Written Answers Written Answers to Questions Thursday 21 June 2007 Culture, Media and Sport Casino Advisory Panel: Expenditure Mr. Swire To ask the Secretary of State for Culture, Media and Sport what the total expenditure was of the Casino Advisory Panel. Mr. Caborn When the Casino Advisory Panel submitted its final report to the Secretary of State on 30 January 2007 its total costs were approximately £400,000. Gambling Mr. Swire To ask the Secretary of State for Culture, Media and Sport what the total cost was of the Budd report on gambling. Mr. Caborn Full details of the total cost are not readily available. However, the cost to DCMS of publication of the report of the Gambling Review Body (the Budd Report) was £12,200, as set out in the answer given by my hon. Friend the Member for Pontypridd (Dr. Howells) to the hon. Member for South Suffolk (Mr. Yeo) on 10 April 2002, Official Report, column 332W. Mr. Swire To ask the Secretary of State for Culture, Media and Sport what total costs were associated with the White Paper, A Safe Bet for Success—Modernising Britain's Gambling Laws. Mr. Caborn Full details of the total cost are not readily available. However, the cost to DCMS of publication of the White Paper was £12,000, as set out in the answer given by my hon. Friend the Member for Pontypridd (Dr. Howells) to the hon. Member for South Suffolk (Mr. Yeo) on 10 April 2002, Official Report, column 332W. Olympic Games: Greater London Robert Neill To ask the Secretary of State for Culture, Media and Sport (1) what recent discussions (a) she and (b) her Department have had with companies which have bid for the utilities contracts for the Olympic games; (2) when (a) she and (b) a Minister in her Department last had a meeting with (i) Thames Water and (ii) EDF energy to discuss the utilities (A) contracts and (B) requirements for the Olympic games. Mr. Caborn The utilities contracts for the Stratford city and Olympic games sites are being procured under a commercially confidential process by the Olympic Delivery Authority (ODA). To maximise the commercial benefits of negotiation the names of those organisations that have submitted a bid are not widely known within the ODA and have not been released externally. I can confirm that no DCMS Minister has held meetings with Thames Water, EDF energy or any of the companies which have bid for the utilities contracts for the Olympic games to discuss contracts and the requirements for the games. Robert Neill To ask the Secretary of State for Culture, Media and Sport (1) which bodies will be involved in making the decision on the contractors and companies which are awarded the utilities contracts for the Olympic games; (2) what input the Mayor of London will have into the decision making process for the utilities contracts for the Stratford city and Olympic games site. Mr. Caborn The utilities contracts for the Stratford city and Olympic games sites are being procured under a commercially confidential process by the Olympic Delivery Authority (ODA). Tenders are currently being sought and evaluated by the ODA, and in due course their recommendations for award will be considered by the Olympic Projects Review Group (OPRG), which includes representation from the Greater London authority (GLA). The OPRG may then make recommendations to Ministers for formal approval to award the contracts. Sports: Governing Bodies Derek Wyatt To ask the Secretary of State for Culture, Media and Sport what criteria she uses to decide which Olympic governing bodies of sport receive funding from her Department. Mr. Caborn Decisions regarding the criteria for and funding of Olympic governing bodies of sport are made by the Sports Councils, not by Ministers. UK Sport is charged with delivering UK success at the Olympic and Paralympic games. To achieve this it takes a ‘no compromise’ approach to its investment, targeting resources and activity at those athletes and sports deemed most capable of medal winning performances. Individual sports are allocated their funding through the UK Sport World Class Pathway programme, with the amount determined by a formula that includes results from the previous games and current rankings, as well as future medal potential and the identification of talent. In addition, some Olympic sports are funded by Home Country Sports Councils in pursuit of their wider aims and objectives; for example, increasing participation in sport. In England, Sport England provides funding to 21 Olympic sports to support delivery of their four-year strategic plans at community level. The sports apply the funding they receive to deliver against a range of key performance indicators (KPIs). These KPIs include increasing the number of accredited clubs, the number of club members and the numbers of coaches and volunteers working within their sport. Furthermore, as a part of the joint DfES/DCMS National School Sport strategy, Sport England also funds a total of 18 Olympic sports to support delivery of school club links and volunteer and leadership opportunities for young people. Wales Departments: Home Working David Simpson To ask the Secretary of State for Wales how many people in his Department have been allowed to work from home for part of the week in the last 12 months; and if he will make a statement on his Department’s policy on home working. Mr. Hain The Wales Office values diversity and accommodates different work patterns including home working. Over the past year a number of staff have followed a flexible working pattern, working the occasional day or half day at home, whether to suit personal circumstances or to assist in the completion of a specific task. One member of Wales Office staff has a more formal arrangement for home working. Departments: Manpower David Simpson To ask the Secretary of State for Wales how many people granted (a) temporary part-time, (b) temporary full-time, (c) permanent part-time and (d) permanent full-time contracts of employment in his Department in each of the last three years were (i) male, (ii) female, (iii) registered disabled and (iv) aged 55 years or over. Mr. Hain The Wales Office does not grant contracts of employment. Wales Office staff are either on loan from the Welsh Assembly Government or employed by the Ministry of Justice. Scotland Departments: Pay John Barrett To ask the Secretary of State for Scotland what percentage of his Department's staff received a bonus in (a) 2006 and (b) 2007. David Cairns The figure for 2006-07 was 25 per cent. the figure is not yet available for 2007-08. Elections: Ballot Papers Jo Swinson To ask the Secretary of State for Scotland pursuant to the answer of 12 June 2007, Official Report, columns 921-22W, on elections: ballot papers, (1) who chaired the Electronic Counting Project Board that negotiated the contract to deliver an electronic counting service; (2) if he will place in the Library a copy of the contract negotiated with DRS for delivery of an electronic counting service, redacted as necessary; (3) which individuals were members of the Electronic Counting Project Board that negotiated the contract to deliver an electronic counting service. David Cairns The Electronic Counting Project Board was chaired by the Scottish Executive's Head of Local Governance and Licensing Division. We do not intend placing a copy of the electronic counting contract with DRS in the Library at present but we will review this after completion of the Electoral Commission's independent review of the May elections. We have made it clear that Mr Ron Gould and his review team will have access to all the documents they require, including those relating to e-counting. The members of the Electronic Counting Project Board were: the Scottish Executive’s Head of Local Governance and Licensing Division, an official from the Scottish Executive's Local Democracy Team, the E-counting Project Manager, the Scotland Office's Head of Elections and Social Policy Branch and the Scotland Office’s Elections Policy Advisor, the Returning Officer for East Renfrewshire, the Deputy Returning Officer for Edinburgh City Council, Head of Elections at DRS Data Services Limited, Project Manager from DRS Data Services Limited, and a representative of Electoral Reform Services. House of Commons Commission House of Commons Commission: Manpower Mr. Maples To ask the hon. Member for North Devon, representing the House of Commons Commission pursuant to the answer of 20 April 2007, Official Report, column 1060W, on House of Commons Commission: manpower, if he will list the 85 posts which carry salaries in excess of £60,000; and what the salary is of each post. Nick Harvey Information about senior staff with salaries in excess of £60,277 was placed in the Library in January in response to a question from the hon. Member for West Chelmsford (Mr. Burns), 11 January 2007, Official Report, column 652W. I will write to the hon. Member with further details. Current pay ranges for all staff can be found on the parliamentary intranet. Parking Norman Baker To ask the hon. Member for North Devon, representing the House of Commons Commission how many car parking spaces there are on the Commons part of the parliamentary estate (a) in the underground car park and (b) elsewhere. Nick Harvey A total of 600 car parking spaces are available on the parliamentary estate, nearly 500 of which are in the New Palace Yard multi-storey underground car park. Smoking Norman Baker To ask the hon. Member for North Devon, representing the House of Commons Commission on what date the Commission last discussed implementation of the forthcoming ban on smoking in enclosed public spaces on the parliamentary estate; and if he will make a statement. Nick Harvey As the minutes published on the internet http://www.parliament.uk/about_commons/house_of_commons_commission_hccfm120307.cfm show, the Commission discussed smoking on 12 March 2007. The policy on the subject is set out in a written answer to the hon. Member for Aberdeen, North (Mr. Doran) on 20 March 2008, Official Report, column 757W. The Health Act 2006 introduces a ban on smoking in workplaces and enclosed or substantially enclosed public places from 1 July 2007. While the Act does not formally apply on the parliamentary estate, the Commission, on the advice of the Administration Committee, has decided that the House should comply with the principles of the legislation, as it is not desirable that those who work on or visit the parliamentary estate should be treated differently in this respect than in other workplaces and public places. The Commission recognises, however, that many who work on the estate are unavoidably present for long periods, particularly when the House is sitting. It is therefore desirable to make reasonable provision for those who wish to smoke to do so, provided that the health and safety of other users of the estate is not adversely affected. With these principles in mind, the Commission has decided that smoking should cease to be permitted from 1 July 2007 in all internal areas of the House of Commons estate, including in bars and private offices. From that date smoking will, however, be permitted in four designated external areas: the Terrace, Commons Court (North West corner), North Terrace (between Portcullis House and Norman Shaw South), and in a designated area on the west side of Canon Row courtyard. Cigarette receptacles will be provided in these areas. “No Smoking” signs will be displayed at entrances to the buildings. International Development Asylum: Iraq Mr. Hague To ask the Secretary of State for International Development whether his Department has increased its presence in (a) Syria, (b) Jordan and (c) Egypt to assist Iraqi refugees; and if he will make a statement. Hilary Benn We are very concerned about the humanitarian situation in Iraq and the increasing numbers of people who have been displaced due to ongoing violence. DFID has not increased its presence in Syria, Jordan or Egypt in response to the refugee crisis. We continue to work closely with international humanitarian partners to ensure agencies are adequately resourced and equipped to respond to needs such as food, water, shelter and medical assistance. To date, we have contributed £1.5 million to the UN high commission for refugees' (UNHCR) appeal to help refugees in neighbouring countries. This was part of a £10 million package, which we have provided so far this year, to help vulnerable people inside Iraq and those displaced to other countries in the region. In total, DFID has provided £125 million in humanitarian assistance to Iraq since 2003. Democracy: Expenditure John Bercow To ask the Secretary of State for International Development how much his Department spent on projects promoting democracy in each of the last three years. Mr. Thomas DFID’s support to democracy programmes is part of our broader approach to good governance. One of the components of good governance is an open and transparent political system with strong political institutions. This means our democracy work includes support to civil society to improve their capacity to hold Governments to account; initiatives to build accountability into our health and education programmes to improve Government responsiveness to poor people; and work to strengthen political systems more broadly, including popular participation in the decision-making process. The latter includes direct support to elections and Parliaments. In total, DFID's direct bilateral spend on governance programmes was £212 million in 2004-05, £322 million in 2005-06 and £286 million in 2006-07. Within this DFID spent £14 million directly on democratic elections in 2004-5, £17.1 million in 2005-06 and £15.5 million in 2006-7. Over the next five years, our support to governance will include an additional £100 million for the governance and transparency fund. The aforementioned figures do not include our support to the UN, EU and other multilateral organisations some of which is used to fund governance and democracy promotion programmes. However, DFID does not hold details of what proportion of these contributions were used to assist with the promotion of democracy. Note that the figures for 2006-07 are provisional estimates only. Departments: Homeworking David Simpson To ask the Secretary of State for International Development how many people in his Department have been allowed to work from home for part of the week in the last 12 months; and if he will make a statement on his Department's policy on home working. Mr. Thomas DFID does not keep records of the number of home workers. However, DFID operates a ‘one machine’ policy under which each member of staff chooses to be equipped with either a desktop computer or, subject to the approval of their Head of Department, a laptop computer. The laptop option enables staff to work from home or at other remote locations while travelling on behalf of the Department. Currently, 1,750 staff have been issued with laptops. DFID is committed to improving work/life balance and accommodates a wide range of different work patterns including the use of home and remote working. DFID’s policy is set out both in the staff handbook, which is available to all staff electronically, and in two booklets, “Flexible Working”, and “Remote Working” which staff receive on appointment. In a recent management survey, 84 per cent. of staff strongly believed that their line managers actively support flexible working. Departments: Manpower David Simpson To ask the Secretary of State for International Development how many people granted (a) temporary part-time, (b) temporary full-time, (c) permanent part-time and (d) permanent full-time contracts of employment in his Department in each of the last three years were (i) male, (ii) female, (iii) registered disabled and (iv) aged 55 years or over. Mr. Thomas DFID employs both UK-based civil servants and staff engaged overseas on local terms and conditions of service. I have provided a breakdown of the data for the categories requested for both amalgamated groups in the following tables. Table 1 shows all contracts awarded during the years 2004-06, inclusive, broken down by gender. Table 2 shows the same breakdown across the categories for those in the over 55 age range. During the same period seven staff with registered disabilities were awarded contracts. (One temporary, six permanent—of which one was part-time). ----------------------------------------------------------------------------------------- | |Perm|Full-time|Part-time|Temp|Full-time|Part-time|Total|Totals per year| ----------------------------------------------------------------------------------------- |2004 | | | | | | | | | ----------------------------------------------------------------------------------------- |Male |167 |167 |— |30 |29 |1 |197 | | ----------------------------------------------------------------------------------------- |Female |182 |173 |9 |30 |30 |— |212 |409 | ----------------------------------------------------------------------------------------- | | | | | | | | | | ----------------------------------------------------------------------------------------- |2005 | | | | | | | | | ----------------------------------------------------------------------------------------- |Male |108 |106 |2 |16 |16 |— |124 | | ----------------------------------------------------------------------------------------- |Female |97 |86 |1 |22 |22 |— |119 |243 | ----------------------------------------------------------------------------------------- | | | | | | | | | | ----------------------------------------------------------------------------------------- |2006 | | | | | | | | | ----------------------------------------------------------------------------------------- |Male |83 |81 |2 |13 |12 |1 |96 | | ----------------------------------------------------------------------------------------- |Female |91 |84 |7 |21 |20 |1 |112 |208 | ----------------------------------------------------------------------------------------- | | | | | | | | | | ----------------------------------------------------------------------------------------- |Total employees|728 | | |132 | | |860 |860 | ----------------------------------------------------------------------------------------- ------------------------------------------------------------------------------------------ | |Perm|Full-time|Part-time|Temp|Full-time|Part- time|Total|Totals per year| ------------------------------------------------------------------------------------------ |2004 | | | | | | | | | ------------------------------------------------------------------------------------------ |Male |5 |5 |— |4 |4 |— |9 | | ------------------------------------------------------------------------------------------ |Female |4 |4 |— |— |— |— |4 |13 | ------------------------------------------------------------------------------------------ | | | | | | | | | | ------------------------------------------------------------------------------------------ |2005 | | | | | | | | | ------------------------------------------------------------------------------------------ |Male |5 |4 |1 |2 |1 |— |7 | | ------------------------------------------------------------------------------------------ |Female |1 |1 |— |— |— |— |1 |8 | ------------------------------------------------------------------------------------------ | | | | | | | | | | ------------------------------------------------------------------------------------------ |2006 | | | | | | | | | ------------------------------------------------------------------------------------------ |Male |3 |3 |— |1 |1 |— |4 | | ------------------------------------------------------------------------------------------ |Female |2 |2 |— |— |— |— |2 |6 | ------------------------------------------------------------------------------------------ | | | | | | | | | | ------------------------------------------------------------------------------------------ |Total employees|20 | | |7 | | |27 |27 | ------------------------------------------------------------------------------------------ David Simpson To ask the Secretary of State for International Development what percentage of staff in his Department are (a) male, (b) female, (c) registered disabled and (d) aged 55 or over. Mr. Thomas DFID employs both UK-based civil servants and staff engaged overseas on local terms and conditions of service. The following table shows the information which is available for both groups and for DFID as a whole. Information on gender, disability and age are all provided on a voluntary basis, and is incomplete for those staff engaged locally overseas. The response rate on disability in particular is very low. The percentages quoted are therefore based upon the numbers where we do have the relevant information, and the total percentage with a disability is for only our UK-based staff. ----------------------------------------------------- | |Male|Female|Disabled|Aged 55 +| ----------------------------------------------------- |UK-based |50 |50 |3 |12 | ----------------------------------------------------- |Locally engaged |50 |50 |n/a |19 | ----------------------------------------------------- |Total |50 |50 |3 |14 | ----------------------------------------------------- |n/a = Not available.| | | | | ----------------------------------------------------- Departments: Official Visits Mr. Hoban To ask the Secretary of State for International Development which destinations he visited in an official capacity between 17 May and 17 June. Hilary Benn I made no regional or overseas visits in an official capacity between 17 May and 17 June. Departments: Pay Dr. Cable To ask the Secretary of State for International Development how many staff in his Department received bonus payments in 2006-07; what proportion of the total workforce they represented; what the total amount of bonuses paid was; what the largest single payment was; and if he will make a statement. Mr. Thomas The following tables give the number of bonuses awarded to DFID staff in 2006-07. All bonus payments are non-pensionable. ------------------------------------------- | |2006-07| ------------------------------------------- |Number of awards |66 | ------------------------------------------- |Percentage of total SCS workforce|78 | ------------------------------------------- |Total cost (£) |389,100| ------------------------------------------- |Largest single payment (£) |12,000 | ------------------------------------------- --------------------------------------------------------- | |2006-07| --------------------------------------------------------- |Number of awards |1,020 | --------------------------------------------------------- |Percentage of total HCS workforce below the SCS|62 | --------------------------------------------------------- |Total cost (£) |558,233| --------------------------------------------------------- |Largest single payment (£) |1,150 | --------------------------------------------------------- Departments: Remploy Danny Alexander To ask the Secretary of State for International Development what (a) services and (b) products his Department has procured from Remploy in the last 12 months; and at what cost. Mr. Thomas The Department for International Development (DFID) has had no contracts with Remploy in the last 12 months. Gaza: Politics and Government Mr. Keith Simpson To ask the Secretary of State for International Development what assessment he has made of the humanitarian situation of the civilian population in Gaza following the takeover of the area's administration by Hamas; and if he will make a statement. Hilary Benn The United Nations Office for the Coordination of Humanitarian Affairs (OCHA) makes regular assessments of the humanitarian situation in the Gaza Strip. Between 9 and 13 June, OCHA reported that 110 Palestinians were killed and over 550 injured. However, relative calm has now returned. People are out in the streets and shops are open. The major concern among humanitarian agencies now is the movement of people and goods into and out of Gaza. Israel has allowed some humanitarian supplies to enter. Shortages of basic food supplies are likely to occur within days unless access is restored for private traders. The UK Government have called for the re-opening of the Kami crossing. Humanitarian Aid: Gaza Mr. Keith Simpson To ask the Secretary of State for International Development what assessment he has made of the impact of the recent violence in Gaza on the operations of the UN Relief and Works Agency for Palestinian Refugees in the Near East; and if he will make a statement. Hilary Benn 70 per cent. of Gaza’s population, around 1 million people, are registered as refugees and are eligible for support from the UNRWA. On 13 June the UNRWA suspended all operations in Gaza except for essential medical services and emergency food distributions. This followed the killing of two of its staff in intra-Palestinian violence. On 17 June, the UNRWA returned to full operations, but warned that its support programmes depended on regular humanitarian supplies through Gaza’s borders with Israel. Humanitarian Aid: Sri Lanka Mr. Clifton-Brown To ask the Secretary of State for International Development what recent reports he has received on the murder of aid workers in Sri Lanka; and what guidance his Department is making available for UK aid workers in Sri Lanka. Mr. Thomas We have received several representations from the British and Sri Lankan NGO communities about the murder of two Red Cross workers on 2 June and the deaths of 17 workers from a French NGO in August 2006. We have raised the issue of humanitarian security with the Sri Lankan Government repeatedly and pressed for the perpetrators of these appalling crimes to be brought to justice. The UK advises British nationals, including aid workers, against all travel to the north and east of Sri Lanka. Ultimately aid workers and the agencies that employ them are responsible for their own security. Staff at the British High Commission in Colombo meet representatives of the British NGO community on a monthly basis to share information on security and other operational issues. Aid workers are also encouraged to register their presence in Sri Lanka with the British High Commission. Where appropriate, the FCO will support British nationals who are caught up in conflict, civil unrest and natural catastrophes. Iraq: Internally Displaced Persons Mr. Hague To ask the Secretary of State for International Development pursuant to the answer to the hon. Member for Berwickshire, Roxburgh and Selkirk of 7 June 2007, official report, column 685W, on Iraq: internally displaced persons, what form he expects the Iraqi Government's lead role in supporting Iraqi refugees outside Iraq to take; and if he will make a statement. Hilary Benn The most important thing that needs to happen in Iraq is an end to the spiralling violence responsible for the deteriorating humanitarian situation and increasing levels of displacement. The Government of Iraq have put dealing with security at the top of their agenda and we will continue to support them. Furthermore, it has primary responsibility to ensure the protection of its citizens. At the April UNHCR Conference in Geneva, the Government of Iraq made a commitment to take the lead in providing support and security for their citizens, including those who have fled the country. In the first phase, they pledged $25 million to finance the establishment of migration offices in Jordan and Syria. These offices will support vulnerable Iraqis and help alleviate the burden of the influx of refugees on host countries. We will continue to press them to step up their response to the situation and develop their policy on how best to provide assistance. Mozambique: Health Services John Barrett To ask the Secretary of State for International Development what support his Department has provided to health systems in each of the last five years in (a) Mozambique and (b) China; and what the (i) objectives, (ii) time scales and (iii) funding were of such programmes. Mr. Thomas DFID has actively supported the health systems in Mozambique for a number of years. DFID Mozambique provided support to the Technical Planning Unit within the Ministry of Health to facilitate development of a national health plan for the period 2000-05. DFID also funded the HIV/AIDS and Maternal Health Programme (2001-07) which aims to increase access to and use of good quality reproductive and sexual health services. DFID funding of the Essential Medicines programme (2000-06) aimed to improve the availability and rational use of essential medicines by strengthening procurement and distribution systems. DFID is currently supporting the development of a Sustainable Distribution System for Insecticide Treated Nets (ITNs) for Malaria Prevention. The programme, which has a total allocated budget of £8.6 million, started in 2005 and is due to run until 2010. It builds upon the lessons learnt as a result of a pilot Malaria Prevention and Treatment project. DFID recently agreed a new five-year programme of support to the Ministry of Health for £3.7 million per annum. In 2006, DFID also signed a five-year £215 million programme of direct support to the budget of the Government of Mozambique, which helps provide additional funding for health systems. The total amount of bilateral DFID expenditure in the health sector in Mozambique is shown in the following table. This includes a notional proportion of DFID’s general budget support. ---------------------------------------- | |Expenditure (£ million)| ---------------------------------------- |2002-03 |10.2 | ---------------------------------------- |2003-04 |13.3 | ---------------------------------------- |2004-05 |16.3 | ---------------------------------------- |2005-06 |15.9 | ---------------------------------------- |2006-07 |111. 9 | ---------------------------------------- |1 Provisional.| | ---------------------------------------- DFID has been working in the health sector in China since 1999. The focus has been on helping the Chinese Government to control HIV and AIDS, increasing the detection and cure rate for people suffering from tuberculosis, and reforming the health system so that poor people receive basic health services. The total amount of bilateral DFID expenditure in the health sector in China is shown in the following table. ---------------------------------------- | |Expenditure (£ million)| ---------------------------------------- |2002-03 |12.6 | ---------------------------------------- |2003-04 |11.1 | ---------------------------------------- |2004-05 |10.5 | ---------------------------------------- |2005-06 |13.0 | ---------------------------------------- |2006-07 |111. 9 | ---------------------------------------- |1 Provisional.| | ---------------------------------------- John Barrett To ask the Secretary of State for International Development if he will take steps to facilitate the provision of health care free at the point of access in (a) Mozambique and (b) China. Mr. Thomas It is for national Governments to decide their own policies in relation to user fees in health. However, because of our own UK experience and that of developing countries, DFID is committed to helping countries that want to remove charges at the point of delivery. The recent White Paper commits DFID to help partner Governments abolish user fees for basic health services and help them tackle other barriers to access, including discrimination against women. DFID is working with the Government of China to facilitate the provision of free (or substantially subsidised by the Government) primary health care. China is formulating a major health policy to address inequity in the health system, of which free primary health care for all is likely to be an important feature. Meanwhile various health insurance programmes for urban and rural residents will be improved to provide better financial risk protection and reduce out-of-pocket payments on in-patient services. DFID has supported China on rural and urban health and health policy capacity building since 1999. Our large and well designed pilots have provided evidence to Chinese policy makers on rural and urban health reform, which is now being used to inform the development of the new policies. In Mozambique, services are already formally free for malaria, TB, HIV treatment, maternal health services and immunisation for children. The Government of Mozambique have already made a public commitment to look at the case for removing fees, at least for primary health care. DFID is now working closely with the Government of Mozambique to consider the practical implications of removing the remaining user fees. This includes: studying the expected implications for demand; considering how systems will need to be reinforced to support the change; and preventing illegal charging. If the Government of Mozambique make a decision to abolish more fees, DFID will support this, including through our continued financial support to the sector. Overseas Aid: Corruption Mr. Lilley To ask the Secretary of State for International Development on what occasions and from whom the UK has sought the return of monies misappropriated from UK aid programmes. Hilary Benn DFID is committed to ensuring that its resources are used only for the purposes intended. The Department’s Anti-Fraud and Corruption Policy aims to ensure that resources lost through misappropriation are minimised, and that appropriate action is taken to recover such funds. A specialist Fraud Response Unit within DFID’s internal audit function coordinates DFID’s response to allegations of fraud and corruption, and provides support to management to strengthen systems and processes to prevent or detect future losses. Where a loss relates to activities which are being managed on DFID’s behalf by an NGO, an international organisation or a similar partner with whom DFID has an ongoing relationship, the partner concerned will usually be required to absorb the loss and to complete delivery of the agreed development goals without additional DFID funding. Before agreeing to this course of action, DFID will first require adequate assurance that the weaknesses in the partner’s systems which allowed the losses to occur have been addressed. In other cases, the Department’s practice is normally to seek the repayment of the monies which have been misappropriated. Where DFID cannot obtain the necessary assurance that a partner’s arrangements for preventing fraud and corruption have been strengthened, and hence that UK taxpayers’ monies will be properly safeguarded, future funding may be withheld or the relationship with the partner may be terminated. The following table lists the cases, for the financial years 2004-05 to 2006-07 inclusive, where the UK has sought the return of monies misappropriated from UK aid programmes. This includes instances where there has been full or partial repayment to DFID of misappropriated funds, those where the partner organisation managing the activities on DFID’s behalf has absorbed the losses itself, and those where no recovery could be achieved. ----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- | |Location |Party from whom return was sought/circumstances of loss | ----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |2004-05|Uganda |Bank: Unidentified culprit cashed cheque claiming to be working for consultants. Funds recovered in full from bank. | ----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |2004-05|The Gambia |NGO: NGO suffered an internal fraud in the Gambia. Individuals were prosecuted and some funds returned. | ----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |2004-05|Caribbean |NGO: Misappropriation, including diversion of project salaries funded by DFID. Full amount recovered. | ----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |2004-05|DR Congo |International organisation: Financial irregularities within DFID-funded project. Audit undertaken by external auditor. Full funds recovered. | ----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |2004-05|UK |Private individual’s estate: Pension still being claimed after staff member’s death. Money refunded in full. | ----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |2004-05|UK |Credit card provider: Unauthorised use of credit card. Full refund made by card company | ----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |2005-06|UK |Staff member: Made false claim for payment of travel time. Recovered in full. | ----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |2005-06|Rwanda |Staff member: Theft of generators by DFID employee. Generators recovered, and employee dismissed. | ----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |2005-06|Malawi |Staff member: Cash received on project had not been banked. Staff member resigned and funds recovered in full. | ----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |2005-06|Liberia |Supplier: DFID contractor forging/stealing cheques. Company repaid the monies in full. | ----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |2005-06|Southern Africa|Staff members: Money stolen from office safe at project. Two staff dismissed and police notified. Funds recovered in full. | ----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |2005-06|Kenya |Contractor: Equipment misappropriated. Culprit absconded before police could act. No recovery possible. | ----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |2005-06|Malawi |NGO: NGO discovered that their PAYE contributions had been diverted to pay tax on the importation of cars. Court proceedings have been initiated but not concluded. Monies recovered in full.