To ask the Secretary of State for Business, Enterprise and Regulatory Reform on how many occasions he has accepted corporate hospitality in the last 12 months. (171321)

Chapter 7 of the Ministerial Code sets out the rules on the registration of hospitality.

To ask the Secretary of State for Business, Enterprise and Regulatory Reform what assessment he has made of future engineering skills needs. (166294)

I have been asked to reply.

The assessment of future engineering skills needs is led by SEMTA, the Sector Skills Council (SSC) for science, engineering and manufacturing technologies sector. SEMTA has produced sector skills agreements (SSAs) for the aerospace, automotive, electronics and marine sectors in 2005-06. Each SSA identifies current workforce development and skills needs, sets out future skills needs and key skills requirements. SSAs are supported by an action plan which identifies the proposed ways in which the needs will be met. Government are working with the SSC and many other delivery partners to take these actions forward.

Summary documents on the Aerospace, Automotive and Electronics SSA and the Marine SSA have been placed in the Library. Full reports of these can be viewed on the SEMTA website at:

www.semta.org.uk.

To ask the Secretary of State for Business, Enterprise and Regulatory Reform pursuant to the answer of 14 November 2007, Official Report, column 251W, on Export Credit Guarantees: Iran, what UK policy is on whether UN Security Council Resolution 1747 applies to the provision of export credit guarantees. (167320)

UK policy is that UN Security Council Resolution 1747 does not apply to the provision of export credits. The UK has pressed, both at the UN and the EU, for constraints on the provision of new export credit support for Iran, since multilateral imposition would have the maximum impact. We were unable to secure an explicit reference to export credits in UN Security Council Resolution 1747 and, like other countries, have concluded that export credits are not therefore covered by the Resolution.

We continue to press for multilateral constraints on new export credits to be among the sanctions options that may be included in a further UN Security Council Resolution and EU Common Position. Consistent with this stance, ECGD is reviewing its position on Iran and has stopped processing applications for new cover.

To ask the Secretary of State for Business, Enterprise and Regulatory Reform pursuant to the answer of 14 November 2007, Official Report, column 251W, on export credit guarantees: Iran, what form the Export Credits Guarantee Department market review of Iran takes; what criteria are being assessed in the review; and when he expects a decision to be made. (167322)

All markets are kept under regular review by ECGD to determine their riskiness.

ECGD’s formal risk assessment criteria for any sovereign risk includes the capacity and willingness of the country in question to meet its debt commitments (i.e. the risk of default) taking account of any uncertainties in its international relations; how long a default might last were it to occur (which informs our judgement on the risk of potential claims); and the likely loss that could be incurred. In addition, for riskier markets, ECGD reviews on an ongoing basis whether cover and premium policies and case handling arrangements remain appropriate.

A decision on risk by ECGD is also subject to wider UK foreign policy objectives.

To ask the Secretary of State for Business, Enterprise and Regulatory Reform which stakeholders the Cambridge university academics commissioned to conduct a study on information pricing by his Department (a) have met and (b) plan to meet. (166008)

The terms of reference produced at the time of the tender process is being placed in the Library of the House. This document has been made freely available to parties that request it.

To ask the Secretary of State for Business, Enterprise and Regulatory Reform how many responses have been received to the six-week consultation over proposed post office closures in the Greater Glasgow, Central Scotland, Argyll and Bute Area plan. (172043)

This is an operational matter for Post Office Ltd. (POL). I have therefore asked Alan Cook, Managing Director of POL, to reply direct to the hon. Member. Copies of the letter will be placed in the Libraries of the House.

To ask the Secretary of State for Children, Schools and Families what consideration he has given to requiring academies to operate according to the School Teachers’ Pay and Conditions Document; what recent representations he has received on this matter; and whether he plans to consult on it. (169308)

[holding answer 29 November 2007]: Academies are independent schools. One of their key features is the freedom to be innovative in the way they reward and retain staff. That said, we know that many Academies base their pay and conditions on the School Teachers’ Pay and Conditions Document. We have no plans to make that compulsory and have received few representations on the subject.

To ask the Secretary of State for Children, Schools and Families how much his Department and its predecessor spent on (a) business and (b) first class air travel in the last 12 months. (171254)

The spend on (a) business class flights in the 12 month period October 2006 to September 2007 for the former Department for Education and Skills was £241,936 and (b) first class flights in the 12 month period October 2006 to September 2007 for the former Department for Education and Skills was £24,658.

To ask the Secretary of State for Children, Schools and Families what guidance has been issued to (a) local authority children’s services, (b) local authority children's homes and (c) privately run children's homes on their responsibility to provide personal individual support for looked after children exhibiting difficulty at school either in relation to bullying or educational matters. (170111)

Improving the education of children in care is the highest priority for the Government. The Children Act 2004 placed local authorities under a specific duty to promote the educational achievement of all children in their care. In 2005, we issued statutory guidance on the duty on to promote the educational achievement of looked after children, which set out how local authorities should meet this duty. This included guidance on how they should ensure children’s homes support the education of children in care.

