Summary statistics for schools in Scotland - No. 6: 2015 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 early learning and childcare census, the school estates core facts survey, and the attendance and absence collection. The 2015 pupil and staff censuses were carried out on 16^th September 2015. The early learning and childcare census took place in the week commencing 14^th September 2015. The school estates core facts survey is based on all schools open on 1 April 2015 and schools rebuilt during the 2014-15 financial year. The attendance and absence data is based on school attendance levels recorded during the previous academic year, so the latest available is 2014/15.

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 are 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 in 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 2,492 centres that were invited to participate, 2,395 (96%) returned data for 2015. A further 82 centres had data imputed (i.e. rolled forward) using information from the September 2014 census and 15 centres had no data to roll forward from previous years. Due to the improved response rates in 2015, the 'Scotland as reported' figures have not been included in this year's publication. ELC home visiting teachers reported by local authorities are included in tables 2.1, 3.1 and 3.2 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 and 2014/15 academic years but not the 2011/12 and 2013/14 academic years. 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.gov.scot/Topics/Statistics/Browse/School-Education/collectionprocess

Teachers and schools (Tables 3.1 - 3.6)

3.1 While data can be supplied for all staff, to calculate the number of teachers (in complement) for use in teacher figures and pupil/teacher ratios (PTR), the FTE of teachers with the following status categories are used:

Teacher Status	Further Description (if applicable)
Normal complement	Classroom teacher
Long term sick absence replacement	Instead of the teacher on sick absence
Secondment replacement	Instead of the teacher on secondment
Maternity leave replacement	Instead of the teacher on mat leave
Other replacement (over 2 days)*	Other replacement includes teachers who are on short term contracts which are over 2 days that cover a vacancy and are teaching on census day.
Supernumerary
Long term training/staff development replacement	Instead of the teacher on training
Temporary contract covering a vacancy
Teacher abroad on foreign exchange	Instead of the teacher on foreign exchange
Other
Short term supply teacher (2 days or less) AND centrally employed (mainstream supply teacher from supply pool)	If an authority runs a supply pool, those teachers should be included 'in complement' if they are assigned to a school on the census day. They can be included either in the assigned sector or in the centrally employed total but not both.

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

For published figures:

• No single teacher can exceed 1 FTE.
• Centrally employed teachers (including peripatetic/visiting specialists, hospital teaching service and home visiting tutors) who are teaching on census day are counted as part of the total number of teachers in Scotland and as such they form part of the overall teacher number and the overall pupil/teacher ratio. Where they teach at a number of schools it is permissible to split their time across those schools.
• Teachers recorded in roles such as quality improvement officer or educational advisor are counted as support staff rather than teachers, and are not included in the teacher figures or PTR calculations.
• Vacancies are not included.

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

3.2 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.

3.3 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.

3.4 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.

3.5a There have been further revisions made to 2014 teacher figures in this publication. These are a result of our quality assurance processes and receipt of additional information. These revisions relate to changes in primary, secondary and centrally employed teacher FTE for North Lanarkshire and a small reduction in the special sector, equating to a reduction of 92 FTE for this local authority's 2014 total. There was a decrease for Dumfries & Galloway (relating to ELC) and a small reduction for West Lothian (primary and centrally employed). The Grant Aided primary and secondary totals have increased, primarily as a result of a recording issue which meant that some teachers working across both primary and secondary sectors were undercounted. Overall, these amendments have reduce the 2014 total FTE by 94. These changes also effect the 2014 PTR in some cases.

3.5b 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.

3.5c 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 4.1 - 4.5)

3.6 2015 primary school, pupil, class size and PTR figures were updated in February 2016. This was due to data for a school in North Lanarkshire not being returned at the time of the census.

3.7 (i) 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.

3.7 (ii) 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.

3.8 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.

3.9 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.gov.scot/Publications/2011/04/04090720/0

Early learning and childcare (Table 5.1 - 5.2)

3.10 The ELC census is completed by the approximately 2,500 centres that provide funded Early Learning and Childcare in Scotland. For the first time in 2015 local authorities were able to check and amend their centres' data before submitting it to the Scottish Government. These improved validation processes have resulted in higher data quality and improved response rates. Increased scrutiny of the ELC data by local authorities has affected all 2015 ELC data. In particular, the overcounting of children aged under 3 (of children who were not receiving funded ELC, but were attending centres) and of ELC teachers have been reduced, leading to lower numbers in these categories than in previous years.

