are assessed or declared as having a disability in publicly funded schools, 2014

25/02/2015

5.5 Looked after children in publicly funded schools, by age and local authority of residence, 2014

25/02/2015

5.6 Asylum seekers and refugees in publicly funded schools, 2011-2014

25/02/2015

5.7 Pupils from minority ethnic groups, 2014

25/02/2015

5.8 Main home language of pupils in publicly funded schools, 2014

25/02/2015

5.9 Pupils with English as an additional language, 2014

25/02/2015

5.10 Pupils, by Scottish Index of Multiple Deprivation, 2014

25/02/2015

6.1 Publicly funded primary schools, 2001-2014

10/12/2014

6.2 Pupils in publicly funded primary schools, 2006-2014

10/12/2014

6.3 Primary schools and pupils by school denomination, 2014

10/12/2014

6.4 Primary pupils by stage, 2014

10/12/2014

6.5 Primary classes by type of class, 2014

10/12/2014

6.6 Average class size of primary pupils, 2014

10/12/2014

6.7 Number of pupils by stage and class size, 2014

10/12/2014

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, 2006-2014

10/12/2014

6.9 Looked after children in primary schools by local authority of school, 2014

25/02/2015

6.10 Primary pupils with Additional Support Needs, 2014

10/12/2014

6.11 Reasons for support for primary pupils with Additional Support Needs, 2014

10/12/2014

6.12 Nature of support of primary pupils with Additional Support Needs, 2014

10/12/2014

6.13 Primary pupils by ethnicity, 2014

25/02/2015

6.14 Primary pupils who attend schools outwith their local authority of residence, 2010-2014

25/02/2015

6.15 Primary pupils who attend schools but who live outwith the local authority, 2010-2014

25/02/2015

6.16 Primary pupils receiving Gaelic medium education, 2014

25/02/2015

7.1 Publicly funded secondary schools, 2001-2014

10/12/2014

7.2 Pupils in publicly funded secondary schools, 2005-2014

10/12/2014

7.3 Secondary schools and pupils by school denomination, 2014

10/12/2014

7.4 Secondary pupils by stage, 2014

10/12/2014

7.5 Secondary pupils with Additional Support Needs, 2014

10/12/2014

7.6 Reasons for support for secondary pupils with Additional Support Needs, 2014

10/12/2014

7.7 Nature of support for secondary pupils with Additional Support Needs, 2014

10/12/2014

7.8 Looked after children in secondary schools by local authority of school, 2014

25/02/2015

7.9 Secondary pupils by ethnicity, 2014

25/02/2015

7.10 Secondary pupils who attend schools outwith their local authority of residence, 2010-2014

25/02/2015

7.11 Secondary pupils who attend schools but who live outwith the local authority, 2010-2014

25/02/2015

7.12 Staying on rates of secondary pupils, 2014

10/12/2014

7.13 Secondary pupils receiving Gaelic medium education, 2014

25/02/2015

8.1 Publicly funded special schools, 2001-2014

10/12/2014

8.2 Pupils based in publicly funded special schools, 2005-2014

10/12/2014

8.3 Special schools and pupils by school denomination, 2014

10/12/2014

8.4 Pupils based in special schools by age at 28th February 2014 and gender, 2014

10/12/2014

8.5 Looked after children in special schools by local authority of school, 2014

25/02/2015

8.6 Pupils based in special schools with Additional Support Needs, 2014

10/12/2014

8.7 Reasons for support for pupils based in special schools with Additional Support Needs, 2014

10/12/2014

8.8 Nature of support for pupils based in special schools with Additional Support Needs, 2014

10/12/2014

8.9 Pupils who are assessed or declared as having a disability in special schools, 2014

25/02/2015

8.10 Pupils based in special schools by ethnicity, 2014

25/02/2015

8.11 Pupils based in special schools who attend schools outwith their local authority of residence, 2010-2014

25/02/2015

8.12 Pupils based in special schools who attend schools but live outwith the local authority, 2010-2014

25/02/2015

4.5 The following early learning and childcare 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: Number of early learning and childcare providers and number of Gaelic-medium local authority and partnership early learning and childcare providers, by type of provision and local authority, September 2014

10/12/2014

Table 2: Local authority and partnership early learning and childcare registrations by local authority, 2014

10/12/2014

Table 3: Number of children registered with local authority or partnership early learning and childcare providers whose home language is not English, with Additional Support Needs or with a Coordinated Support Plan, by local authority, 2014

10/12/2014

Table 4: Percentage of children with access to a GTCS registered teacher during census week, by local authority, 2014

10/12/2014

Table 5: Percentage of all children at early learning and childcare centres with access to a GTCS registered teacher, during census week 2008-2014

10/12/2014

Table 6: Percentage of early learning and childcare centres with access to a GTCS registered teacher during census week, by local authority, 2014

10/12/2014

Table 7: Percentage of early learning and childcare centres with access to a GTCS registered teacher during census week 2008-2014

10/12/2014

Table 8: Percentage of centres with access to GTCS registered teachers, where that teacher fulfilled certain functions, 2014

10/12/2014

Table 9: Number and Whole Time Equivalent (WTE) staff in local authority or partnership early learning and childcare centres, by type of provider and local authority, 2014

10/12/2014

Table 10: Number and Whole Time Equivalent (WTE) GTCS registered teachers employed or working peripatetically in local authority and partnership early learning and childcare centres, by type of provider and local authority, 2014

10/12/2014

Table 11: Number in posts, Headcount and Whole Time Equivalent (WTE) of GTCS registered teachers employed or working peripatetically in local authority and partnership early learning and childcare centres, 2010-2014

10/12/2014

Table 12: Characteristics of GTCS registeredearly learning and childcare teachers, 2010 to 2014

10/12/2014

Appendix 1: Imputation rates by local authority, 2014

10/12/2014

Appendix 2: Estimated population of children eligible for early learning and childcare by local authority, 2014

10/12/2014

Appendix 3: Three year old eligibility by local authority, 2014

10/12/2014

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 2014

10/12/2014

Table 2: Number of schools which have a shared campus or community services by local authority, April 2014

10/12/2014

Table 3.1: 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 2013-14

10/12/2014

Table 3.2: Number of schools which were built or refurbished under PFI/NPD or other funding, 2007-08 to 2013-14

10/12/2014

Table 4: Suitability of school accommodation, April 2014

10/12/2014

Table 5.1: Condition of all schools and the number of pupils on their school roll, April 2007 - April 2014

10/12/2014

Table 5.2: Primary school condition by local authority, April 2014

10/12/2014

Table 5.3: Secondary school condition by local authority, April 2014

10/12/2014

Table 5.4: Special school condition by local authority, April 2014

10/12/2014

Table 6.1: Primary school capacity by local authority, September 2012

10/12/2014

Table 6.2: Secondary school capacity by local authority, September 2012

10/12/2014

Table 7. School Estates 2014 - full school level dataset

10/12/2014

5. Costs

5.1 Pupil census and teacher census 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 £150,000.

5.2 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 it costs them an estimated £20,000 to do this.

5.3 School Estates The estimated cost to local authorities of extracting and validating this information is £7,000.

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: Adam Naylor, Sara White, 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:

Adam Naylor, 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:

Ross Clark tel: (0131) 244 2656

10th December, 2014

Contact

Email: Adam Naylor

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