| ----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |2006-07|Kenya |NGO: Double billing of donors. Amounts recovered in full. | ----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |2006-07|Kenya |NGO: Procurement irregularities, with work being awarded to relatives at inflated costs. Full recovery. | ----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |2006-07|Kenya |NGO: Insecticide-treated nets were sold by staff in medical centres to be used as fishing nets. Some supplies were recovered, others written off. Police involved. | ----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |2006-07|UK |Private individual’s estate: Pension still being claimed after staff member’s death by a relative, who has since herself died. Some monies recovered from the estate and HMRC. | ----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |2006-07|Cambodia |International organisation: Cash/cheque fraud by an international organisation's employees. Some monies returned. | ----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |2006-07|Somalia |Local community: Misuse of funds on an Accountable Grant funded project. Community members found responsible and funds repaid in full. | ----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |2006-07|Malawi |NGO: Over-claiming of school fees by NGO staff member. Funds repaid in full. | ----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |2006-07|Ghana |Supplier: Private company had been using a phone number for which DFID paid the bills. Full recovery. | ----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |2006-07|Sudan |NGO: NGO identified a fraud on a DFID-funded project and has since repaid the loss in full. | ----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- During the same period, 2004-05 to 2006-07, DFID also had a smaller number of instances where misappropriation of UK funds could be proven but where effective recovery action was not practicable due to the particular circumstances of each case—for example, where the culprits could not be identified or subsequently absconded, or where the value of the loss was lower than the cost of any recovery action. For completeness, these cases are set out in the following table. ---------------------------------------------------------------------------- | |Location|Circumstances of loss | ---------------------------------------------------------------------------- |2004-05|UK |Payments intercepted in the mail. | ---------------------------------------------------------------------------- |2004-05|UK |Staff member tried to re-sell DFID-funded travel tickets.| ---------------------------------------------------------------------------- |2004-05|Guyana |NGO worker took unauthorised allowances. | ---------------------------------------------------------------------------- |2005-06|Iraq |Over-claiming of project-related salaries. | ---------------------------------------------------------------------------- |2005-06|Nigeria |Cash theft. | ---------------------------------------------------------------------------- |2005-06|Nepal |Burglary. | ---------------------------------------------------------------------------- |2005-06|Iraq |Loss of satellite telephone. | ---------------------------------------------------------------------------- |2005-06|Kenya |Equipment purchased without proper authority. | ---------------------------------------------------------------------------- |2006-07|Rwanda |Unauthorised use of vehicle. | ---------------------------------------------------------------------------- Palestinians: EC Aid Mr. Keith Simpson To ask the Secretary of State for International Development what proportion of the restored EU funding to the Palestinian Authority will be directed to (a) the West Bank and (b) Gaza; and if he will make a statement. Hilary Benn On 18 June, EU Foreign Ministers discussed the resumption of assistance to the Palestinian Authority. They concluded that the EU should develop the conditions for urgent practical and financial assistance. The EU has not yet decided how this will be delivered. However, we will wish to ensure that assistance addresses the needs of Palestinians in both Gaza and the West Bank. Palestinians: International Assistance Mr. Keith Simpson To ask the Secretary of State for International Development what changes are planned to the operation of the Temporary International Mechanism for the delivery of aid to the Palestinian people following recent events in Gaza; and if he will make a statement. Hilary Benn No decisions have yet been taken on changes to the Temporary International Mechanism (TIM) following recent events in Gaza. The TIM continues to provide support for the basic needs of Palestinians in the West Bank and the Gaza Strip. The Quartet recently extended the TIM until the end of September 2007. Tanzania: Overseas Aid Mark Simmonds To ask the Secretary of State for International Development what financial support has been given to the Presidential Parastatal Sector Reform Commission in Tanzania for (a) work in the area of water and sanitation and (b) other work in each year since 1994; on what dates technical assistance grants were given; what the aid funding was for each grant; and to whom consultancy contracts were awarded. Hilary Benn The Tanzanian Government established the Parastatal Sector Reform Commission (PSRC) in 1993 to reform and privatise loss-making public entities (including ports, railways and airlines). At the time, there were approximately 400 such entities, costing the Government US $100 million annually. At the request of the Government of Tanzania, DFID provided a total of £7.1 million to the PSRC to support the divestiture of publicly-owned companies in Tanzania between 1992 and the end of our programme of support in March 2007. DFID’s support helped to ensure that the privatisation process was implemented in a fair and transparent manner and that regulatory bodies were established to ensure privatised entities worked for the benefit of Tanzania. The assistance provided was used for the purposes of contracting advisory support for: management of the privatisation process broadening of share ownership—to afford Tanzanians greater opportunities to own shares in privatised entities amendments to relevant enabling legislation and regulations, and supporting the development of suitable local regulatory capacity Different companies were awarded contracts. All work was procured under prevailing Tanzanian Government procurement regulations. The grants provided were for: Technical Assistance—total value of £6.1 million (from 1992-2007) Development support—total value of £1 million (from 2003-07) The contracts that were provided for work in the area of water and sanitation are set out in table 1 as follows. ----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Date |Contractor |Purpose of work |Total value (£000)| ----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |2001 |Adam Smith International|Conducting a water privatisation and regulatory study tour |55 | ----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |2001 |Clifford Chance |Provision of legal advice to DAWASA |1150 | ----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |1997 |John D. Davies |Provision of short-term advice on achieving an appropriate private sector participation arrangement for DAWASA|31 | ----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |November 1997 |GIBB East Africa Ltd |Facilitation of a DAWASA workshop on privatisation |16 | ----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Total |— |— |252 | ----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |1 Part of the contract was denominated in US$.| | | | ----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- The UK funded 10 contracts valued above £100,000 each in the period from 1992 to 2007 in support of PSRC. An additional 39 contracts of lesser value were awarded for smaller pieces of work—calculating the total value of these contracts would involve disproportionate cost. Table 2 sets out amounts and a description of the main grants and contractors. --------------------------------------------------------------------------------------------------------------------------------------------- |Date |Contractor |Nature of assignment |Total value (£000)| --------------------------------------------------------------------------------------------------------------------------------------------- |1992-96 |Devon Waide |Advisory support to PSRC |846 | --------------------------------------------------------------------------------------------------------------------------------------------- |1998- 2000|Cezley Sampson |Provision of advice on reform, divestiture and restructuring |302 | --------------------------------------------------------------------------------------------------------------------------------------------- |1998- 2002|PricewaterhouseCoopers (PWC)|Provision of Utilities adviser to PSRC |697 | --------------------------------------------------------------------------------------------------------------------------------------------- |1999- 2000|Adam Smith International |Establishment of PSRC Information Unit and provision of public relations support|496 | --------------------------------------------------------------------------------------------------------------------------------------------- |2001 |GMA Capital Markets Ltd |Conducting a capital markets absorptive study |129 | --------------------------------------------------------------------------------------------------------------------------------------------- |2001 |Clifford Chance |Provision of legal consultancy for the privatisation of Air Tanzania Corporation|315 | --------------------------------------------------------------------------------------------------------------------------------------------- |2002 |Adam Smith International |Provision of lead advisory support |230 | --------------------------------------------------------------------------------------------------------------------------------------------- |2002 |Clifford Chance |Provision of legal advice for the privatisation of Air Tanzania Corporation |210 | --------------------------------------------------------------------------------------------------------------------------------------------- |2002-05 |PricewaterhouseCoopers (PWC)|Provision of Technical Adviser and Utilities Adviser |623 | --------------------------------------------------------------------------------------------------------------------------------------------- |2006-07 |PricewaterhouseCoopers (PWC)|Provision of Utilities adviser to PSRC |178 | --------------------------------------------------------------------------------------------------------------------------------------------- |Total |— |— |4,026 | --------------------------------------------------------------------------------------------------------------------------------------------- Defence Afghanistan: Peacekeeping Operations Mr. Benyon To ask the Secretary of State for Defence how many (a) mines, (b) mortar rounds, (c) projectiles by calibre, (d) missiles and (e) air dropped weapons were expended by members of UK armed forces as part of the NATO deployment in Afghanistan in each of the last six months. Mr. Ingram I am withholding the information as its disclosure would, or would be likely to prejudice the capability, effectiveness or security of the armed forces. Aircraft Carriers: Procurement Willie Rennie To ask the Secretary of State for Defence whether the delay in the construction of the two new aircraft carriers for the UK has resulted in job losses at dockyards. Mr. Ingram [holding answer 18 June 2007]: No date has been set for commencement of manufacture of the future aircraft carriers and there has, therefore, been no delay. The main investment decision will be taken when we are confident that we have a robust, affordable deal. Willie Rennie To ask the Secretary of State for Defence (1) what assessment he has made of the impact on dockyards in the UK if the Government decide to collaborate with France in the construction of the proposed two new aircraft carriers for the UK; (2) what talks have taken place with members of the aircraft carrier alliance on the involvement of France in the construction of the proposed two new aircraft carriers for the UK; (3) what discussions there have been with trades unions about the involvement of France in the construction of the proposed two new aircraft carriers for the UK; Mr. Ingram [holding answers 18 June 2007]: We have always stressed that co-operation with France through industry-to-industry links may offer potential benefits to both nations. This was covered most recently when my noble Friend the Minister of State for Defence Equipment and Support, Lord Drayson met with the trade unions and the Aircraft Carrier Alliance Chief Executive last month. It has been agreed with France that for co-operation to work, it must deliver cost savings and must do so without delaying UK or French programmes. Armed Forces: Dental Services Mr. Harper To ask the Secretary of State for Defence what the duties are of each defence dental personnel role; how many hours per week those in each role are expected to devote to the provision of dental care; and how many patients those in each role saw in each of the last five years. Derek Twigg I will write to the hon. Member and place a copy of my letter in the Library of the House. Armed Forces: Deployment Mr. Harper To ask the Secretary of State for Defence what the (a) location and (b) number of personnel was for each operational deployment in 1997. Mr. Ingram This information is not held centrally and could be provided only at disproportionate cost. Armed Forces: Housing Bob Russell To ask the Secretary of State for Defence how much HM Treasury has passed to the Ministry of Defence from monies received from Annington Homes in connection with sales of former Ministry of Defence housing and land in (a) the UK and (b) Colchester. Derek Twigg These monies enter a consolidated general cash account and are not paid back to the Ministry of Defence directly by Her Majesty's Treasury. Armed Forces: Pay Tony Baldry To ask the Secretary of State for Defence how many armed service personnel have received a tax-free bonus for service in (a) Iraq, (b) Afghanistan and (c) the Balkans since October 2006. Derek Twigg The information broken down by operational theatre is not held within legacy service pay systems and the new Joint Personnel Administration system in the format requested and could be provided only at disproportionate cost. As at 13 June 2007, some 46,333 armed forces personnel had received payment of the tax-free Operational Allowance. This figure includes payments to Army personnel for more than one operational tour and excludes payments after 31 March 2007 to deceased, discharged and special forces personnel for all three services. Armoured Fighting Vehicles Ann Winterton To ask the Secretary of State for Defence what research has been undertaken on the vertical and horizontal centre of gravity position of each of the various types of Land Rover used by the armed forces. Mr. Ingram The Department examined centre of gravity issues for Wolf Land Rovers when the Bowman communication system was introduced. The suspension on vehicles fitted for radios and Weapons Mount Installation Kits was improved by the fitment of a rear anti roll bar, which improved the vehicle’s stability. Snatch Land Rovers have also been assessed to examine the effects on stability and performance by the fitment of armour and the variety of potential load configurations. The latest Land Rovers, like other vehicles procured by the MOD, were subject to rigorous assessment through a military validation and trials period, prior to acceptance into service. Ballistic Missile Defence Mr. Dai Davies To ask the Secretary of State for Defence what contribution the UK has made to the study agreed at the NATO summit in Riga in 2006 on a collective alliance territorial missile defence system. Des Browne The missile defence feasibility study that was delivered to the NATO summit in 2006 was financed from NATO common funds to which the UK contributes. QinetiQ were part of the industrial consortium that undertook the work. In common with other NATO nations, the UK reviewed and commented upon the feasibility study, and contributes to the continuing discussions in NATO on the implications of missile defence for the alliance. Bank of England Mr. Laws To ask the Secretary of State for Defence whether (a) Ministers and (b) officials in his Department have given authorisations in relation to monies (i) held in and (ii) transferred from a British Aerospace account at the Bank of England since May 1997; and if he will make a statement. Dr. Cable To ask the Secretary of State for Defence what the role of the Paymaster General and her officials was in relation to the Bank of England account used for payments under the support services annexes to the Al Yamamah contract. Des Browne [holding answers 19 June 2007]: The Department is not aware of any such account. Defence: Procurement Mr. Gerald Howarth To ask the Secretary of State for Defence what the value is of orders for urgent operational requirements placed in the last 12 months; and if he will list those items of equipment costing over £250,000. Mr. Ingram Between 1 June 2006 and 31 May 2007 the total value of approved urgent operational requirements was some £810 million. As the operations in Iraq and Afghanistan are still ongoing, much information regarding specific urgent operational requirements remains operationally sensitive and is withheld as its release would, or would be likely to, prejudice the security of our armed forces. Departments: Advertising Mr. Heath To ask the Secretary of State for Defence how much revenue his Department received from advertisements on his Department’s (a) public information leaflets and (b) public websites in each of the last 10 years; and if he will make a statement. Derek Twigg The information requested is not held centrally and could be provided only at disproportionate cost. Departments: Aviation Mr. Prisk To ask the Secretary of State for Defence how many flights to overseas destinations were taken by (a) civil servants and (b) Ministers in his Department in each of the last three calendar years; and what the total cost of such flights was. Derek Twigg This information can be provided only at disproportionate cost. Since 1999, the Government have published on an annual basis, a list of all overseas visits by Cabinet Ministers costing in excess of £500, as well as the total cost of all ministerial travel overseas. Copies of the lists are available in the Libraries of the House. Information for 2006-07 is currently being compiled and will be published before the summer recess. All travel is undertaken in accordance with the Civil Service Management Code, the Ministerial Code and Travel by Ministers. Ex-servicemen: Military Decorations Mr. Streeter To ask the Secretary of State for Defence whether he plans to extend the eligibility for the issue of Veterans lapel badges to former members of the Women’s Land Army. Derek Twigg Although the Women’s Land Army included the word “Army” in its title, it was a civilian organisation formed to support agricultural production. While the Ministry of Defence acknowledges the importance of the efforts of all those who contributed to the country’s war efforts in 1914-18 and 1939-45, it is not responsible for the recognition of those who served in such civilian occupations. Nor would it be appropriate to extend to them eligibility for the armed forces Veterans badge which was instituted specifically as a mark of recognition of service in the United Kingdom’s armed forces. Iraq: Peacekeeping Operations Harry Cohen To ask the Secretary of State for Defence if he will list the contracts his Department has with private military and security companies for services provided in Iraq; what the value is of each such contract; what contracts are being (a) negotiated and (b) considered; what the expected value is of such contracts; and if he will make a statement. Des Browne For the purposes of this response I have taken the question to refer to armed security contracts. The use of private mobility and security companies for the static guarding of empty buildings is currently being considered. I also refer my right hon. Friend to the answer I gave on 5 March 2007, Official Report, column 1657W, to the hon. Member for Old Bexley and Sidcup (Derek Conway). No contracts are currently being negotiated between MOD and private military and security companies for services in Iraq. Members: Correspondence Mr. Lancaster To ask the Secretary of State for Defence when he expects the hon. Member for North East Milton Keynes’s constituent Mr. Ron Nield to be sent a reply to his letter to the Service Personnel and Veterans Agency. Derek Twigg If the hon. Member could provide me with Mr. Nield’s personal details (including service number if applicable), the date and subject matter of his letter and the address he wrote to I will be happy to provide him with the information he seeks. Military Bases: Colchester Bob Russell To ask the Secretary of State for Defence for how many years the consortium awarded the private finance initiative for the Colchester garrison will have ownership of the land. Derek Twigg Under the terms of the Colchester garrison redevelopment contract RMPA Services PLC was granted a 150-year head lease over the land that forms the new garrison site. The Ministry of Defence retains overall ownership. Nimrod Aircraft Mr. Liddell-Grainger To ask the Secretary of State for Defence how many fuel leaks were recorded aboard RAF Nimrod aircraft in the six months prior to September 2006. Mr. Ingram Between the period 1 March 2006 and 31 August 2006 a total of 52 fuel leaks were reported on Nimrod MR2 and R1 aircraft. A fuel leak is defined as any leakage of fuel from aircraft couplings, pipes or fuel tanks. These did not compromise the safety of the aircraft and were rectified under normal maintenance procedures. North Atlantic Council Mr. Harper To ask the Secretary of State for Defence if he will make a statement on the outcome of the North Atlantic Council defence ministers meeting on 14 and 15 June 2007. Mr. Ingram [holding answer 19 June 2007]: NATO Defence Ministers discussed a range of issues including the continuing transformation of NATO’s capabilities, missile defence, and operational commitments in Afghanistan and Kosovo. Force planning issues were discussed at the annual meeting of the Defence Planning Committee in Defence Ministers’ Session, and nuclear planning issues at the Nuclear Planning Group. In addition, Afghanistan’s Defence Minister, Abdul Rahim Wardak attended a special session of the North Atlantic Council together with the non-NATO nations contributing to the International Security Assistance Force. Allies underlined their commitment to the mission in Afghanistan, noted the progress that has already been made, and stressed the importance of Afghan ownership of security issues. The Council noted that the UN had been given a wider remit in the current Security Council Resolution and supported the efforts of the UN to maximise its impact and to expand its presence in the provinces of Afghanistan. The Council also condemned the Taliban practice of deliberately endangering the civilian population of Afghanistan and underlined NATO’s commitment to avoiding civilian casualties. A copy of the final communiqué of the North Atlantic Council in Defence Ministers’ Session can be found at: http://www.nato.int/docu/pr/2007/p07-070e.html Project Al Yamamah Mr. Laws To ask the Secretary of State for Defence what funds have been held by the Defence Export Services Organisation in relation to the Al Yamamah defence contract since May 1997; and if he will make a statement. Des Browne The financial arrangements of the Al Yamamah programme are confidential between the two Governments. I am withholding details as they would, or would be likely to, prejudice international relations and harm the interests of the United Kingdom. Mr. Carswell To ask the Secretary of State for Defence if he will take steps to authorise the publication of the Comptroller and Auditor General’s reports on the Al Yamamah contract. Des Browne I refer the hon. Member to the answer given on 8 December 2005, Official Report, column 1495W, to the hon. Member for Hornsey and Wood Green (Lynne Featherstone). Mr. Carswell To ask the Secretary of State for Defence (1) if he will publish the annexes to the Al Yamamah contract which cover support services; (2) what requirement was laid down in the Al Yamamah contract on BAE to inform Ministers of payments made under the support services annexes of the contract; and if he will list all payments reported to Ministers as having been made under those provisions showing (a) the date, (b) the purpose and (c) the recipients of such payments. Dr. Cable To ask the Secretary of State for Defence (1) which Ministers in his Department have been informed of payments made under the support services annexes of the Al Yamamah contract since 1997; (2) when Ministers in his Department were first informed of payments being made by BAE Systems under annexes on support services to the Al Yamamah contract; (3) what mechanisms were in place in his Department for official authorisation of payments made under the support services annexes of the Al Yamamah contract by BAE Systems before 1 June 2007; (4) when the last payment was made by BAE under the support services annexes of the Al Yamamah contract of which his Department was made aware; and what information he has on arrangements for any future payments. Des Browne [holding answers 19 June 2007]: Agreements reached under the Al Yamamah programme are confidential between the two Governments. I am withholding details as they would, or would be likely to, prejudice international relations and harm the interests of the United Kingdom. RAF Brize Norton Mr. Laws To ask the Secretary of State for Defence whether landing rights have been provided to Prince Bandar of Saudi Arabia at RAF Brize Norton; and if he will make a statement. Des Browne A Saudi Arabian Ministry of Defence and Aviation registered aircraft used by Prince Bandar of Saudi Arabia, HZ-124, has been granted landing rights at RAF Brize Norton. I refer the hon. Member to the answer I gave on 21 May 2007, Official Report, column 1053W, to the hon. Member for Twickenham (Dr. Cable). Technology Readiness and Risk Assessment Programme Hywel Williams To ask the Secretary of State for Defence if he will make a statement on the status of the Technology Readiness and Risk Assessment Programme. Des Browne [holding answer 19 June 2007]: The Technology Readiness and Risk Assessment Programme was completed in July 2001; an unclassified summary of the work is available in the Library of the House. Education and Skills Anthony Bailey Mr. Hoban To ask the Secretary of State for Education and Skills what role (a) Anthony Bailey and (b) Eligo International played in the Academies programme; and what payments each received. Jim Knight Anthony Bailey is on the governing body for Sheffield Park academy and Sheffield Springs academy, which are sponsored by the United Learning Trust. Eligo International has no role in the Academies programme. There have been no payments made by the Department to either Anthony Bailey or Eligo International. Apprenticeships Mr. Hayes To ask the Secretary of State for Education and Skills how many and what percentage of students entering (a) apprenticeships and (b) advanced apprenticeships were already in employment in each year since 1997. Phil Hope Data on apprenticeships and advanced apprenticeships are collected on the Learning and Skills Council’s (LSC) individualised learner record (ILR). The work-based learning (WBL) ILR was collated for the first time in 2002/03 and figures are given from that time. The following table shows the number of learners starting advanced apprenticeships and apprenticeships each year who were in employment on the day before their training commenced as a percentage of all starts. -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- | |Number|Percentage|Total learners| -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |2002/03 | | | | -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Advanced Apprenticeship |38,110|57 |67,120 | -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Apprenticeship |82,570|61 |136,400 | -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- | | | | | -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |2003/04 | | | | -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Advanced Apprenticeship |38,510|68 |56,960 | -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Apprenticeship |95,970|70 |136,610 | -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- | | | | | -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |2004/05 | | | | -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Advanced Apprenticeship |36,020|67 |53,920 | -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Apprenticeship |93,590|69 |135,120 | -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- | | | | | -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |2005/06 | | | | -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Advanced Apprenticeship |39,400|76 |52,130 | -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Apprenticeship |88,450|72 |122,850 | -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Note:Learners who are not employed on the day before their apprenticeship starts could enter as an employed status apprentice and their employment status then changes because of the Apprenticeship programme.| | | | -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- Children in Care: Standards Mr. Kidney To ask the Secretary of State for Education and Skills if he will ensure that Ofsted involve young people with experience of care in its inspecting of care homes. Jim Knight This is a matter for Ofsted. HM Chief Inspector, Christine Gilbert, has written to my hon. Friend and a copy of her reply has been placed in the Library. Letter from Christine Gilbert, dated 15 June 2007: Your recent parliamentary question has been passed to me, as Her Majesty’s Chief Inspector, for reply. You asked whether Ofsted would ensure that young people with experience of care are involved in its inspection of care homes. Ofsted involves young people by seeking their views during inspection and through highly focused surveys and consultation exercises. Seeking the views of young people is part of the statutory duties of the new Ofsted and developing this further is explicitly outlined in our new Strategic Plan. Following the expansion of our remit in April this year, Ofsted is working hard to bring together the very best from all four predecessor organisations. At this stage, we are focusing on creating a high quality inspection programme across our expanded remit. We are also looking to incorporate the changes made to the National Minimum Standards and develop this work further over the next few years. This development work will include a range and choice of different methods for all children in inspected services to feed in their views about inspection outcomes. A copy of this reply has been sent to Jim Knight MP, Minister of State for Schools, and will be placed in the library of both Houses. City Academies: Private Sector Mr. Redwood To ask the Secretary of State for Education and Skills whether any city academy school sites are owned by private sector interests. Jim Knight [holding answer 7 June 2007]: We are aware of one case where the freehold of an academy site is held by a private sector organisation. In this case, the land has been leased to the local authority which in turn has leased it to the Academy Trust. We do not maintain central records which record whether Academy Trusts have freehold or leasehold interests and who granted them. This information could be provided only at disproportionate cost. However, in all cases, the Academy Trust either owns the freehold of the site or will have been granted a lease of either 99 or 125 years. Where academies are being developed as part of the Building Schools for the Future programme, the Academy Trust will be granted a 125-year lease from the local authority which will commence upon completion of the building. Class Sizes Mr. Graham Stuart To ask the Secretary of State for Education and Skills how many and what percentage of all pupils aged five, six or seven have been taught in classes of 31 or more in each local education authority in each year since 1997; and if he will make a statement. Jim Knight The information requested has been placed in the House Library. Class Sizes: Middlesbrough Dr. Kumar To ask the Secretary of State for Education and Skills what the average class size was for (a) secondary schools and (b) primary schools in Middlesbrough, South and East Cleveland in each of the last 10 years. Jim Knight The available information is given in the table. ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- | |Middlesbrough, South and East Cleveland constituency|England | ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- | |Primary |Secondary|Primary|Secondary| ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |1998 |26.4 |22.2 |27.7|21.7| ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |1999 |26.3 |22.1 |27.5|21.9| ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |2000 |26.0 |22.1 |27.1|22.0| ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |2001 |25.4 |22.3 |26.7|22.0| ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |2002 |24.1 |21.1 |26.3|21.9| ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |2003 |24.6 |21.5 |26.3|21.9| ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |2004 |24.0 |21.5 |26.2|21.8| ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |2005 |23.4 |23.1 |26.2|21.7| ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |2006 |23.8 |22.7 |26.3|21.5| ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |20073 |24.0 |22.4 |26.2|21.3| ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |1 Includes middle schools as deemed.2 Classes taught by one teacher during a single selected period on the census day in January.3 Provisional dataSource:School Census| | ||| ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- Classroom Assistants Mr. Jeremy Browne To ask the Secretary of State for Education and Skills how many learning support assistants there were in (a) primary and (b) secondary schools in each local authority area in each of the last 10 years. Jim Knight The information is not available in the format requested. Tables have been placed in the House Library showing the full-time equivalent number of teaching assistants employed in local authority maintained primary and secondary schools by local authority in each year from January 1997 to 2006 the latest information available. Curriculum: Citizenship Ben Chapman To ask the Secretary of State for Education and Skills what assessment he has made of the scope for teaching citizenship outside places of education. Jim Knight The post 16 Citizenship support programme encourages development of relevant curriculum models across a wide range of provider types (including work-based, and youth and community providers). The emphasis is on active participation in young people’s own communities. The Ofsted report on Citizenship found that the programme has been successful in showing what can be done in schools, colleges, youth centres and work-based training and recommended that such examples be shared more widely. This recommendation is being taken forward by the programme. Degrees: Gender Mr. Boris Johnson To ask the Secretary of State for Education and Skills how many and what percentage of (a) women and (b) men did not complete their degree in each of the last five years, broken down by the number of UCAS points on university entry. Bill Rammell Projected non-completion rates are released by the Higher Education Statistics Agency (HESA) each year within the performance indicators in higher education publication. The latest available non-completion projections are shown in table 1. ------------------------------------------------------------------------------------ | |Percentage| ------------------------------------------------------------------------------------ |1999-2000 |15.9 | ------------------------------------------------------------------------------------ |2000-01 |15.0 | ------------------------------------------------------------------------------------ |2001-02 |14.1 | ------------------------------------------------------------------------------------ |2002-03 |14.4 | ------------------------------------------------------------------------------------ |2003-04 |14.9 | ------------------------------------------------------------------------------------ |Source: “Performance Indicators in Higher Education”, published by HESA| | ------------------------------------------------------------------------------------ The 2004-05 figure will be released by HESA on 19 July 2007. These non-completion rates are not available broken down by gender or entry qualification. Drop-out is more likely to occur during the first year of higher education. The performance indicators also include non-continuation rates, which show the proportion of entrants who are not detected in higher education after their first year. The latest available non-continuation rates are shown in table 2. ------------------------------------------------------------------------------------ | |Percentage| ------------------------------------------------------------------------------------ |1999-2000 |7.8 | ------------------------------------------------------------------------------------ |2000-01 |7.1 | ------------------------------------------------------------------------------------ |2001-02 |7.3 | ------------------------------------------------------------------------------------ |2002-03 |7.8 | ------------------------------------------------------------------------------------ |2003-04 |7.7 | ------------------------------------------------------------------------------------ |Source: “Performance Indicators in Higher Education”, published by HESA| | ------------------------------------------------------------------------------------ The 2004-05 figure will be released by HESA on 19 July 2007. The 2002-03 and 2003-04 non-continuation rates are available broken down by entry qualification, as shown in table 3. -------------------------------------------------------------------------------------------------------------- |Entry qualification Categories |Tariff points|Entrants 2002-03|Entrants 2003-04| -------------------------------------------------------------------------------------------------------------- |A-levels or Highers: |Unknown |11.3 |12.6 | -------------------------------------------------------------------------------------------------------------- | |Up to 200 |11.7 |11.9 | -------------------------------------------------------------------------------------------------------------- | |201 to 290 |7.9 |8.1 | -------------------------------------------------------------------------------------------------------------- | |291 to 380 |4.9 |5.3 | -------------------------------------------------------------------------------------------------------------- | |Above 380 |2.6 |2.8 | -------------------------------------------------------------------------------------------------------------- |Other qualifications |— |11.4 |11.6 | -------------------------------------------------------------------------------------------------------------- |All qualifications |— |7.8 |7.7 | -------------------------------------------------------------------------------------------------------------- |Source: Higher Education Funding Council for England (HEFCE)| | | | -------------------------------------------------------------------------------------------------------------- The 2003-04 non-continuation rate is available broken down by gender, as shown in table 4. ----------------------------------------------------------------------------- | |Rate|Benchmark| ----------------------------------------------------------------------------- |Female |6.7 |7.3 | ----------------------------------------------------------------------------- |Male |8.8 |8.1 | ----------------------------------------------------------------------------- |Total |7.7 |— | ----------------------------------------------------------------------------- |Source: Higher Education Funding Council for England (HEFCE)| | | ----------------------------------------------------------------------------- Departments: Compensation Mr. Willetts To ask the Secretary of State for Education and Skills how much was paid in compensation to (a) pupils and (b) teachers by his Department in each year since 1997. Jim Knight We have no records of any compensation payments made to pupils by the Department in the period since 1997. In 2003, a payment was made by the Department to a teacher assigned to the European Schools system in respect of the threshold pay that would have been paid had the teacher remained employed in maintained schools in England and Wales. The amount paid was £2,001. This answer has been provided on the assumption that it relates to payments to serving teachers. It therefore excludes any payments made under the Teachers’ Pension Scheme to retired teachers. Departments: Vetting Tim Loughton To ask the Secretary of State for Education and Skills which Ministers in his Department have been Criminal Records Bureau checked. Alan Johnson No DfES Minister is Criminal Records Bureau checked for holding ministerial office because such an office is not one of the excepted professions, offices, employments, work and occupations listed in the Rehabilitation of Offenders Act 1974 (Exceptions) Order 1975, as amended. Education: Capital Investment Mrs. Humble To ask the Secretary of State for Education and Skills how much capital expenditure there was in the education sector in Blackpool, North and Fleetwood in each year since 1997. Jim Knight The Department maintains records of capital allocations on a local authority rather than a constituency basis, also not on an expenditure basis. This is because local authorities may have access to other capital resources, and they decide locally when and how resources should be spent. Capital allocations by the Department to Blackpool, North and Fleetwood in each year since 1997 are set out in the following table. --------------------- | |£ million| --------------------- |1996-97 |0.00 | --------------------- |1997-98 |0.00 | --------------------- |1998-99 |2.81 | --------------------- |1999-2000|4.33 | --------------------- |2000-01 |7.30 | --------------------- |2001-02 |8.83 | --------------------- |2002-03 |7.38 | --------------------- |2003-04 |17.03 | --------------------- |2004-05 |14.99 | --------------------- |2005-06 |11.61 | --------------------- |2006-07 |8.81 | --------------------- |2007-08 |5.04 | --------------------- The nil figures in 1996-97 and 1997-98 reflect local authority re-organisation. The drop in 2007-08 is due to the fact that no Targeted Capital Fund (TCF) allocations are being announced this year. However, £3.8 million TCF allocations in 2005-06, and £3.9 million TCF allocations in 2007-08, will result in phased expenditure over a three year period commencing in the year of TCF allocations, including 2007-08. Other changes, from year to year, are affected by local authority forecasts of pupil numbers. Education: West Lancashire Rosie Cooper To ask the Secretary of State for Education and Skills how much capital expenditure there was in the education sector in West Lancashire constituency in each year since 1997. Jim Knight The Department maintains records of capital allocations on a local authority rather than a constituency basis, also not on an expenditure basis. This is because local authorities may have access to other capital resources, and they decide locally when and how resources should be spent. Capital allocations by the Department to Lancashire in each year since 1997 are set out in the following table. --------------------- | |£ million| --------------------- |1996-07 |12.9 | --------------------- |1997-08 |13.3 | --------------------- |1998-09 |19.5 | --------------------- |1999-2000|36.8 | --------------------- |2000-01 |42.2 | --------------------- |2001-02 |36.0 | --------------------- |2002-03 |55.5 | --------------------- |2003-04 |62.6 | --------------------- |2004-05 |44.2 | --------------------- |2005-06 |38.1 | --------------------- |2006-07 |54.7 | --------------------- |2007-08 |46.7 | --------------------- The increase in funding of £16.6 million in 2006-07, compared with 2005-06, is largely explained by Targeted Capital Fund schemes and a maintained boarding schools grant. English Language: Education Rosie Cooper To ask the Secretary of State for Education and Skills what estimate he has made of the number of English as an additional language pupils in West Lancashire constituency. Jim Knight The information is given in the following table. --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- | |Number of pupils2|Number of pupils whose first language is known or believed to be other than English|Percentage of pupils whose first language is known or believed to be other than English3| --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |West Lancashire constituency |12,641 |6,614 |52.3 | --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |England |6,574,560 |789,790 |12.0 | --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |1 Includes middle schools as deemed.2 Excludes dually registered pupils.3 The number of pupils whose first language is known or believed to be other than English expressed as a percentage of the total number of pupils of compulsory school age and above.4 Figures for England have been rounded to the nearest 10.Notes:As at January 2007 (Provisional) West Lancashire ConstituencySource:School Census| | | | --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- Ethnic Minority Achievement Grant: Peterborough City Council Mr. Stewart Jackson To ask the Secretary of State for Education and Skills when he next plans to review the allocation of ethnic minority achievement grant to Peterborough city council; and if he will make a statement. Jim Knight The Government allocate resources to Departments on a three year cycle through spending reviews. DfES received its settlement for 2008-11 in the 2007 Budget. We are currently reviewing the Ethnic Minority Achievement Grant allocation for the next spending review period and aim to make an announcement in the autumn. Every Child Counts Initiative Mr. Hoban To ask the Secretary of State for Education and Skills (1) pursuant to the answer of 5 June 2007, Official Report, column 365W, on the Every Child Counts initiative, how many children are expected to participate in each tuition programme in each financial year until 2010-11; (2) how many hours per week of one-to-one tuition in mathematics he expects to be provided to each child per week under (a) the Making Good Progress scheme and (b) the more intensive initiative; (3) on what date he expects detailed funding allocations for the two schemes to be announced; (4) whether his Department received its full allocation of finances for the two programmes within its settlement in the 2007 Budget; (5) what estimate he has made of the cost of employing new staff to provide the one-to-one tuition in each financial year until 2010-11; (6) on what date his Department first announced the more intensive initiative; (7) when his Department first started making plans for the more intensive initiative. Jim Knight The Department is planning two separate, but related one-to-one tuition programmes, which will raise standards in maths: one-to-one tuition to help 300,000 children who have fallen behind in English and mathematics by 2010-11. Such support is being trialled in the ‘Making Good Progress’ pilot; and a more intensive initiative specifically designed for early intervention in mathematics; a counterpart to the ‘Every Child a Reader’ literacy programme, on which we are already committed to nationwide roll-out. The possibility of establishing a numeracy equivalent to Every Child a Reader was under consideration within the Department early in the new year, prior to the Chancellor’s announcement at the Confederation of British Industry on 15 May. We are currently in the process of planning the scope, resources and roll-out of the early intervention programme and analysing which areas of maths require most support. This will include looking at the numbers of children expected to participate as well as costs of employing new staff. Under the Making Good Progress pilot children who have been identified for tuition in either mathematics or English will be entitled to up to 10 hours of one-to-one support. We have not recommended a particular pattern of delivery but have suggested that this should be decided on an individual basis. We estimate that the tuition offered through Making Good Progress pilot will reach 10,750 children in each of English and Maths in each of 2007-08 and 2008-09. The comprehensive spending review provides for 300,000 children in each of English and maths in 2010-11. We are currently considering plans on how to build up to that number. Funding of £20 million for implementation of the Making Good Progress pilot in the first academic year, 2007/08, was announced on 6 June along with details of participating pilot schools. There will be further funding for implementation in the second academic year which will be settled through the Comprehensive Spending Review process. We will announce detailed allocations for the more intensive initiative in due course. Mr. Hoban To ask the Secretary of State for Education and Skills pursuant to the answer of 5 June 2007, Official Report, column 365W, on the Every Child Counts initiative, on what date the Making Good Progress pilot was (a) first announced and (b) started. Jim Knight The initial proposal for the Making Good Progress pilot was set out in the consultation document “Making Good Progress: How can we help every pupil to make good progress at school?” and launched on 8 January 2007. Following the consultation the list of participating schools and further details about the proposed pilot were announced on 6 June. The pilot, which will span two academic years, will begin in schools in September 2007 and finish in July 2009. Mr. Hoban To ask the Secretary of State for Education and Skills pursuant to the answer of 5 June 2007, Official Report, column 365W, on the Every Child Counts initiative, how much has been spent on the Making Good Progress pilot. Jim Knight Funding of £20 million for implementation of the Making Good Progress pilot in the first academic year, 2007/08, was announced on 6 June along with details of participating pilot schools. There will be further funding for implementation in the second academic year which will be settled through the Comprehensive Spending Review process. Mr. Hoban To ask the Secretary of State for Education and Skills pursuant to the answer of 5 June 2007, Official Report, column 365W, on the Every Child Counts initiative, what programmes his Department has run since 1997 prior to the two programmes for providing one-to-one tuition in (a) English and (b) mathematics. Jim Knight The Department is implementing the Every Child a Reader (ECAR) programme. We are in the third year of a three-year pilot which is helping over 5,000 six-year-olds with significant literacy difficulties to learn to read. It does this by placing highly skilled reading recovery teachers in schools to provide intensive one-to-one or small group support to children most in need. As a result, we have announced that ECAR will be rolled out nationally from 2008-09, benefiting 30,000 children a year by 2011. In mathematics, intervention ‘Springboard materials’ have been used for a number of years to support those children who have been identified as working just below age-related expectations and who, with support, might catch-up with their peers. Although they are more often used in group work, they can be used on a one-to-one basis. Wave three intervention materials have more often been used for individuals as well as small groups. Both these materials offer teachers a tracking chart to audit the child's attainment and to identify where to pitch the support. The Department is also currently providing funding for reading mentors. We provide funding to Volunteer Reading Help (VRH); a charitable organisation which recruits, trains and places volunteers to give one-to-one help twice a week to children aged 6 to 11-years who find reading a challenge. Currently VRH has around 2,000 volunteer readers working with around 5,000 children. Mr. Hoban To ask the Secretary of State for Education and Skills pursuant to the answer of 5 June 2007, Official Report, column 365W, on the Every Child Counts initiative, what contents and methods will be used in the (a) Making Good Progress pilot and (b) more intensive initiative. Jim Knight In “Making Good Progress” the one-to-one tuition will be a programme delivered by a qualified teacher and tailored to meet the needs of each individual child. As such there is no one method or set of materials which will be used. Tutors will liaise with the class teacher to ensure that the tuition that they offer meets the needs of that child and is closely tied in to the work that the child is doing in class. We are currently in the process of planning the scope and resources of the more intensive initiative. We will make a further announcement in due course. Mr. Hoban To ask the Secretary of State for Education and Skills pursuant to the answer of 5 June 2007, Official Report, column 365W, on the Every Child Counts initiative, how his Department will determine whether a child has fallen behind in English and mathematics and is therefore eligible for one-to-one tuition. Jim Knight In the “Making Good Progress” pilot teachers will use assessment for learning techniques to make judgments about where a child is in their learning, identifying areas of pupil strength and priorities for improvement. Teachers will use these judgments to assess whether a pupil is falling behind age-related expectations and should be offered one-to-one support. We are currently in the process of planning the scope, resources and roll-out of the more intensive maths intervention programme, announced by the Chancellor on 15 May. This will include looking at how children will be assessed. Mr. Hoban To ask the Secretary of State for Education and Skills what plans he has to implement the Every Child Counts initiative on a national basis. Jim Knight The Department is planning two related one-to-one tuition programmes, which will raise standards in maths: one-to-one tuition to help 300,000 children who have fallen behind in English and in mathematics by 2010-11. Such support is being trialled in the ‘Making Good Progress’ pilot and a more intensive initiative specifically designed for early intervention in mathematics; a counterpart to the ‘Every Child a Reader’ literacy programme, on which we are already committed to nationwide roll-out. We are currently in the process of planning the scope and roll-out of the early intervention programme and we will make a more detailed announcement in due course. Delivery is expected to begin during 2008. Females: Science Mr. Boris Johnson To ask the Secretary of State for Education and Skills (1) how many girls from maintained schools were accepted to study (a) physics, (b) chemistry, (c) biochemistry, (d) psychology and (e) sports science at (i) a Russell Group university and (ii) other universities in each of the last five years; (2) how many girls from maintained schools applied to study (a) physics, (b) chemistry, (c) biochemistry, (d) psychology and (e) sports science at (i) a Russell Group university and (ii) other universities in each of the last five years; (3) how many girls from (a) independent and (b) grammar schools applied to study (i) physics, (ii) chemistry, (iii) biochemistry, (iv) psychology and (v) sports science at (A) a Russell Group university and (B) other universities in each of the last five years; (4) how many girls from (a) independent and (b) grammar schools were accepted to study (i) physics, (ii) chemistry, (iii) biochemistry, (iv) psychology and (v) sports science at (A) a Russell Group university and (B) other universities in each of the last five years. Bill Rammell The available information is shown in the following tables. The figures are taken from data collected by the Universities and Colleges Admissions Service (UCAS) which are limited to students who apply to full-time undergraduate courses via the UCAS application system. The figures do not therefore cover part-time students, nor those full-time students who apply directly to Higher Education Institutions. ------------------------------------------------------------------- | |Year of entry| ------------------------------------------------------------------- |Type of school |2002 |2003|2004|2005|2006| ------------------------------------------------------------------- |All maintained4 schools (including grammar schools)| ||||| ------------------------------------------------------------------- |Physics | ||||| ------------------------------------------------------------------- |at Russell Group Institutions |230 |218|177|232|224| ------------------------------------------------------------------- |Non-Russell Group Institutions2 |153 |145|111|136|136| ------------------------------------------------------------------- |Total |383 |363|288|368|360| ------------------------------------------------------------------- |Chemistry | ||||| ------------------------------------------------------------------- |At Russell Group Institutions |444 |403|409|454|513| ------------------------------------------------------------------- |Non-Russell Group Institutions2 |519 |503|486|493|524| ------------------------------------------------------------------- |Total |963 |906|895|947|7,037| ------------------------------------------------------------------- |Molecular Biology, Biophysics and Biochemistry5 | ||||| ------------------------------------------------------------------- |At Russell Group Institutions |435 |393|374|401|337| ------------------------------------------------------------------- |Non-Russell Group Institutions2 |295 |308|335|372|369| ------------------------------------------------------------------- |Total |730 |701|709|773|706| ------------------------------------------------------------------- |Psychology | ||||| ------------------------------------------------------------------- |At Russell Group Institutions |1,435 |1,338|1,333|1,363|1,396| ------------------------------------------------------------------- |Non-Russell Group Institutions2 |5,375 |5,996|5,988|6,746|6,675| ------------------------------------------------------------------- |Total |6,870 |7,334|7,321|8,109|8,071| ------------------------------------------------------------------- |Sports Science | ||||| ------------------------------------------------------------------- |At Russell Group Institutions |38 |70|72|58|55| ------------------------------------------------------------------- |Non-Russell Group Institutions2 |1,813 |1,952|2,042|2,412|2,419| ------------------------------------------------------------------- |Total |1,851 |2,022|2,114|2,470|2,474| ------------------------------------------------------------------- | | ||||| ------------------------------------------------------------------- |Grammar schools | ||||| ------------------------------------------------------------------- |Physics | ||||| ------------------------------------------------------------------- |At Russell Group Institutions |41 |49|31|39|44| ------------------------------------------------------------------- |Non-Russell Group Institutions2 |18 |23|9|13|10| ------------------------------------------------------------------- |Total |59 |72|40|52|54| ------------------------------------------------------------------- |Chemistry | ||||| ------------------------------------------------------------------- |At Russell Group Institutions |58 |56|62|73|72| ------------------------------------------------------------------- |Non-Russell Group Institutions2 |36 |40|33|40|41| ------------------------------------------------------------------- |Total |94 |96|95|113|113| ------------------------------------------------------------------- |Molecular Biology, Biophysics and Biochemistry5 | ||||| ------------------------------------------------------------------- |At Russell Group Institutions |61 |40|47|52|41| ------------------------------------------------------------------- |Non-Russell Group Institutions2 |27 |27|36|24|22| ------------------------------------------------------------------- |Total |88 |67|83|76|63| ------------------------------------------------------------------- |Psychology | ||||| ------------------------------------------------------------------- |At Russell Group Institutions |235 |185|222|231|207| ------------------------------------------------------------------- |Non-Russell Group Institutions2 |314 |383|382|445|357| ------------------------------------------------------------------- |Total |549 |568|604|676|564| ------------------------------------------------------------------- |Sports Science | ||||| ------------------------------------------------------------------- |At Russell Group Institutions |1 |7|9|11|8| ------------------------------------------------------------------- |Non-Russell Group Institutions2 |52 |76|83|94|67| ------------------------------------------------------------------- |Total |53 |83|92|105|75| ------------------------------------------------------------------- | | ||||| ------------------------------------------------------------------- |Independent schools | ||||| ------------------------------------------------------------------- |Physics | ||||| ------------------------------------------------------------------- |At Russell Group Institutions |77 |64|55|48|59| ------------------------------------------------------------------- |Non-Russell Group Institutions2 |26 |19|15|22|18| ------------------------------------------------------------------- |Total |103 |83|70|70|77| ------------------------------------------------------------------- |Chemistry | ||||| ------------------------------------------------------------------- |At Russell Group Institutions |83 |101|87|111|108| ------------------------------------------------------------------- |Non-Russell Group Institutions2 |44 |36|36|57|60| ------------------------------------------------------------------- |Total |127 |137|123|168|168| ------------------------------------------------------------------- |Molecular Biology, Biophysics and Biochemistry5 | ||||| ------------------------------------------------------------------- |At Russell Group Institutions |80 |95|99|109|83| ------------------------------------------------------------------- |Non-Russell Group Institutions2 |25 |36|34|25|32| ------------------------------------------------------------------- |Total |105 |131|133|134|115| ------------------------------------------------------------------- |Psychology | ||||| ------------------------------------------------------------------- |At Russell Group Institutions |260 |329|315|288|283| ------------------------------------------------------------------- |Non-Russell Group Institutions2 |386 |394|398|420|373| ------------------------------------------------------------------- |Total |646 |723|713|708|656| ------------------------------------------------------------------- |Sports Science | ||||| ------------------------------------------------------------------- |At Russell Group Institutions |12 |17|18|25|20| ------------------------------------------------------------------- |Non-Russell Group Institutions2 |107 |98|125|150|137| ------------------------------------------------------------------- |Total |119 |115|143|175|157| ------------------------------------------------------------------- ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ | |Year of entry| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |Type of school |2002 |2003|2004|2005|2006| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |All Maintained4 schools (including grammar schools) | ||||| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |Physics | ||||| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |At Russell Group Institutions |1,358 |1,333|1,068|1,292|1,384| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |Non-Russell Group Institutions2 |1,071 |1,057|785|1,019|916| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |Total |2,429 |2,390|1,853|2,377|2,300| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |Chemistry | ||||| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |At Russell Group Institutions |2,278 |2,149|2,202|2,519|2,920| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |Non-Russell Group Institutions2 |3,245 |2,983|3,167|2,831|2,879| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |Total |5,523 |5,732|5,369|5,350|5,799| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |Molecular Biology, Biophysics and Biochemistry5 | ||||| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |At Russell Group Institutions |2,707 |2,459|2,388|2,353|2,166| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |Non-Russell Group Institutions2 |2,132 |2,014|2,226|2,285|2,123| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |Total |4,839 |4,473|4,614|4,638|4,289| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |Psychology | ||||| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |At Russell Group Institutions |12,505 |13,500|12,455|12,455|12,014| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |Non-Russell Group Institutions2 |32,351 |36,437|35,564|39,761|39,204| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |Total |44,856 |49,937|48,019|52,276|57,278| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |Sports Science | ||||| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |At Russell Group Institutions |288 |494|553|572|511| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |Non-Russell Group Institutions2 |10,010 |11,274|11,389|12,723|13,313| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |Total |70,298 |11,768|11,942|73,295|73,824| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ | | ||||| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |Grammar schools | ||||| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |Physics | ||||| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |At Russell Group Institutions |231 |283|193|235|253| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |Non-Russell Group Institutions2 |147 |186|98|125|112| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |Total |378 |469|297|360|365| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |Chemistry | ||||| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |At Russell Group Institutions |362 |367|367|440|473| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |Non-Russell Group Institutions2 |210 |257|279|284|275| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |Total |572 |624|646|724|748| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |Molecular Biology, Biophysics and Biochemistry5 | ||||| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |At Russell Group Institutions |421 |319|354|297|271| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |Non-Russell Group Institutions2 |177 |166|199|160|173| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |Total |598 |485|553|457|444| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |Psychology | ||||| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |At Russell Group Institutions |1,455 |1,569|1,546|1,688|1,374| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |Non-Russell Group Institutions2 |2,348 |2,443|2,411|2,751|2,371| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |Total |3,803 |4,012|3,957|4,439|3,745| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |Sports Science | ||||| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |At Russell Group Institutions |9 |39|54|52|29| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |Non-Russell Group Institutions2 |348 |481|515|549|470| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |Total |357 |520|569|607|499| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ | | ||||| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |Independent schools | ||||| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |Physics | ||||| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |At Russell Group Institutions |444 |400|320|322|347| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |Non-Russell Group Institutions2 |215 |201|151|147|186| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |Total |659 |607|477|469|533| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |Chemistry | ||||| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |At Russell Group Institutions |509 |545|487|623|653| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |Non-Russell Group Institutions2 |269 |315|310|334|337| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |Total |778 |860|797|957|990| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |Molecular Biology, Biophysics and Biochemistry5 | ||||| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |At Russell Group Institutions |474 |593|565|459|466| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |Non-Russell Group Institutions2 |178 |262|257|214|226| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |Total |652 |855|822|673|692| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |Psychology | ||||| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |At Russell Group Institutions |2,114 |2,626|2,318|2,164|1,888| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |Non-Russell Group Institutions2 |2,610 |2,846|2,712|2,917|2,578| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |Total |4,724 |5,472|5,030|5,081|4,466| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |Sports Science | ||||| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |At Russell Group Institutions |45 |84|99|138|116| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |Non-Russell Group Institutions2 |701 |634|825|936|824| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |Total |746 |718|924|1,074|940| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |1 Applicants to UCAS can submit up to six applications, in this table students have been counted once for each application they submit.2 Includes all other HE and FE institutions covered by the UCAS application system, other than Russell-Group institutions.3 Excludes a small amount of students with an unknown school type.4 Maintained sector institutions are comprehensive schools, further/higher education institutions, grammar schools, sixth form centres, sixth form colleges, other maintained institutions and other institutions.5 Subject figures for Biochemistry can only be displayed as the overall group Molecular Biology, Biophysics and Biochemistry.Source:Universities and Colleges Admissions Service (UCAS)| ||||| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ Foundation Degrees Mr. Boris Johnson To ask the Secretary of State for Education and Skills what percentage of employers involved in foundation degrees were in the public sector in each of the last five years for which figures are available; and how many students studied for such degrees with public sector employers in each year. Bill Rammell We do not classify foundation degrees as public or private sector because students are recorded according to subjects studied and many courses would apply to the public, private and third sectors. Foundation degrees graduates are, however, well-represented in education, and subjects allied to medicine (which together amount to around 35 per cent. of all FD graduates) where the employment opportunities are largely in the public sector, and around a third of all FD courses currently running are in the areas of education, health and care, community or public services. Employer involvement is an essential feature of all foundation degree programmes. Employers can be involved in the design, delivery and regular review of programmes. It is also expected that there will be recognition from employer bodies such as sector skills councils and professional bodies as well as close collaboration between employer and provider institutions—to ensure foundation degrees are responsive to meeting the nation's skill needs. Mr. Boris Johnson To ask the Secretary of State for Education and Skills how many foundation degrees were awarded in each employment sector in each of the last five years. Bill Rammell The available information shows the number of Foundation Degrees awarded by subject area of study. The latest figures are shown in the table; comparable information for 2006/07 will be available in January 2008. ----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Subject area |2002/03|2003/04|2004/05|2005/06| ----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Subjects allied to medicine |65 |270 |405 |775 | ----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Biological sciences |45 |85 |110 |235 | ----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Veterinary science |10 |0 |0 |0 | ----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Agriculture and related subjects |20 |145 |255 |425 | ----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Physical sciences |25 |30 |50 |80 | ----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Mathematical sciences |5 |0 |0 |0 | ----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Computer science |20 |125 |370 |680 | ----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Engineering and technology |140 |250 |400 |525 | ----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Architecture, building and planning |15 |20 |50 |165 | ----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Social studies |70 |350 |700 |720 | ----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Law |0 |10 |15 |40 | ----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Business and administrative studies |220 |385 |745 |1,110 | ----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Mass communications and documentation |35 |85 |150 |230 | ----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Languages |0 |20 |15 |15 | ----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Historical and philosophical studies |0 |0 |0 |10 | ----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Creative arts and design |285 |640 |980 |1,480 | ----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Education |110 |445 |1,385 |2,325 | ----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Combined |0 |0 |0 |5 | ----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Total foundation degree qualifiers |1,060 |2,855 |5,635 |8,820 | ----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |1 Covers students on full-time and part-time modes of study.Note:Figures are rounded to the nearest 5.Source:Higher Education Statistics Agency (HESA).| | | | | ----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- Free School Meals Matthew Taylor To ask the Secretary of State for Education and Skills how many and what proportion of children qualifying for free school meals had (a) one parent, (b) two parents and (c) neither parent in paid work in each year for which figures are available. Jim Knight The information requested is not collected centrally. Mr. Brady To ask the Secretary of State for Education and Skills what percentage of children selected by aptitude to attend (a) city academies and (b) specialist schools are in receipt of free school meals. Jim Knight The information requested is not collected centrally. The following table shows the number and percentage of pupils in academies and specialist schools known to be eligible for free school meals. ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- | |Number of pupils on roll2|Number of pupils known to be eligible for free school meals2|Percentage of pupils known to be eligible for free school meals| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Maintained secondary schools |3,273,520 |429,930 |13.1 | ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |of which: | | | | ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Specialist schools |2,782,620 |345,050 |12.4 | ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Academies |40,810 |13,610 |33.3 | ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |1 Includes middle schools as deemed.2 Includes pupils with sole and dual main registration.Note:Numbers have been rounded to the nearest 10.Source:School Census| | | | ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- Further Education: Student Wastage David Simpson To ask the Secretary of State for Education and Skills how many students in further education in each of the regions failed to complete their course in the last 12 months; and how many of those were in the final year of their course. Bill Rammell Non-completion is not a standard measure used in further education (FE). The standard measure of success used in FE is the success rate, which refers to the proportion of qualifications achieved in each academic year against those who start working towards a particular learning aim. Learners who transfer to alternative provision during their programme of study are excluded from the calculation. The following table shows the regional success rates for 2002/03 to 2005/06—the latest full year for all FE funded courses. -------------------------- |Percentage | -------------------------- |Region |2002/03|2003/04|2004/05|2005/06| -------------------------- |East Midlands |69|73|74|76| -------------------------- |East of England |67|70|72|75| -------------------------- |Greater London |64|67|73|77| -------------------------- |North East |68|72|76|77| -------------------------- |North West |68|72|75|76| -------------------------- |South East |70|73|74|76| -------------------------- |South West |68|73|75|76| -------------------------- |West Midlands |66|71|75|77| -------------------------- |Yorkshire and Humberside|67|71|73|75| -------------------------- |England |67|71|74|76| -------------------------- The concept of learners on their final year of a course is also non-standard and is complex to derive and could be provided only at disproportionate cost. Further Mathematics Mr. Gibb To ask the Secretary of State for Education and Skills how many students are studying further mathematics A or AS level via the further mathematics network in (a) West Sussex and (b) England. Jim Knight The Department does not hold information on the subjects being studied by students at A level. However, data from examination awarding bodies show that 121 students aged 16-18 were entered for GCE A level further mathematics in West Sussex institutions in 2005/06. The number of entrants in England was 6,516. Equivalent figures for GCE AS level entries in further mathematics in 2005/06 were 60 in West Sussex and 4,078 in England. The data do not show how many of these were via the further mathematics network. Mr. Gibb To ask the Secretary of State for Education and Skills (1) how many students were entered for A level further mathematics examinations in each year since 1997; (2) how many students were entered for further mathematics A level in each year since 1997. Jim Knight The figures requested are in the following table. ---------------------------------------- |Academic year ending|Number of entries| ---------------------------------------- |2006 |6,516 | ---------------------------------------- |2005 |5,192 | ---------------------------------------- |2004 |5,111 | ---------------------------------------- |2003 |4,730 | ---------------------------------------- |2002 |4,498 | ---------------------------------------- |2001 |5,063 | ---------------------------------------- |2000 |5,015 | ---------------------------------------- |1999 |5,145 | ---------------------------------------- |1998 |5,211 | ---------------------------------------- |1997 |4,999 | ---------------------------------------- |1996 |4,913 | ---------------------------------------- GCE A Level: Gender Mr. Boris Johnson To ask the Secretary of State for Education and Skills how many and what percentage of (a) girls and (b) boys in maintained schools were awarded (i) at least one A, (ii) at least two As and (iii) at least three As at A level in the last period for which figures are available, broken down by (A) parliamentary constituency, (B) local education authority and (C) region. Jim Knight [holding answer 18 June 2007]: The information requested has been placed in the House of Commons Library. GCSE: Languages Mr. Dunne To ask the Secretary of State for Education and Skills how many pupils in Shropshire were entered for a modern language at GCSE in each year from 2001 to 2006. Jim Knight The number of 15-year-olds entered for a modern language GCSE in Shropshire for each year from 2001 to 2006 is given in the following table. ------------------------------------------------------------------------------------------------------------------------- | |Number of pupils entered for a modern foreign language in Shropshire| ------------------------------------------------------------------------------------------------------------------------- |2001 |2549 | ------------------------------------------------------------------------------------------------------------------------- |2002 |2428 | ------------------------------------------------------------------------------------------------------------------------- |2003 |2553 | ------------------------------------------------------------------------------------------------------------------------- |2004 |2423 | ------------------------------------------------------------------------------------------------------------------------- |2005 |2170 | ------------------------------------------------------------------------------------------------------------------------- |20061 |11821 | ------------------------------------------------------------------------------------------------------------------------- |1 2006 data are based on amended Key Stage 4 data.| | ------------------------------------------------------------------------------------------------------------------------- GCSE: Mandarin Ben Chapman To ask the Secretary of State for Education and Skills (1) how many students have taken GCSE Mandarin in each local authority in each of the last five years for which figures are available; (2) how many students obtained a grade C or above at GCSE level in Mandarin in each local authority in each of the last five years for which figures are available. Jim Knight This information can be provided only at a disproportionate cost. GCSEs Mr. Gibb To ask the Secretary of State for Education and Skills pursuant to the answer of 15 March 2007 to question 117654, on GCSEs, how many mainstream (a) maintained and (b) independent secondary schools fell within each percentage point in terms of the proportion of pupils who achieved (i) seven and (ii) nine or more GCSEs at A*-C including English and mathematics in 2006. Jim Knight The information requested can be provided only at a disproportionate cost. Mr. Gibb To ask the Secretary of State for Education and Skills what proportion of 15-year-olds attending (a) independent mainstream schools and (b) maintained mainstream schools achieved five or more GCSEs at A*-C including English, mathematics and science in each year since 1997 (i) in total and (ii) as a proportion of pupils entered for a full GCSE in English, mathematics and science. Jim Knight The information requested can be provided only at a disproportionate cost. Head Teachers: Science Dr. Iddon To ask the Secretary of State for Education and Skills what proportion of head teachers have a degree in a science subject. Jim Knight The information is not available in the format requested. Hearing Impaired: Sign Language Mr. Jamie Reed To ask the Secretary of State for Education and Skills how many lip reading and sign language teachers are employed in Copeland. Jim Knight The information requested is not collected centrally. International GCSEs Mr. Gibb To ask the Secretary of State for Education and Skills what recent discussions the Qualifications and Curriculum Authority has had with Cambridge International Examinations and Edexcel on the accreditation of the international GCSE; and if he will make a statement. Jim Knight As regulators of the public examination system, it is QCA’s role to make sure they have reliable, current and comprehensive information on the qualifications market in England. The chairman and chief executive of QCA met Cambridge Assessment’s Group chief executive and discussed iGCSEs at a meeting on Tuesday, 13 March 2007. Languages: East Sussex Mr. Waterson To ask the Secretary of State for Education and Skills which foreign languages were studied by pupils in (a) Eastbourne and (b) East Sussex for (i) GCSE, (ii) A/S-Level and (iii) A-Level in each of the last five years. Jim Knight The information requested has been placed in the Library. Maintained Schools: Qualifications Mr. Willetts To ask the Secretary of State for Education and Skills (1) how many and what proportion of pupils in maintained schools did not achieve five A*-G grades at GCSE in each year since 1997, broken down by gender; (2) how many and what proportion of pupils in maintained schools obtained A*-G grades at GCSE in each year since 1997, broken down by gender. Jim Knight This information is available in the Department’s GCSE and Equivalent Statistical First Releases which have been placed in the House Library. Nurseries: Fees and Charges Miss McIntosh To ask the Secretary of State for Education and Skills what assessment he has made of the impact of increases in business rates on fee levels in (a) private day nurseries, (b) voluntary day nurseries, (c) nurseries located in schools and (d) Sure Start children's centres over the last five years; and if he will make a statement. Beverley Hughes No such assessment has been made. Costs and prices in the nursery sector are affected by a wide range of factors. Some nurseries may be eligible for rate relief to ease the impact of business rates and some voluntary providers, if they pay rates, may be exempt under Schedule 5 of the Local Government Finance Act 1988. Nurseries: Finance Mr. Iain Wright To ask the Secretary of State for Education and Skills if he will take action to assist nurseries and childcare organisations which no longer receive funding from the National Nursery Initiative and are ineligible to become children’s centres; and if he will make a statement. Beverley Hughes 1,400 Neighbourhood Nurseries were set up under the Neighbourhood Nurseries Initiative (NNI) which ran from 2002 until 2007, in the most disadvantaged areas within local authorities. 774 of these will become children’s centres by March 2008 while others will link to children's centres for delivery of childcare places. The remainder will continue to operate as stand alone nurseries. All NNs were required to develop a five-year business plan, demonstrating sustainability when Government funding ended. Any Neighbourhood Nursery experiencing difficulty when their Government funding comes to an end, should contact their local authority in the first instance. They can provide support for business planning and marketing and in some circumstances may be able to provide financial support to aid sustainability. From 2008, all local authorities will have a duty to secure sufficient childcare in their areas and former Neighbourhood Nurseries will have a substantial part to play in that. Nursery Schools: Codes of Practice Miss McIntosh To ask the Secretary of State for Education and Skills (1) what representations he has received on implementing the Code of Practice for Nursery Education in pilot areas; and if he will make a statement; (2) when he expects the Code of Practice for Nursery Education to be fully applied (a) in pilot areas and (b) across England. Beverley Hughes The 2006 Code of Practice on the provision of free nursery education places for three and four-year-olds came into force on 1 April 2006. The Code of Practice is statutory guidance that all local authorities, including Pathfinder local authorities delivering the extended free early education entitlement from April 2007, must have regard to when fulfilling their statutory duty to secure sufficient nursery education for children in their area. Officials meet regularly with representatives from the 20 Pathfinder local authorities. These meetings are opportunities to review progress and discuss emerging issues relating to the extension of the free entitlement to 15 hours. Ofsted Mr. Watson To ask the Secretary of State for Education and Skills pursuant to the answer of 4 June 2007, Official Report, column 124W, on Ofsted, how much Ofsted spent on legal advice on the drafting of the answer. Jim Knight This is a matter for Ofsted. HM chief inspector, Christine Gilbert, has written to my hon. Friend and a copy of her reply has been placed in the House Library. Letter from Christine Gilbert, dated 19 June 2007: Your recent Parliamentary Question has been passed to me as Her Majesty’s Chief Inspector, for reply. You asked, following our response of 4th June 2007, Official Report, column 124W, how much Ofsted spent on legal advice on the drafting of that answer. This information is not available as Ofsted obtains legal advice from an in-house Treasury Solicitors team on the basis of an overall monthly charge. Time is not recorded on a topic specific basis. A copy of this reply has been sent to Jim Knight MP, Minister of State for Schools, and will be placed in the library of both Houses. Ofsted: Pay Mr. Hoban To ask the Secretary of State for Education and Skills what remuneration is received by the Chair of the Ofsted Board for that role. Jim Knight Remuneration for the Chairman of the Ofsted Board is £40,000 per annum. Personal, Social and Health Education Mr. Amess To ask the Secretary of State for Education and Skills what the evidential basis was for the statement made by Ofsted in its report “Time for Change? Personal, Social and Health Education” that (a) research suggests that education that promotes abstinence but withholds information about contraception can place young people at higher risk and (b) school nurses provide a particularly valuable service in providing emergency hormonal contraception to pupils; and if he will make a statement. Jim Knight This is a matter for Ofsted. HM Chief Inspector, Christine Gilbert, has written to the hon. Member and a copy of her reply has been placed in the Library. Letter from Christine Gilbert, dated 13 June 2007: Your recent parliamentary question has been passed to me, as Her Majesty’s Chief Inspector, for reply. You asked what the evidential basis was for the statements made by Ofsted in its report, “Time for Change? Personal, Social and Health Education (HMI 070049)”, that (A) research suggests that education that promotes abstinence, but withholds information about contraception, can place young people at higher risk; and (B) school nurses are providing a valuable service by offering emergency hormonal contraception to pupils. Our report states that ‘there is no evidence, however, that ‘abstinence-only’ education reduces teenage pregnancy or improves sexual health. There is also no evidence to support claims that teaching about contraception leads to increased sexual activity. Research suggests that education and strategies that promote abstinence but withhold information about contraception can place young people at a higher risk of pregnancy and sexually transmitted infections (STIs).’ There has been widespread international research in this area, including three pieces of research completed by the National Children’s Bureau: 1. Blake, S and Frances, G (2001) Just Say No to Abstinence Education. London 2. Abstinence-only Education, Sex Education Forum, briefing May 2004 3. Swann, C., Bowe, K. MCCormick, G. and Kosmin, M. (2003) Teenage Pregnancy and parenthood: a review of reviews. Evidence briefing. London: Health development Agency. www.hda.nhs.uk/evidence We found this research persuasive because it reflected our discussions with pupils in 350 inspections who said they valued clear sex and relationship education in school. Our report states that ‘school nurses can also provide a valuable service, particularly in terms of providing emergency hormonal contraception and advising on other forms of contraception’. This is in line with non-statutory guidance published by the Department for Education and Skills (DfES). The DfES publication “Teenage Pregnancy Next Steps: Guidance for Local Authorities and Primary Care Trusts on Effective Delivery of Local Strategies” (2006) sets out the key findings from ‘deep dive’ reviews carried out by the Teenage Pregnancy Unit to identify factors responsible for the significant variation in performance between local areas, including between areas that are statistically similar. The guidance states: ‘Provision of young people focused contraception/sexual health services, trusted by teenagers and well known by professionals working with them.’ This was the factor most commonly cited as having the biggest impact on conception rate reductions in the high performing areas. Features of successful services reflected the “Best practice guidance on the provision of effective contraception and advice services for young people” issued by the Teenage Pregnancy Unit in 2000: easy accessibility in the right location with opening hours convenient to young people; provision of the full range of contraceptive methods, including long acting methods; a strong focus on sexual health promotion (as well as reactive services) through, for example, outreach work in schools, work with professionals to improve their ability to engage with young people on sexual health issues; and through highly visible publicity. Effective services also had a strong focus on meeting the specific needs of young men. All high-performing areas also had condom distribution schemes involving a wide range of local agencies and/or access to emergency contraception in non-clinical settings. Ofsted’s own discussions with young people suggest they want and trust services in schools and welcome and recognise the commitment that schools show to meeting their wider health needs. A copy of this reply has been sent to Jim Knight MP, Minister of State for Schools, and will be placed in the library of both Houses. Pupil Exclusions Mr. Willetts To ask the Secretary of State for Education and Skills how many pupils had been permanently excluded more than once in each of the last five years, broken down by (a) sex and (b) ethnicity; and how many such pupils had special educational needs. Jim Knight [holding answer 20 June 2007]: The available information is given in the table. ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ | |Number of pupils| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |Gender | | ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |Boys |1,220 | ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |Girls |200 | ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |Total |1,420 | ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ | | | ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |Ethnic group | | ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |White |1,090 | ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |White British |1,070 | ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |Irish |3— | ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |Traveller of Irish heritage |3— | ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |Gypsy/Roma |3— | ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |Any other White background |20 | ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ | | | ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |Mixed |70 | ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |White and Black Caribbean |30 | ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |White and Black African |10 | ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |White and Asian |10 | ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |Any other Mixed background |30 | ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ | | | ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |Asian |30 | ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |Indian |10 | ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |Pakistani |10 | ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |Bangladeshi |3— | ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |Any other Asian background |3— | ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ | | | ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |Black |80 | ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |Black Caribbean |50 | ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |Black African |10 | ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |Any other Black background |20 | ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ | | | ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |Chinese |0 | ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ | | | ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |Any other ethnic group |10 | ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ | | | ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |Pupils whose ethnicity has been classified under the old ethnic coding framework |50 | ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ | | | ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |Unclassified |90 | ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ | | | ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |Total |1,420 | ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ | | | ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |Special educational needs | | ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |No identified SEN provision |550 | ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |SEN pupils without statements |580 | ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |SEN pupils with statements |300 | ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |Total |1,420 | ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |1 Includes middle schools as deemed. Includes non-maintained special schools. Excludes general hospital schools.2 This analysis is based on incomplete pupil level data. Any findings based on these figures should be used with caution. Those pupils who have been permanently excluded from more than one different school since 2000/01 to 2004/05 have been selected.3 Less than 5 pupils.Notes:1. Information presented here has been derived from an extract of the National Pupil Database which has selected pupils with multiple cases of permanent exclusion from different schools collected via the 2002 through to 2006 School Census’. The characteristic data shown relates to information provided for the pupils' most recent exclusion.2. A new set of codes to record the ethnicity of pupils was introduced in 2002. Schools were initially permitted to report ethnic data using either the old and new set of codes between which there is no direct mapping. This analysis separately shows data for those pupils whose ethnic group has been classified under the old coding framework.3. The new SEN code of practice came into force in 2002 and introduced new codes for recording stage of SEN. Both the new and old codes have been used here.4. Numbers have been rounded to the nearest 10. There may be discrepancies between the sum of constituent items and totals as shown.Source:National Pupil Database.| | ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ Pupil Referral Units Mr. Willetts To ask the Secretary of State for Education and Skills (1) how many pupils ceased attendance at a pupil referral unit because they had been sentenced to a term in a young offender institution in each year for which figures are available; (2) what information he has collected on the number of pupils placed in pupil referral units who are later (a) sentenced to a term in a young offender institution and (b) subject to an antisocial behaviour order. Jim Knight [holding answer 20 June 2007]: The Department does not collect this information. Pupil Referral Units: Qualifications Mr. Willetts To ask the Secretary of State for Education and Skills how many and what proportion of pupils in pupil referral units did not obtain (a) five A*-C grades including English and mathematics at GCSE, (b) five A*-G grades at GCSE and (c) any passes at GCSE in each year since 1997, broken down by ethnic group. Jim Knight The information requested is not held centrally. Pupils: Eastern Region Mr. Ruffley To ask the Secretary of State for Education and Skills what the total recurrent funding per pupil was in real terms in (a) Suffolk, (b) Bedfordshire, (c) Cambridgeshire, (d) Essex, (e) Hertfordshire and (f) Norfolk in each year from 1998-99 to 2007-08. Jim Knight The revenue funding figures per pupil aged 3 to 19 for Suffolk, Bedfordshire, Cambridgeshire, Essex, Hertfordshire and Norfolk for years 1998-99 to 2005-06 are provided in the following table: -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Local authority |1998- 99|1999- 00|2000- 01|2001- 02|2002- 03|2003- 04|2004- 05|2005- 06| -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Bedfordshire |2,990 |3,110 |3,380 |3,560 |3,670 |3,720 |3,860 |4,060 | -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Cambridgeshire |2,860 |3,010 |3,210 |3,330 |3,410 |3,580 |3,730 |3,920 | -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Essex |3,080 |3,190 |3,420 |3,580 |3,680 |3,770 |3,920 |4,080 | -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Hertfordshire |3,080 |3,180 |3,410 |3,560 |3,670 |3,730 |3,880 |4,030 | -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Norfolk |2,980 |3,110 |3,340 |3,500 |3,600 |3,680 |3,830 |4,020 | -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Suffolk |2,900 |3,010 |3,230 |3,370 |3,470 |3,540 |3,690 |3,860 | -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Notes: 1. Price Base: Real terms at 2005-06 prices, based on GDP deflators as at 27.09.06 2. Figures reflect relevant sub-blocks of Standard Spending Assessment / Education Formula Spending (EFS) settlements and exclude the pensions transfer to EFS and LSC. 3. Total funding also includes all revenue grants in DFES Departmental Expenditure Limits relevant to pupils aged 3 to 19 and exclude Education Maintenance Allowances (EMAs) and grants not allocated at LEA level. 4. The pupil numbers used to convert m figures to per pupil are those underlying the SSA/EFS settlement calculations plus PLASC 3 year old maintained pupils and estimated 3 to 4 year olds funded through state support in maintained and other educational institutions where these are not included in the SSA pupil numbers. 5. Rounding: Figures are rounded to the nearest 10. 6. Status: Some of the grant allocations have not been finalised. If these do change, the effect on the funding figures is expected to be minimal.| | | | | | | | | -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- The revenue per pupil figures shown in the table below are taken from the new dedicated schools grant (DSG) and are in cash terms. 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 DSG is based largely on an authority's previous spending. The 1997-98 to 2005-06 figures are based on education formula spending (EPS) 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 addition, the DSG has a different coverage to EFS. EFS 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. Consequently, there is a break in the Department's time series as the two sets of data are not comparable. An alternative time series is currently under development. To provide figures for 2006-07 DSG, the Department has isolated the schools block equivalent funding in 2005-06. There are other grants that support the schools budget, these are not included in the DSG figures provided. The figures are for all funded pupils aged 3-15. -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Local authority |2005-06 Baseline|2006-07|2007-08| -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Bedfordshire |3,188 |3,407 |3,633 | -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Cambridgeshire |3,193 |3,407 |3,623 | -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Essex |3,300 |3,524 |3,752 | -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Hertfordshire |3,294 |3,507 |3,730 | -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Norfolk |3,208 |3,423 |3,648 | -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Suffolk |3,160 |3,372 |3,591 | -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Notes:1. The revenue funding per pupil figures only run to 2005-06 because the Department 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 (EPS) 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 EFS: EFS 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 that there is a break in the Department's time series as the two sets of data are not comparable, an alternative time series is currently under development.3. To provide a comparison for 2006-07 DSG, the Department has isolated the schools block equivalent funding in 2005-06; as described above this does not represent the totality of 'education' funding in that year. There are other grants that support the schools budget, these are not included in the provided DSG figures.| | | | -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- Pupils: EC Enlargement Mr. Jeremy Browne To ask the Secretary of State for Education and Skills how many children originally from EU accession states were enrolled in schools in (a) Somerset and (b) Taunton constituency in (i) 2002, (ii) 2004 and (iii) 2006. Jim Knight The requested information is not held centrally. Within the School Census (SC), schools are required to record ethnicity data that reflects the main categories used in the 2001 National Population Census. Children from the Czech Republic, Estonia, Hungary, Latvia, Lithuania, Poland, Slovakia and Slovenia are recorded under the ethnic category ‘Any Other White Background’. Following a consultation exercise in 2002, local authorities (LAs) were given the option of using extended ethnicity categories in their schools if they felt that the main ones did not meet their local management needs. However, the extended ethnicity categories do not include separate codes relating to the eight European Union accession countries. They are all included within the ‘White Eastern European’ code. Not all LAs have chosen to use the extended categories. The majority of authorities use a mixture of main and extended codes. As a consequence the Department does not hold complete data for the extended ethnic background categories. Pupils: Languages Mr. Jeremy Browne To ask the Secretary of State for Education and Skills how many and what percentage of children in (a) Somerset and (b) Taunton constituency have English as a second language; and what funding has been made available for individual schools in each area to support those children in each of the last five years. Jim Knight The available information is given in the following table. The revenue funding that local authorities allocate to their schools is a matter for local authorities to decide locally through their own local funding formulae (subject to satisfying the minimum funding guarantee for schools from 2004-05 onwards). According to their Section 52 Budget Statements, Somerset LA’s local funding formula does not allocate any funding to schools via their individual school budget share specifically on the basis of having pupils for which English is a second language attending the school. However, local authorities do receive additional funding from the Ethnic Minority Achievement Grant (EMAG). EMAG is intended to help local authorities narrow achievement gaps for those minority ethnic groups who are underachieving and to meet particular needs of pupils for whom English is an additional language. It is distributed to local authorities by formula which includes the number of EAL pupils in each LA. For this year, Somerset LA will receive an EMAG totalling £37,585, with locally determined formulae devolving at least 85 per cent. of this to schools. The grant is worth £179 million nationally in 2007-08. ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ | |Somerset local authority area|Taunton parliamentary constituency |England4 | ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ | |Number of pupils2 |Number of pupils whose first language is known or believed to be other than English|Percentage of pupils whose first language is known or believed to be other than English3|Number of pupils2|Number of pupils whose first language is known or believed to be other than English|Percentage of pupils whose first language is known or believed to be other than English3|Number of pupils2|Number of pupils whose first language is known or believed to be other than English|Percentage of pupils whose first language is known or believed to be other than English3| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |2003 |64,968 |407 |0.6 |13,444|93|0.7|6,779,930|657,300|9.7| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |2004 |65,416 |473 |0.7 |13,493|110|0.8|6,752,670|669,480|9.9| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |2005 |65,103 |600 |0.9 |13,468|136|1.0|6,711,420|694,470|10.3| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |2006 |64,366 |830 |1.3 |13,265|197|1.5|6,655,620|734,550|11.0| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |20075 |63,158 |1,093 |1.7 |13,034|240|1.8|6,574,560|789,790|12.0| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |1 Includes middle schools as deemed.2 Excludes dually registered pupils.3 The number of pupils whose first language is known or believed to be other than English expressed as a percentage of the total number of pupils of compulsory school age and above.4 Figures for England have been rounded to the nearest 10.5 Provisional figures.Source:School Census| | | ||||||| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ Pupils: Per Capita Costs Dr. Kumar To ask the Secretary of State for Education and Skills how much was allocated per pupil to each local education authority in each of the last five years. Jim Knight The requested information has been placed in the House Library. Rosie Cooper To ask the Secretary of State for Education and Skills (1) what the average education funding was per pupil in West Lancashire in each year since 1997, broken down by age group; (2) what the level of funding was per pupil in West Lancashire constituency in (a) 2005 and (b) 2006. Jim Knight The West Lancashire constituency falls within the local authority of Lancashire and the information supplied applies to all of Lancashire. The revenue funding figures per pupil aged three to 10, 11 to 15 and three to 19 for Lancashire for years 1997-98 to 2005-06 are as follows: £Primary (3 to 10-year-olds)Secondary (11 to 15-year-olds)Total (3 to 19-year olds)1997-982,3403,2502,8601998-992,4603,3202,9301999-20002,6303,4403,0702000-012,8703,7103,3202001-023,0303,8803,4702002-033,0903,9803,5602003-043,2503,9903,6402004-053,3604,1803,7902005-063,5704,3904,000Notes:1. Price base: Real terms at 2005-06 prices, based on GDP deflators as at 27 September 2006.2. Figures reflect relevant sub-blocks of standard spending assessment/education formula spending (EFS) settlements and exclude the pensions transfer to EFS and LSC.3. Total funding also includes all revenue grants in DfES departmental expenditure limits relevant to pupils aged three to 19 and exclude education maintenance allowances (EMAs) and grants not allocated at LEA level. The pupil numbers used to convert £ million figures to £ per pupil are those underlying the SSA/EFS settlement calculations plus PLASC.4. Three-year-old maintained pupils and estimated three to four-year-olds funded through state support in maintained and other educational institutions where these are not included in the SSA pupil numbers.5. Rounding—figures are rounded to the nearest £10.6. Status—some of the grant allocations have not been finalised. If these do change, the effect on the funding figures is expected to be minimal.7. 1997-98 figures for authorities subject to local government reorganisation in that year have been estimated, pro-rata to their post LGR figures. The revenue per pupil figures shown in the following table are taken from the new dedicated schools grant (DSG) and are in cash terms. 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 DSG is based largely on an authority’s previous spending. The 1997-98 to 2005-06 figures are based on education formula spending (EPS) 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 addition, the DSG has a different coverage to EFS. EFS 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. Consequently, there is a break in the Department’s time series as the two sets of data are not comparable. An alternative time series is currently under development. To provide a comparison for 2006-07 DSG, the Department have isolated the schools block equivalent funding in 2005-06; as described above this does not represent the totality of ‘education’ funding in that year. There are other grants that support the schools budget, these are not included in the provided DSG figures. As the DSG is just a mechanism for distributing funding there is not a primary/secondary split available. The figures are for all funded pupils aged three to 15 years. ----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- | |£ | ----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |DSG 2005-06 (Baseline) |3,317| ----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |DSG 2006-07 |3,536| ----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |DSG 2007-08 |3,765| ----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |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 1997-98 to 2005-06 figures are based on education formula spending (EPS) 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 EFS: EFS 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, an alternative time series is currently under development.3. To provide a comparison for 2006-07 DSG, we have isolated the schools block equivalent funding in 2005-06; as described above this does not represent the totality of ‘education’ funding in that year. There are other grants that support the schools budget, these are not included in the provided DSG figures.