3.11 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.

3.12 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.

3.13 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.

3.14 In 2010 the date of the early learning and childcare census was moved from January to September. As a result, data collected prior to and after September 2010 are not directly comparable. In Table 2.1, the ELC figures refers to the data from the following January which would be within the same academic year. For example, the figures in the 2008 column are for ELC data from January 2009, and the FTE figure for 2008 will be the 2008 home visiting ELC teachers plus the January 2009 ELC teacher FTE. The change in timing of the ELC census particularly affects the number of 3 year olds (as the September census will not include children who become eligible and start to receive local authority funded ELC in January). 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 6.1 - 6.3)

3.15 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.

3.16 In order to ensure consistency across local authorities, new guidance on assigning condition ratings to schools - The Condition Core Fact (available from www.gov.scot/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.

3.17 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

3.18 In order to ensure consistency across local authorities, guidance on assigning suitability ratings to schools - The Suitability Core Fact (available from http://www.gov.scot/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

3.19 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.

Attendance and Absence (Tables 7.1 - 7.3)

3.20 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.

3.21 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.

3.22 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.

Exclusions (Tables 8.1 - 8.2)

3.23 Under Circulars 10/93 and 1/95, local authorities are required each year to collect certain statistics from schools on exclusions. The statistics relate to half-days of temporary exclusions and number of pupils removed from the register (previously known as 'permanent' exclusions).

3.24 New guidance on exclusions from school was published in 2011 and is available at : www.gov.scot/Publications/2011/03/17095258/0

3.25 An exclusion is temporary when a pupil is excluded from a school but remains on the register of that school because they are expected to return when the exclusion period is completed. The term 'removed from the register' refers to a pupil who is excluded and their name removed from the school register. Such a pupil would then be educated at another school or via some other form of provision.

3.26 Local authorities may also reach agreements with parents to move a pupil to another school without the use of a formal 'removal from register', but where the pupil is unlikely to have the option of staying in the school.

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 is supplied below for information. All tables will be published by the end of February 2016.

