If he will make a statement on performance-related pay for teachers. [138357]

Further to a report by the School Teachers, Review Body and consultation, my right hon. Friend the Secretary of State announced in a written answer on 21 November that he had made an order reinstating the performance threshold assessment system. The assessments will lead to a £2,000 pay increase for successful applicants, and they restart today.

I welcome my right hon. Friend's statement, as will the many teachers who have applied and those head teachers whose professional time and commitment has been involved. Is she able to assess the impact of threshold payments on teacher recruitment?

The new pay structure is about recruiting and retaining the best people into the teaching profession, because that is what we need to do. I have every confidence that the threshold assessment, along with a range of other measures, will do exactly that. Earlier this week, we were delighted to announce that the number of people starting teacher training this year has increased by 2,000 on last year—the first increase for eight years. I am sure the House will welcome that. It is key that we have as many good people as possible in teaching, and we have turned the corner on that.

I apologise for the absence of my hon. Friend the Member for Harrogate and Knaresborough (Mr. Willis), who is addressing the conference of the Association of Colleges this morning.

The hon. Gentleman might misunderstand pupil progress; teachers do not. We have made it clear that pupil progress will take into account pupils' prior attaintment and their starting point. Good teachers make a difference, and the key way in which they do so is that their pupils progress at least at the rate that we would expect given their starting point. It is right to recognise that—parents know it, teachers know it and students know it. For the first time, we shall have a pay structure that recognises the achievements of many teachers in our classrooms who do not want to take on administration or management, but who are really, really good at raising the standards of the children whom they teach. They will now be rewarded for doing so.

Will the Minister comment on the performance of teachers in Slough, which, with a 9 per cent. increase in the number of students who have achieved five A* to C grades at GCSE, comes third in the national improvement league table, just after the Scilly Isles and Rutland? Would she like to tell the GCSE students and their teachers at Langleywood, which is the most improved school in that very much improved town, what she thinks they can do to repeat those successes next year?

I am delighted to congratulate the teachers, the students and their parents on the improvement in Slough, and, before I get into terrible trouble, I ought to do the same for those in the Isles of Scilly and Rutland. My hon. Friend will know that, without this Government, there would have been no improvement indices. We published not only the raw data—as we should—but data on the improvement, because we expect every school and local education authority to improve on its previous best. That is what parents want. I am delighted to join her in congratulating Slough on its achievement. Indeed, all teachers have a lot to be proud of, not only for achieving the best GCSE results ever, but for being the generation of teachers who have turned round literacy and numeracy, so that the number of 11-year-olds who can now read and write effectively enough to access the second curriculum is the highest ever in the history of testing.

Is the Minister satisfied that those who will carry out the assessments to determine performance-related pay have had sufficient training? Will there be an appeals procedure for those teachers who feel aggrieved that their application is not successful?

Yes and yes. The person who will make the initial assessment will be the head teacher, helped by a line manager or head of department. They know the teacher best and they will make a judgment based on the evidence presented by the teacher and on what they know of the teacher's performance. We have always made it clear that we wanted to offer teachers the assurance that, if relationships were not right between the head teacher and an individual teacher, someone would check that national standards were being implemented. That is the role of the assessor, who will visit every school and make sure that the appropriate system is in place.

If he will make a statement on his plans to meet educational needs in new towns. [138358]

The spending review that we completed in the summer shows that the Government plan to meet the educational needs of all children—in new towns and everywhere else in the country.

I thank my hon. Friend for that response. Does he agree that pupils in new town schools are making significant progress, because of the efforts of themselves, their parents and their teachers and because of the significant extra money that is now being provided to schools? Does he also agree that there is still a problem of under-achievement? In some cases, that is due to lack of aspiration, and there is the particular problem of under-achievement by boys. Will he therefore consider sympathetically bids for specialist school status that are made by individual schools or groups of schools? That could be part of the solution to the problem, but bids from new towns have not thus far been successful.

I agree with all that. I pay tribute to my hon. Friend, who has been an indefatigable campaigner for schools in new towns. I accept that they are making good progress. His constituency is in Essex, where the number of pupils obtaining five A* to C passes at GCSE increased from 48.6 per cent. in 1998 to 50.8 per cent. this year. That reflects the progress that has been made throughout the country. It is due to the sterling efforts of parents, teachers and pupils and to the efforts of the Government.