| | ----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- Matthew Taylor To ask the Secretary of State for Education and Skills what the average education funding was per pupil, broken down by age group, in (a) Cornwall, (b) the South West, (c) England and (d) the UK in each year since 1979. Jim Knight The revenue funding figures per pupil aged three to 10 and 11 to 15 for Cornwall, the South West and England for years 1997-98 to 2005-06 are provided in the tables below. Comparable figures are not available for 1979-80 to 1996-97. Figures are not available at UK level. --------------------------------------- | |Cornwall|South West|England| --------------------------------------- |1997-98 |2,310 |2,390 |2,480 | --------------------------------------- |1998-99 |2,510 |2,470 |2,580 | --------------------------------------- |1999-2000|2,680 |2,620 |2,750 | --------------------------------------- |2000-01 |2,900 |2,830 |2,990 | --------------------------------------- |2001-02 |3,070 |2,970 |3,160 | --------------------------------------- |2002-03 |3,130 |3,030 |3,250 | --------------------------------------- |2003-04 |3,300 |3,200 |3,450 | --------------------------------------- |2004-05 |3,370 |3,280 |3,550 | --------------------------------------- |2005-06 |3,570 |3,480 |3,770 | --------------------------------------- ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- | |Cornwall|South West|England| ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |1997-98 |3,310 |3,200 |3,390 | ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |1998-99 |3,380 |3,280 |3,470 | ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |1999-2000 |3,490 |3,390 |3,610 | ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |2000-01 |3,740 |3,650 |3,900 | ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |2001-02 |3,900 |3,800 |4,110 | ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |2002-03 |4,000 |3,880 |4,210 | ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |2003-04 |3,950 |3,950 |4,280 | ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |2004-05 |4,120 |4,110 |4,450 | ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |2005-06 |4,300 |4,290 |4,640 | ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Notes:1. Price Base: Real terms at 2005-06 prices, based on GDP deflators as at 27 September 2006.2. Figures reflect relevant sub-blocks of standard spending assessment/education formula spending (EFS) settlements and exclude the pensions transfer to EFS.3. Total funding also includes all revenue grants in DFES departmental expenditure limits relevant to pupils aged 3-10 and 11-15 and exclude education maintenance allowances (EMAs) and grants not allocated at LA level.4. The pupil numbers used to convert £ million figures to £ per pupil are those underlying the SSA/EFS settlement calculations plus PLASC three-year-old maintained pupils and estimated three to four-year-olds funded through state support in maintained and other educational institutions where these are not included in the SSA pupil numbers.5. Rounding: Figures are rounded to the nearest £10.6. Status: Some of the grant allocations have not been finalised. If these do change, the effect on the funding figures is expected to be minimal.| | | | ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- The figures shown in the following table are taken from the new Dedicated Schools Grant and are in cash terms. They are not comparable with those for the earlier years. The DSG is a mechanism for distributing funding and does not include a primary/secondary split. The figures are for all funded pupils aged three to 15. The Department will be announcing DSG figures for 2007-08 shortly. --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- | |2005-06 baseline|2006-07| --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Cornwall |3,150 |3,362 | --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |South West |3,196 |3,411 | --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |England |3,411 |3,643 | --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Notes:1. The revenue funding per pupil figures only run to 2005-06 because it is not possible to 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 1997-98 to 2005-06 figures are based on education formula spending (EPS) 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. The DSG has a different coverage to EFS: EFS 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, an alternative time series is currently under development.3. To provide a comparison for 2006-07 DSG, we have isolated the schools block equivalent funding in 2005-06; as described above this does not represent the totality of ‘education’ funding in that year. There are other grants that support the schools budget, these are not included in the provided DSG figures.| | | --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- Pupils: Vocational Guidance Mr. Boris Johnson To ask the Secretary of State for Education and Skills if he will make a statement on the provision of careers advice for (a) secondary school and (b) post-16 pupils; what steps his Department takes to ensure that provision is met; and what requirement there is for such provision to be inspected. Jim Knight Under section 114 of the Learning and Skills Act 2000, the Secretary of State has the power to provide or secure the provision of services which he thinks will encourage, enable or assist (directly or indirectly) effective participation by young people in education or training. This power is discharged through the Connexions service who provide careers advice (among a wider range of services designed to improve levels of participation in education and training) to young people aged 13 to 19. Additionally, all maintained schools have a statutory duty to provide a planned programme of careers education from years 7 to 11. How schools deliver this requirement is up to the individual school, although the DfES provides a non-statutory framework as a guide. There are no statutory duties on providers of post-16 learning to provide a programme of careers education. From April 2008, local authorities will have responsibility for the provision of Connexions services. Connexions services are within the scope of annual performance assessments and joint area reviews of children’s services, led by Ofsted. Mr. Boris Johnson To ask the Secretary of State for Education and Skills what records his Department has of the numbers of young people in secondary schools in England who accessed careers advisers in each of the last three years. Jim Knight Personal advisers in the Connexions service provide information, advice and guidance to young people on a range of issues. Information on these interventions is collected centrally, but we do not collect information specifically relating to careers advice given in schools. Qualifications: Greater London Mr. Burstow To ask the Secretary of State for Education and Skills (1) how many pupils obtained (a) no, (b) one, (c) two, (d) three and (e) four GCSEs at grades A*-C in English in (i) England, (ii) each region and (iii) each London borough in each of the last five years; (2) how many pupils obtained (a) five, (b) six, (c) seven, (d) eight and (e) nine GCSEs at grades A* to C including English in (i) England, (ii) each region and (iii) each London borough in each of the last five years. Jim Knight The information requested has been placed in the House Library. Reading: Mentors Mr. Hoban To ask the Secretary of State for Education and Skills pursuant to the answer of 6 June 2007, Official Report, column 508W, on reading: mentors, (1) whether it is part of the role of paid support staff acting as learning mentors in schools to provide intensive or one-to-one tuition in mathematics; (2) what qualifications paid support staff acting as learning mentors in schools are required to have. Jim Knight Mentors can be used to offer specific support in mathematics as well as offering a wider role in supporting children as learners across a range of subjects. Support of a one-to-one type is more often undertaken by a teaching assistant who, working with the teacher, would identify the specific learning needs of the child. This one-to-one support is a mix of in-class support and out of class focused work. There are no specific qualifications that support staff acting as learning mentors in schools are required to have. It is for individual head teachers to assess and decide whether staff have the necessary skills and experience to carry out the role and whether they need to access the range of training and support opportunities that exist for support staff acting as mentors. School Leaving: Qualifications Stephen Hammond To ask the Secretary of State for Education and Skills how many pupils leaving school at 16 there were without (a) five GCSEs at A-C, (b) five GCSEs at A-E and (c) GCSEs in (i) 2006 and (ii) 2005. Jim Knight The answer to parts (a) and (c) is given as follows: -------------------------------------------------------------------------------------------------------------------------------- | |2005 |2006 | -------------------------------------------------------------------------------------------------------------------------------- |Number of 15-year-old pupils1 |636,771|648,043| -------------------------------------------------------------------------------------------------------------------------------- |Number of 15-year-old pupils1 who did not achieve 5+ GCSEs at Grades A*-C |278,173|268,366| -------------------------------------------------------------------------------------------------------------------------------- |Percentage of 15-year-olds pupils1 who did not achieve 5+ GCSEs at Grades A*-C |43.7 |41.4 | -------------------------------------------------------------------------------------------------------------------------------- |Number of 15-year-old pupils1 who did not achieve any qualifications |23,196 |20,398 | -------------------------------------------------------------------------------------------------------------------------------- |Percentage of 15-year old pupils1 who did not achieve any qualifications |3.6 |3.1 | -------------------------------------------------------------------------------------------------------------------------------- |1 Aged 15 at the beginning of the academic year, i.e. 31 AugustSource:School Achievement and Attainment Tables| | | -------------------------------------------------------------------------------------------------------------------------------- The answer to part (b) can be provided only at a disproportionate cost. Schools: Admissions Mr. Paice To ask the Secretary of State for Education and Skills how many appeals were lodged by parents against non-admission of their children to (a) maintained primary schools and (b) maintained secondary schools by Cambridgeshire local education authority in each of the last 10 years; and how many were successful. Jim Knight The requested information is shown in the following table: ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- | |1996/971|1997/982|1998/99|1999/2000|2000/01|2001/02|2002/03|2003/04|2004/05|2005/06| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Primary | | | | | | | | | | | ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Admission appeals lodged by parents |178 |94 |111 |196 |235 |194 |112 |116 |139 |151 | ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Appeals heard by an appeals panel |142 |77 |99 |143 |181 |147 |77 |88 |102 |116 | ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Appeals decided in parents’ favour |83 |59 |71 |79 |108 |93 |36 |63 |52 |65 | ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- | | | | | | | | | | | | ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Secondary | | | | | | | | | | | ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Admission appeals lodged by parents |335 |164 |266 |366 |269 |287 |265 |182 |206 |223 | ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Appeals heard by an appeals panel |312 |134 |251 |294 |194 |231 |202 |144 |177 |189 | ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Appeals decided in parents’ favour |208 |108 |138 |180 |123 |138 |87 |75 |125 |111 | ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |1 Includes Peterborough local authority as before local government reorganisation (LGR).2 From 1 April 1998 : It is expected that the majority of appeals for the 1997/98 academic year will have been lodged prior to April 1998. In some cases these figuresare either included in the original authority totals or were not available.| | | | | | | | | | | ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- Mr. Willetts To ask the Secretary of State for Education and Skills (1) what estimate he has made of the total number of places in schools in each year to 2025; (2) what estimate he has made of the number of surplus places in schools in each year to 2025. Jim Knight The responsibility in law to plan school places is placed on local authorities. Local authorities are expected to take robust measures to remove surplus places and ensure that school places are where parents want them. The Department collects data on the number of school places and numbers of pupils on roll on a school by school basis, together with LA wide pupil projections via an annual survey. The Department does not collect projections of the capacity of schools or the numbers of school places from local authorities. Mr. Willetts To ask the Secretary of State for Education and Skills what estimate he has made of the number of pupils in full-time education in each year to 2015. Jim Knight The Department’s estimates for the number of pupils in full-time education in schools in England are shown as follows: ----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Thousand | ----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |As at January each year |2007|2008|2009|2010|2011| ----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |All Maintained Schools2 |7,383|7,300|7,208|7,157|7,076| ----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Non-Maintained Special Schools |5|5|4|4|4| ----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Academies3 |45|80|134|162|220| ----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |City Technology Colleges |11|5|3|3|3| ----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Independent Schools |566|564|561|559|556| ----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |All schools |8,010|7,953|7,911|7,885|7,860| ----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |1 Full-time equivalents, counting each part-time pupil as 0.5. The numbers have been rounded to the nearest thousand.2 Pupil numbers in maintained schools includes those in nursery, primary, secondary (including pupils in sixth forms in secondary schools), maintained special schools and maintained Pupil Referral Units.3 Projections are based on a target of 200 academies by 2011.|||||| ----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- Projections are not shown beyond 2011 because of the increasing degree of uncertainty over time, particularly for post-compulsory schooling. Schools: Census Mr. Stewart Jackson To ask the Secretary of State for Education and Skills when he expects the January 2007 schools census data to be published; and if he will make a statement. Jim Knight [holding answer 19 June 2007]: Provisional data from the January 2007 census were published on 16 April 2007 in the Statistical First Release on the Department’s website: http://www.dfes.gov.uk/rsgateway/DB/SFR/s000726/index.shtml Final data will be published in September 2007. The Secretary of State is not expected to make a statement. Final data on special educational needs (also taken from the census) are published on 26 June. Schools: Crimes of Violence Mr. Graham Stuart To ask the Secretary of State for Education and Skills how many pupils were excluded from school for violent conduct in each local education authority in each year since 1997; and if he will make a statement. Jim Knight The available information has been placed in the Library. The Department does not collect data on exclusions for violent conduct. We do have information on exclusions where the reason cited is ‘physical assault against an adult’ or ‘physical assault against a pupil’ and this is set out in tables which have been placed in the Library. Further information on reasons for exclusion is contained in SFR 24/2006. Only two years of data relating to the reason for exclusion are currently available. The first year for which information on the reason for exclusion is available relates to the 2003-04 academic year. Exclusions data for 2004-05 academic year were published in June 2006. Data for the 2005-06 academic year are scheduled for publication on 26 June, 2007. Mr. Graham Stuart To ask the Secretary of State for Education and Skills (1) how many pupil-on-pupil assaults there have been in (a) primary and (b) secondary schools in each local education authority in each year since 1997; and if he will make a statement; (2) how many (a) primary and (b) secondary school teachers and teaching assistants have been assaulted in the classroom more than once in each year since 1997; and if he will make a statement. Jim Knight The number of incidents of assaults towards staff and pupils in schools is not collected centrally. From the academic year 2003/04, information is available on the reasons for pupil exclusions. These reasons include ‘physical assault against a pupil’ and ‘physical assault against an adult’. The tables provide a breakdown of the number of pupils who have been excluded for a fixed period or permanently from maintained primary and secondary schools for physical assault against a pupil or an adult. Local authority level tables showing the number of permanent and fixed period exclusions by reason have been placed in the Library. --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- | |Maintained primary |Maintained secondary | --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- | |Physical assault against a pupil|Physical assault against an adult|Physical assault against a pupil|Physical assault against an adult| --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- | |Number |Percentage2 |Number|Percentage2|Number|Percentage2|Number|Percentage2| --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |2003/04 |10,890 |26.4 |5,190|12.6|55,440|19.2|8,110|2.8| --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |2004/05 |11,950 |27.3 |5,960|13.6|65,790|20.0|9,490|2.9| --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |1 Includes middle schools as deemed.2 Number of fixed period exclusions by reason expressed as a percentage of the total number of fixed period exclusions.Note:Numbers have been rounded to the nearest 10Source:Termly Exclusions Survey| | ||||||| --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ | |Maintained primary |Maintained secondary | ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ | |Physical assault against a pupil|Physical assault against an adult|Physical assault against a pupil|Physical assault against an adult| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ | |Number |Percentage3 |Number|Percentage3|Number|Percentage3|Number|Percentage3| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |2003/04 |290 |22.7 |290|22.9|1,380|16.6|820|9.9| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |2004/05 |250 |22.6 |290|26.3|1,500|18.6|900|11.1| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |1 Includes middle schools as deemed.2 The distribution of exclusions by reason has been derived from the Termly Exclusions Survey data and applied to the number of permanent exclusions as confirmed by local authorities as part of the school census checking exercise.3 Number of permanent exclusions by reason expressed as a percentage of the total number of permanent exclusions.Note:Numbers have been rounded to the nearest 10.Source:School Census and Termly Exclusions Survey| | ||||||| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ Schools: Finance Michael Gove To ask the Secretary of State for Education and Skills what funding streams local authorities receive to facilitate the (a) expansion of existing schools and (b) construction of new schools as a result of a planned increase in (i) population and (ii) housing supply. Jim Knight It is the DfES which provides capital support for local authorities and schools to invest in school infrastructure, including for new pupil places as a result of population and housing growth. Allocations are made over each spending review period, and local authorities and schools plan their investment according to local priorities. Allocations currently include capital support for new pupil places which takes account of local authority forecasts of pupil growth. Over the current spending review period this has been around £400 million per year. In addition, Building Schools for the Future plans take account of the future need for secondary age pupils; and the Primary Capital Programme from 2008-09 will also do this for primary pupils. Where there is a clear exceptional demand which cannot be met from existing resources, local authorities can apply to the ‘Basic Need Safety Valve’ for additional capital. Schools: Immigrants Mr. Stewart Jackson To ask the Secretary of State for Education and Skills if he will discuss future allocations of funding in respect of the English as an additional language excellence programme with Peterborough city council; and if he will make a statement. Phil Hope It is a matter for each local authority—in consultation with their schools forums—to determine the level of funding between different providers and different programmes based on an assessment of local circumstances. Schools: Middlesbrough Dr. Kumar To ask the Secretary of State for Education and Skills how many school places in Middlesbrough, South and East Cleveland were not filled in 2006-07. Jim Knight The latest available data we have on the number of unfilled school places relate to January 2006, when there were 1,042 unfilled primary school places and 179 unfilled secondary school places in Middlesbrough, South and East Cleveland. Schools: Playing Fields Michael Gove To ask the Secretary of State for Education and Skills whether there is an appeal process for his decision to grant consent for a school playing fields to be sold off. Jim Knight There is no formal right of appeal other than through the courts. Schools: Sports Mr. Hancock To ask the Secretary of State for Education and Skills if he will make a statement on his plans to expand competitive sport in schools. Jim Knight This Government are committed to the expansion of competitive school sport. The PE National Curriculum requires that all pupils are taught competitive games throughout key stages one to three, and pupils may choose to pursue them in key stage four, if they wish. Competition is also a key component of the National School Sport Strategy. The 2005-06 school sport survey found that: 71 per cent. of pupils are now participating in intra-school competitive activities and 37 per cent. of pupils are taking part in inter-school competition. Both figures have been rising year on year. 97 per cent. of schools held a competitive sports day in the last academic year and the network of school sport partnerships staged over 10,700 festivals of sport—multi-sport events organised by secondary pupils for partnership primary schools. In addition, the introduction of a national network of Competition Managers, and events like the UK School Games, are building a stronger framework for competitive sport. Mr. Hancock To ask the Secretary of State for Education and Skills (1) what representations he received from (a) hon. and right hon. Members, (b) schools, (c) teachers, (d) parents and (e) others on the funding position of the Panathlon Challenge in each of the last two years; (2) what recent research he has (a) commissioned and (b) evaluated on the effectiveness of the Panathlon Challenge in increasing the involvement of school children in competitive sport; and if he will make a statement; (3) if he will make it his policy to offer the Panathlon Challenge further financial support. Jim Knight No such research has been commissioned. In the last two years, the Department has received one representation from a Member of Parliament and one from a teacher. The Department provided the Panathlon Challenge with £850,000 of seed corn funding between 2003 and 2006 to support competitive sport in schools. It was made explicit that the funding was time limited and would not be extended beyond March 2006. Continued funding would divert resources away from direct investment in competitive sport in schools through the National School Sport Strategy. Science: Higher Education Mr. Boris Johnson To ask the Secretary of State for Education and Skills (1) how many pupils from maintained schools were accepted to study (a) physics, (b) chemistry, (c) biochemistry, (d) psychology and (e) sports science at (i) a Russell Group university and (ii) other universities in each of the last five years; (2) how many pupils from (a) grammar schools, (b) independent schools and (c) maintained schools with more than 14 per cent. pupils eligible for free school meals (i) applied and (ii) were accepted to study (A) physics, (B) chemistry, (C) biochemistry, (D) psychology and (E) sports science at (1) a Russell Group university and (2) other universities in each of the last five years. Bill Rammell The available information is shown in the tables. The figures are taken from data collected by the Universities and Colleges Admissions Service (UCAS) which are limited to students who apply to full-time undergraduate courses via the UCAS application system. The figures do not therefore cover part-time students, nor those full-time students who apply directly to higher education institutions. UCAS do not hold details of the level of free school meal eligibility at each school. ------------------------------------------------------------------- | |Year of entry| ------------------------------------------------------------------- |Type of school |2002 |2003|2004|2005|2006| ------------------------------------------------------------------- |All Maintained4 Schools (including Grammar Schools)| ||||| ------------------------------------------------------------------- |Physics | ||||| ------------------------------------------------------------------- |at Russell Group Institutions |7,096 |7,069|6,439|7,028|7,664| ------------------------------------------------------------------- |Non-Russell Group Institutions2 |5,746 |5,929|5,024|5,765|5,681| ------------------------------------------------------------------- |Total |12,842 |12,998|11,463|12,793|13,345| ------------------------------------------------------------------- | | ||||| ------------------------------------------------------------------- |Chemistry | ||||| ------------------------------------------------------------------- |at Russell Group Institutions |5,621 |5,641|5,762|7,149|7,813| ------------------------------------------------------------------- |Non-Russell Group Institutions2 |7,302 |6,898|7,361|7,153|7,353| ------------------------------------------------------------------- |Total |12,923 |12,539|13,123|14,302|15,166| ------------------------------------------------------------------- | | ||||| ------------------------------------------------------------------- |Molecular Biology, Biophysics and Biochemistry5 | ||||| ------------------------------------------------------------------- |at Russell Group Institutions |4,823 |4,711|4,465|4,658|4,109| ------------------------------------------------------------------- |Non-Russell Group Institutions2 |3,758 |3,810|3,987|4,197|4,039| ------------------------------------------------------------------- |Total |8,581 |8,521|8,452|8,855|8,148| ------------------------------------------------------------------- | | ||||| ------------------------------------------------------------------- |Psychology | ||||| ------------------------------------------------------------------- |at Russell Group Institutions |15,392 |16,641|15,535|15,540|14,937| ------------------------------------------------------------------- |Non-Russell Group Institutions2 |39,898 |45,181|44,170|49,562|48,490| ------------------------------------------------------------------- |Total |55,290 |61,822|59,705|65,102|63,427| ------------------------------------------------------------------- | | ||||| ------------------------------------------------------------------- |Sports Science | ||||| ------------------------------------------------------------------- |at Russell Group Institutions |843 |1,441|1,404|1,497|1,434| ------------------------------------------------------------------- |Non-Russell Group Institutions2 |29,795 |32,367|32,542|36,174|39,626| ------------------------------------------------------------------- |Total |30,638 |33,808|33,946|37,671|41,060| ------------------------------------------------------------------- | | ||||| ------------------------------------------------------------------- |Grammar Schools | ||||| ------------------------------------------------------------------- |Physics | ||||| ------------------------------------------------------------------- |at Russell Group Institutions |888 |978|847|919|1,013| ------------------------------------------------------------------- |Non-Russell Group Institutions2 |457 |548|434|505|459| ------------------------------------------------------------------- |Total |1,345 |1,526|1,281|1,424|1,472| ------------------------------------------------------------------- | | ||||| ------------------------------------------------------------------- |Chemistry | ||||| ------------------------------------------------------------------- |at Russell Group Institutions |683 |785|708|971|1,066| ------------------------------------------------------------------- |Non-Russell Group Institutions2 |415 |501|499|556|622| ------------------------------------------------------------------- |Total |1,098 |1,286|1,207|1,527|1,688| ------------------------------------------------------------------- | | ||||| ------------------------------------------------------------------- |Molecular Biology, Biophysics and Biochemistry5 | ||||| ------------------------------------------------------------------- |at Russell Group Institutions |798 |603|701|611|527| ------------------------------------------------------------------- |Non-Russell Group Institutions2 |310 |273|365|321|312| ------------------------------------------------------------------- |Total |1,108 |876|1,066|932|839| ------------------------------------------------------------------- | | ||||| ------------------------------------------------------------------- |Psychology | ||||| ------------------------------------------------------------------- |at Russell Group Institutions |1,900 |2,057|1,978|2,189|1,764| ------------------------------------------------------------------- |Non-Russell Group Institutions2 |3,030 |3,172|3,038|3,566|3,017| ------------------------------------------------------------------- |Total |4,930 |5,229|5,016|5,755|4,781| ------------------------------------------------------------------- | | ||||| ------------------------------------------------------------------- |Sports Science | ||||| ------------------------------------------------------------------- |at Russell Group Institutions |50 |83|130|119|106| ------------------------------------------------------------------- |Non-Russell Group Institutions2 |989 |1,306|1,482|1,578|1,521| ------------------------------------------------------------------- |Total |1,039 |1,389|1,612|1,697|1,627| ------------------------------------------------------------------- | | ||||| ------------------------------------------------------------------- |Independent Schools | ||||| ------------------------------------------------------------------- |Physics | ||||| ------------------------------------------------------------------- |at Russell Group Institutions |1,558 |1,607|1,449|1,408|1,439| ------------------------------------------------------------------- |Non-Russell Group Institutions2 |698 |882|719|708|703| ------------------------------------------------------------------- |Total |2,256 |2,489|2,168|2,116|2,142| ------------------------------------------------------------------- | | ||||| ------------------------------------------------------------------- |Chemistry | ||||| ------------------------------------------------------------------- |at Russell Group Institutions |1,452 |1,365|1,345|1,557|1,651| ------------------------------------------------------------------- |Non-Russell Group Institutions2 |727 |748|817|834|871| ------------------------------------------------------------------- |Total |2,179 |2,113|2,162|2,391|2,522| ------------------------------------------------------------------- | | ||||| ------------------------------------------------------------------- |Molecular Biology, Biophysics and Biochemistry5 | ||||| ------------------------------------------------------------------- |at Russell Group Institutions |1,100 |1,180|1,166|1,149|1,050| ------------------------------------------------------------------- |Non-Russell Group Institutions2 |428 |528|535|476|488| ------------------------------------------------------------------- |Total |1,528 |1,708|1,701|1,625|1,538| ------------------------------------------------------------------- | | ||||| ------------------------------------------------------------------- |Psychology | ||||| ------------------------------------------------------------------- |at Russell Group Institutions |2,984 |3,480|3,242|2,891|2,461| ------------------------------------------------------------------- |Non-Russell Group Institutions2 |3,582 |3,934|3,899|3,929|3,461| ------------------------------------------------------------------- |Total |6,566 |7,414|7,141|6,820|5,922| ------------------------------------------------------------------- | | ||||| ------------------------------------------------------------------- |Sports Science | ||||| ------------------------------------------------------------------- |at Russell Group Institutions |130 |192|252|299|268| ------------------------------------------------------------------- |Non-Russell Group Institutions2 |2,148 |2,113|2,449|2,576|2,353| ------------------------------------------------------------------- |Total |2,278 |2,305|2,701|2,875|2,621| ------------------------------------------------------------------- ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ | |Year of entry| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |Type of school |2002 |2003|2004|2005|2006| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |All Maintained4 Schools (including Grammar Schools) | ||||| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |Physics | ||||| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |at Russell Group Institutions |1,272 |1,238|1,130|1,221|1,283| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |Non-Russell Group Institutions2 |868 |842|749|829|865| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |Total |2,140 |2,080|1,879|2,050|2,148| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ | | ||||| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |Chemistry | ||||| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |at Russell Group Institutions |1,061 |998|1,048|1,272|1,315| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |Non-Russell Group Institutions2 |1,148 |1,130|1,157|1,229|1,301| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |Total |2,209 |2,128|2,205|2,501|2,616| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ | | ||||| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |Molecular Biology, Biophysics and Biochemistry5 | ||||| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |at Russell Group Institutions |776 |721|682|787|625| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |Non-Russell Group Institutions2 |512 |579|605|683|681| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |Total |1,288 |1,300|1,287|1,470|1,306| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ | | ||||| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |Psychology | ||||| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |at Russell Group Institutions |1,717 |1,599|1,596|1,655|1,679| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |Non-Russell Group Institutions2 |6,533 |7,339|7,291|8,249|8,206| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |Total |8,250 |8,938|8,887|9,904|9,885| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ | | ||||| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |Sports Science | ||||| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |at Russell Group Institutions |112 |148|171|164|140| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |Non-Russell Group Institutions2 |5,172 |5,605|5,746|6,715|7,065| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |Total |5,284 |5,753|5,917|6,879|7,205| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ | | ||||| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |Grammar Schools | ||||| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |Physics | ||||| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |at Russell Group Institutions |176 |184|149|154|185| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |Non-Russell Group Institutions2 |53 |68|56|72|49| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |Total |229 |252|205|226|234| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ | | ||||| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |Chemistry | ||||| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |at Russell Group Institutions |122 |124|114|166|167| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |Non-Russell Group Institutions2 |64 |76|66|86|92| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |Total |186 |200|180|252|259| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ | | ||||| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |Molecular Biology, Biophysics and Biochemistry5 | ||||| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |at Russell Group Institutions |122 |84|96|101|76| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |Non-Russell Group Institutions2 |44 |40|56|47|41| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |Total |166 |124|152|148|117| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ | | ||||| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |Psychology | ||||| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |at Russell Group Institutions |289 |230|276|291|252| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |Non-Russell Group Institutions2 |403 |497|464|565|458| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |Total |692 |727|740|856|710| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ | | ||||| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |Sports Science | ||||| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |at Russell Group Institutions |9 |9|25|17|15| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |Non-Russell Group Institutions2 |152 |212|223|247|222| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |Total |161 |221|248|264|237| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ | | ||||| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |Independent Schools | ||||| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |Physics | ||||| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |at Russell Group Institutions |253 |250|250|219|242| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |Non-Russell Group Institutions2 |88 |112|88|100|79| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |Total |341 |362|338|319|321| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ | | ||||| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |Chemistry | ||||| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |at Russell Group Institutions |263 |252|239|290|286| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |Non-Russell Group Institutions2 |93 |100|116|120|147| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |Total |356 |352|355|410|433| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ | | ||||| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |Molecular Biology, Biophysics and Biochemistry5 | ||||| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |at Russell Group Institutions |190 |190|199|221|178| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |Non-Russell Group Institutions2 |48 |72|71|56|66| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |Total |238 |262|270|277|244| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ | | ||||| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |Psychology | ||||| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |at Russell Group Institutions |359 |422|427|392|357| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |Non-Russell Group Institutions2 |540 |541|556|556|490| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |Total |899 |963|983|948|847| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ | | ||||| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |Sports Science | ||||| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |at Russell Group Institutions |29 |35|33|50|37| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |Non-Russell Group Institutions2 |323 |327|356|389|391| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |Total |352 |362|389|439|428| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |1 Applicants to UCAS can submit up to six applications, in this table students have been counted once for each application they submit.2 Includes all other HE and FE institutions covered by the UCAS application system, other than Russell-Group institutions.3 Excludes a small amount of students with an unknown school type.4 Maintained sector institutions are comprehensive schools, further/higher education institutions, grammar schools, sixth form centres, sixth form colleges, other maintained institutions and other institutions.5 Subject figures for Biochemistry can only be displayed as the overall group Molecular Biology, Biophysics and Biochemistry.Source:Universities and Colleges Admissions Service (UCAS)| ||||| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ Student Numbers Mr. Willis To ask the Secretary of State for Education and Skills how many (a) full-time and (b) part-time students were studying on recognised courses at level (i) 2, (ii) 3 and (iii) 4 in (A) further education colleges, (B) universities and (C) institutions of higher education in each year since 1997. Bill Rammell Figures for those participating in further education (FE) can be derived from the individualised learner record (ILR). The FE ILR was collated for the first time in 2002/03 and figures are presented from that time. ---------------------------------------------------------------------------------------------------------------------------------------- |Thousand | ---------------------------------------------------------------------------------------------------------------------------------------- | |Full-time|Part-time|Total| ---------------------------------------------------------------------------------------------------------------------------------------- |2002/03 |||| ---------------------------------------------------------------------------------------------------------------------------------------- |Level 1 and entry |170.7|1,407.7|1,578.3| ---------------------------------------------------------------------------------------------------------------------------------------- |Level 2 |211.8|815.4|1,027.1| ---------------------------------------------------------------------------------------------------------------------------------------- |Level 3 |438.7|426.7|865.4| ---------------------------------------------------------------------------------------------------------------------------------------- |Level 4, 5 and HE |12|57.3|69.3| ---------------------------------------------------------------------------------------------------------------------------------------- |Level not specified |94.7|562.4|657.1| ---------------------------------------------------------------------------------------------------------------------------------------- |Total |927.8|3,269.5|4,197.3| ---------------------------------------------------------------------------------------------------------------------------------------- | |||| ---------------------------------------------------------------------------------------------------------------------------------------- |2003/04 |||| ---------------------------------------------------------------------------------------------------------------------------------------- |Level 1 and entry, |186.1|1,450.6|1,636.7| ---------------------------------------------------------------------------------------------------------------------------------------- |Level 2 |213.1|843.4|1,056.5| ---------------------------------------------------------------------------------------------------------------------------------------- |Level 3 |439.9|403|842.9| ---------------------------------------------------------------------------------------------------------------------------------------- |Level 4, 5 and HE |10.2|63.8|74| ---------------------------------------------------------------------------------------------------------------------------------------- |Level not specified |87.9|457.3|545.2| ---------------------------------------------------------------------------------------------------------------------------------------- |Total |937.2|3,218.1|4,155.3| ---------------------------------------------------------------------------------------------------------------------------------------- | |||| ---------------------------------------------------------------------------------------------------------------------------------------- |2004/05 |||| ---------------------------------------------------------------------------------------------------------------------------------------- |Level 1 and entry |180.4|1,433.6|1,614.0| ---------------------------------------------------------------------------------------------------------------------------------------- |Level 2 |218.7|941.1|1,159.8| ---------------------------------------------------------------------------------------------------------------------------------------- |Level 3 |452.5|404.3|856.8| ---------------------------------------------------------------------------------------------------------------------------------------- |Level 4, 5 and HE |8.6|62.8|71.4| ---------------------------------------------------------------------------------------------------------------------------------------- |Level not specified |77.7|418.5|496.2| ---------------------------------------------------------------------------------------------------------------------------------------- |Total |937.8|3,260.3|4,198.1| ---------------------------------------------------------------------------------------------------------------------------------------- | |||| ---------------------------------------------------------------------------------------------------------------------------------------- |2005/06 |||| ---------------------------------------------------------------------------------------------------------------------------------------- |Level 1 and entry |179.4|1,142.4|1,321.8| ---------------------------------------------------------------------------------------------------------------------------------------- |Level 2 |226.1|887.1|1,113.2| ---------------------------------------------------------------------------------------------------------------------------------------- |Level 3 |460.2|349.8|810| ---------------------------------------------------------------------------------------------------------------------------------------- |Level 4, 5 and HE |6.7|60.3|67.1| ---------------------------------------------------------------------------------------------------------------------------------------- |Level not specified |42.4|274.3|316.7| ---------------------------------------------------------------------------------------------------------------------------------------- |Total |914.8|2,714.0|3,628.7| ---------------------------------------------------------------------------------------------------------------------------------------- |Note:Figures are whole year learner numbers relating to the end of the relevant academic year.Source:Learning and Skills Council (LSC)|||| ---------------------------------------------------------------------------------------------------------------------------------------- Data on students enrolled on level 2 and level 3 courses at universities and institutions of higher education cannot be identified separately; therefore figures have been provided for level 2 and level 3 combined, in the following tables. ----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- | |Level 2 and 3|Level 4 | ----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Academic year |Full-time |Part-time|Total|Full-time|Part-time|Total| ----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |1997/98 |3,950 |19,715 |23,665|632,615|313,775|946,390| ----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |1998/99 |4,600 |19,290 |23,890|642,450|326,305|968,755| ----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |1999/2000 |6,550 |34,140 |40,690|638,945|331,785|970,730| ----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |2000/01 |6,765 |35,590 |42,355|645,250|354,480|999,730| ----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |2001/02 |14,175 |28,470 |42,645|670,660|366,755|1,037,415| ----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |2002/03 |6,515 |29,545 |36,065|692,750|390,570|1,083,320| ----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |2003/04 |9,065 |35,700 |44,770|717,400|423,470|1,140,870| ----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |2004/05 |14,505 |39,110 |53,615|762,615|453,670|1,216,285| ----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |2005/06 |9,110 |33,720 |42,830|787,420|438,655|1,226,075| ----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |1 Covers students enrolled on any course at level 2, 3 or 4.Notes:Figures are on a snapshot basis as at 1 of December and have been rounded to the nearest 5; therefore components may not sum to totals.Source:Higher Education Statistics Agency (HESA)| | ||||| ----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ | |Level 2 and 3|Level 4 | ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |Academic year |Full-time |Part-time|Total|Full-time|Part-time|Total| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |1997/98 |5,985 |6,220 |12,205|94,465|23,265|117,730| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |1998/99 |5,710 |6,725 |12,435|93,745|25,030|118,775| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |1999/2000 |5,605 |6,900 |12,505|93,585|26,515|120,095| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |2000/01 |5,650 |8,160 |13,805|93,630|26,490|120,120| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |2001/02 |6,075 |11,235 |17,310|90,130|25,475|115,605| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |2002/03 |8,740 |17,885 |26,630|95,940|29,130|125,070| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |2003/04 |6,510 |9,825 |16,340|92,135|31,250|123,385| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |2004/053 |7,335 |9,595 |16,935|61,030|18,755|79,785(3)| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |2005/06 |9,140 |14,395 |23,535|62,655|16,820|79,480| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |1 Covers students enrolled on any course at level 2, 3 or 4.2 Excludes universities.3In 2004/05 several Institutions of higher education became universities, thus explaining the drop in numbers.Note:Figures are on a snapshot basis as at 1 of December and have been rounded to the nearest 5; therefore components may not sum to totals.Source:Higher Education Statistics Agency (HESA)| | ||||| ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ Students: Loans Mr. Frank Field To ask the Secretary of State for Education and Skills if he will commission a study of the average number of years a graduate has to work to pay off student debt, basing the calculation on the additional earning power of their degree over the salary of a non-graduate. Bill Rammell [holding answer 18 June 2007]: Graduates earn considerably more than non-graduates. Over their working life, the average graduate will earn comfortably over £100,000 more in today’s valuation, than a similar individual who just had A-levels. The benefits of a degree are not just financial: holders of HE qualifications are about half as likely to be unemployed as non-graduates and graduates tend to live longer and be healthier than non-graduates. The repayments on student loans vary according to the income of the individual borrower. Based on projected lifetime earnings for all graduates, the average time taken by individuals entering HE in 2006/07 who will fully repay their student loans is estimated to be around 13 years. Sure Start Programme: Health Visitors Mr. Kidney To ask the Secretary of State for Education and Skills what guidance he gives local authorities on the involvement of health visitors in the provision of services for children and families in Sure Start centres; and what assessment he has made of the nature and extent of that involvement. Beverley Hughes The Government’s planning and practice guidance for local authorities and the health service says that in the most disadvantaged areas we expect to see health visitors ideally working from Sure Start children’s centres, or at least having strong links with centres. The health-led parenting support project has been established in 10 areas to test an intensive home visiting programme for young, vulnerable first-time mothers. Visits are carried by health visitors and midwives linked to children’s centres. We do not collect information at national level on the nature and extent of services provided in every children’s centre. We have however asked our delivery contractors Together for Children to ensure that LAs and local health partners are working together to plan and deliver children’s centres. TfC are also collecting evidence of good practice to share and disseminate with LAs and the health service. Teachers: Citizenship Ben Chapman To ask the Secretary of State for Education and Skills what progress has been made in the training of specialist teachers of citizenship. Jim Knight Since the introduction of citizenship education in 2002, over 800 teachers have completed Initial Teacher Training courses to become specialist citizenship teachers. In addition, places are available to train up to 1,200 existing teachers on the Citizenship Continuing Professional Development programme over the next two years which will allow citizenship teachers to broaden and deepen their subject knowledge. Teachers: Pay Rosie Cooper To ask the Secretary of State for Education and Skills what the average (a) primary and (b) secondary school teacher's wage was in the last 12 months in West Lancashire constituency. Jim Knight The information requested is not available at constituency level. In March 2005 the provisional average salary of full-time regular qualified teachers employed in Lancashire local authority maintained schools was £31,670 in nursery and primary and £33,360 in secondary schools. This information is from the Database of Teachers Records which is maintained primarily for pensions administration purposes and is the latest available. Teachers: Science Mr. Boris Johnson To ask the Secretary of State for Education and Skills what estimate he has made of the (a) number and (b) percentage of (i) physics, (ii) chemistry and (iii) biology teachers holding a degree from a Russell Group university, broken down by age group. Jim Knight This information requested is not collected centrally. The following table shows the number of mainstream science initial teacher training (ITT) trainees who gained qualified teacher status (QTS) in academic year 2004-05 and are known to be in a teaching post six months after they gained their QTS. It also shows the number of these science trainees who completed their training in Russell Group universities and the proportion of all newly qualified teachers (NQTs) in science in 2004-05 that completed their training in a Russell Group university. ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Age of final year trainees |Science NQTs known to be in a teaching post six months after gaining QTS|Science NQTs from Russell group universities known to be in a teaching post six months after gaining QTS|Percentage of all science NQTs known to be in teaching posts six months after gaining QTS who are from Russell Group universities| ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Under 25 |830 |280 |33 | ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |25-34 |750 |190 |25 | ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |35 and over |280 |50 |18 | ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Total |1,860 |520 |28 | ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Notes: 1. Those in teaching post include those in the maintained sector and non-maintained sector as well as those where the sector is unknown. 2. Figures include those qualifying from secondary science courses and key stage 2/3 courses. 3 Figures are rounded to the nearest 10. 4. Russell group universities include, University of Birmingham, University of Bristol, University of Cambridge, Kings College London, University of Leeds, University of Manchester, Newcastle University, University of Nottingham, University of Oxford, University of Sheffield, University of Southampton and University of Warwick. 5. Science figures are for Mainstream ITT trainees and includes those trained though SCITTs, but excludes completers through employment based routes. 6. In addition to those known to be in employment there are an additional 230 science NQTs with unknown destinations across all ages, 50 of these NQTs are from Russell Group Universities. There were also 60 science NQTs who were seeking teaching posts six months after gaining QTS, of which 28 per cent. trained in Russell group universities. Source: TDA Performance Profiles| | | | ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- The break down of science courses in to the individual specialism is not available. Mr. Boris Johnson To ask the Secretary of State for Education and Skills what estimate he has made of the number and percentage of (a) physics, (b) chemistry and (c) biology teachers who qualified in each year since 1990 who are teaching in 2006-07 in (i) independent schools, (ii) maintained schools, (iii) grammar schools and (iv) city technology colleges and academies. Jim Knight The information requested is not collected centrally. Teachers: Termination of Employment Mr. Willetts To ask the Secretary of State for Education and Skills what his estimate is of the number of newly qualified teachers (NQTs) who left the profession within three years of obtaining NQT status in each of the last five years. Jim Knight The following table provides the number of teachers who had left service from the maintained sector in England by March in each of the last five years for which information is available having entered full or part-time regular service three years previously and having qualified during the year prior to that. This is the latest information available. It is not known how many of these teachers have left the teaching profession permanently and it is difficult to determine the number of those who have subsequently returned to service. ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Year of qualification |No longer in service by March|Number of NQTs| ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |1997 |2001 |3,880 | ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |1998 |2002 |3,640 | ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |1999 |2003 |3,860 | ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |2000 |32004 |3,530 | ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |2001 |32005 |3,520 | ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |1 Part-time service may be under-recorded by between 10 and 20 per cent. and therefore these figures may be slightly underestimated.2 For example teachers qualifying in calendar year 1997 who have been recorded as in service in March 1998 and out of service in March 2001. Teachers may have returned to service since the date where they are shown as no longer in service or may have moved to teaching service outside of the English maintained sector.3 Provisional estimates.Source:Database of Teacher Records.| | | ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- Teachers: Training Kerry McCarthy To ask the Secretary of State for Education and Skills what steps he plans to take to secure recognition of employment-based teacher training programmes in countries outside the European economic area. Jim Knight It is not in our gift to secure recognition of employment based teacher training programmes in countries outside the European economic area. However in the light of a range of inquiries from teachers seeking to work in Commonwealth countries, I will be sending a letter to Commonwealth Education Ministers underlining the fact that, irrespective of the route by which teachers are trained—whether undergraduate, post-graduate or school-based—qualified teacher status is conferred only on the basis of rigorous assessment against an agreed set of professional standards. Teaching Methods Mr. Anthony Wright To ask the Secretary of State for Education and Skills what steps his Department is taking to encourage place-based learning. Phil Hope There are two major areas of workplace training supported by Government to achieve an increase of employer engagement in training. Firstly, the number of young people participating in apprenticeships is at a record level with more than a quarter of a million now in learning involving 130,000 employers across 80 sectors. Secondly, from August 2006, “Train to Gain” was rolled out nationally. It is a new service to help businesses get the training they need to succeed including offering free training for low skilled employees. It offers employers impartial advice and easy access to quality training, matching training needs with training providers and ensuring that training is delivered to meet employers’ needs. In its first year it has engaged more than 40,000 employers and over 150,000 learners in learning. Both these approaches follow a structured training programme leading to qualifications with learning in the workplace being a key factor. To encourage further training, the Government launched the “Skills Pledge” on 14 June. The Skills Pledge—open to all employers—is a voluntary public commitment by the leadership of an organisation to ensure that all staff are skilled, competent and able to make a full contribution to the success of that organisation. Teaching Methods: Bedfordshire Mr. Gibb To ask the Secretary of State for Education and Skills when Stratton Upper School and Community College in Bedfordshire adopted the Students As Learning Partners scheme at Key Stage 4; what results were achieved in (a) English, (b) mathematics and (c) other GCSEs in (i) the year before this approach was adopted and (ii) each year since this approach was adopted. Jim Knight Stratton Upper School adopted the Students As Learning Partners Scheme in the summer of 2003. The information requested for the years 2002-2003 to 2005-2006 can be provided only at a disproportionate cost. However indicators on the percentage of pupils to achieve five or more A*-C at GCSE including English and Maths GCSE, and the percentage to achieve five or more A*-C at GCSE for the years 2003 to 2006 can be found in the House Libraries in the Secondary School (GCSE and equivalent) Achievement and Attainment Tables 2006. Thomas Telford School: Admissions Mark Pritchard To ask the Secretary of State for Education and Skills what discussions he has had with Thomas Telford school in Shropshire on its admissions policy. Jim Knight Discussions are taking place with Thomas Telford school to amend its Funding Agreement to reflect a change in its post 16 admission arrangements. The Department has agreed to an increase in post 16 student numbers at Thomas Telford school to provide post 16 education for 100 Madeley academy students as part of Madeley Court school's conversion to an academy. No discussions have taken place about admissions to year 7 in September. Training Mr. Willetts To ask the Secretary of State for Education and Skills (1) how many companies have signed a Skills Pledge; how many employees these companies employ; how many employees these companies expect to participate in the Skills Pledge’s aim of obtaining a first level 2 qualification; and what proportion of these companies and employees are in the (a) public and (b) voluntary sector; (2) what proportion of private sector companies which have signed the Skills Pledge work with Government agencies in a contractual relationship; and how many employees these companies have. Phil Hope On 14 June 157 employers made the Skills Pledge, which was launched by the Chancellor of the Exchequer, the Secretary of State for Education and Skills, the Secretary of State for Work and Pensions and Sir Digby Jones, the UK Skills Envoy. Thus far more than 1.7 million employees, of which around 1.1 million are public sector and over a 1,000 from the third sector, are covered by the commitment of these employers. It is not possible to provide a detailed breakdown of the proportion of employees who will undertake their first full level 2 as each company will be working with the Learning and Skills Council to understand their skills gap and how best to meet that need. We expect that for some companies the gap may translate into higher level skills, as well as supporting those employees to gain basics skills, such as literacy and numeracy. All of these companies have access to the advice and guidance of independent skills brokers, should they need one. For companies with more than 5,000 employees they receive a similar service through the National Employer Service. Information on which of these companies hold a contract with Government agencies is not held centrally. Truancy Mr. Willetts To ask the Secretary of State for Education and Skills how many pupils were persistent truants in schools with (a) fewer than 1,000 pupils, (b) 1,000 to 1,500 pupils and (c) more than 1,500 pupils in the latest period for which figures are available; and what proportion this represented of all pupils in each category. Jim Knight [holding answer 20 June 2007]: The Department does not maintain records of ‘truancy’, as authorised absence rates include lateness and unauthorised holidays during term time. Information relating to persistent absentees by size of school is given in the table. Persistent absentee pupils are absent (authorised and unauthorised) for 20 per cent. of schooling. The first year for which information on persistent absentees is available relates to 2005/06 and covers only maintained secondary schools, city technology colleges and academies. For the 2006/07 school year this information will also be available for maintained primary schools and special schools. This is expected to be available in February 2008. ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- | |Schools by size | ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- | |Fewer than 1,000 pupils|1,000 to 1,500 pupils|More than 1,500 pupils|Total| ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Maintained secondary schools | |||| ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Number of pupil enrolments that are persistent absentees3,4 |91,330 |97,640|26,130|215,100| ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Total number of pupil enrolments4 |1,233,280 |1,390,630|400,830|3,024,730| ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Percentage of pupil enrolments that are persistent absentees |7.4 |7.0|6.5|7.1| ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- | | |||| ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |City technology colleges | |||| ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Number of pupil enrolments that are persistent absentees3,4 |x |290|10|300| ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Total number of pupil enrolments4 |260 |8,120|1,190|9,560| ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Percentage of pupil enrolments that are persistent absentees |1.2 |3.5|0.6|3.1| ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- | | |||| ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Academies | |||| ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Number of pupil enrolments that are persistent absentees3,4 |800 |1,130|70|1,990| ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Total number of pupil enrolments4 |8,510 |12,150|1,380|22,040| ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Percentage of pupil enrolments that are persistent absentees |9.3 |9.3|4.9|9.0| ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- | | |||| ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Total | |||| ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Number of pupil enrolments that are persistent absentees3,4 |92,130 |99,060|26,200|217,390| ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Total number of pupil enrolments4 |1,242,040 |1,410,900|403,390|3,056,330| ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Percentage of pupil enrolments that are persistent absentees |7.4 |7.0|6.5|7.1| ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |x = Less than five enrolments.1 Includes middle schools as deemed.2 Persistent absentees are defined as having more than 63 sessions of absence (authorised and unauthorised) during the year.3 Number of pupil enrolments in schools between 1 September 2005 and 27 May 2006. Includes pupils on the school roll for at least one session who are aged between five and 15. Excludes boarders. Some pupils may be counted more than once (if they moved school during the school year or are registered at more than one school).4 There were some 7,240 cases from maintained secondary schools; 20 cases from CTCs and 370 cases from academies for whom absence data were missing. These cases have been excluded from the total number of pupil enrolments.Note:Totals may not appear to equal the sum of component parts because numbers have been rounded to the nearest 10.Source:School Census| |||| ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- Vocational Training Rob Marris To ask the Secretary of State for Education and Skills how many individuals in each region are undertaking training as part of the Train to Gain scheme in 2007-08; and if he will make a statement. Phil Hope [holding answer 14 June 2007]: Train to Gain is an ongoing service and as such performance is updated on a regular basis. Detailed operational information is not held centrally by the Department but is collected by the Learning and Skills Council (LSC); Mark Haysom as the LSC chief executive has written directly to my hon. Friend and a copy of his reply has been placed in the House Library. Letter from Rob Wye dated, 21 June 2007: I am writing in response to your recent parliamentary question to the Secretary of State for Education and Skills, about how many individuals in each region are undertaking training as part of the Train to Gain scheme in 2007-08. I am writing on behalf of Mark Haysom as he is on annual leave. In the period April 2006 - March 2007, the regional breakdown of Train to Gain learners was as follows --------------------------------- | |Number| --------------------------------- |East of England |9,500 | --------------------------------- |East Midlands |10,440| --------------------------------- |London |8,340 | --------------------------------- |North East |10,690| --------------------------------- |North West |21,990| --------------------------------- |South East |11,640| --------------------------------- |Southwest |9,120 | --------------------------------- |West Midlands |17,510| --------------------------------- |Yorkshire and the Humber|16,370| --------------------------------- Mr. Boris Johnson To ask the Secretary of State for Education and Skills how many qualifications have been awarded under Train to Gain, broken down by (a) sector and (b) (i) level and (ii) year awarded. Phil Hope The Train to Gain programme commenced in select regions from April 2006. A full rollout of Train to Gain commenced from August 2006. To date 38,760 learners have succeeded in gaining their qualifications: ------------------------------------------- | |Number| ------------------------------------------- |Skills for Life achievements |3,920 | ------------------------------------------- |Level 2 achievements |32,800| ------------------------------------------- |Level 3 achievements. |2,040 | ------------------------------------------- |Source: LSC Management Information| | ------------------------------------------- The LSC is planning to report on Train to Gain success rates, including sector breakdowns, in the 2006-07 learner outcomes statistical first release: Further education and work-based learning for young people—learner outcomes in England, which is expected to be published in April 2008. West Jesmond School: Newcastle Mr. Nicholas Brown To ask the Secretary of State for Education and Skills (1) what advice he has received from the Highways Agency on the proposed temporary relocation of West Jesmond Primary School to the Castle Dene site in the Dene ward of Newcastle upon Tyne East and Wallsend Parliamentary constituency; (2) what information he has received from Newcastle City Council about the proposed temporary relocation of West Jesmond Primary School to the Castle Dene site in the Dene ward of Newcastle upon Tyne East and Wallsend Parliamentary constituency. Jim Knight The Department normally allocates capital funding to local authorities, and relies on them to determine how this should be used. Decisions on relocation and reorganisation of the school estate are also made locally, and the Department does not generally receive information on such changes. However, exceptionally Newcastle local authority have been granted additional funding for this off-site decant (£900k), by the Department, after presenting a case based on health and safety concerns. This school is to be rebuilt as part of the ‘Building Schools for the Future’ Programme. I understand, from an update report published by Newcastle city council, that this decant will take place over Christmas 2007. I have received no information from the Highways Agency. Duchy of Lancaster Central Office of Information: Contracts Mr. Heald To ask the Chancellor of the Duchy of Lancaster pursuant to the answer of the 6 June 2007, Official Report, column 590W, on the Central Office of Information (CoI): contracts, if she will list the contracts awarded by the CoI to Abbott Mead Vickers BBDO since 1997; and what the value of each contract was. Hilary Armstrong [holding answer 12 June 2007]: The contracts awarded to Abbott Mead Vickers BBDO since 1997 are shown in the following list. Abbott Mead Vickers BBDO Contracts Campaign Speed reduction Welsh Speed Reduction English Heritage Speed Reduction Climate Change Mobile Phone Abuse Kill Your Speed Rear Seat Belts Welsh Rear Seat Belts Greener Motoring Climate Change Welsh Rear Seat Belts Greener Motoring Climate Change Welsh Speed Reduction Drink Drive Are You Doing Your Bit Rear Seat Belts Y2K Public Awareness Leaded Petrol Millennium Drink Drive Summer Drink Drive Welsh Drink Drive Y2K Public Awareness Anti Smoking Mobile Phones Think Anti Smoking Welsh Think Are You Doing Your Bit Kill Your Speed Are You Doing Your Bit (Wales) Welsh Think Pregnancy and Smoking Science Year Local Website Information Science Year Think Tobacco Education Think (new terms) Tobacco Education (new terms) Info 4 Local National Assembly for Wales Youth Anti Smoking National Assembly for Wales National Assembly for Wales—2 (new terms) Pregnancy and Smoking (new terms) Think Welsh Assembly Government Think Are You Doing Your Bit Tobacco Information Pregnancy and Smoking National Assembly for Wales Anti Smoking Welsh Assembly Government Anti Smoking Tobacco Information Welsh Assembly Government Anti Smoking Tobacco Information RAF Recruitment Tobacco Second Hand Smoke Tobacco Education—Cessation Tobacco Education—Support Smoking—Motivations that Matter The total amount of fees paid to Abbott Mead Vickers BBDO since 1997 are shown in the following table. ------------------------------- | |Total fees paid (£)| ------------------------------- |1997-98 |447,776 | ------------------------------- |1998-99 |550,632 | ------------------------------- |1999-2000|1,445,695 | ------------------------------- |2000-01 |1,540,870 | ------------------------------- |2001-02 |1,775,134 | ------------------------------- |2002-03 |903,873 | ------------------------------- |2003-04 |1,204,042 | ------------------------------- |2004-05 |1,360,997 | ------------------------------- |2005-06 |1,359,547 | ------------------------------- |2006-07 |248,883 | ------------------------------- Departments: Aviation Mr. Prisk To ask the Chancellor of the Duchy of Lancaster how many flights to overseas destinations were taken by (a) civil servants and (b) Ministers in her Department in each of the last three calendar years; and what the total cost of such flights was. Hilary Armstrong This information can be provided only at disproportionate cost. Since 1999, the Government have published on an annual basis, a list of all overseas visits by Cabinet Ministers costing in excess of £500, as well as the total cost of all ministerial travel overseas. Copies of the lists are available in the Library of the House. Information for 2006-07 is currently being compiled and will be published before the summer recess. All travel is undertaken in accordance with the “Civil Service Management Code”, the “Ministerial Code” and “Travel by Ministers”. Departments: Energy Mr. Prisk To ask the Chancellor of the Duchy of Lancaster how many energy saving lightbulbs were purchased by her Department for use on the departmental estate in (a) 2005 and (b) 2006. Hilary Armstrong The information requested can be provided only at disproportionate cost. Departments: Official Visits Mr. Hoban To ask the Minister without Portfolio which destinations she visited in an official capacity between 17 May and 17 June. The Minister without Portfolio On Friday 25 May, I visited St. John’s Church of England Primary School in Croydon to participate in “The Big Stand”, an event organised by the charity “Beatbullying”. Departments: Remploy Danny Alexander To ask the Chancellor of the Duchy of Lancaster what (a) services and (b) products her Department has procured from Remploy in the last 12 months; and at what cost. Hilary Armstrong The Cabinet Office has not procured any services or products from Remploy in the last 12 months. Peninsula Business Services Mr. Hoban To ask the Chancellor of the Duchy of Lancaster what payments (a) her Department and (b) its agencies have made to Peninsula Business Services since May 1997. Hilary Armstrong The Cabinet Office has not made any payments to Peninsula Business Services since May 1997. Voluntary Organisations: Public Service Mr. Bone To ask the Chancellor of the Duchy of Lancaster what assessment her Department has made of the effectiveness of the use of third sector organisations to undertake public functions. Edward Miliband In December, 2006, the Government published “Partnership in Public Services: An action plan for third sector involvement”. The plan notes that third sector organisations are particularly effective in delivering services where the high levels of public trust, confidence and affection they enjoy are most important. From enabling patient self-care to engaging parents in their children’s education, third sector organisations’ strengths often lie in developing services that empower people and which are tailored to their needs. In addition, third sector organisations play a highly effective role as a catalyst for service improvement. However, the plan also notes that there is variation in the performance of different organisations across all sectors and that opportunities should be open to all without bias to one sector. Voluntary Work Ann Keen To ask the Chancellor of the Duchy of Lancaster what assessment she has made of the effectiveness of (a) volunteer week in raising awareness of the role volunteers play in local communities and (b) measures taken by local authorities to harness third sector public service provision. Edward Miliband Volunteers’ week (1-7 June) is the UK’s annual celebration of the work volunteers do and is co-ordinated by Volunteering England (VE). VE assess the effectiveness of the week by analysing media coverage and data collected via a questionnaire given to those who participated in the week. The closing date for this year’s survey is 20 July therefore the analysis is not currently available. The Government are committed to working with local government to enable the third sector to make an effective contribution to better public services. One mechanism for this is through the Compact. 