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

	Table name and details
Table 1.1	Schools, pupils and teachers by school sector, 2009 - 2015
Table 1.2	Teacher numbers, 2009-2015
Table 1.3	Number of teachers (headcount) by mode of working, all sectors, 2008-2015
Table 1.4	Average age of teachers by sector, 2007-2015
Table 1.5	Numbers of teachers in schools, 2015
Table 2.1	Primary school teachers by gender, 2009-2015
Table 2.2	Primary school teachers by age and gender, 2015
Table 2.3	Primary school teachers by age and grade, 2008-2015
Table 2.4	Primary school teachers by grade, mode of working and gender, 2015
Table 2.5	Primary school teachers by status and gender, 2015
Table 2.6	Primary school teachers by employment type and gender, 2015
Table 2.7	Primary school teachers by ethnicity and grade, 2015
Table 2.8	Primary school teachers by main subject taught, 2008-2015
Table 2.9	Primary school teachers by ability to teach through Gaelic medium and age, 2015
Table 2.10	Primary school teachers with Roman Catholic approval, by age, 2015
Table 2.11	Continuing professional development, by grade and gender, primary schools 2015
Table 2.12	Primary school supply teachers in school during census week, by age and gender, 2015
Table 2.13	Primary school teachers by class contact time, grade and mode of working, 2015
Table 2.14	Primary school teachers not currently in school, by gender, 2015
Table 2.15	Support staff in primary schools, 2015
Table 3.1	Secondary school teachers by gender, 2009-2015
Table 3.2	Secondary school teachers by age and gender, 2015
Table 3.3	Secondary school teachers by age and grade, 2008-2015
Table 3.4	Secondary school teachers by grade, mode of working and gender, 2015
Table 3.5	Secondary school teachers by status and gender, 2015
Table 3.6	Secondary school teachers by employment type and gender, 2015
Table 3.7	Secondary school teachers by ethnicity and grade, 2015
Table 3.8	Continuing professional development, by grade and gender, secondary schools, 2015
Table 3.9	Secondary school teachers by main subject taught and gender 2008-2015
Table 3.10	Secondary school teachers by main subject taught and age, 2015
Table 3.11	Secondary school teachers by main subject taught and Gaelic ability and use, 2015
Table 3.12	Secondary school teachers of Gaelic medium and Gaelic language, by age, 2015
Table 3.13	Secondary school teachers with Roman Catholic approval, by age, 2015
Table 3.14	Secondary school teachers by age and subject taught, 2008-2015
Table 3.15	Secondary school promoted teachers by class contact time, grade and mode of working, 2015
Table 3.16	Secondary school teachers not currently in school, by gender, 2015
Table 3.17	Support staff in secondary schools, 2015
Table 4.1	Special school teachers by gender, 2008-2015
Table 4.2	Special school teachers by age and gender, 2015
Table 4.3	Special school teachers by age and grade, 2008-2015
Table 4.4	Special school teachers by grade, mode of working and gender, 2015
Table 4.5	Special school teachers by status and gender, 2015
Table 4.6	Special school teachers by employment type and gender, 2015
Table 4.7	Special school teachers by ethnicity and grade, 2015
Table 4.8	Special school teachers by main subject taught, 2008-2015
Table 4.9	Continuing professional development, by grade and gender, special schools 2015
Table 4.10	Special school supply teachers in school during census week, by age and gender, 2015
Table 4.11	Special school teachers by class contact time, grade and mode of working, 2015
Table 4.12	Special school teachers not currently in school, by gender, 2015
Table 4.13	Support staff in special schools, 2015
Table 4.14	Special school teachers with Roman Catholic approval, by age, 2015
Table 5.1	Centrally employed teachers by age and gender, 2015
Table 5.2	Centrally employed teachers by main subject taught, 2015
Table 5.3	Other centrally employed staff, 2007-2015
Table 6.1	Teachers in publicly funded schools, 2006-2015
Table 6.2	Pupil teacher ratios in publicly funded schools, 2004-2015
Table 6.3	Teachers in all sectors by age, 2015
Table 7.1	Teachers in publicly funded primary schools, 2004-2015
Table 7.2	Pupil teacher ratios in publicly funded primary schools, 2004-2015
Table 7.3	Primary school teachers by age, 2015
Table 7.4	Average age of primary school teachers, 2009-2015
Table 7.5	Primary school teachers by grade, 2015
Table 7.6	Headcount of primary school teachers by gender and mode of working, 2015
Table 7.7	Primary school teachers by employment type, 2015
Table 7.8	Primary school teachers by ethnicity, 2015
Table 7.9	Primary school teachers by main subject taught, 2015
Table 7.10	Primary school teachers by ability to teach through Gaelic, 2015
Table 7.11	Support staff in primary schools, 2015
Table 7.11 (Full)	Support staff in primary schools, 2015 (detailed version of Table 7.11)
Table 8.1	Teachers in publicly funded secondary schools, 2004-2015
Table 8.2	Pupil teacher ratios in publicly funded secondary schools, 2004-2015
Table 8.3	Secondary school teachers by age, 2015
Table 8.4	Average age of secondary school teachers, 2009-2015
Table 8.5	Secondary school teachers by grade, 2015
Table 8.6	Headcount of secondary school teachers by gender and mode of working, 2015
Table 8.7	Secondary school teachers by employment type, 2015
Table 8.8	Secondary school teachers by ethnicity, 2015
Table 8.9	Secondary school teachers by main subject taught, 2015
Table 8.10	Secondary school teachers by ability to teach through Gaelic, 2015
Table 8.11	Support staff in secondary schools, 2015
Table 8.11 (Full)	Support staff in secondary schools, 2015 (detailed version of Table 8.11)
Table 9.1	Teachers in publicly funded special schools, 2004-2015
Table 9.2	Pupil teacher ratios in publicly funded special schools, 2004-2015
Table 9.3	Average age of special school teachers, 2009-2015
Table 9.4	Special school teachers by grade, 2015
Table 9.5	Headcount of special school teachers by gender and mode of working, 2015
Table 9.6	Special school teachers by employment type, 2015
Table 9.7	Special school teachers by ethnicity, 2015
Table 9.8	Special school teachers by main subject taught, 2015
Table 9.9	Support staff in special schools, 2015
Table 9.9 (Full)	Support staff in special schools, 2015 (detailed version of Table 9.9)
Table 10.1	Centrally employed teachers and support staff, 2004-2015
Table 10.2	Centrally employed teachers, by subject, 2015
Table 10.3	Centrally employed support staff, 2015
Table 11.1	Teachers employed or working peripatetically in local authority and partnership early learning and childcare education centres, 2008-2015