Does the Minister agree that one of the key requirements for meeting educational needs in new towns is the recruitment of high-quality teachers? That point was made clear in a recent meeting in Essex that was attended by the hon. Member for Harlow (Mr. Rammell) and my hon. Friend the Member for Daventry (Mr. Boswell). Will the Minister confirm that the Prime Minister's announcement today that the Government want to recruit 300,000 teachers in the next 10 years still fails to meet recruitment targets and would, on current trends, leave our schools short of 50,000 teachers?

A number of factors drive up standards in schools. The first is spending, and we are increasing spending by 5.5 per cent. this year, 6 per cent. next year and 5.9 per cent. the year after that. Spending is important, and so are outcomes, which are also improving. As we have heard, literacy and numeracy are at record levels.

If he will make a statement on the role of Her Majesty's chief inspector of schools. [138359]

The role of Her Majesty's chief inspector is to inspect, report and provide advice underpinned by the evidence of inspection.

Does not his dithering over the appointment of a successor to Mr. Woodhead demonstrate that the Secretary of State simply cannot decide whether he is on the side of the handful of Ofsted's critics in the teaching profession or on the side of parents and their kids who want Ofsted to continue the fight for higher standards in our schools?

I do not remember anyone appointing someone as quickly as I have done. I appointed Mike Tomlinson for a fixed-term contract for the coming year, at his request given the point that he has reached in his career. I am pleased to say that we shall advertise, receive applications and then appoint the best person to draw down on the evidence available and to use that evidence base to evaluate progress and to reveal to us where there is failure, so that, together, we can take action to do something about it.

Will my right hon. Friend join me in congratulating Merton local education authority and the out-going director of education, Jenny Cairns, on the good Ofsted report that they have recently received? Does he agree that, at a time when the Tory Opposition are still running down schools in my constituency and across the country, having spent years in government running down the finances of schools and the morale of teachers, it is important that we have in Ofsted a strong, independent voice to tell us the real situation, identify the problems that we need to tackle, and give us the chance to get on with raising education standards?

I congratulate all those who have been working so hard in the borough of Merton to raise standards and continue progress. I was there very recently, as my hon. Friend knows. I agree with him entirely on the definition of the role of Ofsted.

Was the Secretary of State very disappointed to see Mr. Woodhead resign as chief inspector?

I seem to remember answering exactly the same question from John Humphrys on the day after the announcement that the chief inspector was to step down. I give the hon. Gentleman exactly the same answer. Chris Woodhead and I have been through a great deal together. Therefore, naturally, having been responsible for his reappointment, I was disappointed.

Is my right hon. Friend aware that the right hon. Member for Old Bexley and Sidcup (Sir E. Heath) said when Margaret Thatcher was defeated, "Rejoice, rejoice, rejoice"? We say the same now that Chris Woodhead has gone. Apparently, he is going to write for the Tory The Daily Telegraph and join the Tory party, doing a swap with a fellow called William Newton Dunn, who has left the Tories.

I do remember precisely what we said 10 years ago yesterday.

Does the Secretary of State agree that the key roles—[Hon. MEMBERS: "Rejoice!"] I certainly rejoice at the compliment paid to the London borough of Merton, as I chaired its education authority.

When we win the general election, who knows whom the Prime Minister will appoint to the office of Secretary of State?

Does my right hon. Friend agree that an irritant is often needed to make a system work? Whatever one thinks of Chris Woodhead he was certainly irritating, and will undoubtedly be so in another capacity. However, he was also a passionate champion of our kids. Will my right hon. Friend ensure that Ofsted continues to take a rigorous, robust attitude to evaluating the performance of teachers, schools and local education authorities?

The answer is unequivocally yes.

What estimate he has made of the number of schoolchildren in the state secondary education sector who are sent to schools in Greater London outside the local authority in which they live. [138360]

My Department has not collected that information centrally since the previous Government changed the basis for calculating standard spending assessments. Parents have a right to state a preference for any school, irrespective of the area in which they live. Local education authorities have a duty to ensure that there are sufficient school places for children in their area, but they should take account of cross-border movement in doing so.