The National Minimum Standards (NMS) for children’s homes make it clear that measures must be in place within local authority and privately run children’s homes to address bullying. In particular, there must be a policy on preventing and countering bullying which is known to staff and children. This includes bullying that may occur outside the home.

We recognise that the education of children and young people in care is not good enough. “Care Matters: Time for Change”, published in June 2006, set out a range of measures to improve the attainment of those in care and, in particular, personalise their learning in order to narrow the gap between children in care and all children. This work is underpinned by a public service agreement to narrow the gap in educational achievement between children from low income and disadvantaged backgrounds and their peers, and the provisions in the Children and Young Persons Bill.

Following the passage of the Children and Young Persons Bill we are committed to revising the Children Act 1989 guidance and National Minimum Standards for Children’s Homes. This will include guidance on how local authorities and children’s homes should support the education of children and young people in care and ensure that those experiencing difficulty receive the support that they need.

To ask the Secretary of State for Children, Schools and Families what reviews have been undertaken by external consultants of the security measures proposed for the ContactPoint database; and what recommendations were made in those reviews. (170027)

ContactPoint has been subject to scrutiny at key stages throughout its development. My Department’s own Chief Security Officer—external to and independent from the project, has checked the Security Policy, the security architecture, and our risk assessment, and found them to be appropriate.

The news on 20 November of the loss of large volumes of child benefit data from HMRC has raised questions about the safety of large scale personal data in other Government systems, including ContactPoint. ContactPoint will not contain any financial information (such as bank details) or case information (such as case notes, assessments, medical records, exam results or subjective observations).

On 20 November, the department conducted an assessment of how personal data are stored and protected in the Department. As a result of that assessment, I am confident that we have very robust procedures in place.

On 21 November, the Prime Minister confirmed this approach when he asked all departments to check their procedures for the storage and use of data. In light of the security breach at the HMRC, we are continuing to check our procedures to ensure standards are as high as they can be. To this end, on 20 November, the Secretary of State for Children, Schools and Families decided to commission an independent assessment of its security procedures. This will be undertaken by Deloitte.

To ask the Secretary of State for Children, Schools and Families (1) if he will place in the Library copies of the regulations, guidance and directions, on the operation of databases made under section 9 of the Children Act 2004; (170208)

In relation to question 170208, The Children Act 2004 Information Database (England) Regulations (SI2007/2182) and the accompanying explanatory memorandum are available from the Office of Public Sector Information (OPSI) website:

http://www.opsi.gov.uk/si/si2007/20072182.htm, and:

http://www.opsi.gov.uk/si/em2007/uksiem 20072182_en.pdf

and can be accessed from the Library.

The Department consulted on draft ContactPoint Guidance between 4 May and 27 July 2007. I am arranging for a copy of the consultation draft of the ContactPoint Guidance to be supplied to the Library. We plan to publish the Guidance in June/July 2008 in advance of deployment to the Early Adopter local authorities in September/October 2008.

Section 12 of the Children Act 2004 provides for the Secretary of State for Children, Schools and Families to establish and operate a database (to be known as ContactPoint) and to make regulations and issue guidance and directions in relation to its establishment and operation. The Children Act 2004 Information Database (England) Regulations 2007 were approved by affirmative resolution in this House on 23 July 2007, and in another place on 18 July 2007, and have been in force since 1 August 2007. No directions have been issued under Section 12 of the Children Act 2004.

In relation to question 170209, the number to be used for identifying child records on the ContactPoint system will be an entirely new and unique number generated from the child reference number by ‘electronic code book encryption’.

This new number will thus be based on, but entirely different to the child reference number, which underpins the child benefit system, such that the unique link between the two numbers will be securely and separately held. This is the strongest form of such encryption, and no pattern or link can be made between these two numbers.

To ask the Secretary of State for Children, Schools and Families what recent assessment he has made of the levels of availability of childcare for children aged 12 and upwards. (170676)

Local authorities are required to complete by 31 March 2008 assessments of the sufficiency of child care in their areas in relation to children of all ages, covering supply of places, demand for places and gaps between the two. Their assessments will provide the basis for their duty to secure sufficient child care for all working parents from 1 April 2008.

The Government do not collect this data centrally because child care markets are essentially very local, and local authority level assessments aggregated nationally would be potentially misleading. Sufficiency, of course, is not just about numbers but about a host of criteria including accessibility, flexibility and affordability, as well as quantity.

Secondary schools, as part of the development of extended services, are expected to provide young people access to a varied menu of activities in a safe place to be, before and after school from 8 am to 6 pm and during the school holidays in response to demand. At present, 1,720 secondary schools are providing access to the full core offer of extended services.