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

	Table name and details
Table 1.1	Schools and pupils, by school sector, 1998-2015
Table 1.2	Size of schools, 2015
Table 1.3	Pupils by urban/rural classification, 2015
Table 1.4	Pupils looked after by local authority, 2015
Table 1.5	Pupils with Additional Support Needs in mainstream schools, 2006-2015
Table 1.6	Integration of pupils with Additional Support Needs into mainstream classes, 2015
Table 1.7	Nature of support for pupils with Additional Support Needs, 2015
Table 1.8	Reasons for support for pupils with Additional Support Needs, by gender, 2015
Table 1.9	Pupils who are assessed or declared as having a disability, by gender, 2015
Table 1.10	Pupil ethnicity, 2015
Table 1.11	Pupil ethnicity by national identity, 2015
Table 1.12	Ethnicity of asylum seekers and refugees, 2015
Table 1.13	Pupils receiving Gaelic medium education, 2015
Table 1.14	Main home language, 2015
Table 1.15	Schools and pupils by school denomination, 1997-2015
Table 2.1	Schools and pupils in publicly funded primary schools, 1996-2015
Table 2.2	Primary schools and pupils by school denomination, 1996-2015
Table 2.3	Primary pupils by stage, 2001-2015
Table 2.4	Primary pupils by age at 29th February 2016 and stage and gender, as at September 2015
Table 2.5	Integration of primary pupils with Additional Support Needs, by gender, 2011-2015
Table 2.6	Nature of support for primary pupils with Additional Support Needs, 2015
Table 2.7	Reasons for support for primary pupils with Additional Support Needs, by gender, 2015
Table 2.8	Primary pupils who are assessed or declared as having a disability, by gender, 2015
Table 2.9	Primary pupils by ethnicity and stage, 2015
Table 2.10	Average primary class sizes by type of class and stage, 2002-2015
Table 2.11	Percentage of pupils in composite classes, by stage, 2002-2015
Table 2.12	Number of primary classes and pupils by size and type of class, 2015
Table 2.13	P1 single stage primary classes by size of class, 2011-2015
Table 2.14	P2 single stage primary classes by size of class, 2011-2015
Table 2.15	P3 single stage primary classes by size of class, 2011-2015
Table 2.16	Class size of pupil in P1-P3, 2011-2014
Table 2.17	P4 single stage primary classes by size of class, 2011-2015
Table 2.18	P5 single stage primary classes by size of class, 2011-2015
Table 2.19	P6 single stage primary classes by size of class, 2011-2015
Table 2.20	P7 single stage primary classes by size of class, 2011-2015
Table 2.21	Percentage of pupils by class size, 2006 to 2015
Table 3.1	Schools and pupils in publicly funded secondary schools, 1997-2015
Table 3.2	Secondary schools and pupils by school denomination, 1997-2015
Table 3.3	Secondary pupils by stage, 2001-2015
Table 3.4	Secondary pupils by age at 29th February 2016 and stage and gender, as at September 2015
Table 3.5	Integration of secondary pupils with Additional Support Needs, by gender, 2011-2015
Table 3.6	Nature of support for secondary pupils with Additional Support Needs, 2015
Table 3.7	Reasons for support for secondary pupils with Additional Support Needs, by gender, 2015
Table 3.8	Secondary pupils who are assessed or declared as having a disability, by gender, 2015
Table 3.9	Secondary pupils by ethnicity and stage, 2015
Table 3.10	Staying on rates of secondary pupils, 1996-2015
Table 4.1	Schools and pupils in publicly funded special schools, 1996-2015
Table 4.2	Special schools and pupils by school denomination, 1996-2015
Table 4.3	Pupils based in special schools by age at 29th February 2016 and gender, 2015
Table 4.4	Integration of pupils based in special schools, by gender, 2011-2015
Table 4.5	Nature of support for pupils based in special schools with Additional Support Needs, 2015
Table 4.6	Reasons for support for pupils based in special schools with Additional Support Needs, by gender, 2015
Table 4.7	Pupils based in special schools who are assessed or declared as having a disability, by gender, 2015
