29 June ( 1), 2004
Pupils in Scotland, 2003
We have been informed that the ethnicity data used in this publication was incorrect. It will be revised shortly.
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1.1 This document contains information on pupils in publicly funded schools in Scotland, mainly derived from the latest annual pupil census which took place in September 2003. The collection of data at pupil level means that there are now more ways in which information on pupils in Scotland's schools can be analysed. As well as the tables contained in this document, the pupil characteristics collected in the census can also be matched against attainment, attendance and exclusions information, and can further be analysed at smaller geographic areas.
1.2 Tables in this publication are grouped into chapters, firstly at a national level into all sector summary figures ( tables 1.1-1.10), then into primary ( tables 2.1-2.20), secondary ( tables 3.1-3.11) and special ( tables 4.1-4.7). Then local authority figures are similarly grouped (tables 5.1-5.2, 6.1-6.10, 7.1-7.10, 8.1-8.8). Finally, there are four tables of data on information and communication technology ( tables 9.1-9.4). At the bottom of each table a note will direct you to the equivalent national or local authority table. A map of local authorities is given ( link), and an index is also provided at the back of the publication.
2. Main Statistics
2.1 In September 2003 there were a total of 732,122 pupils in 2,826 publicly funded schools in Scotland.
2.2 There were 406,015 pupils in 2,248 primary schools, 318,427 pupils in 386 secondary schools, and 7,680 pupils in 192 special schools ( table 1.1). Pupils numbers have been reducing, in line with a fall in the population. The proportion of pupils in special schools has fallen very slightly from 1.11 per cent to 1.05 per cent in recent years, the same proportion as in 1996.
2.3 In mainstream schools there were 23,266 pupils with a Record of Needs (RoN) and/or an Individualised Education Plan (IEP). There were initial problems with the collection of this information for 2002, but a figure of 20,751 was published. A separate collection identified 9,025 pupils with a RoN in 2002. This compares to 8,777 with a RoN in 2003. Eighty-one per cent of pupils with RoN and/or IEP spent all of their time in mainstream classes ( table 1.3)
2.4 Of those with a RoN and/or IEP in mainstream and special schools, the largest categories of main difficulty were moderate learning difficulties (10 pupils per 1,000) and specific learning difficulties (9 pupils per 1,000). Overall 70 per cent of pupils with a RoN and/or IEP were boys. ( table 1.4)
2.5 There were 124,725 pupils (17 per cent) registered for free school meals. Registration rates were similar among girls and boys ( table 1.5)
2.6 Of those pupils whose ethnic background was declared, 95 per cent were white-UK. The largest other groupings were White-other (1.2 per cent), Asian-Pakistani (1.2 per cent), and Mixed (0.6 per cent). Four per cent of pupils did not disclose their ethnic background ( table 1.6).
2.7 About a third of primary schools had fewer than 100 pupils, with the average size being 181 pupils. The average number of pupils in a secondary school was 825, with a third having over 1,000 pupils ( table 1.10)
2.8 The average class size in primary schools was 23.7 pupils, down from 24.0 in 2002. Composite classes had an average of 20.1 pupils. P1 classes had the smallest average size of single stage classes at 23.2 pupils, down from 23.5 in 2002 ( table 2.11).
2.9 About 76 per cent of S3 pupils stayed on until S5, with the figure dropping to 67 per cent post-Christmas when education becomes voluntary for all S5 pupils. The staying on rate until S6 was 44 per cent ( table 3.11).
2.10 There were nine pupils to each modern computer in primary schools and five in secondary schools; 72 per cent of pupils had e-mail addresses, 96 per cent of schools had e-mail addresses and 99 per cent of schools had access to the internet ( tables 9.1-9.3).