Is it not a pity that the hon. Lady's Department does not collect statistics on what is happening? In London, failing schools in Labour-controlled boroughs are causing a mass exodus of pupils into good Conservative-majority boroughs, such as my own in Hillingdon, where foundation schools and Church schools are a magnet. Is not the consequence of the failure of the inner-city schools in those Labour boroughs that parents in my constituency cannot get their children into the local school of their choice? Will the hon. Lady do something about that situation, which is causing great distress and unhappiness to parents who are being penalised for the success of their local schools?

The hon. Gentleman highlights the challenges for inner-city schools, and I am sure that he will delight in the extra support that the Government have given to London through excellence in cities. He will also delight in the fact that, nationally, results in areas involved in the scheme have improved much faster than in other areas, as measured by the number of pupils gaining five A* to C grades. It is therefore unfortunate that the hon. Gentleman's party would do away with that excellent scheme.

The hon. Gentleman's remarks were petty because they are as relevant to Kensington and Chelsea and to Westminster as they are to Labour-controlled boroughs. There is a problem with secondary schooling in London, and the great crowds of parents trying to get their children into good state secondary schools are testament to that. That is the result of 20 or more years of under-investment, and the Conservative party's only policy is to restore subsidies to private schools for their friends and their class, and to cut public expenditure for other schools.

Order. I think that the hon. Gentleman has made his point.

My hon. Friend is right in both parts of his question. That is why I re-emphasise the action that the Government have already taken through excellence in cities, which introduces to London and other inner-city areas access to learning mentors and learning support units, enhanced opportunities for gifted and talented pupils, more beacon and specialist schools, small education zones and city learning centres. As I said, those are demonstrating their influence through improved results.

How many employers have signed up to support new deal. [138361]

I am delighted to say that more than 79,000 employers have shown their support for the new deal by signing employer agreements.

That is excellent news, and I hope that many other employers, such as small businesses, will join them. Is my right hon. Friend aware that in my constituency in north Nottinghamshire, as well as in north Derbyshire and other parts of the midlands, there have recently been hundreds of redundancies in the textile industry? Many of those people are over 50 and are in despair about being made redundant for the first time in their lives, even though their unemployment may be short term. Will my right hon. Friend use the maximum publicity to emphasise to those people that the new deal provides excellent retraining facilities and a guaranteed minimum income of £170 a week, and that 2 million people aged 50 or over are eligible to join?

I thank my hon. Friend for his question. He is a staunch advocate of the new deal in his constituency, which has helped employment to rise and unemployment to fall there. We are deeply concerned about the fact that in his and surrounding constituencies, about 6,000 people are facing redundancy. Through the rapid response unit and the new deal for 50-plus, we have to send the message that if people lose their job at 50, their working life is not over.

Will the Minister confirm that the most recent research undertaken by the National Centre for Social Research, surveying 3,200 employers, shows that 69 per cent. of the jobs that people go into from the new deal would have been created without the new deal? Is that not 9 per cent. more than the Government's previous estimates? Will she also confirm that the survey found that half of those people lost their jobs within nine months? If 69 per cent. would have gained their jobs without the new deal, is it not correct to say that the £800 million that the Government have spent on the new deal for young people works out at a cost per job created of £18,000? Will she confirm that the new deal is a costly and bureaucratic failure?

The real deadweight on the new deal is the Opposition's attitude. The new deal is not a job creation programme. Two thirds of the young people interviewed by the National Centre for Social Research survey were still in work after six months. Many of the nine out of 10 people he mentioned have gone on to other jobs, as part of a dynamic labour market. As the Opposition's favourite job in relation to the new deal is to misquote and misrepresent, let me tell the House what the National Centre for Social Research actually found. On subsidised employment, which accounts for 10 per cent. of the new deal,

Employers were mainly satisfied with the way in which the new deal is administered and with the wage subsidy.

May I bring to my right hon. Friend's attention the excellent work carried out by the Broads authority in employing many young people on the environmental taskforce new deal option, which has given valuable experience to lots of people and resulted in good work for the environment? The Broads authority has employed those people directly; I believe that it is the only national park to do so. May I suggest that the other national parks be encouraged to follow suit, so that the environmental taskforce option achieves further success?

I thank my hon. Friend for that question. Throughout the country, derelict land, parks and inner cities are being regenerated by young people through the environmental taskforce. He makes an important point: the new deal is not only about getting young people into jobs, but about giving them the skills that will equip them to stay in work for the rest of their lives.