Table 4.8	Pupils based in special schools by gender and mode of attendance, 2003-2015
Table 4.9	Pupils based in special schools ethnicity by national identity, 2015
Table 5.1	Publicly funded schools, 2001-2015
Table 5.2	Pupils in publicly funded schools, 2001-2015
Table 5.3	School and Pupil Numbers by Sector and Local Authority, 2015
Table 5.4	Pupils who are assessed or declared as having a disability in publicly funded schools, 2015
Table 5.5	Looked after children in publicly funded schools, by age and local authority of residence, 2015
Table 5.6	Asylum seekers and refugees in publicly funded schools, 2011-2015
Table 5.7	Pupils from minority ethnic groups, 2015
Table 5.8	Main home language of pupils in publicly funded schools, 2015
Table 5.9	Pupils with English as an additional language, 2015
Table 5.10	Pupils, by Scottish Index of Multiple Deprivation, 2015
Table 6.1	Publicly funded primary schools, 2001-2015
Table 6.2	Pupils in publicly funded primary schools, 2006-2015
Table 6.3	Primary schools and pupils by school denomination, 2015
Table 6.4	Primary pupils by stage, 2015
Table 6.5	Primary classes by type of class, 2015
Table 6.6	Average class size of primary pupils, 2015
Table 6.7	Number of pupils by stage and class size, 2015
Table 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, 2006-2015
Table 6.9	Looked after children in primary schools by local authority of school, 2015
Table 6.10	Primary pupils with Additional Support Needs, 2015
Table 6.11	Reasons for support for primary pupils with Additional Support Needs, 2015
Table 6.12	Nature of support of primary pupils with Additional Support Needs, 2015
Table 6.13	Primary pupils by ethnicity, 2015
Table 6.14	Primary pupils who attend schools outwith their local authority of residence, 2010-2015
Table 6.15	Primary pupils who attend schools but who live outwith the local authority, 2010-2015
Table 6.16	Primary pupils receiving Gaelic medium education, 2015
Table 7.1	Publicly funded secondary schools, 2001-2015
Table 7.2	Pupils in publicly funded secondary schools, 2005-2015
Table 7.3	Secondary schools and pupils by school denomination, 2015
Table 7.4	Secondary pupils by stage, 2015
Table 7.5	Secondary pupils with Additional Support Needs, 2015
Table 7.6	Reasons for support for secondary pupils with Additional Support Needs, 2015
Table 7.7	Nature of support for secondary pupils with Additional Support Needs, 2015
Table 7.8	Looked after children in secondary schools by local authority of school, 2015
Table 7.9	Secondary pupils by ethnicity, 2015
Table 7.10	Secondary pupils who attend schools outwith their local authority of residence, 2010-2015
Table 7.11	Secondary pupils who attend schools but who live outwith the local authority, 2010-2015
Table 7.12	Staying on rates of secondary pupils, 2015
Table 7.13	Secondary pupils receiving Gaelic medium education, 2015
Table 8.1	Publicly funded special schools, 2001-2015
Table 8.2	Pupils based in publicly funded special schools, 2005-2015
Table 8.3	Special schools and pupils by school denomination, 2015
Table 8.4	Pupils based in special schools by age at 29th February 2016 and gender, 2015
Table 8.5	Looked after children in special schools by local authority of school, 2015
Table 8.6	Pupils based in special schools with Additional Support Needs, 2015
Table 8.7	Reasons for support for pupils based in special schools with Additional Support Needs, 2015
Table 8.8	Nature of support for pupils based in special schools with Additional Support Needs, 2015
Table 8.9	Pupils who are assessed or declared as having a disability in special schools, 2015
Table 8.10	Pupils based in special schools by ethnicity, 2015
Table 8.11	Pupils based in special schools who attend schools outwith their local authority of residence, 2010-2015
Table 8.12	Pupils based in special schools who attend schools but live outwith the local authority, 2010-2015