1.1 Schools and pupils, by school sector, 1996-2003
1.2 Pupils by urban/rural and registration for free school meals, 2003
1.3 I ntegration of pupils with a Record of Needs and/or an Individualised Educational Programme into primary and secondary schools, 2003
1.4 Main difficulty in learning of pupils with a Record of Needs and/or an Individualised Educational Programme in primary, secondary and special schools, by gender, 2003
1.5 Pupils registered for free school meals by gender, 2003
1.6 ………by ethnicity, gender and registration for free school meals, 2003
1.7 Pupil ethnicity by national identity, 2003
1.8 Ethnicity of asylum seekers and refugees, 2003
1.9 Schools and pupils by school denomination, 1996-2003
1.10 Size of schools, 2003
2.1 Schools and pupils in publicly funded primary schools, 1996-2003
2.2 Schools and pupils by school denomination, 1996-2003
2.3 Pupils by stage, 1996-2003
2.4 Pupils by age at 29 th February 2004 and stage, as at September 2003
2.5 Integration of pupils with a Record of Needs and/or an Individualised Educational Programme, by gender, 2003
2.6 Main difficulty in learning of pupils with a Record of Needs and/or an Individualised Educational Programme, by gender, 2003
2.7 Pupils registered for free school meals, 2002 & 2003
2.8 …………………………………………… by stage and gender, 2003
2.9 Pupil ethnicity by national identity, 2003
2.10 ……..ethnicity and stage, 2003
2.11 Average class sizes by type of class and stage, 1997-2003
2.12 Average class sizes by size of school and type of class, 2003
2.13 Number of classes and pupils by size and type of class, 2003
2.14 P1 single stage classes by size of class, 2002 & 2003
2.15 P2 ………………………………………………………….
2.16 P3 ………………………………………………………….
2.17 P4 ………………………………………………………….
2.18 P5 ………………………………………………………….
2.19 P6 ………………………………………………………….
2.20 P7 ………………………………………………………….
3.1 Schools and pupils in publicly funded secondary schools, 1996-2003
3.2 Schools and pupils by school denomination, 1996-2003
3.3 Pupils by stage, 1996-2003
3.4 Pupils by age at 29 th February 2004 and stage, as at September 2003
3.5 Integration of pupils with a Record of Needs and/or an Individualised Educational Programme, be gender, 2003
3.6 Main difficulty in learning of pupils with a Record of Needs and/or an Individualised Educational Programme, by gender, 2003
3.7 Pupils registered for free school meals, 2002 & 2003
3.8 …………………………………………….by stage and gender, 2003
3.9 Pupil ethnicity by national identity, 2003
3.10 ……..ethnicity and stage, 2003
3.11 Staying on rates, 1996-2003
4.1 Schools and pupils in publicly funded special schools, 1996-2003
4.2 Schools and pupils by school denomination, 1996-2003
4.3 Pupils in special schools and age at 29 th February 2004 and gender, 2003
4.4 Main difficulty in learning of pupils with a Record of Needs and/or an Individualised Educational Programme, 2003
4.5 Pupils registered for free school meals, 2002 & 2003
4.6 Pupils by gender and mode of attendance, 1999 - 2003
4.7 Pupil ethnicity by national identity, 2003
5.1 Publicly funded schools, 1996-2003
5.2 Pupils in publicly funded schools, 1996-2003
6.1 Publicly funded primary schools, 1996-2003
6.2 Pupils in publicly funded primary schools, 1998-2003
6.3 Schools and pupils by school denomination, 2003
6.4 Pupils by stage, 2003
6.5 Average class sizes by type of class, 2003
6.6 Pupils with a Record of Needs and/or an Individualised Educational Programme, 2003
6.7 Main difficulty of learning for pupils with a Record of Needs and/or an Individualised Educational Programme, 2003
6.8 Pupils by ethnicity, 2003
6.9 Pupils who attend schools outwith their local authority of residence, 2003
6.10 Pupils who attend schools but who live outwith the local authority, 2003
7.1 Publicly funded secondary schools, 1996-2003
7.2 Pupils in publicly funded secondary schools, 1998-2003
7.3 Schools and pupils by school denomination, 2003
7.4 Pupils by stage, 2003
7.5 Pupils with a Record of Needs and/or an Individualised Educational Programme, 2003
7.6 Main difficulty of learning for pupils with a Record of Needs and/or an Individualised Educational Programme, 2003
7.7 Pupils by ethnicity, 2003
7.8 Pupils who attend schools outwith their local authority of residence, 2003
7.9 Pupils who attend schools but who live outwith the local authority, 2003
7.10 Staying on rates, 2003
8.1 Publicly funded special schools, 1996-2003
8.2 Pupils in publicly funded special schools, 1998-2003
8.3 Schools and pupils by school denomination, 2003
8.4 Pupils with a Record of Needs and/or an Individualised Educational Programme, 2003
8.5 Main difficulty of learning for pupils with a Record of Needs and/or an Individualised Educational Programme, 2003
8.6 Pupils by ethnicity, 2003
8.7 Pupils who attend schools outwith their local authority of residence, 2003
8.8 Pupils who attend schools but who live outwith the local authority, 2003
Information and Communication Technology
9.1 ICT results in primary schools, 1999-2003
9.2 ……………… secondary school, 1999-2003
9.3 ……………… special schools, 1999-2003
9.4 ICT results by local authority, all sectors, 2003
Map of Local Authorities
Scottish Executive Statistical Services
Correspondence and enquiries
1.1 The information in this publication is derived mainly from the Pupil Census from September 2003 and previous years. The figures for 2002 are final and therefore may differ from provisional figures released previously.