How many full—time student enrolments there have been in this academic year. [138362]

The most up-to-date information from the Universities and Colleges Admissions Service shows that the increase in the total number of students, including mature students, accepted for entry to undergraduate courses in the autumn was almost 2 per cent. This year's final figure for full-time students will not be known until January.

I thank the right hon. Gentleman for that information. Will he say more about whether the decrease in the number of mature students applying has been checked or reversed? Will he confirm that, as a result of the introduction of tuition fees, there has been a huge hike in the number of student loans granted? Is he concerned about that with regard to student debt in future?

There has, so far, been an increase in the number of full-time mature students, although the figures for part-time mature students, whose number is growing by the year, will not be known until well into next year because such students do not participate in the UCAS system. However, we have introduced new measures to support and help mature students, which will come into force next September. In addition, through opportunity bursaries, we have encouraged those who are in the lower income bracket by ensuring they have £2,000 to support themselves when entering university and buying equipment and books. Of course, the number of students taking out loans has risen—we changed the system to an income-contingent loans system, repayable through the Inland Revenue in future years, when students can afford it. That is the simple reason for the increase.

On the opportunity bursaries bursary scheme, to which my right hon. Friend referred, is he aware of the desperate cry from the university of Central Lancashire that, for some reason that I do not understand, the scheme does not apply in either Lancashire or Cumbria? Has there been a miscalculation? Will my right hon. Friend examine this as a matter of great urgency, as it has been publicised in the north of England?

The scheme does not apply in the areas to which my hon. Friend has referred because, initially, we are providing it in excellence in cities and education action zone areas. We intend to develop it as a nationwide programme. The resources available to implement the scheme immediately led me to believe that we should target, first and foremost, the core areas that have the greatest problem in attracting and encouraging students to take up university places. The scheme will be combined with the major package of measures, amounting to more than £50 million, that I announced in July. It will target and encourage students throughout the country to take up university places.

The National Union of Students seems to be suggesting that some students are giving up their courses part way through because of the level of their loan. They may want to return later. Is there any sign that this is happening and that more students are leaving their courses because they have decided that they cannot afford the amount of loan that they are likely to have at the end?

Yes.

The Liberal Democrats tell me that the answer is yes. In fact, the answer is no. The information that the National Union of Students has been using refers, understandably, to available statistics, which referred to the old loan system and the old financing programmes. It is not possible to draw the conclusion that the hon. Gentleman has suggested. However, there is a challenge. The drop-out rate varies enormously from university to university if we compare like with like—the type of university, the background of students and the history of the university. We need to take on the challenge. There is clearly something amiss when as many as 30 per cent. or more of students in some of our universities are dropping out during their courses.

What is the percentage of full-time students who are having to pay fees? Some commentators suggest that 100 per cent. are having to do so. Am I right in thinking that the percentage is probably about half that? When will my right hon. Friend be in a position to assess the impact of the welcome measures to help part-time students? My experience is that mature students welcome the important part-time opportunity. When will we know whether the scheme is working?

We will not know whether the scheme is working until it is working. That is the honest answer. I am keen that we evaluate as quickly as possible the new measures that we are taking. We shall obviously report back to the House in due course.

Will the Secretary of State confirm that the Government have failed to meet their targets for increased entry into higher education this year, and that the number of English students in Scottish universities has fallen by 15 per cent? Moreover, applications from state school pupils to Oxford have fallen as a result of the Chancellor's monstrous attack on that university. I am pleased to say that that attack was overwhelmingly rejected by Oxford students earlier this week in an Oxford Union debate, which neither the Chancellor nor any Education Minister was willing to attend to defend their position. Do not the falls in student numbers show that the Government's policies, especially the abolition of the maintenance grant, far from offering opportunities for all, are denying life chances to too many young people?

The Oxford Union is not a body that Ministers are obliged to attend, although it may have been in the past. Although there has been an increase in applications to Oxford—to which the Universities and Colleges Admissions Service procedures or the clearance system do not apply—there has been a small drop in the number of applicants from the maintained sector. That has nothing to do with public debates, but it has a lot to do with whether we can target schools and colleges to persuade students to go to Oxford. I am heavily committed to doing precisely that, which is why we are putting resources behind it and working in partnership with the Sutton Trust.