The core offer in secondary schools comprises: a varied menu to activities in a safe place to be, parenting support, swift and easy access to a wide range of specialist support services and community access to school facilities.

To ask the Secretary of State for Children, Schools and Families what assessment his Department has made of the merits of integrating the Communication Trust’s Speech, Language and Communication Framework into the Children’s Workforce Development Council’s Integrated Qualifications Framework. (169781)

The Department has not made an assessment. It is for those awarding bodies developing qualifications for inclusion on the Integrated Qualifications Framework (IQF), in conjunction with sector bodies, such as the Children’s Workforce Development Council (CWDC), to determine what skills and knowledge is covered by qualifications. The Integrated Qualifications Framework (IQF) is currently in its testing phase and will not be fully operational until 2010.

CWDC and the Children’s Workforce Network are working together to consider how best to meet the needs of children and young people with a range of disabilities, including speech, language and communication.

To ask the Secretary of State for Children, Schools and Families what contracts his Department has with external consultants; what the total value, including all VAT and disbursements, of these contracts are for the current financial year; how long each contract lasts; and what the forecast total value is of each contract. (163805)

Our records show the total number of live contracts with external consultants as at 1 October 2007 was 256; the estimated value of these contracts for the current financial year is £40.5 million; and the estimated value of these contracts over their contractual period is £89.9 million.

To list these contracts to estimate the forecasted total value for each contract and the duration of each contract would all exceed the disproportionate cost threshold.

To ask the Secretary of State for Children, Schools and Families how many breaches of data protection security there were in his Department in each of the last five years; and if he will provide details of each breach; (168831)

To ask the Secretary of State for Children, Schools and Families how many confirmed data security breaches there have been in his Department in the last 36 months; and what action was taken after each occurrence. (169894)

To ask the Secretary of State for Children, Schools and Families whether he proposes to review how his Department transports data; and whether his Department uses TNT to transport data; (169367)

To ask the Secretary of State for Children, Schools and Families (1) when each electronic database held by his Department containing personal information on members of the general public was first created; (169279)

I refer the hon. Members to the statement made by my right hon. Friend the Prime Minister on 21 November 2007, Official Report, column 1179. The review by the Cabinet Secretary and security experts is looking at procedures within Departments and agencies for the storage and use of data. A statement on Departments’ procedures will be made on completion of the review.

To ask the Secretary of State for Children, Schools and Families if he will list the special advisers employed by his Department, setting out in each case their (a) responsibilities and (b) pay bands. (169835)

The names and pay bands of all special advisers are contained in the Prime Minister’s written statement to the House of 22 November 2007, Official Report, column 148-49WS.

Their duties are conducted in accordance with the requirements of the Code of Conduct for Special Advisers, a copy of which is in the Library of the House.

To ask the Secretary of State for Children, Schools and Families what assessment his Department has made of the additional demands that children without English as their first language place on primary and secondary schools. (169550)

At January 2007, there were 789,720 children in primary and secondary schools with English as an additional language (EAL): that is 120,240 or some 18 per cent. higher than in 2004. EAL children comprise 12 per cent. of the whole population, up from 9 per cent. in 2004. Schools need to help such children acquire fluency in English as early as possible so that they can access the full curriculum.

The Government provide funding for new arrivals and EAL children in schools through two main routes. The first is an element within the Dedicated Schools Grant (DSG) for primary schools which was some £256 million in 2004-05, rising to £299 million in 2007-08, with a further rise to over £330 million in 2010-11—an 11 per cent. real terms increase on the 2004-05 level. The second is a substantial provision for EAL through the ring fenced Ethnic Minority Achievement Grant (EMAG), which has risen from £162 million in 2004-05 to £179 million in 2007-08 and will rise to £206 million by 2010-11—a 9 per cent. increase on the 2004-05 level. In addition an Exceptional Circumstances Grant (ECG) has been introduced to reflect changes in local authorities’ pupil numbers which occur after the three year indicative allocations of DSG have been announced. It has three elements covering: an increase of more than 2.5 per cent. in overall pupil numbers; an increase of more than 2.5 per cent. in the proportion of children with EAL; and a one-off payment to authorities with EAL proportions below 10 per cent. which experience an increase in their EAL proportion of more than 2.5 per cent.

These increases in funding form part of the substantial overall increase in school funding: over the past 10 years since 1997, overall per pupil revenue funding for schools has increased by 67 per cent. in real terms. We expect local authorities to be able to manage new pressures from within these very substantial increases.

To ask the Secretary of State for Children, Schools and Families what steps he is taking to meet the objectives of the EU Lisbon strategy. (170308)

[holding answer 3 December 2007]: The contribution of education and training to the Lisbon agenda is set out in the Education and Training 2010 Work Programme, and this Department plays an active role within the four main strands of the programme: setting priority areas for action; supporting peer learning and exchange of best practice; benchmarking progress; and developing common tools to support EU mobility and transparency of qualifications.