2. Statistical Notes
2.1 Coverage and Timing
2.1.1 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. The census of independent schools is published separately, and is available on the Scottish Executive website http://www.scotland.gov.uk/stats/bulletins/00340-00.asp
2.1.2 Schools which provide education predominantly for children with special educational needs often have pupils from a wide age range and the data collected from this sector reflects this. Where pupils attend a 'special unit' attached to a mainstream school, they are usually included in the figures for the mainstream school. Some schools and local authorities have reported pupils from 'special units' separately.
2.1.3 Pupils who are withdrawn from school, for example, because of long-term illness, are not included in the school census returns. Information on such pupils is provided by local authorities in the annual survey of children educated outwith school, results of which are available on the Scottish Executive website http://www.scotland.gov.uk/stats/bulletins/00299-00.asp. In 2002/03, over 1,800 children were reported by Local Authorities to have received education outwith school at some point during the year.
2.1.4 From 2003 a separate staff census has taken place. Results of this will be published in "Teachers in Scotland, 2003", and will be available on the Scottish Executive website http://www.scotland.gov.uk/stats/bulletins/00352-00.asp. There is therefore no information on teachers or pupil teacher ratios in this publication.
2.2 Census content
2.2.1 The content of the School Census is considered each year in consultation with the School Education Information Advisory Group (SEIAG). This group includes representatives from local authorities, teaching unions and headteachers associations, as well as staff from the Scottish Executive. The committee operates in the light of National Statistics guidelines, which restricts the department to collecting only the information that is required, at a level which is fit for purpose, whilst always trying to minimise the burden on data providers. Recommendations for changes to the census are made to SEIAG through the Scottish Exchange of Educational Data (ScotXed) network.
2.3 Collection methods
2.3.1 The information required to complete the September 2003 Pupil Census was collected electronically, through local authorities, from nearly all publicly funded primary, secondary and special schools, as part of the ScotXed programme. The information is generally that stored on schools' management information systems, thus reducing the burden on schools.
2.3.2 ScotXed supports and promotes effective and secure data exchanges so that key partners in school education in Scotland can benefit from access to information to monitor and improve education services. Partners include: Local authorities, schools, the Scottish Qualifications Agency, HM Inspectorate of Education, Learning and Teaching Scotland and Scottish Executive Education Department. Further information, including specifications of the data exchanges, can be found at www.scotxed.net.
3.1 Tables in this publication cover publicly funded schools only, i.e. local authority and grant-aided.
3.2 Where numbers of pupils are given, these relate to pupils based at the school. Pupils who are attending the school but are based at another centre (for example, students from a Further Education College who are taking some classes at a school) are not included.
3.3 A class is a group of pupils normally supervised by one teacher. The group may occasionally be supervised by more than one teacher, for example, when pupils are receiving learning support from a teacher who is not the class teacher.
3.4 A composite class is a class of pupils from two or more stages, multi-stage composites include pupils from more than two stages. In 2003, just under a quarter of composite classes were multi-stage.
3.5 The ethnic background and national identity categories were based on those collected in the 2001 population census and were agreed following consultation. Pupils and parents were given the option of not disclosing their ethnicity, and in such cases pupils were not attributed a category. About 96 per cent of pupils disclosed their ethnic background.
3.6 Figures for the special school sector are compiled from special schools and special units. There would appear to be inconsistency between school and between local authorities in the reporting of special schools and special units, as well as changes over the past few 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 38 where there were no pupils based, but which received pupils based in other schools. Five of these did not send any information relating to the ICT tables in chapter 9.