If he will assess the impact of anti-smoking programmes in schools in the past 10 years. [138363]

My Department and the Department of Health have funded a wide range of educational materials for schools on the dangers of smoking. The latest Office for National Statistics survey, entitled "Drug Use, Smoking and Drinking Among Young Teenagers in 1999", showed that regular smoking in the 11-15 age group has decreased since 1996 from 13 per cent. to 9 per cent.

Unfortunately, that is not the answer to my question. Has the Minister noticed that the smokebusters campaign—which was well studied, conducted over four years and intended to decrease smoking among young people—coincided with the largest ever increase in smoking among young women, presumably because of the belief that smoking aids slimming? She referred not to the past 10 years, but only to the recent decrease, which has been explained by the fact that young people are spending more money on mobile phones. We all want to achieve a decrease in addiction and the harm caused by all drugs, legal and illegal, but before we embark on more expensive anti-drug education campaigns, would not it be reasonable to make a real assessment of the effect of such campaigns and of peer pressure and fashion?

I agree with my hon. Friend that it is important to evaluate provision. Although I do not take a defeatist attitude to what our schools are able to achieve in educating young people, which he sometimes does in this respect, I agree that research is important. That is why the Department has agreed to commission a long—term study—a longitudinal study—to consider the impact of drug education policies in our schools. [Interruption.] There is a murmur from Conservative Members. We are commissioning the study because one was not commissioned by the previous Government.

What plans he has to increase rates of pay for lecturers in further education. [138364]

The Government have made an additional £50 million available for further education teachers' pay in 2001–02, in order to improve students' learning through the recruitment, retention and reward of high calibre staff. Representatives of employers and staff are working in consultation with officials from my Department on detailed proposals for the new arrangements. Subject to my right hon. Friend the Secretary of State being satisfied that the detailed arrangements proposed will achieve the Government's objectives, we will make available £100 million in 2002–03 and further increased sums in later years.

We welcome the money, but will the Minister confirm that it will be used to address the problem that a lecturer starting in further education currently earns less than schoolteachers at the beginning of their career? Will the Minister also investigate the increasing move to short-term contracts, whereby agreed pay scales do not have to be adhered to?

The extra money is an indication of our good faith. Yes, we do look at comparisons with the school sector, as do those in the further education and sixth-form college sector. That is one of the reasons why we are acting firmly on the matter. We are not merely making available an extra £50 million and further sums in later years; the Government have made a record investment in further education, which will help to enhance the pay and conditions of important staff in those colleges. We are extremely concerned that the employment of agency staff should not be used by colleges to undermine proper employment rights. We are watching that carefully.

I welcome the additional resources that my hon. Friend mentioned. Does he agree that, especially in further education, there is an over-reliance on part-time staff, who are often paid on only an hourly basis for their class contact work, which does not give them fair remuneration for the amount of effort that they put into preparing their work, marking, assessment and the other contributions that they make?

As in all sectors, we should value part-time staff and give them proper opportunities through training.

Approximately how many working days have been lost over the past 12 months as a result of strike action by further education lecturers? Given that lecturers' pay rates depend on the overall budget, which in turn depends on numbers, can the hon. Gentleman confirm that an institution that is unable to meet its recruitment target may find not only that it cannot increase pay, but that at least in relative terms it may be obliged to reduce it?

We are concerned to increase the number of our citizens in further education, and we are taking a range of measures to boost numbers. The colleges that are most successful in recruitment will be properly rewarded. The number of days lost through industrial action is extremely small, but I will write to the hon. Gentleman and give him the data that we have.

What recent assessment he has made of LEA special educational needs budgets. [138365]

Individual authorities determine the funding arrangements for their schools, taking account of their statutory duties, including those for pupils with special educational needs. Schools do not account separately for their special educational provision but must, under the Education Act 1996, use their best endeavours to secure suitable special educational provision for any pupil with special educational needs.

I welcome the announcement of the long-overdue additional funds made available to schools in Cornwall and the Isles of Scilly, but is the Minister aware that among parents of children with special educational needs in Cornwall, there are growing fears of downward pressure on statementing, support services, and now a threat to the future of the Pencalenick special school? In view of the high levels of special educational need inclusion in Cornwall, can the Minister reassure parents that effective provision will not be jeopardised by an adverse change in the area cost adjustment?