Furthermore, the UK's contribution to the EU Ministerial Education and Youth Councils and the official level working groups is rooted in the Lisbon Strategy, as this is where we see the EU as adding the most value. In particular, we are working to ensure that education and youth policy complements those policies being developed in other Lisbon spheres such as employment, social policy, and economic and financial affairs. This will help member states develop policies which will equip their citizens with the education and skills needed to thrive in a knowledge-based economy.

To ask the Secretary of State for Children, Schools and Families what proportion of students in each London borough were eligible to receive free school meals in the latest period for which figures are available. (169239)

The available information has been placed in the Library. The tables have been taken from the Statistical First Release “Schools and Pupils in England: January 2007 (Final)” which is available at:

http://www.dfes.gov.uk/rsgatewav/DB/SFR/s000744/index.shtml.

To ask the Secretary of State for Children, Schools and Families how many and what percentage of children in (a) Uxbridge constituency and (b) each London borough were eligible for free school meals in each year since 1997. (169681)

The requested information has been placed in the Library.

To ask the Secretary of State for Children, Schools and Families what assessment he has made of the effects of the introduction of more modular examinations at GCSE and A level on examination results since 1997; and if he will make a statement. (163535)

It is the responsibility of the Qualifications and Curriculum Authority (QCA) to regulate the public examinations system, and review standards. The QCA seeks views on the effect of modular examinations through consultations with stakeholders and by monitoring standards. However, it is difficult to disentangle the impact of modularisation from that of any other changes to GCSEs and A levels.

QCA has worked to ensure that standards are consistent and results have improved. Anecdotally, at A level the introduction of AS has helped this by engaging more candidates from the outset and, by allowing them to take a wider range of subjects, candidates concentrate on the subjects they are best at for the full A level.

QCA sought views on the effect of modular examinations as part of the consultation on GCSE criteria which was run earlier this year. The results of the consultation will be available on the QCA website, www.qca.org.uk, in mid-December.

To ask the Secretary of State for Children, Schools and Families how many teachers have been appointed without the National Professional Qualification for Headship as existing head teachers changing schools, in each year since 2004; and if he will make a statement. (169795)

We do not hold data on how many head teachers have moved to a second or subsequent headship post since 2004 and do not hold the National Professional Qualification for Headship (NPQH), as there is no tracking of teacher movements across the system. It is compulsory for all new heads in maintained schools or non-maintained special schools to have, or be working towards, NPQH if they took up their first headship post in a local authority maintained school or a special school after April 2004. It will be mandatory to hold the qualification (rather than be working towards it) from 1 April 2009. However, it is not a requirement for head teachers who took up their first headship post prior to April 2004 to hold NPQH in their existing post, or if appointed to a second or subsequent headship post.

To ask the Secretary of State for Children, Schools and Families (1) how many students from British Overseas Territories have obtained places at London universities in each year since 1997; (168430)

I have been asked to reply.

The latest available information is given in the table. Figures for 2006/07 will be available in January 2008.

To ask the Secretary of State for Children, Schools and Families what percentage score was required for a GCSE pass in mathematics at Grade A for each examination board in each year from 1997 to 2007. (163306)

This information is not held centrally. The process awarding bodies go through to ensure that standards are consistent means that there will be variations in terms of raw marks required between different awarding bodies’ qualifications and from year-to-year.

It is for the Qualifications and Curriculum Authority (QCA) as the qualifications regulator to oversee the awarding process to ensure that standards are comparable both between different qualifications and over time. The Chief Executive of QCA, Dr. Ken Boston, has written to the hon. Member on this issue and a copy of his reply and the report mentioned have been placed in the Library.

Letter from Ken Boston, dated 20 November 2007:

GCSE and A level grades

Thank you for your letter of 30 October following the answer that Jim Knight MP provided in response to your Parliamentary Question.

Although Jim Knight’s response indicated that the QCA is responsible for maintaining standards across qualifications and over time, it also stated that the level of information on grade boundaries that you are asking for is not held centrally. I am afraid that this means that QCA does not hold the information either. It is the awarding bodies that offer GCSE and A level qualifications who are responsible for setting grade boundary marks in each subject for every examination series.

Although I am unable to provide the data you request, I think it would be helpful to explain how the number of marks required to achieve a grade in any particular examination series is determined and which conclusions can be drawn from variations in the number of raw marks required to achieve a particular grade boundary each year.

For each discrete unit within a qualification (for example, there are currently six units in most A level qualifications) the mark required to achieve a particular grade is determined by an awarding body’s awarding committee according to a process that is set out in a code of practice issued by QCA. An awarding committee comprises the most senior examiners for a qualification. They are required to use professional judgment, supported by technical and statistical data, to ensure that standards are carried forward from year to year. In other words, the committee must ensure that the same level of performance will achieve the same grade across different years. However, as different question papers are used in each examination series it is possible that the demand of the question paper might not be identical year-on-year. To take into account unforeseen variances in the demand of question papers between years, the awarding committee may adjust the number of marks required to achieve a particular grade in any given year in order to ensure standards are maintained.

