The information requested is as follows:
Qualification type Subjects covered Number of young people Number of qualifications attained 2002 GCSE English; Maths; Science 1 1 Food Hygiene 12 12 2003 AQA Maths; Art; Home Economics; PSHE; Business Studies; Foundation Certificate in Food Hygiene 24 50 NSP Number Skills; Communication Skills; ICT 25 29 2004 AQA Maths; English; Geography; Art; Home Economics; PSHE; Business Studies; Music; Foundation Certificate in Food Hygiene 65 94 NSP Number Skills; Communication Skills; ICT; Personal Skills 65 94 GCSE English; English Literature; Maths; Child Development 5 14 2005 AQA Maths; English; Geography; Art; Home Economics; PSHE; Business Studies; Music; Foundation Certificate in Food Hygiene; Car Mechanics; Swimming; Kayaking 56 226 NSP Number Skills; Communication Skills; ICT; Personal Skills 41 124 GCSE English; English Literature; Maths 4 1— 2006 AQA Maths; English; Geography; Art; Home Economics; PSHE; Business Studies; Music; Foundation Certificate in Food Hygiene; Car Mechanics; Swimming; Kayaking; Cartooning; Life Skills 62 121 NSP Number Skills; Communication Skills; ICT; Personal Skills 39 97 GCSE English; English Literature; Maths; RE; ICT; Science; German 3 1— 2007 AQA Maths; English; Geography; Art; Home Economics; PSHE; Business Studies; Music; Foundation Certificate in Food Hygiene; Car Mechanics; Swimming; Kayaking; Cartooning; Life Skills 2140 Pending Essential Skills Number Skills 240 Pending Essential Skills Communication Skills 240 Pending Occupational Skills Vehicle Studies (entry level GCSE equivalent) 24 Pending 1 Results not forwarded to Juvenile Justice Centre as the young person had been discharged from custody by the time results were published. 2 Figures for 2007 show those entered for examinations to date—results are pending. Key: AQA—Assessment and Qualifications Alliance NSP—National Skills Profile
There has been a steady growth in academic qualifications taken and achieved over the last six years. A culture of learning is well established amongst staff and young people and the centre will seek further to strengthen this ethos by continuing to motivate, encourage and promote the value of education in improving the life chances and opportunities for young people. Service delivery is regularly reviewed and additions to the curriculum will be made in response to the requirements of custody and community plans.