3.7 At September 2003 there was one grant-aided mainstream school, with primary and secondary departments, and seven grant-aided special schools. These were:
- City of Edinburgh: Donaldson's College; Royal Blind School; Harmeny School;
- North Lanarkshire: The Scottish Centre for Children with Motor Impairment;
- Glasgow City: East Park;
- South Lanarkshire: Stanmore House School;
- Renfrewshire: Corseford Residential School;
These schools are included in national totals, but are identified separately in the local authority level tables. In previous years they have been included within the local authority of their location.
3.8 Free school meal data collected in the School Census only counts those pupils who are registered for free school meals. Free school meal entitlement (FME) data collected in the January School Meals Survey also includes those pupils who are deemed eligible for free school meals but who may not have registered for their entitlement. The FME indicator collected in the annual School Meals Survey will still be used for funding purposes as this is currently still the main deprivation measure in education.
3.9 A Record of Needs (RoN) is provided for a child who has "pronounced, specific or complex special educational needs which require continuing review". The RoN contains the child's details; the details of the parent/guardian and "named person" (someone to represent them); an assessment profile; a summary of the child/young person's impairments; a description of the special educational needs arising from the impairments; a statement of the measures proposed by the education authority; the name of the school to be attended; a summary of the views of the parent/guardian; the date the record was opened and a summary of the reviews of the record; and a note of who is allowed to access the record.
3.10 Individualised Educational Programmes (IEPs) are written plans setting targets that a child, with special educational 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.
3.11 The urban/rural classifications in Table 1.2 are defined as follows:
- Large urban areas - settlements over 125,000 population. This covers the city conurbations of Edinburgh, Glasgow, Aberdeen and Dundee.
- Other urban areas - settlements of 10,000 to 125,000 people.
- Accessible small towns - settlements of between 3,000 and 10,000 people and within 30 minutes drive of a settlement of 10,000 or more.
- Small remote towns - settlements of between 3,000 and 10,000 people, who are not within 30 minutes drive of a settlement of 10,000 or more people.
- Accessible rural areas - settlements of less than 3,000 people and within 30 minutes drive of a settlement of 10,000 or more people
- Remote rural areas - settlements of less than 3,000 people who are not within 30 minutes drive of a settlement of 10,000 or more people.
3.12 Information collected on children looked after by local authorities was not considered robust enough to publish.
4.1 All percentages are rounded separately and breakdowns may consequently not sum to 100 per cent.
5. Disclosive data
5.1 Numbers less than five are generally deemed to be disclosive, and hence not published. Where figures have been removed they are replaced by a *. Other figures in the table may also be removed to stop a disclosive figure from being calculated from the total.
5.2 However, in some cases where there is a large number of pupils in the unknown category, i.e. ethnic background and national identity, there often exists a large enough amount of uncertainty for figures to be published.
5.3 Occasionally, in data for grant aided schools, it has been preferable to swap a small number of data rather than removing figures elsewhere in the publication. Swapped data has still been marked as *.
6. Other data
6.1 Some further data, for example some schools level data, will be made available on the Scottish Executive website www.scotland.gov.uk/stats . Ad-hoc tables are available on request.
6.2 Analysis on a more local level (e.g. postcode sector, social inclusion partnership area, parliamentary constituency, etc) may also be available via the Neighbourhood Statistics website - http://www.sns.gov.uk.
7.1 The following symbols are used:
= not available
= nil or rounds to nil
= not applicable
= disclosive data
8.1 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.
8.2 The team responsible for producing this document were : Mal Cooke, Bianca Heggie, Colin Gallacher, Aileen Kirchen, Douglas White.
8.3 All tables are available on the Scottish Executive website at http://www.scotland.gov.uk/stats/bulletins/00350-00.asp
9.1. Public enquiries (non-media) about the information contained in this notice should be addressed to Mal Cooke, Education and Children Statistics Unit, Room 1A, Victoria Quay, Edinburgh EH6 6QQ. Telephone 0131 244 1689
or e-mail email@example.com
9.2 Media enquiries about the information in this notice should be addressed to:
Marion Mackay: 0131 244 3070
June 29, 2004
(1) 1997 and 1998 data in table 2.11 was revised on 1st July