As usual, R is defined as the number of pupils on roll divided by the number of teachers, and G is the number of pupils on roll divided by the number of classes.
2.
Department of Education and Science (1975) Teachers for the 1980s: Statistical Projections and Calculations, No. 82, London: HMSO, p.5.
3.
For a full discussion of the pupil-teacher ratio, average class size, and class contact ratio, see Crispin, A. (1979).. Providing the Teachers, Unit 8 of Open University Course E222, "The Control of Education in Britain" , Open University Press.
4.
See for example, Davies, T.I. (1969) School Organisation . Pergamon, p. 50; Lawrie, N. and Veitch, H. (1975) Timetabling and Organisation in Secondary Schools, NFER, p.15; Longman , B. (1977). " Secondary School Teachers - a new survey and mathematical model for assessing teacher demand", Statistical News, No.38
5.
Approximately, because at any 'moment in time' sixth form pupils having private study periods do not contribute to G, and neither do the usual teachers' absences.
6.
This is virtually the same formula as given by the Scottish Education Department (1973). Secondary School Staffing, HMSO, p.38. See also Crispin, A. and Perkins, R. Educational Research, February 1980 (in the press).
7.
The number of teachers (T), the contact ratio (C) and the average number of teaching space utilized at any time (S) can be related by the expression S = CT.
8.
Factors not accounted for were sixth form pupils engaged in private study periods; above quota staff, e.g. specialist teachers of immigrant children; and the contributions of those counsellors or careers teachers who have a few 'conventional' teaching periods.
9.
Staffing Survey in Secondary and Middle Schools, NUT, September 1976, unpublished. The average value of C in the figure has been weighted slightly to give a fair comparison with Hounslow's schools.
10.
Department of Education and Science (1977), Statistics of Education, Vol.1, Schools 1976.
11.
For example, the NUT survey (reference 9 above) recorded 0.793 for secondary schools (11 to 18 years) while the planning model described by Longman (reference 4 above) - for use by the Advisory Committee for the Supply and Training of Teachers and the DES - postulated a value of 0.78.