I reassure the hon. Gentleman that there is no pressure to reduce the identification of children with special needs. Quite the reverse applies: we are identifying such children's needs earlier. That enables us to intervene appropriately to ensure that they can fulfil their potential.

Will my hon. Friend congratulate Staffordshire local education authority on its inclusion project, which seeks to identify and share best practice in order to ensure successful inclusion of special educational needs pupils into mainstream classrooms? The project is led by Caroline Coles, the head teacher of Horton Lodge school, which has become a centre of excellence and runs a groundbreaking training course for mainstream teachers. Does my hon. Friend agree that the way forward for SEN is to work in partnership with both parents and pupils, rather than through the bureaucratic paper chase of statementing used by the previous Government?

I join my hon. Friend in congratulating those involved in the project in her constituency. It is one of many that we are funding to promote and spread best practice in encouraging inclusion in schools. I agree entirely with her that the best way of ensuring that children with special educational needs fulfil their potential is by working in partnership with parents and schools to achieve that. She will be pleased to know that partnership will be at the centre of the future legislation and the code of practice that will arise out of it. Doing away with paper chases will also be part of the code of practice.

Given that some people believe that special educational needs are more easily identified and met in smaller classes and this week's news that pupil:teacher ratios in secondary schools are now at their worst since 1975, will the Minister tell us whether class sizes are higher or lower for the important key stage 2 age group than they were in 1979?

The answer to that question is yes.

Does my hon. Friend recognise that organisations such as the National Union of Teachers in Lancashire are anxious about the way in which funding arrangements are being changed for special educational needs? Will she guarantee that provision for special educational needs will remain a major service area and will take into account the anxieties expressed by organisations such as the Lancashire NUT?

I reassure my hon. Friend that funding has been not reduced, but massively increased by the Government to meet the needs of children with special needs. The standards fund has achieved a tripling of that budget since the Government came into power and the school access initiative has ensured a tenfold increase in the schools access budget this year. Further increases are planned. By 2003–04, we will be spending £100 million on increasing access to the curriculum and to buildings.

Will the Minister give an assurance that the Bill on special educational needs that the Government will introduce in the new Session will contain nothing to dilute the individual rights of parents with regard to statementing?

I can give the hon. Gentleman a categorical assurance that that will be the case.

What measures his Department has taken to encourage a greater level of training for work in manufacturing industry. [138366]

We are making good progress with setting up the Learning and Skills Council, which will receive funding of more than £5.5 billion in 2001–02.

I am grateful for that reply. Last Friday, I presented an Investors in People award to County Labels, a young, dynamic and successful manufacturing company located in Adelphi Mill, Bollington, in my constituency. Its success is partly based on training and what it describes as career development. The textile and clothing industry strategy group report of June emphasised the importance of improving and formalising training and career development, and stressed the need for universities and colleges to offer appropriate training opportunities. Bearing that in mind, are the Government looking specifically at the needs of manufacturing industry, which is the only source of sustainable non-inflationary economic growth in this country?

I congratulate the firm in the hon. Gentleman's constituency. It is very good to see firms getting the Investors in People award, which is a valuable recognition of their quality, and I send my compliments to County Labels.

Does my hon. Friend know that although the British aerospace industry has a full order book, it is facing serious skills shortages which may eventually affect the overseas earnings of between £4 billion to £5 billion a year that it makes for Britain? Does he think that our high schools are telling our 16-year-old school leavers about the value of apprenticeships? Will he undertake to start a campaign in our high schools so that teachers tell students that those apprenticeships are available; otherwise, a great industry may not be able to find the local skilled labour that it needs and may have to recruit elsewhere?

We recognise the problem of skills shortages throughout the economy and particularly want to encourage apprenticeships for those students who would find them a valuable and fulfilling step towards work. I draw my hon. Friend's attention to an interesting pilot initiative in schools involving computer aided design in computer aided manufacturing—CADCAM—using information and communications technology. That is helping to generate real interest in engineering and we are confident that it will start to bridge the skills gaps to which my hon. Friend referred.

If he will make a statement on his plans for the new job transition service. [138369]

As part of the pre-Budget Report, the Chancellor announced his intention to establish a new job transition service, which will focus specifically on providing flexible help to individuals, families and communities facing large-scale redundancy. Between now and the Budget, we will consult widely with employers, employees and all the local partners in order to ensure that the service meets real need.