The awarding bodies that offer GCSE and A levels are AQA, Edexcel and OCR in England, WJEC in Wales and CCEA in Northern Ireland: Between them, each of these awarding bodies offers up to 50 different subjects at GCSE and 40 different subjects at A level. Some awarding bodies offer more than one qualification in each subject per qualification type. In addition there are now opportunities to sit GCSE examinations in March, November and June and A level examinations in January and June.

Therefore, answering your question would require the collection of an extremely large amount of data in the form of a list of each grade A and grade C boundary mark for each of the hundreds of GCSE and A level specifications in each of the examination series in each of the 10 years since 1997. The only inference that could realistically be taken from such data would be that mark boundaries have varied and, indeed must vary, in order to maintain standards. Furthermore, raw mark grade boundary data could also be misleading as they would not necessarily indicate where there have been changes in the total number of marks available in a particular examination component.

On previous occasions, QCA has investigated the issue of changes in grade boundaries to look at whether a change in grade boundary marks indicated a change in standards. We looked at a number of grade boundaries in English, English Literature and Mathematics over a number of years. In addition, QCA collected data from a wide range of GCSE and A level examinations in a single year. We concluded that changes in grade boundaries did not indicate a change in standards and that it would not be necessary for us to expand our investigation or collect data from a wider sample. I attach a copy of the report on this work.

However, all of this is in relation to raw mark grade boundaries only. A levels and modular GCSEs allow candidates to sit component parts of the same qualification in different examination series and because papers in different years will be of slightly differing demand a method of scaling is required to ensure that the same level of achievement would receive the same grade across examination series. This scale is the Uniform Mark Scale (UMS) and it enables units for which different amounts of marks are available to be aggregated across or within an examination series to give an overall grade. The percentage of UMS marks required to achieve a given grade does not vary. At GCSE the following percentage of the maximum uniform marks available for a component is required to achieve a particular grade: A* - 90% of the available uniform marks; A - 80%; B - 70%; C - 60%; D - 50%; E - 40%; F - 30%; G - 20%. At A level to following percentage of maximum uniform marks are required to achieve a particular grade: A - 80%; B - 70; C - 60%; D - 50%; E - 40%.

Although QCA is unable to answer your question in the terms in which you asked it, I hope that I have been able to provide you with information that you find to be of use.

To ask the Secretary of State for Children, Schools and Families how many contracts were awarded by his Department to Opinion Leader Research in each year since 1997 was; and what was (a) the title and purpose, (b) the cost to the public purse and (c) the dates of (i) tender, (ii) award, (iii) operation and (iv) completion and report to the Department. (165261)

The Department has contracted with Opinion Leader Research through the Central Office of Information (COI) Market Research Framework on 15 occasions since 2001. The details of those contracts are shown in the following table.

In addition, the Department also contracted with Opinion Leader Research through its own tendering processes to deliver, as part of the 10 Year Childcare Strategy, Parents’ Forums aimed to inform the consultation process on the strategy. The cost was £70,172.14. It was tendered in January 2005 and awarded on 25 January 2005. The project was carried out and a report on findings delivered to the Department on 23 March 2005.

Details of contacts with Opinion Leader Research prior to 2001 are not held centrally and to gather that data in order to answer this question would incur disproportionate costs.

To ask the Secretary of State for Children, Schools and Families how many items of post sent by his Department and its predecessor were reported missing by the intended recipient in each year since 1997. (171295)

The Department for Children, Schools and Families (and its predecessor), does not maintain historical records of items of post reported missing by the intended recipient. Any such mail reported missing to the Department’s mail rooms are dealt with on a case by case basis until an outcome can be determined and a resolution reached.

To ask the Secretary of State for Children, Schools and Families what the levels of numeracy and literacy were among primary school leavers in each London borough on the latest date for which figures are available. (169230)

Levels of literacy and numeracy in primary school leavers are most commonly measured by the proportions of children gaining National Curriculum level 4 and above in English and mathematics, since these represent the expected national standard. The information in the table gives the percentages of 11-year-olds achieving these levels in 2007 based on provisional data. The figures for 1998 and the national averages are also shown for comparison. Inner and Outer London boroughs are listed separately.

To ask the Secretary of State for Children, Schools and Families if he will make a statement on the implementation of the Rose Review recommendations in primary schools. (169933)

We have accepted all of the Rose Review's recommendations and have paid particular attention to the recommendation that phonics should be taught as the prime approach to learning to read. We have renewed the primary framework for teaching literacy to reflect this. To further support teachers and practitioners in implementing this key change, and in line with the Review's recommendations, we have worked with Jim Rose to produce a high quality phonics teaching programme, Letters and Sounds. As an alternative for schools that instead wish to use a commercial phonics programme, we have published guidance on a set of criteria which define the key features of an effective phonics teaching programme and which build directly on the Review's recommendations.

