1. Which categories of children attending the proposed trust schools she expects to be entitled to (a) free and (b) subsidised school transport. [58779]

All children attending their nearest suitable maintained school receive free transport if the journey is over three miles, or over two miles for children under the age of eight. In future, primary pupils from low-income families will receive free transport if they live more than two miles from school. Secondary pupils from low-income families will receive free transport to any one of their three nearest suitable schools if the journey is between two and six miles.

Every day, a number of parents in Bicester exercising parental preference hire a coach to take their children to Marlborough school in Woodstock, which is more than six miles away. In a semi-rural area such as mine, people who wish to express parental preference can do so only if they pay for it, which is unfair for everyone. It is unfair for parents who cannot pay, and it is unfair for parents who have to pay to exercise preference. With respect, the Education and Inspections Bill will not change that situation.

The Bill includes a number of important measures that will help families with transport. The cost of transport is a barrier, particularly for low-income families, which is why the Bill extends the entitlement to free school transport. There is a general duty on local authorities to assess all pupils' travel needs; local authorities' current focus is on 7 per cent. of pupils. When the new travel plans in the Bill—another measure for disadvantaged pupils against which, regrettably, Liberal Democrats voted last night—come into force more families will benefit from the opportunity for their children to attend the school of their choice.

The Minister will know that the top 200 performing state schools have two factors in common: the lowest number of children receiving free school meals and the lowest number of children with statements. The bottom 200 state schools have the highest number of children receiving free school meals and the highest number of children with statements. Does the Minister agree that the grand objective of trust schools is to achieve a better social mix, not just in trust schools but across all schools?

My hon. Friend makes an important point about the nature of social segregation in different schools. He will be pleased that the Bill, which will proceed to Committee in a few days' time, includes new measures to ensure that local admission forums measure free school meal allocations and, indeed, other allocations in schools. The forums and, indeed, the school adjudicator can measure and assess the problems described by my hon. Friend. Indeed, the schools commissioner will produce a report every two years to show what progress has been made in reducing those problems.

2. If she will make a statement on the teaching of science in secondary schools. [58780]

3. If she will make a statement on the teaching of science in secondary schools. [58781]

The chief inspector's latest annual report shows that the quality of science teaching and learning is good or better in nearly three quarters of secondary schools. We are improving that teaching and learning further by making the school science curriculum more engaging; improving teacher recruitment; providing more and better professional development; and introducing a new statutory entitlement to study science programmes leading to at least two GCSEs.

I thank the Minister for her reply. Yesterday, the CBI warned of the erosion of core science and engineering skills in this country, describing the decline in the number of science graduates as a car crash in slow motion. Does the Minister agree that the situation will not be turned around without serious improvement in the quality of science teaching in British schools? When 40 per cent. of all chemistry lessons are taught by non-chemists, is it any wonder that the country is not producing enough 18-year-olds with a love of, or an interest in, science?

The hon. Gentleman is quite right, as are the CBI and others, to identify the importance for the economy of high numbers of science understanding and science graduates. That is why, for example, the introduction of specialised diplomas with an emphasis on applied science in areas such as engineering is important and why we need to continue working, as he suggested, on the quality of teachers. It is reassuring that, whereas in 1997–98 we recruited 2,790 people to teacher training places for science, in 2004–05 the number increased to 3,460.

May I declare an interest, as recorded in the Register of Members' Interests? Given the Minister's previous answer, what message does she think is sent to our sixth-form science students when they discover during national science week that the chemistry department of the five-star Sussex university is to be closed?

Like other higher education institutions, the University of Sussex is, rightly, an autonomous organisation. Students in the south-east will be reassured to know not only that the number of home full-time undergraduates studying chemistry has risen by 6 per cent. since 1999 but that the Higher Education Funding Council, working with the surrounding universities, particularly Reading, Southampton and Surrey, has already ensured that the places lost at Sussex will be provided at those other universities.

I, for one, am very grateful for the extensive work that we have done to renew science facilities in schools. However, the reality is that the number of young women who are entering engineering apprenticeships is pitifully low, because we do not have sufficient resources aimed at promoting and taking women into work. What will my right hon. Friend do to address that very low figure and try to improve the number of women going into engineering apprenticeships?

My hon. Friend has a strong background in this area and has pushed me on numerous occasions on precisely that issue. There is the work that I know that she supported in respect of women in science and engineering, the task of ensuring that there are role models for young people, the introduction of the specialised engineering diploma that I mentioned previously and the task of ensuring that, as we improve information, advice and guidance for young people, we enable, for example, young women to undertake taster courses in areas such as engineering so that they realise that engineering is not only something for them, but needs their talents.

rose—

Order. Perhaps this is the moment to remind the House that the questions are about science in secondary schools.

The Department's own research has pointed to a crisis in specialist physics and chemistry teachers in deprived areas in particular. The Institute of Physics has called on the Government to adopt recruitment targets in the individual sciences rather than science as a whole. Why have they not done that?

I refer the hon. Lady to the figures that I gave previously, which show that the Government have made considerable progress in increasing recruitment to initial teacher training of science teachers. I also refer her to the important work—the £51 million project—being carried out jointly by the Government and the Wellcome Trust to develop science learning centres around the country, which are contributing to the continuing professional development of science teachers throughout the country.