I pay tribute to the support that my right hon. Friend and her Department have given Rotherham in dealing with the massive job cuts announced by Corus and other manufacturing firms. I welcome her commitment to trialling the new job transition service in Rotherham. Will she explain what extra help the new service is likely to bring to the work force and their families, as hundreds of workers now face redundancy at the hands of Corns?

The practical elements of the programme will include considerably more intensive help and advice about training and available job opportunities, and will build on the personal adviser model that is now a feature of most of our labour market programmes. The programme will also focus on help for families and the partners of people facing redundancy, and will link with local employers and employers elsewhere who are seeking to recruit for vacancies and meet their skills shortages. The aim is to keep the period in which someone is out of work as short as possible. The programme will provide fast help for individuals and families.

If he will make a statement on the objectives he has set for the Learning and Skills Council. [138370]

My right hon. Friend the Secretary of State published the Learning and Skills Council remit letter on 9 November. That sets out our key priorities for the first three years of the council's operation. They include encouraging more young people to stay on in learning, increasing demand for learning among adults, and improving the skills of the work force. We also expect the council to drive up standards in teaching and training.

Does my hon. Friend agree that colleges of further education have a crucial role in delivering those objectives? Warwickshire college in my constituency is committed to supporting the objectives, and only yesterday signed an agreement with the local education authority on the future provision of post-16 training. What can my hon. Friend do to encourage other partners to follow that example?

I know of the good work at Warwickshire college, and my hon. Friend's support for that institution. I congratulate its staff and students on their excellent work. Under the previous Administration, further education was widely regarded as a Cinderella service. Under this Administration and this Secretary of State, further education has a major and important role to play in the early part of the 21st century. That is why we are funding FE at record levels. We have established the Learning and Skills Council so that further education increasingly responds to the needs of individuals and the demands of the local economy.

Does the Minister regret the passing of the training and enterprise councils and the positive and high input from businesses in Investors in People and in training generally? Can I assume that the Learning and Skills Council will now be responsible for Investors in People? What input will there be from business at board level?

Many TECs have done excellent work, not least because of the commitment of the business community. For that reason, many people from the TEC community will play a major role in the new local learning and skills councils, some as chairs and some as members of staff. As the Secretary of State has said, most of the chairs of the councils, including the national chair, Bryan Sanderson, come from the business community, as well as 40 per cent. of local members. That in itself shows our commitment to ensuring that the role of the business community is a major focus in the new order for learning and training.

I have had discussions with my hon. Friend and have written to him about the lack of basic skills among the work force on our rail network. The present chaos on the railways has much to do with the fact that the necessary skills are not available. Does my hon. Friend believe that, if the Government are to reach their 10-year target, the Learning and Skills Council must be deeply involved in urgently providing the training and skills required to give us a modern railway system for the 21st century?

I certainly recognise that training must play a full part if we are to achieve a modern rail industry that our economy and passengers desperately need. I know of my hon. Friend's keen interest, hence his letter to me. Yesterday, I took an initiative to boost training in the rail industry, and I shall send him full details of that initiative later today.

How many extra child care places have been created since the introduction of the national child care strategy; and if he will make a statement. [138372]

Almost 250,000 new child care places have been created since 1997, providing care for nearly 450,000 children. That is three and a half times the number of child care places that were created during the 18 long and wasted years when the Conservative party was in office.

I thank my hon. Friend for that answer, and for visiting the early years development partnership in Enfield last week. She will be aware from that visit of how pleased we are to welcome the new child care places in Enfield as a result of the national child care strategy, and how needed those places were. During her visit, we were given a demonstration of an excellent database on the early years development partnership website for anyone who wants to work in child care. It showed the wide range of job opportunities and the training and qualifications required. Are any mechanisms in place or has her Department taken any action to enable early years development partnerships to share good practice up and down the country?

I was incredibly impressed by all the aspects I saw of the work undertaken by the partnership in Enfield. I was particularly impressed by the nursery provision facilitated by our funding, and the work for children with special educational needs. The website providing information about qualification routes for those interested in careers in child care was extremely impressive. We are considering ways of ensuring that that good practice is spread elsewhere.