99 per cent. of local authorities have local compacts in place or under development with the third sector. These provide the basis for partnership working within the sector and support local area agreements by setting out priorities for improving public services in local areas. Third sector organisations still face barriers to delivery of public services. However, the Office of the Third Sector (OTS) and Communities and Local Government are taking steps to address these barriers through OTS action plan: “Partnership in Public Services”. This includes a programme to train 2000 of the most significant public sector commissioners, many of whom will be drawn from local authorities. Deputy Prime Minister Departments: Foreign Relations Mr. Carswell To ask the Deputy Prime Minister how many memorandums of understanding are in force as a result of agreements with foreign Governments entered into by Ministers in his Department; and what executive actions each entails. The Deputy Prime Minister My Department has not agreed any memorandums of understanding with foreign Governments. Departments: Official Residences Mrs. May To ask the Deputy Prime Minister if he will list the official ministerial residences allocated to him; and what the total annual cost is of running each. The Deputy Prime Minister I refer the right hon. Lady to the answer given to her by my right hon. Friend the Prime Minister on 14 June 2007, Official Report, column 1263W, and to the hon. Member for Meriden (Mrs. Spelman) by the Parliamentary Secretary, Cabinet Office, my hon. Friend the Member for Doncaster, North (Edward Miliband) on 25 July 2006, Official Report, column 1637W. Departments: Sign Language Kerry McCarthy To ask the Deputy Prime Minister what assessment he has made of the merits of providing British Sign Language (BSL) videos on his departmental website for the benefit of those whose first language is BSL. The Deputy Prime Minister Following the recognition of British Sign language (BSL) as a language in its own right in March 2003, the Government committed £1.5 million funding for 10 projects designed to improve the infrastructure supporting BSL tutors and to raise awareness of the communication needs of Deaf BSL users among employers, service providers and in the wider community. The aim is for the outputs from the projects to have a lasting and sustainable impact. There are no videos on my departmental website. Government Departments: Health Mr. Bone To ask the Deputy Prime Minister what recent steps he has taken to improve the coordination of the work of Government Departments on health matters. The Deputy Prime Minister I am Chair of the Cabinet Committee on Public Health (DA(PH)). Its terms of reference are to co-ordinate and monitor the implementation of the Government’s policies to improve public health and reduce health inequalities. Co-ordination across Government has been necessary to address a range of public health issues, including reducing smoking rates, tackling obesity, reducing teenage pregnancy rates, promoting sport and physical activity, developing Healthy Schools, and tackling drug and alcohol abuse and misuse. Owing to these developments, our reform programme and the fact that 10 years of economic prosperity, we have been able to treble the health budget in cash terms between 1996-97 and 2007-08. This has allowed us to employ over 79,000 more nurses and over 36,000 more doctors, significantly to reduce waiting lists (the average wait for inpatient treatment is now 6.4 weeks) and to regenerate the NHS estate (with 150 new hospitals open, under construction or in procurement). Northern Ireland Departments: Homeworking David Simpson To ask the Secretary of State for Northern Ireland how many people in his Department have been allowed to work from home for part of the week in the last 12 months; and if he will make a statement on his Department’s policy on home working. Paul Goggins Some members of staff in the Northern Ireland Office work from home from time to time on an ad hoc basis, with agreement from their local management. We do not record these details centrally. The Department is currently examining whether it would be possible to expand these arrangements to allow people to work from home on a more regular basis, bearing in mind cost, security, and health and safety issues. Departments: Manpower Mr. Heald To ask the Secretary of State for Northern Ireland how many officials work in his Department. Paul Goggins As at 1 June 2007 the Northern Ireland Office employed 2,172 officials; this figure includes non-uniformed staff in the Northern Ireland prison service, staff within Youth Justice Agency, Compensation Agency and Forensic Science Northern Ireland. David Simpson To ask the Secretary of State for Northern Ireland what percentage of staff in his Department are (a) male, (b) female, (c) registered disabled and (d) aged 55 or over. Paul Goggins Within the Northern Ireland Office: ------------------------------------------- | |Percentage of staff| ------------------------------------------- |Male |39 | ------------------------------------------- |Female |61 | ------------------------------------------- |Registered disabled |4 | ------------------------------------------- |Aged 55 years or over|11 | ------------------------------------------- Departments: Pay Dr. Cable To ask the Secretary of State for Northern Ireland how many staff in his Department received bonus payments in 2006-07; what proportion of the total workforce they represented; what the total amount of bonuses paid was; what the largest single payment was; and if he will make a statement. Paul Goggins The information set out as follows comprises bonuses paid under the special bonus scheme, and the performance arrangements for all NIO staff at senior civil service level and below. Performance bonuses are paid subsequent to the reporting year. Bonuses relating to the 2005-06 reporting year were paid in 2006 and were as follows: Number of staff receiving a bonus: 1,024 Proportion of total work force: 49.2 per cent. Total amount of bonuses £686,425 Largest single payment: £11,000 Statistics are not yet available for the 2006-07 reporting year, as decisions on performance are currently being taken. All of these bonus payments are non-consolidated and non-pensionable and therefore do not have associated future costs for paybill. Departments: Sick Leave Dr. Cable To ask the Secretary of State for Northern Ireland what average number of days per year was taken by staff in his Department as sick leave in each of the last five years for which records are available. Paul Goggins The following table details the average number of days per year taken as sick leave by staff in the Northern Ireland Office in the last five years. ---------------------------------- | |Days lost per staff year| ---------------------------------- |2000-01|12.8 | ---------------------------------- |2001-02|13.4 | ---------------------------------- |2002-03|13.7 | ---------------------------------- |2003-04|14.0 | ---------------------------------- |2004-05|12.6 | ---------------------------------- |2005-06|11.2 | ---------------------------------- Driving Offences: Convictions Mrs. Iris Robinson To ask the Secretary of State for Northern Ireland how many people were convicted of driving offences in (a) each constituency and (b) each council area in Northern Ireland in each of the last 10 years. Maria Eagle Conviction data are not available by Northern Ireland constituency. The statistics included within the response are based on the 12 police divisions for the years 1996 to 1999 and the 29 police district command units (DCUs) for the years 2000 to 2005. It is not possible to disaggregate data by DCU for years prior to 2000. With the exception of overall totals, figures in Table 1 should not be compared with those in Table 2, as Table 1 figures relate to the police division to which an offence was reported, while those in Table 2 relate to the police district command unit in which an offender’s address falls. Data are collated on the principal offence rule; thus only the most serious offence with which an offender is charged is included. -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Police division |1996 |1997 |1998 |1999 | -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |A (Musgrave Street) |1,574 |1,621 |814 |901 | -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |B (Grosvenor Road) |1,742 |1,799 |1,371 |1,282 | -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |D (Antrim Road) |2,932 |2,933 |2,290 |2,449 | -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |E (Strandtown) |1,638 |2,137 |1,437 |1,360 | -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |G (Newtownards) |1,246 |1,312 |902 |750 | -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |H (Armagh) |1,097 |1,064 |987 |1,107 | -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |J (Portadown) |1,477 |1,652 |1,284 |1,528 | -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |K (Dungannon) |1,352 |1,327 |1,018 |969 | -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |L (Enniskillen) |1,261 |1,457 |1,982 |1,809 | -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |N (Strand Road) |1,468 |1,441 |1,438 |1,335 | -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |0 (Coleraine) |1,419 |1,083 |1,039 |1,240 | -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |P (Ballymena) |971 |944 |735 |1,024 | -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Missing |0 |0 |72 |28 | -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Total |18,177|18,770|15,369|15,782| -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |1 Missing data relate to those offenders for whom police division information is not available.2 Police stations included within brackets are the Divisional Headquarters.| | | | | -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- ------------------------------------------------------------------------------------------------------------------------------ |District command unit |2000 |2001 |2002 |2003 |2004 |2005 | ------------------------------------------------------------------------------------------------------------------------------ |Antrim |436 |385 |379 |402 |522 |397 | ------------------------------------------------------------------------------------------------------------------------------ |Ards |574 |492 |485 |544 |612 |587 | ------------------------------------------------------------------------------------------------------------------------------ |Armagh |493 |473 |464 |629 |554 |508 | ------------------------------------------------------------------------------------------------------------------------------ |Banbridge |312 |258 |287 |275 |290 |305 | ------------------------------------------------------------------------------------------------------------------------------ |Belfast East |584 |494 |522 |585 |779 |753 | ------------------------------------------------------------------------------------------------------------------------------ |Belfast North |863 |773 |723 |963 |1,307 |1,016 | ------------------------------------------------------------------------------------------------------------------------------ |Belfast South |464 |507 |437 |520 |671 |463 | ------------------------------------------------------------------------------------------------------------------------------ |Belfast West |611 |552 |669 |665 |844 |681 | ------------------------------------------------------------------------------------------------------------------------------ |Ballymena |459 |463 |499 |487 |484 |421 | ------------------------------------------------------------------------------------------------------------------------------ |Ballymoney |213 |195 |235 |296 |229 |232 | ------------------------------------------------------------------------------------------------------------------------------ |Carrickfergus |310 |330 |278 |286 |395 |301 | ------------------------------------------------------------------------------------------------------------------------------ |Coleraine |405 |354 |407 |451 |501 |501 | ------------------------------------------------------------------------------------------------------------------------------ |Cookstown |273 |289 |271 |347 |285 |294 | ------------------------------------------------------------------------------------------------------------------------------ |Craigavon |655 |632 |658 |826 |712 |725 | ------------------------------------------------------------------------------------------------------------------------------ |Castlereagh |449 |406 |387 |424 |546 |489 | ------------------------------------------------------------------------------------------------------------------------------ |Dungannon and South Tyrone |557 |578 |410 |509 |439 |467 | ------------------------------------------------------------------------------------------------------------------------------ |Down |477 |453 |447 |562 |641 |519 | ------------------------------------------------------------------------------------------------------------------------------ |Fermanagh |540 |536 |598 |641 |446 |349 | ------------------------------------------------------------------------------------------------------------------------------ |Foyle |1,085 |968 |837 |1,028 |954 |1,111 | ------------------------------------------------------------------------------------------------------------------------------ |Lame |319 |241 |262 |256 |274 |260 | ------------------------------------------------------------------------------------------------------------------------------ |Limavady |281 |256 |282 |338 |313 |336 | ------------------------------------------------------------------------------------------------------------------------------ |Lisburn |862 |775 |769 |919 |1,006 |943 | ------------------------------------------------------------------------------------------------------------------------------ |Magherafelt |303 |269 |317 |291 |294 |336 | ------------------------------------------------------------------------------------------------------------------------------ |Moyle |138 |119 |174 |153 |129 |84 | ------------------------------------------------------------------------------------------------------------------------------ |Newtownabbey |572 |586 |465 |540 |733 |573 | ------------------------------------------------------------------------------------------------------------------------------ |North Down |575 |551 |672 |634 |716 |556 | ------------------------------------------------------------------------------------------------------------------------------ |Newry and Mourne |753 |745 |611 |893 |850 |900 | ------------------------------------------------------------------------------------------------------------------------------ |Omagh |590 |601 |568 |615 |490 |413 | ------------------------------------------------------------------------------------------------------------------------------ |Strabane |405 |428 |399 |437 |403 |364 | ------------------------------------------------------------------------------------------------------------------------------ |Missing |832 |757 |832 |826 |796 |650 | ------------------------------------------------------------------------------------------------------------------------------ |Total |15,390|14,466|14,344|16,342|17,215|15,534| ------------------------------------------------------------------------------------------------------------------------------ |1 Missing data relate to those offenders for whom DCU information is not available| | | | | | | ------------------------------------------------------------------------------------------------------------------------------ Juvenile Justice Centre Lady Hermon To ask the Secretary of State for Northern Ireland what academic qualifications were attained by juveniles detained at the Juvenile Justice Centre in each of the last six years; and what steps he is taking to increase the numbers. Maria Eagle 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 AllianceNSP—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. Roads: Accidents Mrs. Iris Robinson To ask the Secretary of State for Northern Ireland how many people were (a) killed and (b) seriously injured as a result of road traffic accidents in Northern Ireland, broken down by (i) council area and (ii) constituency in each of the last 10 years. Paul Goggins This information is not collated in the format requested but is available by district command unit as set out in the following tables. Data are available for the last nine years only. Table 1 relates to (a) persons killed and Table 2 relates to (b) persons seriously injured as a result of road traffic collisions during the last nine years for which statistics are available. ------------------------------------------------------------------------- |DCU |1998|1999|2000|2001|2002|2003|2004|2005|2006| ------------------------------------------------------------------------- |Antrim |6 |3 |3 |12 |5 |10 |7 |7 |11 | ------------------------------------------------------------------------- |Ards |6 |5 |2 |13 |4 |4 |8 |5 |4 | ------------------------------------------------------------------------- |Armagh |12 |9 |7 |7 |9 |4 |8 |5 |6 | ------------------------------------------------------------------------- |Banbridge |7 |4 |4 |5 |8 |4 |6 |1 |3 | ------------------------------------------------------------------------- |East Belfast |4 |4 |3 |3 |4 |1 |0 |1 |1 | ------------------------------------------------------------------------- |North Belfast |6 |2 |8 |1 |7 |3 |2 |4 |2 | ------------------------------------------------------------------------- |South Belfast |1 |1 |0 |0 |2 |2 |3 |4 |1 | ------------------------------------------------------------------------- |West Belfast |6 |6 |5 |7 |3 |5 |3 |4 |3 | ------------------------------------------------------------------------- |Ballymena |9 |2 |9 |4 |6 |9 |3 |7 |4 | ------------------------------------------------------------------------- |Ballymoney |1 |7 |4 |1 |6 |3 |5 |5 |1 | ------------------------------------------------------------------------- |Carrickfergus |1 |3 |1 |0 |2 |3 |1 |0 |0 | ------------------------------------------------------------------------- |Coleraine |7 |8 |7 |7 |6 |4 |3 |4 |12 | ------------------------------------------------------------------------- |Cookstown |7 |5 |8 |4 |2 |3 |2 |3 |4 | ------------------------------------------------------------------------- |Craigavon |2 |4 |5 |7 |4 |2 |1 |2 |1 | ------------------------------------------------------------------------- |Castlereagh |0 |2 |9 |2 |7 |2 |2 |3 |4 | ------------------------------------------------------------------------- |Dungannon and South Tyrone|7 |7 |10 |8 |5 |8 |9 |6 |8 | ------------------------------------------------------------------------- |Down |5 |5 |9 |5 |7 |6 |4 |4 |6 | ------------------------------------------------------------------------- |Fermanagh |8 |11 |11 |14 |7 |8 |14 |11 |15 | ------------------------------------------------------------------------- |Foyle |4 |3 |4 |4 |5 |4 |7 |6 |3 | ------------------------------------------------------------------------- |Larne |2 |2 |3 |5 |2 |8 |3 |2 |3 | ------------------------------------------------------------------------- |Limavady |2 |2 |5 |10 |0 |4 |5 |7 |1 | ------------------------------------------------------------------------- |Lisburn |11 |10 |10 |6 |13 |12 |9 |9 |6 | ------------------------------------------------------------------------- |Magherafelt |5 |9 |6 |4 |5 |3 |5 |11 |4 | ------------------------------------------------------------------------- |Moyle |2 |1 |0 |1 |3 |1 |3 |0 |2 | ------------------------------------------------------------------------- |Newtownabbey |7 |4 |4 |2 |4 |4 |6 |4 |4 | ------------------------------------------------------------------------- |North Down |5 |3 |3 |1 |4 |5 |4 |3 |4 | ------------------------------------------------------------------------- |Newry and Mourne |20 |14 |22 |7 |12 |19 |18 |9 |8 | ------------------------------------------------------------------------- |Omagh |5 |4 |5 |5 |6 |6 |4 |8 |2 | ------------------------------------------------------------------------- |Strabane |2 |1 |4 |3 |2 |3 |2 |0 |3 | ------------------------------------------------------------------------- |Total |160 |141 |171 |148 |150 |150 |147 |135 |126 | ------------------------------------------------------------------------- -------------------------------------------------------------------------------------------- |DCU |1998 |1999 |2000 |2001 |2002 |2003 |2004 |2005 |2006 | -------------------------------------------------------------------------------------------- |Antrim |58 |44 |57 |91 |59 |52 |34 |21 |41 | -------------------------------------------------------------------------------------------- |Ards |77 |51 |75 |72 |62 |48 |56 |53 |45 | -------------------------------------------------------------------------------------------- |Armagh |95 |60 |58 |59 |68 |60 |44 |48 |59 | -------------------------------------------------------------------------------------------- |Banbridge |56 |32 |31 |46 |37 |32 |34 |27 |34 | -------------------------------------------------------------------------------------------- |East Belfast |47 |47 |68 |59 |56 |32 |38 |38 |35 | -------------------------------------------------------------------------------------------- |North Belfast |47 |59 |70 |62 |63 |38 |43 |57 |42 | -------------------------------------------------------------------------------------------- |South Belfast |47 |54 |76 |63 |55 |57 |65 |37 |43 | -------------------------------------------------------------------------------------------- |West Belfast |65 |67 |106 |90 |72 |58 |51 |28 |40 | -------------------------------------------------------------------------------------------- |Ballymena |49 |60 |53 |55 |64 |29 |47 |52 |55 | -------------------------------------------------------------------------------------------- |Ballymoney |44 |47 |41 |27 |36 |26 |25 |20 |26 | -------------------------------------------------------------------------------------------- |Carrickfergus |31 |18 |25 |28 |19 |23 |8 |22 |32 | -------------------------------------------------------------------------------------------- |Coleraine |42 |75 |59 |57 |58 |45 |44 |20 |42 | -------------------------------------------------------------------------------------------- |Cookstown |30 |50 |51 |34 |30 |35 |32 |26 |32 | -------------------------------------------------------------------------------------------- |Craigavon |67 |43 |82 |73 |54 |55 |47 |53 |43 | -------------------------------------------------------------------------------------------- |Castlereagh |53 |36 |55 |52 |37 |35 |25 |7 |24 | -------------------------------------------------------------------------------------------- |Dungannon and South Tyrone |60 |45 |65 |59 |54 |63 |47 |59 |47 | -------------------------------------------------------------------------------------------- |Down |41 |50 |86 |82 |65 |46 |40 |31 |50 | -------------------------------------------------------------------------------------------- |Fermanagh |73 |75 |81 |69 |81 |56 |48 |67 |49 | -------------------------------------------------------------------------------------------- |Foyle |80 |62 |77 |59 |50 |57 |61 |48 |34 | -------------------------------------------------------------------------------------------- |Larne |17 |33 |22 |34 |32 |44 |27 |21 |26 | -------------------------------------------------------------------------------------------- |Limavady |34 |42 |31 |40 |47 |31 |48 |44 |39 | -------------------------------------------------------------------------------------------- |Lisburn |90 |103 |137 |153 |101 |86 |76 |71 |88 | -------------------------------------------------------------------------------------------- |Magherafelt |32 |46 |38 |44 |45 |44 |23 |36 |37 | -------------------------------------------------------------------------------------------- |Moyle |16 |22 |28 |11 |26 |25 |17 |11 |13 | -------------------------------------------------------------------------------------------- |Newtownabbey |69 |40 |76 |57 |54 |28 |30 |39 |67 | -------------------------------------------------------------------------------------------- |North Down |34 |54 |55 |40 |63 |54 |41 |39 |34 | -------------------------------------------------------------------------------------------- |Newry and Mourne |93 |97 |97 |82 |79 |72 |67 |32 |53 | -------------------------------------------------------------------------------------------- |Omagh |58 |65 |49 |54 |33 |42 |37 |36 |53 | -------------------------------------------------------------------------------------------- |Strabane |33 |32 |37 |30 |26 |15 |28 |30 |28 | -------------------------------------------------------------------------------------------- |Total |1,538|1,509|1,786|1,682|1,526|1,288|1,183|1,073|1,211| -------------------------------------------------------------------------------------------- |Source:PSNI Central Statistics Unit.| | | | | | | | | | -------------------------------------------------------------------------------------------- Speed Limits: Cameras Mrs. Iris Robinson To ask the Secretary of State for Northern Ireland how many people were (a) killed and (b) seriously injured as a result of road traffic accidents at the location of static speed cameras in each of the last 10 years. Paul Goggins Data are available for the last nine years only, and are presented in the following tables. The statistics relate to incidents within a 500 m radius of the camera location. --------------------------------------------------------------------- | |Fatalities|People seriously injured| --------------------------------------------------------------------- |Antrim Road, Belfast | | | --------------------------------------------------------------------- |1998 |0 |1 | --------------------------------------------------------------------- |1999 |0 |4 | --------------------------------------------------------------------- |2000 |0 |0 | --------------------------------------------------------------------- |2001 |0 |1 | --------------------------------------------------------------------- |2002 |1 |0 | --------------------------------------------------------------------- |2003 |0 |0 | --------------------------------------------------------------------- |2004 |0 |0 | --------------------------------------------------------------------- |2005 |0 |1 | --------------------------------------------------------------------- |2006 |0 |0 | --------------------------------------------------------------------- | | | | --------------------------------------------------------------------- |Springfield Road, Belfast | | | --------------------------------------------------------------------- |1998 |0 |0 | --------------------------------------------------------------------- |1999 |0 |3 | --------------------------------------------------------------------- |2000 |0 |2 | --------------------------------------------------------------------- |2001 |0 |2 | --------------------------------------------------------------------- |2002 |0 |2 | --------------------------------------------------------------------- |2003 |0 |2 | --------------------------------------------------------------------- |2004 |0 |0 | --------------------------------------------------------------------- |2005 |0 |0 | --------------------------------------------------------------------- |2006 |0 |0 | --------------------------------------------------------------------- | | | | --------------------------------------------------------------------- |Saintfield Road, Belfast | | | --------------------------------------------------------------------- |1998 |0 |5 | --------------------------------------------------------------------- |1999 |0 |6 | --------------------------------------------------------------------- |2000 |0 |2 | --------------------------------------------------------------------- |2001 |0 |3 | --------------------------------------------------------------------- |2002 |0 |1 | --------------------------------------------------------------------- |2003 |0 |1 | --------------------------------------------------------------------- |2004 |0 |1 | --------------------------------------------------------------------- |2005 |0 |0 | --------------------------------------------------------------------- |2006 |0 |1 | --------------------------------------------------------------------- | | | | --------------------------------------------------------------------- |Upper Newtownards Road, Belfast| | | --------------------------------------------------------------------- |1998 |0 |2 | --------------------------------------------------------------------- |1999 |1 |1 | --------------------------------------------------------------------- |2000 |0 |1 | --------------------------------------------------------------------- |2001 |0 |5 | --------------------------------------------------------------------- |2002 |0 |1 | --------------------------------------------------------------------- |2003 |0 |2 | --------------------------------------------------------------------- |2004 |0 |1 | --------------------------------------------------------------------- |2005 |0 |0 | --------------------------------------------------------------------- |2006 |0 |0 | --------------------------------------------------------------------- For speed over distance camera system around Newry: A1 dual carriageway between Sheepbridge and Mourne Country roundabout and between the Cloghue roundabout and the border: ------------------------------------------ | |Fatalities|People seriously injured| ------------------------------------------ |1998|0 |5 | ------------------------------------------ |1999|2 |4 | ------------------------------------------ |2000|1 |1 | ------------------------------------------ |2001|1 |11 | ------------------------------------------ |2002|5 |11 | ------------------------------------------ |2003|4 |3 | ------------------------------------------ |2004|4 |6 | ------------------------------------------ |2005|1 |5 | ------------------------------------------ |2006|0 |0 | ------------------------------------------ Mrs. Iris Robinson To ask the Secretary of State for Northern Ireland how many static speed traps are located in each (a) constituency and (b) council area in Northern Ireland. Paul Goggins The locations of static speed traps are recorded by district council area rather than by constituency. The PSNI have advised us that the number of speed traps in each area is as follows: ------------------------------------------ | |Number| ------------------------------------------ |Belfast city council |3 | ------------------------------------------ |Castlereagh district council |1 | ------------------------------------------ |Newry and Mourne district council|1 | ------------------------------------------ Trade and Industry Broadband Mrs. Lait To ask the Secretary of State for Trade and Industry what steps the Government offices in the regions are taking to expand (a) their own broadband use and (b) broadband use within their regions. Angela E. Smith I have been asked to reply. Government Offices are committed to providing staff with remote broadband access to their work systems where there is a justified business need. A number of staff have been provided with broadband access from their homes and further staff will be receiving connections in due course as business needs are identified. Government Offices have no remit to expand broadband usage through their geographic boundaries. Departments: Foreign Relations Mr. Carswell To ask the Secretary of State for Trade and Industry how many Memoranda of Understanding are in force as a result of agreements with foreign Governments entered into by Ministers in his Department; and what executive actions each entails. Mr. McCartney This information is not held centrally and can be obtained only at disproportionate cost. Electronic Equipment: Waste Disposal Mr. Sheerman To ask the Secretary of State for Trade and Industry what assessment his Department has made of the effect of UK implementation of the Waste Electrical and Electronic Equipment on product design. Malcolm Wicks The Waste Electrical and Electronic Equipment Directive encourage producers of electrical equipment to consider design of new products to facilitate environmentally sound treatment and reprocessing when equipment reaches its end of life. The UK has addressed this issue through regulation 59 of the waste Electrical and Electronic Equipment Regulations 2006 (SI 3289). Mr. Peter Ainsworth To ask the Secretary of State for Trade and Industry how many electronics producers have recycling obligations under the Waste Electrical and Electronic Equipment (WEEE) Regulations which come into force on 1 July; and how many of these are registered with a WEEE compliance scheme. Malcolm Wicks The regulatory impact assessment issued alongside the WEEE Regulations estimated that there could be up to 7,000 producers with obligations under the WEEE Regulations which place around 2 million tonnes of electrical and electronic equipment (EEE) on the UK market annually. To date