We have taken steps to ensure that local authorities have the capacity and expertise to support schools in developing effective phonics teaching. The Communication, Language and Literacy Development (CLLD) programme, specifically developed to implement the Review's recommendations, builds greater quality and capacity in the teaching of early literacy through developing work on speaking and listening; strengthening leadership and management of early literacy; and supporting all schools with phonics and early reading. The CLLD programme has provided training in early reading for every local authority and has funded additional consultants to lead this work in 50 targeted authorities.

We are also working with local authorities and the Training and Development Agency to ensure that newly qualified practitioners are equipped with the necessary skills to implement the Rose Review recommendations.

To ask the Secretary of State for Children, Schools and Families what steps he is taking to increase the number of people training to be primary school teachers; and if he will make a statement. (169802)

We will be increasing significantly the number of places available for initial teacher training in the primary phase from 2008/09 onwards. This is in response to population census information showing that the number of primary age children will rise in the next few years. Details of the number of places will be available shortly.

To ask the Secretary of State for Children, Schools and Families in which month secondary schools receive key stage 2 test results data for pupils entering the school in year 7. (165765)

The results of National Curriculum Key Stage 2 tests are included in the head teacher's annual report which forms part of the common transfer file of information which must be transferred between schools when pupils change schools. The Education (Pupil Information) (England) Regulations 2005 require that when a pupil changes schools, this file is sent to the receiving school no later than 15 school days after the day on which the pupil ceases to be registered at the old school. For most pupils entering secondary school, this will mean that the results will be transferred in September.

To ask the Secretary of State for Children, Schools and Families what average Government spending was per child in (a) Uxbridge constituency, (b) each London borough and (c) England in (i) primary schools and (ii) secondary schools in each year since 1997. (169682)

The Department allocates education funding to local authorities so the requested information for Uxbridge constituency is not available. The figures for Hillingdon local authority are included in the breakdown by London boroughs.

The revenue funding figures per pupil for primary schools (pupils aged three to 10), secondary schools (pupils aged 11 to 15) and all pupils (aged three to 19) for England and for each local authority in Greater London for years 1997-98 to 2005-06 are as follows:

The revenue per pupil figures shown in the following table are taken from the dedicated schools grant (DSG) which was introduced in April 2006. They are not comparable with those for the years 1997-98 to 2005-06 because the introduction of the DSG in 2006-07 fundamentally changed how local authorities are funded.

The 1997-98 to 2005-06 figures are based on education formula spending (EFS) which formed the education part of the local government finance settlement, plus various grants. The DSG is based on planned spend. In addition, the DSG has a different coverage to EFS, which comprises a schools block and an LEA block (to cover LEA central functions) whereas DSG only covers the schools block. LEA block items are still funded through DCLG's local government finance settlement but education items cannot be separately identified. Consequently, there is a break in the Department's time series as the two sets of data are not comparable.

The per pupil revenue funding figures for years 2006-07 to 2007-08 for England and for each local authority in Greater London are provided in the following table. The DSG is distributed through a single guaranteed unit of funding per pupil so a split between primary and secondary funding is not available.

To ask the Secretary of State for Children, Schools and Families what the average Government spending per child in (a) primary and (b) secondary schools in West Chelmsford Parliamentary constituency was in (i) the latest year for which figures are available and (ii) 2001. (169765)

The Department allocates education funding to local authorities so the requested information for West Chelmsford constituency is not available. The revenue funding figures per pupil for 2001-02 and 2005-06 for Essex local authority are shown in the following table.

The latest year for which comparable figures are available is 2005-06 and these have been given in the table. The latest revenue per pupil figures available are for 2007-08 and are taken from the Dedicated Schools Grant (DSG) which was introduced in April 2006. They are not comparable with those for 2001-02 and 2005-06 because the introduction of the DSG in 2006-07 fundamentally changed how local authorities are funded.

The 2001-02 and 2005-06 figures are based on Education Formula Spending (EPS) which formed the education part of the Local Government Finance Settlement, plus various grants. The DSG is based on planned spend. In addition, the DSG has a different coverage to EFS, which comprises a schools block and an LEA block (to cover LEA central functions) whereas DSG only covers the schools block. LEA block items are still funded through DCLG’s Local Government Finance Settlement but education items cannot be separately identified. Consequently, there is a break in the Department’s time series as the two sets of data are not comparable.

The per pupil revenue funding figure based on DSG plus grants for 2007-08 for Essex was £4,180.

The DSG is distributed through a single guaranteed unit of funding per pupil so a split between primary and secondary funding is not available. This figure is for all funded pupils aged 3-15 and is in real terms.