4.3 The following early learning and childcare supplementary tables will be available at
http://www.scotland.gov.uk/Topics/Statistics/Browse/Children/Pubs-Pre-SchoolEducation

	Detail
Early years centres
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, 2015
Table 2	Percentage of early learning and childcare centres with arrangments for access to a GTCS registered teacher during census week, by local authority, 2015
Table 3	Percentage of early learning and childcare centres with access to a GTCS registered teacher during census week 2008-2015
Table 4	Local authority and partnership early learning and childcare registrations by local authority, 2015
Table 5	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, 2015
Table 6	Percentage of children with access to a GTCS registered teacher during census week, by local authority, 2015
Chart 2	Percentage of early learning and childcare children with access to a teacher by type of provider, 2008-2015
Table 7	Percentage of all children at early learning and childcare centres with access to a GTCS registered teacher, during census week 2008-2015
Table 8	Percentage of centres with access to GTCS registered teachers, where that teacher fulfilled certain functions, 2015
Table 9	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, 2015
Table 10	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, 2010-2015
Table 11	Characteristics of GTCS registered early learning and childcare teachers, 2010 to 2015
Chart 3	Age profile of GTCS registered early learning and childcare teachers, 2015

4.4 The following school estates supplementary tables will be available at
http://www.gov.scot/Topics/Statistics/Browse/School-Education/schoolestatestats

	Table name and details
Table 1	Table 1: Number of Local Authority Schools as at 1 April 2015
Table 2	Table 2: Number of schools which have a shared campus or community services by local authority, April 2015
Table 3.1	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 2014-15
Table 3.2	Table 3.2: Number of schools which were built or refurbished under PFI/NPD or other funding, 2007-08 to 2014-15
Table 4.1	Condition of all schools and the number of pupils on their school roll, April 2007 - April 2015
Table 4.2	Primary school condition by local authority, April 2015
Table 4.3	Secondary school condition by local authority, April 2015
Table 4.4	Special school condition by local authority, April 2015
Table 5.1	Suitability of all schools and the number of pupils on their school roll, April 2010 - April 2015
Table 5.2	Primary school suitability by local authority, April 2015
Table 5.3	Secondary school suitability by local authority, April 2015
Table 5.4	Special school suitability by local authority, April 2015
Table 6.1	Primary school capacity by local authority, September 2014
Table 6.2	Secondary school capacity by local authority, September 2014
Table 7	School Estates 2015 - full school level dataset

