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Over a third of physics teachers have no degree
EB News: 10/07/2017 - 10:35
More than a third of physics teachers do not hold a degree in the subject, The Independent has reported.
According to government data, more than a fifth of maths teachers, and nearly the same amount of English staff, do not have higher qualifications than an A Level in these subjects.
Department for Education data also reveals that children in many English secondary schools are being taught other core academic subjects, including chemistry, geography and languages, by teachers lacking subject expertise.
The data shows that as of November last year, 37.3 per cent of physics teachers had no relevant post A Level qualifications in the subject and Press Association analysis shows that this has risen from 33.7 per cent five years ago.
Among maths teachers, 22.2 per cent did not hold a relevant degree last year, while in English it was 18.6 per cent. These figures have both dropped since 2011.
Geoff Barton, general secretary of the Association of School and College Leaders, said: “There is a serious shortage of teachers in many subjects and schools have no choice other than to ask teachers to teach subjects in which they do not have a degree. These staff do an excellent job in difficult circumstances, and may be teaching students lower down the age range.”
Nearly two thirds of Initial Teacher Training providers believe that teachers are not currently prepared to meet the government’s ambition to raise the complexity threshold for SEND pupils entering mainstream schools.
England’s councils are warning of a "ticking time bomb" in the special educational needs and disabilities (SEND) system, with new data showing deficits that could bankrupt local authorities within three years.
The regulations have been set following a second consultation and detailed collaborative working with organisations and people across deaf and hearing communities.
The Education Committee has published a letter to the Secretary of State for Education asking for more detail about the Department for Education’s work on developing its SEND reforms.