Notes:

1. The revenue funding per pupil figures only run to 2005-06 because we cannot provide a consistent time series beyond that year as the introduction of the Dedicated Schools Grant (DSG) in 2006-07 fundamentally changed how local authorities are funded. The 1998-99 to 2005-06 figures are based on Education Formula Spending (EFS) which formed the education part of the Local Government Finance Settlement, plus various grants. This was an assessment of what local authorities needed to fund education rather than what they spent. In 2006-07, funding for schools changed with the introduction of the DSG which is based largely on an authority’s previous spending.

2. In addition, DSG has a different coverage to EPS: EPS comprised a schools block and an LEA block (to cover LEA central functions) whereas DSG only covers the school block. LEA block items are still funded through DCLG’s Local Government Finance Settlement but education items cannot be separately identified. This means we have a break in our time series as the two sets of data are not comparable.

3. Price Base: Real terms at 2006-07 prices, based on GDP deflators as at 26 September 2007.

4. This covers funding through the Dedicated Schools Grant, School Standards Grant, School Standards Grant (Personalisation) and Standards Fund; it excludes grants not allocated at LEA level.

5. Some of the grant allocations have not been finalised. If these do change, the effect on the funding figures is expected to be minimal.

To ask the Secretary of State for Children, Schools and Families how his Department plans to assess the four building blocks he has set out for raising the participation age. (169158)

In his speech to the Fabian Society on 5 November, my right hon. Friend described four building blocks that must be in place before we can successfully raise the participation age. These are: curriculum and qualifications reform; advice and guidance to help all young people make the right choices; financial support; and employer engagement to provide the right training and apprenticeships. We have set out our plans to implement these reforms and will keep them under review in the run up to the increase in the participation age in 2013.

To ask the Secretary of State for Children, Schools and Families which (a) schools and (b) sixth form colleges have been supplied meat by McLaren Foods in the last 12 months. (170443)

The information requested is not collected by this Department. Local authorities and schools must put in place their own arrangements for procuring ingredients for school food.

To ask the Secretary of State for Children, Schools and Families if he will take steps to support Wizz Bang multi-media science and technology presentations to encourage the take up of science and related subjects in schools. (169773)

The Government are already doing much to encourage young people to take up science and related subjects in schools. This includes the Science and Engineering Ambassadors scheme whereby practising scientists and engineers go into schools to support teachers and engage and enthuse pupils to continue studying science. We are also in the process of commissioning a programme of careers support and guidance, and a communications campaign both with the aim informing young people more about the varied and exciting opportunities that exist in science in pre and post-16 education and beyond.

The Government have no plans to support Wizz Bang multi-media science and technology presentations. It is for schools to decide whether they engage with this type of initiative as they are best placed to know the specific needs of their pupils.

To ask the Secretary of State for Children, Schools and Families what the average Government spending was in the latest period for which figures are available per child in (a) primary and (b) secondary schools in each London borough. (169237)

The revenue per pupil figures shown in the following table are taken from the Dedicated Schools Grant (DSG) which was introduced in April 2006. The DSG is distributed through a single guaranteed unit of funding per pupil so a split between primary and secondary funding is not available. The figures are for all funded pupils aged 3-15.

To ask the Secretary of State for Children, Schools and Families by what means he expects secondary schools to conduct school nutrient analysis. (170031)

The School Food Trust (SFT) will shortly publish ‘A guide to introducing the Government’s food-based and nutrient-based standards for school lunches’. It will be on the SFT website in early December, and hard copies will be distributed to stakeholders including schools, local authorities and catering providers. The guide will explain the standards, give advice on implementing and monitoring them, and explain how to carry out nutrient analysis of school lunch provision.

The SFT has also published independent reviews of menu planning and nutrient analysis software, giving information on the types of packages available and their costs. The reviews are available on their website at:

http://www.schoolfoodtrust.org.uk/content.asp?Contentid=487

The School Lunch Grant, paid to local authorities from 2008/09 to 2010/11, can be used to meet the costs of the nutrient and menu checking software needed to ensure that school lunches are meeting the nutrient-based standards, and the expertise to use it.

The SFT is currently running pilots in 12 secondary schools to provide tested examples of nutrient standard compliant school lunch provision acceptable to secondary school pupils. The results of these pilots will be published next year.

To ask the Secretary of State for Children, Schools and Families whether he plans to introduce a fast-track statementing process for children with very high needs. (169840)

There are no plans to specify different timescales for the statementing of children with different levels or types of special educational needs (SEN). A significant part of the statementing process is a thorough assessment of the child's needs, in order to determine the appropriate provision to meet those needs. The Government's response to the July 2006 Education and Skills Select Committee report on SEN announced that Her Majesty's Chief Inspector of Schools will review progress in the current system in 2009-10. We will then consider, in the light of HMCI's advice, whether changes are needed to the current framework.