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

	Table name and details
Table 1.1	Percentage attendance and absence by reason and sector 2008/09 - 2014/15
Table 1.2	Percentage attendance and absence by detailed reason and sector, 2014/15
Table 1.3	Percentage attendance by stage and gender, 2014/15
Table 1.4	Number of half days attendance and absence, by sector, 2014/15
Table 1.5	Percentage of days attendance and absence, by sector, 2014/15
Table 1.6	Percentage of days attendance and absence by urban/rural classification, 2014/15
Table 1.8	Percentage attendance and absence of pupils in mainstream schools with additional support needs (ASN), 2014/15
Table 1.9a	Attendance and absence of pupils with additional support needs, primary and secondary, 2014/15
Table 1.9b	Attendance and absence of pupils with additional support needs, primary and secondary schools, 2014/15
Table 1.10	Percentage attendance and absence of pupils assessed or declared as having a disability, 2014/15
Table 1.11	Percentage attendance and absence by ethnic background, 2014/15
Table 1.12	Percentage attendance and absence of pupils by level of English, 2014/15
Chart 1.1	Percentage attendance by stage and gender, 2014/15
Chart 1.2	Percentage of pupils by their attendance rate, 2014/15
Chart 1.3	Times late, as a percentage of attendances, by stage and gender, 2014/15
Chart 1.4	Percentage of days lost due to holidays by stage, 2014/15
Chart 1.5	Percentage of pupils taking holidays by length of holidays, 2014/15
Chart 1.6	Percentage attendance, by urban/rural classification of pupils, 2014/15
Chart 1.8	Attendance rate by Scottish Index of Multiple Deprivation 2012 split by sector, 2014/15
Table 2.1	Average number of half days and percentage attendance and absence by local authority, primary, 2014/15
Table 2.2	Average number of half days and percentage attendance and absence by local authority, secondary, 2014/15
Table 2.3	Average number of half days and percentage attendance and absence by local authority, special, 2014/15
Table 2.4	Percentage attendance and absence by local authority, 2008/09 to 2014/15
Table 2.5	Percentage attendance and absence by reason for primary, secondary and special in total, 2014/15
Table 2.6	Percentage attendance and absence, by reason, primary, 2014/15
Table 2.7	Percentage attendance and absence, by reason, secondary, 2014/15
Table 2.8	Percentage attendance and absence, by reason, special, 2014/15
Table 3.1	School Level Pupil Attendance and Absence, Primary Schools, 2014/15 (by numbers of half-days, covering P1-P7)
Table 3.2	School Level Pupil Attendance and Absence, Secondary Schools, 2014/15 (by numbers of half-days, covering S1-S6)
Table 3.3	School Level Pupil Attendance and Absence, Special Schools, 2014/15 (by numbers of half-days)

4.6 The following exclusions supplementary tables will be available at:
http://www.gov.scot/Topics/Statistics/Browse/School-Education/exclusiondatasets

	Table name and details
Table 1	Cases of exclusion by type of exclusion, 2002/03 to 2014/15
Table 2	Number of cases of exclusion per 1,000 pupils, 2002/03 to 2014/15
Table 3	Cases of exclusion by stage and gender
Table 4	Cases of exclusion rate per 1,000 pupils by stage and gender
Table 5	Cases of exclusion by stage, 2002/03 to 2014/15
Table 6	Duration of temporary exclusions
Table 7	Number of times pupils were temporarily excluded
Table 8	Number of days lost due to exclusions, without education provision
Table 9	Education provision during exclusions
Table 10	Cases of exclusion by ethnic background of pupils
Table 11	Cases of exclusion amongst pupils living in areas associated with the top and bottom 20% of the Scottish Index of Multiple Deprivation
Table 13	Cases of exclusion amongst pupils with additional support needs by provision type
Table 14	Cases of exclusion amongst pupils with additional support needs by type of need
Table 15	Cases of exclusion amongst pupils assessed or declared as having a disability
Table 16	Cases of exclusion amongst pupils with English as an additional language
Table 17	Reasons for exclusion (pupil and staff categories combined)
Table 18	Reasons for exclusion (pupil and staff categories split)
Table 19	Cases of exclusion by type of exclusion and local authority
Table 20	Cases of exclusion by school sector and local authority
Table 21	Number of pupils excluded by school sector and local authority
Table 22	Cases of temporary exclusion by local authority, 2002/03 to 2014/15
Table 23	Cases of removal from register by local authority, 2002/03 to 2014/15
Table 24	All cases of exclusion by local authority 2002/03 to 2014/15
Table 25	Absence due to temporary exclusion

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 £130,000.

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 £25,000 to do this.

5.3 School Estates The estimated cost to local authorities of extracting and validating this information is £6,000.

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, Carrie Graham, David Jack and Keira Murray.

7.3 All tables are available on the Scottish Government website at

http://www.gov.scot/stats/bulletins/01187

8. Enquiries

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

Adam Naylor
Scottish Government Education Analysis
Area 2D South, Victoria Quay, Edinburgh, EH6 6QQ

Tel: +44(0) 131 244 7976
school.stats@gov.scot

Media enquiries about the information in this Statistics Publication Notice should be addressed to Donna Rafferty, 0131 244 2672.