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There are now more teachers in schools than at any time since 1981 ...
There are now more teachers in schools than at any time since 1981

according to new official figures published today by secretary of

state for education and skills Charles Clarke.

The Statistical First Release: School Workforce in England 2004 which

details the numbers of teachers and support staff in schools in 2004


* teacher numbers have increased by 4,200 since 2003, bringing the

total number of full-time equivalent teachers to 427,800 - 28,600

more since 1997 and the highest number since 1981;

* teacher vacancies have fallen by 740 with the largest falls in

secondary schools vacancies this year occurring in English,

Mathematics, Science and Modern Languages;

* the growth in teacher numbers includes 1,800 more teachers with

qualified teacher status, 1,800 more people currently on employment

based routes to qualified teacher status, the large majority of whom

are graduates, and a slow down in the growth of Overseas Trained

Teachers and Instructors;

* an increase of 4,300 teachers in secondary schools; and a small

decrease in the number of primary school teachers attributed to a

continuing fall in the number of primary school pupils - 53,100 fewer

pupils in the last year;

* the number of support staff such as teaching assistants,

administrative staff and technicians has increased by 16,300 to reach

241,700. The number of teaching assistants has more than doubled

since 1997.

The Statistical First Release: Pupil Characteristics and Class Sizes

in Maintained Schools in England 2004 shows:

* a slight increase in the number of pupils in nursery and primary

schools who are eligible for free school meals;

* an overall decrease in average class sizes from 26.3 to 26.2 pupils

per class in primary schools and from 21.9 to 21.8 pupils per class

in secondary schools;

* 1.2% of Key Stage 1 classes (459 out of a total of 38,879 classes)

are exceeding class size regulations, of which 0.1% did not comply

with class size regulations.

* the proportion of pupils with statements of special educational

need has remained the same.

Mr Clarke welcomed the figures:

'We have more teachers and more support staff in schools than at any

time since 1981. Today's figures continue the trend of significant

increases in teacher and support staff numbers since 1997.

'I of course accept that a number of schools in certain areas of the

country faced difficulties last year, but today's figures confirm

that the measures we have introduced to restore stability and

certainty to school budgets are addressing this. They also

categorically prove that last summer's partial surveys predicting

mass teacher and support staff redundancies were wrong.

'Ofsted told us last year that we had the best generation of trainee

teachers ever, and so I am particularly pleased that we have more

qualified teachers entering the profession this year. I am also

encouraged by the number of graduates currently on training schemes

who are set to follow their colleagues into the profession in the

near future. Teaching remains a popular and rewarding career choice

attracting people of the highest calibre.

'The continuing increase in teacher numbers alongside the increase in

support staff nails the lie that workforce reform is replacing

teachers. 427,800 teachers, fully supported in the classroom by

241,700 support staff, are delivering rising standards and meeting

the individual learning needs of young people. The whole of the

school workforce deserves full credit for their achievements.'


This Press Notice applies to England.

1. This Press Notice refers to Statistical First Release 09/2004

School Workforce in England (including pupil: teacher ratios and

pupil : adult ratios) January 2004 (Provisional) and Statistical

First Release 08/2004 Pupil Characteristics and Class Sizes in

maintained Schools in England, January 2004 (P rovisional).

2. The SFR School Workforce in England is based on statistics from

the Annual Survey of Teachers in Service and Teacher Vacancies (618G)

and the Annual Schools' Census (ASC). Both surveys take place on the

third Thursday of January each year.

3. The SFR Pupil Characteristics and Class Sizes is based upon

information collected in the Annual Schools' Census.

4. Qualified Teachers are those who have been awarded Qualified

Teacher Status (QTS) either by successfully completing a course of

Initial Teacher Training (ITT) or through other approved routes.

5. Teachers are comprised of the following:

* teachers with QTS or with the equivalent gained elsewhere in the


* teachers without QTS, but with a professional qualification gained

outside the EEA;

* instructors without QTS, but with special qualifications in or

experience of a particular subject;

* teachers on employment based routes to QTS (ie. those on Graduate

Teaching Programme, the Registered Teachers Programme, the Overseas

Trained Teachers Programme or the Teach First Scheme). The vast

majority of those teachers without qualified teacher status

represented in this year's figures are those of the employment based

routes programme and the majority of these are graduates. Since the

survey was conducted, almost 570 participants in these programmes

have actually been awarded QTS.

6. Table 2 of the SFR provides regional teacher numbers on a

different basis to previous SFRs (now regular teachers only).

Comparable FTEs by region can be found in Table A2 in 'Statistics of

Education: School Workforce in England' 2003 edition.

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