To ask the Secretary of State for Children, Schools and Families (1) what his estimate is of the annual cost of increasing the funding of all maintained secondary schools to at least the level obtained by those schools granted specialist status; and if he will make a statement; (169798)

The estimate of the annual cost of increasing the funding of all maintained secondary schools to at least the level obtained by those schools granted specialist status is around £39 million.

There are 408 maintained secondary schools outside the programme. Since 2003, of those schools, 153 have applied but not met the standard for specialist school status.

To ask the Secretary of State for Children, Schools and Families how many and what percentage of secondary school lessons in Yorkshire and the Humber were taught by a supply teacher in each of the last five years, broken down by local authority area; and if he will make a statement. (169737)

The information is not collected centrally.

To ask the Secretary of State for Children, Schools and Families how many (a) mathematics, (b) science, (c) history and (d) English graduates entered teacher training to qualify as secondary school teachers in each year since 2001-02. (169135)

The following table shows the number of graduate trainees entering postgraduate initial teacher training (ITT) courses to qualify as a secondary school teacher in the subject for which they hold a first degree, through mainstream ITT and employment-based routes (EBR), between 2002/03 and 2005/06 for:

(a) Mathematics;

(b) Science;

(c) History and

(d) English.

To ask the Secretary of State for Children, Schools and Families what the truancy rate was in (a) secondary and (b) primary schools in (i) Uxbridge constituency, (ii) each London borough and (iii) England in each year since 1997. (169680)

The Department collects data on unauthorised absences from schools, only some of which are truancy.

The two tables containing the figures for the proportion of half days missed due to unauthorised absence (of which truancy forms a part) have been placed in the House of Commons Library.

Unauthorised absence is absence without leave from a teacher or other authorised representative of the school. This includes all unexplained or unjustified absences, such as lateness, holidays during term time not authorised by the school, absence where reason is not yet established, other absence not authorised by the school and truancy.

To ask the Secretary of State for Communities and Local Government how many (a) domestic energy assessors and (b) home inspectors she estimates will be required for full implementation of the home information pack (HIP) policy; how this estimate was calculated; and what (i) evidence and (ii) criteria are being used to determine the market impact of HIPs. (166956)

[holding answer 22 November 2007]: I refer my hon. Friend to the written ministerial statement ‘Home Information Packs’ made on 22 November 2007, Official Report, columns 140-42WS.

To ask the Secretary of State for Communities and Local Government what proportion of home information pack searches have been undertaken via local authorities. (168929)

The information requested is not held centrally and could be provided only at disproportionate cost.

To ask the Secretary of State for Communities and Local Government whether information on radon risks (a) can and (b) must form part of home information packs. (171516)

Information on radon risk is required in the Home Information Pack as part of the local inquiries.

To ask the Secretary of State for Communities and Local Government what assessment she has made of the impact of the introduction of home information packs on the residential housing market in the Peterborough City Council area; and if she will make a statement. (163179)

I refer the hon. Member to the written ministerial statement ‘Home Information Packs’ made on 22 November 2007, Official Report, columns 140-42WS.

To ask the Secretary of State for Communities and Local Government what definition she uses of eco-home. (164666)

The Government do not define or set criteria for an ‘eco-home’ as such. The Code for Sustainable Homes (the Code) sets standards for housing.

The Code is a set of sustainable design principles covering performance of new homes in nine key areas, including energy and CO₂ emissions, water, materials, surface water run-off, waste, pollution, health and well-being, management and ecology.

New homes that are assessed against the Code receive a 1-6 star rating. A 1 star home is built to higher sustainability standards that those set out in building regulations while a 6 star home is a truly sustainable—zero carbon—home. The criteria on how to achieve each star rating is set out in detail in “Code for Sustainable Homes: Technical guide”, available on the Communities and Local Government’s website:

www.communities.gov.uk/thecode

The Code is based on the Building Research Establishment’s Environmental Assessment Method (BREEAM) for homes ‘EcoHomes’, which it replaced for new homes in England from April 2007. The Code is more robust than ‘EcoHomes’ as it sets minimum standards for Energy/CO₂, water, materials, surface water run-off and waste.

To ask the Secretary of State for Communities and Local Government how many qualified domestic energy assessors and home inspectors there are in (a) Eccles constituency, (b) Greater Manchester and (c) the North West. (162708)

The most recent data as at 5 November provide the following information on the number of accredited home inspectors and domestic energy assessors in Eccles constituency, Greater Manchester and the North West.

To ask the Secretary of State for Communities and Local Government how many (a) domestic energy assessors and (b) home information pack inspectors have had to retake their exams in the last 12 months. (165776)

The information requested is not held centrally and could be provided only at disproportionate cost.

To ask the Secretary of State for Communities and Local Government when the Government plans to extend the home information pack scheme to one and two bedroomed properties; and if she will make a statement. (165780)

I refer the hon. Member to the written ministerial statement ‘Home Information Packs’ made on 22 November 2007, Official Report, columns 140-42WS.