over 3,100 producers have registered in the UK representing all the major producers with a combined sales of just under 2 million tonnes of EEE sales. This total compares well with levels of producers registered in other European member states and we are confident that we have captured the bulk of UK obligated producers in terms of sales. The Government do recognise that there are a number of small producers who have yet to register. The DTI in conjunction with the environment agencies will therefore continue to promote the WEEE Regulations and encourage these producers into the UK WEEE system. Energy Supply Dr. Gibson To ask the Secretary of State for Trade and Industry what discussions his Department has had with Ofgem on the information the regulator needs to meet the new role assigned to it in the Energy White Paper of analysing the long term energy outlook in order to address concerns about security of supply. Malcolm Wicks As explained in the White Paper, the new Energy Markets Outlook is to be jointly run by my Department and Ofgem and will draw on analysis from National Grid, the wider industry and other sources. Information gathering and analytical work is now under way for the first report which will be published in the autumn. Environment Protection Mr. Sheerman To ask the Secretary of State for Trade and Industry what steps are being taken to improve and reinforce consumer and investor confidence in new environmental technologies. Malcolm Wicks The UK has a thriving environmental sector, employing around 400,000 people, and forecast to grow from £25 billion in 2005 to £46 billion by 2015. Supporting the development of new environmental technologies is key to the Government's aim to enhance the UK's position in worldwide environmental markets and to realise the benefits of the jobs it can create. Engaging the knowledge and experience of business to direct DTI support for new technology will help grow consumer and investor confidence in this area. Through the DTI's technology programme, the Government have ring fenced £20 million per annum between 2005 and 2008 for investment in low carbon energy technologies. Other investments support innovative technologies that can enhance the efficiency with which materials, energy and water are utilised, and through the minimisation of waste. Examples include lean manufacturing and environmentally-friendly vehicles. The Commission on Environmental Markets and Economic Performance was established in November last year and intends to publish its report in this parliamentary Session (before 26 July 2007). It will make recommendations for action by Government and business on how the UK can make the most of the opportunity that environmental protection can present for wealth creation and employment growth. The Commission is jointly-chaired by the Secretaries of State for Environment, Food and Rural Affairs and Trade and Industry, and its membership is drawn from business, non-governmental organisations, academia, trade unions and public sector organisations. Furniture: Imports Mrs. Moon To ask the Secretary of State for Trade and Industry what steps trading standards enforcement officers take to ensure that furniture imported into the UK from other EU member states meets the safety requirements of the relevant legislation. Mr. McCartney Under single market rules, goods from other EU countries must be allowed to circulate freely. Products accepted for sale in one member state cannot be banned from sale in any other member states, except on safety grounds. How Trading Standards undertake market surveillance with regard to the safety legislation they enforce is a matter for them. I understand Trading Standards liaises with HM Revenue and Customs on furniture imports as appropriate, and that this has resulted in furniture being detained and convictions obtained for non-compliance with the Furniture and Furnishings (Fire) (Safety) Regulations 1988 (FFRs). They also act on tip-offs regarding unsafe furniture being sold door-to-door, at boot sales or at the side of the road, and make routine checks of furniture in retail outlets. In the period 1 April 2003-31 May 2007 there were 48 convictions for furniture not complying with the FFRs. This figure is from the Office of Fair Trading who stress it is based on returns received and that the actual figure is likely to be somewhat higher. Gardens: Heating Chris Huhne To ask the Secretary of State for Trade and Industry what his Department's policy is on the labelling of outdoor patio heaters for energy efficiency standards. Ian Pearson I have been asked to reply. Mandatory energy labelling in the European Union (EU) is covered by Framework Directive 92/75/EC, which requires that certain appliances display an energy label where they are offered for sale. This does not apply to outdoor patio heaters. The European Commission has started a review of the EU mandatory energy labelling scheme and the most recent information we have is that it intends to bring forward a revised proposal in early 2008. The UK supports the extension of the labelling scheme to a much wider range of energy using products. International Atomic Energy Agency: Recruitment Mr. Laurence Robertson To ask the Secretary of State for Trade and Industry what discussions he has had with the International Atomic Energy Agency on its recruitment policy, with particular reference to the advertising of its vacancies; and if he will make a statement. Malcolm Wicks [holding answer 19 June 2007]: The Government are aware that the International Atomic Energy Agency (IAEA) advertises vacancies for Professional and General Service posts on its website. Officials from the UK Mission to the IAEA in Vienna have met several times with the agency’s personnel division to discuss their recruitment practices. The IAEA’s personnel systems, including their recruitment section, are subject to oversight by the agency’s external auditors, the latter are appointed by members of the IAEA board of governors of which the UK is a permanent member. In addition the IAEA division of management publishes a biennial report on human resource management, which is issued to IAEA member states. The Government believe this is an acceptable level of scrutiny for such an organisation and are therefore satisfied that the recruitment policy of the IAEA is fair and transparent. Internet: Counterfeit Manufacturing Mr. Watson To ask the Secretary of State for Trade and Industry what estimate his Department has made of the losses suffered in each of the last five years by the British film, music, retail and rental industries as a result of internet piracy and the production and distribution of illegal copies of film and music; and if he will make a statement. Malcolm Wicks Industry estimates that in 2005 the worldwide value of trade in pirate music discs was $4.5 billion while 20 billion tracks were illegally downloaded. In the same time the criminal gain in the UK from DVD piracy was estimated at £278 million. The Government are committed to working with industry to address this problem. Better intelligence is the key work to combating intellectual property crime across the board. We need a better understanding of the criminals involved and their business methods. The Government have been working on this and a number of areas where existing material appears to be deficient. The UK Intellectual Property Office has set up an intelligence hub and is bringing in expert resources. Collaboration is vital, and I call on all sectors to become involved in the important work and to share the information they have. Nanotechnology Dr. Gibson To ask the Secretary of State for Trade and Industry how much the Government spent on nanotechnology in each of the last 10 years; and how much it plans to spend in the next 10 years. Malcolm Wicks A wide variety of Government supported research activities could to some extent be deemed to embrace nanoscience and nanotechnologies, thus it is not possible to accurately identify all Government funding in this area in the last 10 years. With this proviso, the estimated Government support committed for nanotechnology work over the last 10 years amounts to about £408 million as follows: ---------------------------------------------------------------------------------------------- | |£ million| ---------------------------------------------------------------------------------------------- |2006-07 |66.27 | ---------------------------------------------------------------------------------------------- |2005-06 |66.0 | ---------------------------------------------------------------------------------------------- |2004-05 |65.76 | ---------------------------------------------------------------------------------------------- |2003-04 |60.80 | ---------------------------------------------------------------------------------------------- |2002-03 |40.58 | ---------------------------------------------------------------------------------------------- |2001-02 |50 | ---------------------------------------------------------------------------------------------- |2000-01 |35.5 | ---------------------------------------------------------------------------------------------- |1999-2000 |11.00 | ---------------------------------------------------------------------------------------------- |1998-99 |12.39 | ---------------------------------------------------------------------------------------------- |1997-98 |1— | ---------------------------------------------------------------------------------------------- |1 No data available (as there was no nanotechnology relevant coding at this time).| | ---------------------------------------------------------------------------------------------- It is not possible to say precisely how much the Government will spend on nanotechnology over the next 10 years. These decisions will be based on the outcome of the comprehensive spending review and commercial and academic opportunities identified by the DTI’s Technology Strategy Board and the Research Councils. New Businesses: Stafford Mr. Kidney To ask the Secretary of State for Trade and Industry how many new business start-ups there were in Stafford constituency in each of the last three years; and what estimate he has made of the likely start-up rate in the next three years. Margaret Hodge The figures in the following table reflect the number of business start up activity in Stafford assisted by Business Link funding, they are: ----------------------------- | |New business starts| ----------------------------- |2005-06|150 | ----------------------------- |2004-05|125 | ----------------------------- |2003-04|110 | ----------------------------- From April this year the five existing Business Link services have been replaced by a single, regionally managed and locally delivered service. As a result there will be no dedicated/targeted services for Stafford/Staffordshire as we have now set-up a regionally wide consistent service. Over the same period, Advantage West Midlands (AWM) through its business creation activity has assisted: -------------------------------------------------------------------------------------------------------------------------- | |Business creation1| -------------------------------------------------------------------------------------------------------------------------- |2005-06 |1,650 | -------------------------------------------------------------------------------------------------------------------------- |2004-05 |225 | -------------------------------------------------------------------------------------------------------------------------- |2003-04 |864 | -------------------------------------------------------------------------------------------------------------------------- |1 Businesses created and demonstrating growth after 12 months and businesses attracted to the region.| | -------------------------------------------------------------------------------------------------------------------------- Disaggregated figures are unavailable on a sub regional basis. In the current FY 2006-07 AWM, has assisted 1,293 business start ups from a forecast target range of 1,232-1,848. For FY 2007-08 the target range for new business creation is 1,264-1,896. Forecast estimates over the next two financial years (2008-09, 2009-10) on a sub regional or on a regional basis is not available. The outcome of the comprehensive spending review 2007 will determine how regional development agencies corporate plans, explains what it plans to deliver in return for the resources allocated to it, are being developed and it is difficult at this stage to provide forecasts. Nuclear Decommissioning Authority: Finance Mr. Vaizey To ask the Secretary of State for Trade and Industry what effect he expects the planned change in funding for the Nuclear Decommissioning Authority in financial year 2007-08 and subsequent years to have on employment at the UK Atomic Energy Authority's Harwell and Winfrith sites. Malcolm Wicks [holding answer 14 June 2007]: The outcome of the Government's comprehensive spending review (CSR07) is not expected until autumn 2007. It is for the Site Licence Company to determine what effect CSR07 funding might have on employment at the sites. Radioactive Wastes: Waste Management Mr. Dai Davies To ask the Secretary of State for Trade and Industry pursuant to the answer of 11 June 2007, Official Report, column 772-73W, on radioactive wastes: waste management, what definition he uses of full share of waste management costs. Malcolm Wicks The reference in the Energy Review report to sharing costs reflects the fact that the storage facilities and deep repository will be primarily for waste that already exists: this will be for the public sector to fund. But we need to decide what contribution owners of new nuclear plant should make to the total costs. Our principle is that they should meet their “full share” of these costs, but we need to do more detailed work on how this should be calculated. Science: Education Dr. Iddon To ask the Secretary of State for Trade and Industry what steps have been taken to evaluate the 21st century science GCSEs, and other new syllabi. Bill Rammell I have been asked to reply. I refer my hon. Friend to the reply given on 11 June 2007, Official Report, column 790W. Science: Government Assistance Dr. Cable To ask the Secretary of State for Trade and Industry what mechanisms exist in Government to coordinate, develop and evaluate science centres. Malcolm Wicks DTI supported the start up of Ecsite UK, an umbrella organisation for science and discovery centres, to provide a national voice to the Government and to be the point of reference for the work of science and discovery centres. The Government have never had any direct responsibility for the set up and development of any individual science centres. DTI and DfES are funding an Ecsite-UK initiative, totalling £750,000 between November 2006 to March 2008, for work which will enable consortia of science centres to work more effectively together and in collaboration with other organisations, with the objective of achieving financial sustainability. Dr. Cable To ask the Secretary of State for Trade and Industry what assessment he has made of the effectiveness of science centres in the UK and of their role in science education; and what the Government's plans are for the development of science centres in the next five years. Malcolm Wicks Science centres are one of the many ways in which enthusiasm for science can be generated among young people. DTI and DfES are currently providing £750,000 to Ecsite UK, an umbrella body for science and discovery centres, for work specifically designed to allow science centres to assess how they can work in combination with others, to achieve financial sustainability. Future development of science centres is a matter for the science centres themselves. Home Department Asylum: Deportation Mr. Clegg To ask the Secretary of State for the Home Department with how many people against whom removal proceedings had commenced the Immigration and Nationality Directorate lost contact in each month of the last two years; and what percentage this represents of the total number of people against whom removal proceedings were commenced in each month. John Reid The information requested could be obtained only by the detailed examination of individual records at disproportionate cost. Mr. Gerrard To ask the Secretary of State for the Home Department (1) which countries received returning failed asylum applicants under the UK enforced returns programme in each year since 2004; how many enforced returnees were sent back to each of those countries in each year; and what packages of assistance were provided in each case; (2) which countries have received returning failed asylum applicants under the UK voluntary returns programme since 2004; how many voluntary returnees have been sent back to each; and what packages of assistance were provided by each. Mr. Byrne The first of the accompanying tables shows the number of asylum applicants, including dependants, who were recorded as being “forcibly” removed from the UK since 2004, broken down by destination. These figures include enforced removals, persons departing ‘voluntarily’ after enforcement action had been initiated against them and since 2005 those who it is established have left the UK without informing the immigration authorities. The second of the accompanying tables shows the number of asylum applicants, including dependants, leaving the UK under Assisted Voluntary Return Programmes run by the International Organisation for Migration since 2004, broken down by destination. These figures may include some cases where enforcement action had been initiated. It is not possible to say at what stage in the asylum process people are at the time of their removal, as those departing voluntarily can do so at any stage. Information relating to the reintegration assistance package provided in each case is not available; it would be available by examination of individual records only at disproportionate cost. Published statistics on immigration and asylum are available on the Home Office’s Research, Development and Statistics website at: http://www.homeoffice.gov.uk/rds/immigration1.html. --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Destination |2004 |20056 |20066 |2004-06 total6| --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Albania |565 |490 |1,015 |2,070 | --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Macedonia |20 |30 |15 |65 | --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Moldova |65 |55 |40 |160 | --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Romania |880 |665 |375 |1,920 | --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Russia |40 |45 |50 |135 | --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Serbia and Montenegro |1,625 |1,315 |730 |3,675 | --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Turkey |255 |790 |1,610 |2,655 | --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Ukraine |150 |100 |75 |325 | --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |EU Accession States |— |135 |170 |305 | --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Other Former USSR |135 |135 |135 |410 | --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Europe other |2,300 |2,185 |2,005 |6,490 | --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Europe total |6,040 |5,945 |6,220 |18,210 | --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- | | | | | | --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Colombia |185 |210 |145 |540 | --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Ecuador |185 |155 |65 |410 | --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Jamaica |465 |395 |395 |1,255 | --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Americas other |170 |165 |145 |480 | --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Americas total |1,005 |925 |755 |2,680 | --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- | | | | | | --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Algeria |155 |205 |190 |550 | --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Angola |80 |125 |25 |230 | --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Burundi |* |15 |5 |15 | --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Cameroon |55 |25 |25 |105 | --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Congo |30 |50 |45 |125 | --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Dem. Rep. Congo |15 |40 |90 |145 | --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Eritrea |5 |* |* |10 | --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Ethiopia |845 |25 |50 |920 | --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Gambia |45 |35 |65 |145 | --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Ghana |245 |240 |155 |635 | --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Ivory Coast |50 |10 |25 |85 | --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Kenya |110 |50 |100 |260 | --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Liberia |45 |20 |10 |75 | --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Nigeria |265 |560 |640 |1,470 | --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Rwanda |35 |5 |5 |45 | --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Sierra Leone |40 |60 |70 |170 | --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Somalia |15 |5 |10 |30 | --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Sudan |25 |35 |30 |95 | --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Tanzania |20 |45 |50 |110 | --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Uganda |210 |235 |190 |635 | --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Zimbabwe |50 |180 |50 |280 | --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Africa other |245 |340 |210 |795 | --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Africa total |2,585 |2,300 |2,035 |6,920 | --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- | | | | | | --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Iran |75 |170 |170 |410 | --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Iraq |5 |45 |65 |120 | --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Libya |20 |40 |30 |90 | --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Syria |30 |25 |45 |95 | --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Middle East other |115 |205 |260 |580 | --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Middle East total |245 |480 |570 |1,295 | --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- | | | | | | --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Afghanistan |345 |485 |450 |1,280 | --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Bangladesh |375 |255 |230 |865 | --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |China |90 |215 |160 |465 | --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |India |260 |340 |485 |1,085 | --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Pakistan |505 |825 |1,000 |2,330 | --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Sri Lanka |260 |160 |410 |830 | --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Vietnam |10 |45 |100 |155 | --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Asia other |275 |310 |405 |990 | --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Asia total |2,115 |2,635 |3,245 |7,990 | --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- | | | | | | --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Other, and destination not known |220 |165 |75 |460 | --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- | | | | | | --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Total asylum applicants removed4 |12,210|12,450|12,900|37,560 | --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |1 Includes enforced removals and those departing ‘Voluntarily’ after enforcement action had been initiated against them.2 Removals in 2005 and 2006 include those who it is established have left the UK without informing the immigration authorities.3 Excludes Assisted Voluntary Returns.4 Persons who had sought asylum at some stage, including dependants.5 Figures rounded to the nearest five, with ‘—’ = 0, * = 1 or 2.6 Provisional figures.| | | | | --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Destination |2004 |20054|20064|2004-06 total4| ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Albania |600 |510 |330 |1,440 | ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Macedonia |5 |5 |10 |20 | ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Moldova |10 |5 |10 |30 | ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Romania |5 |5 |5 |20 | ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Russia |20 |35 |60 |120 | ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Serbia and Montenegro |145 |170 |125 |440 | ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Turkey |25 |30 |85 |140 | ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Ukraine |15 |20 |30 |60 | ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |EU Accession States |155 |— |5 |160 | ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Other Former USSR |25 |45 |85 |155 | ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Europe other |35 |25 |30 |90 | ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Europe total |1,040|855 |780 |2,675 | ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- | | | | | | ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Colombia |60 |55 |60 |175 | ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Ecuador |40 |15 |35 |90 | ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Jamaica |5 |10 |35 |50 | ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Americas other |50 |20 |55 |125 | ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Americas total |160 |100 |185 |440 | ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- | | | | | | ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Algeria |35 |40 |110 |185 | ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Angola |25 |40 |95 |165 | ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Burundi |* |* |5 |10 | ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Cameroon |10 |10 |20 |35 | ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Congo |5 |10 |25 |40 | ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Dem. Rep. Congo |* |5 |25 |30 | ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Eritrea |— |— |— |— | ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Ethiopia |15 |15 |35 |60 | ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Gambia |* |* |5 |10 | ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Ghana |* |5 |15 |20 | ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Ivory Coast |5 |5 |10 |20 | ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Kenya |15 |5 |35 |55 | ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Liberia |5 |5 |10 |15 | ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Nigeria |10 |10 |50 |70 | ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Rwanda |5 |5 |10 |20 | ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Sierra Leone |10 |5 |25 |40 | ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Somalia |15 |15 |35 |65 | ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Sudan |5 |10 |45 |55 | ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Tanzania |10 |— |15 |25 | ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Uganda |20 |30 |45 |95 | ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Zimbabwe |60 |100 |220 |385 | ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Africa other |40 |55 |120 |215 | ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Africa total |295 |375 |945 |1,610 | ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- | | | | | | ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Iran |175 |220 |305 |700 | ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Iraq |430 |775 |1,710|2,915 | ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Libya |* |— |15 |15 | ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Syria |* |5 |10 |20 | ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Middle East other |55 |55 |70 |180 | ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Middle East total |665 |1,055|2,110|3,830 | ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- | | | | | | ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Afghanistan |235 |425 |520 |1,180 | ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Bangladesh |* |5 |20 |25 | ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |China |* |30 |110 |145 | ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |India |15 |20 |70 |105 | ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Pakistan |55 |85 |190 |330 | ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Sri Lanka |210 |250 |280 |740 | ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Vietnam |5 |10 |40 |55 | ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Asia other |20 |25 |65 |110 | ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Asia total |545 |850 |1,295|2,690 | ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- | | | | | | ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Other, and destination not known |5 |* |20 |20 | ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- | | | | | | ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Total asylum applicants removed1 |2,705|3,235|5,330|11,270 | ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |1 Persons who had sought asylum at some stage, including dependants.2 Persons leaving under Assisted Voluntary Return Programmes run by the International Organization for Migration. May include some cases where enforcement action had been initiated.3 Figures rounded to the nearest five, with ‘—’ = 0, * = 1 or 2.4 Provisional figures.| | | | | ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- Asylum: Iran Mr. Clegg To ask the Secretary of State for the Home Department what account is taken of membership of the Kurdistan Democratic Party of Iran in assessing applications for asylum in the UK. John Reid Guidance to case owners on the handling of asylum claims made by Iranian nationals on the basis of their membership of the Kurdistan Democratic Party of Iran is contained in the Operational Guidance Note on Iran which is published on the Home Office website at: http://www.ind.homeoffice.gov.uk/documents/countryspecificasylumpolicyogns/ Case owners are also able to utilise country information on the Kurdistan Democratic Party of Iran in the Iran country of origin information report also available on the Home Office website at: http://www.homeoffice.gov.uk/rds/country_reports.html. Children: Abuse Mrs. Curtis-Thomas To ask the Secretary of State for the Home Department if he will make a statement on the progress of the Association of Chief Police Officers’ review of the guidance for the investigation of historical child abuse. Mr. Coaker We continue to work with the ACPO Working Group reviewing the guidance on the investigation of historic child abuse. The development of practice and guidance from the National Centre for Policing Excellence (NCPE) will also help ensure that there is a consistent approach across the police service and prevent duplication. In the light of this activity, the Working Group is reviewing the work requirements and hopes to be in a position to share the revised document in the autumn. Departments: Advertising Mr. Heath To ask the Secretary of State for the Home Department how much revenue his Department has received from (a) advertisements on his Department's public information leaflets and (b) advertisements on his Department’s public websites in each of the last 10 years; and if he will make a statement. Mr. Byrne In the last 10 years the Home Office has not generated any advertising income from its leaflets or websites. Departments: Foreign Relations Mr. Carswell To ask the Secretary of State for the Home Department how many Memorandums of Understanding are in force as a result of agreements with foreign governments entered into by Ministers in his Department; and what Executive actions each entails. Joan Ryan The information requested is not held centrally and to obtain would incur disproportionate costs. Departments: Freedom of Information Mr. Clegg To ask the Secretary of State for the Home Department how many requests were made to his Department under the Freedom of Information Act 2000 in each month of the last two years; what percentage of requests were responded to within 20 working days of their receipt; how many requests were successful; how many were rejected; and how many are the subject of (a) an appeal and (b) a complaint. John Reid The following table includes figures for the number of requests received each month in 2005 and 2006. The percentage of requests responded to within 20 working days of their receipt are included in the quarterly statistical reports produced by the Ministry of Justice. The number of successful and rejected requests are included in the quarterly statistical reports produced by the Ministry of Justice. We have interpreted the request for the number of requests subject to complaint as cases where an internal review has been requested, these figures are included on the following table. We have interpreted the request for the number of requests subject on an appeal, as cases where a complaint has been made to the Information Commissioner, these figures are included on the following table. These figures relate to cases where the Information Commissioner has advised us that an appeal has been received, and are provided as an annual figure as we are not always informed of the month when a complaint was made to the Commissioner. There has been one Information Tribunal case. --------------------------- | |Number received| --------------------------- | |2005 |2006| --------------------------- |January |299 |222| --------------------------- |February |230 |213| --------------------------- |March |188 |239| --------------------------- |April |155 |199| --------------------------- |May |99 |216| --------------------------- |June |118 |256| --------------------------- |July |121 |247| --------------------------- |August |135 |200| --------------------------- |September|159 |286| --------------------------- |October |148 |270| --------------------------- |November |184 |293| --------------------------- |December |117 |216| --------------------------- --------------------------- | |Number received| --------------------------- | |2005 |2006| --------------------------- |January |0 |9| --------------------------- |February |4 |13| --------------------------- |March |9 |10| --------------------------- |April |9 |7| --------------------------- |May |17 |6| --------------------------- |June |15 |10| --------------------------- |July |11 |9| --------------------------- |August |6 |19| --------------------------- |September|10 |9| --------------------------- |October |4 |15| --------------------------- |November |14 |6| --------------------------- |December |12 |10| --------------------------- |Total |111 |123| --------------------------- ------------- | |Number| ------------- |2005|26 | ------------- |2006|40 | ------------- Departments: Legal Costs Grant Shapps To ask the Secretary of State for the Home Department how much was spent by his Department on legal fees in each of the last five years. Mr. Byrne The expenditure on legal fees for the Home Office and Borders and Immigration Agency, Identity and Passport Service and the Criminal Records Bureau, for the requested period, is in the following table. --------------------------------------------------------- | |2002-03|2003-04|2004-05|2005-06|2006-07| --------------------------------------------------------- |Home Office/BIA|10,067 |11,505 |17,362 |28,075 |23,614 | --------------------------------------------------------- |IPS |98 |292 |363 |766 |1,214 | --------------------------------------------------------- |CRB |0 |0 |8 |35 |29 | --------------------------------------------------------- The aforementioned table covers external legal fees only. Home Office numbers include the National Offenders Management Scheme and the Office of Criminal Justice Reform which have now transferred from the Home Office to the Ministry of Justice. Departments: Remploy Danny Alexander To ask the Secretary of State for the Home Department what (a) services and (b) products his Department has procured from Remploy in the last 12 months; and at what cost. John Reid From best available records between June 2006 and May 2007 the Home Office procured from Remploy (a) no services and (b) 1,750 operational and 2,314 training civil responder personal protective ensembles for police officers trained in Chemical, Biological, Radiological and Nuclear (CBRN) response at a cost of £3,211,466.36 inclusive of VAT. Deportation: Afghanistan Dr. Cable To ask the Secretary of State for the Home Department how many people whose asylum claims had failed were deported to Afghanistan in each of the last five years for which figures are available. Mr. Byrne Information on the destination of persons removed from the UK has only been collated since 2004. The table shows provisional figures rounded to the nearest five persons, who had claimed asylum at some stage, who were removed from the United Kingdom to Afghanistan between January 2004 and March 2007, inclusive. It is not possible to say what stage in the asylum process people have reached at the time of their removal, because those departing voluntarily can do so at any stage. Deportations are a specific subset of removals; most illegal immigrants are removed under administrative or illegal entry powers from the UK and not deported. It has therefore been assumed that your question refers to the number of asylum applicants removed to Afghanistan; information on those deported is not separately available. The information provided comes from published statistics, which are available from the Home Office’s Research, Development and Statistics website at: http://www.homeoffice.gov.uk/rds/immigration1.html -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Destination |2004|20053,4|20063,4|January to March 20073,4| -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |Afghanistan