In the science curriculum in mainstream British secondary schools from September, creationism is to be taught alongside Darwin's theory of evolution. Does the Minister welcome that, as students should understand the context in which scientific ideas arise and reinterpretation of empirical evidence can generate scientific controversy?

In fact, neither creationism, nor intelligent design are taught as subjects in schools and they are not specified in the programme of study for the science curriculum. In fact the national curriculum for science clearly sets out that pupils should be taught that the fossil record is evidence for evolution and that that is a fact. As my hon. Friend identifies, there will be opportunities, perhaps in RE lessons or in science, to consider scientific controversy and the issue of creationism may come up in that context, but it is not, of course, a factual element of the science curriculum.

In the spirit of the consensus that was developed yesterday, I thought that, together, we might tackle science teaching in our schools. One of the unforeseen consequences of the Conservative Government's making science compulsory was the proliferation of the double science award GCSE, which is now almost universal in the state sector and likely to remain so even with the Minister's reforms. For someone going on to study three sciences at A-level, that means a reduction of a third in the amount of science that he or she studies at GCSE. Does she agree that we need much better science teaching in our comprehensives and far more students studying the three separate sciences at GCSE?

I was not so involved in the consensus yesterday that the hon. Gentleman is talking about—[Interruption.] I voted for the Second Reading of our Labour Bill, yes—[Interruption.] And Conservatives voted for a Labour Bill, as well.

It is important that we ensure, in the way in which science is taught, particularly at key stage 4, that we provide our young people with both the knowledge and the enthusiasm to continue to study science at a later stage. That is why one of the things that we voted for yesterday was an entitlement for every pupil to study at least two science GCSEs. Part of the way in which that entitlement will be represented in schools will include the study of three separate science subjects. I am confident that, whether we are talking about the science and advanced science option, or the three single science options, that will provide young people with the knowledge and enthusiasm to carry on studying science at a later stage in greater numbers.

4. How many trust schools she expects to be established over the next four years. [58782]

There are no targets for the number of trust schools to be established in the next four years. This is about schools making decisions that are right for them and their children in order to raise standards. It will be for individual schools to decide whether they want to acquire a trust, what form that trust should take, and how the trust will help to improve outcomes for pupils.

Given that the Conservative party will try to amend the Bill to take it back to its White Paper stage and encourage the development of independent trust schools, is it not as plain as a pikestaff—I say this gently to my right hon. Friend—that this legacy legislation is completely dead in the water?

No. I thought for a moment that I was going to agree with my hon. Friend on something, but sadly not. I can assure the House that I will never compel a school to become a trust school, although it should be an option for a local authority, where a school is failing, to look at whether a trust is one way in which it could raise standards. The Labour party does not agree with the Conservative party, which in the minority report of the Education and Skills Committee insisted that all schools should be compelled to become trust schools.

I call Mr. Rob Wilson.

Ah!

I have a slightly different question. As more and more schools become independent trusts with additional freedoms over recruitment and pay, what does the Secretary of State think the implications will be for the teaching trade unions?

I did wonder when I read the minority report whether the hon. Gentleman and his friends had really understood the proposals, and now I am confirmed in the fact that they do not. There is nothing in the proposals on trusts, or indeed in the White Paper, that gives trust schools additional freedom or flexibility on teachers' pay. Teachers' pay will still be set in exactly the framework of terms and conditions, set nationally and negotiated with the teacher unions, that community schools follow now.

May I help my right hon. Friend with the question of what is as plain as a pikestaff? It is as plain as a pikestaff that any incoming Government of a party political complexion different from ours can change whatever they like in education—that is the truth of the matter. Can we just concentrate on the question about the partnerships of trusts that can be of great benefit to schools? There is already a track record of very good relationships with foundations and outside partners that are good for the schools, good for the students and good for the future of education. Can we not nail the myth that partnership is bad and an inward-looking school is good? That is not the case.

I completely agree with my hon. Friend that schools should be looking outward to their communities, looking to establish deep and lasting partnerships, both with other schools and indeed with external partners, such as universities, FE colleges and business foundations, where they can make a difference to raising standards for their pupils. That is precisely what the trust school proposal in last night's Education and Inspections Bill was about.

There is a slight flavour of the morning after the night before, and I detect that a squabble about paternity has already broken out. May I assure the Secretary of State that we will be very responsible in our approach to raising and encouraging trust schools, which have now been given birth to? I realise that she does not like giving predictions, but will she at least consider offering some encouragement to schools to become trust schools—it is, after all, a policy that has now had widespread support on both sides of the House?

The best encouragement for schools to become trust schools is to see what works. To see that, one has only to talk to head teachers, who already work with foundations and trusts, who can explain what difference that makes to pupils and to raising standards in their schools. It is my view that the more schools see that working in practice, the more will be interested in trusts, but it is right to have a voluntary approach because in the end head teachers know best what is in the interests of raising standards.

Does my right hon. Friend agree that further work needs to be done on defining the risks that might be encountered by small primary schools in converting alone to a trust model? The evidence of foundation status and, before that, grant-maintained status in my constituency indicates that there are significant risks that governing bodies may not be aware of at the time.

I know that my hon. Friend has deep concerns about the matter, and many in the House were scarred by the experience of grant-maintained schools, but I can give him the assurance that the trust school model is the antithesis of the grant-maintained school model, in that trusts remain as local authority-maintained schools, where local authorities are responsible for the financial control and for ensuring adequate financial controls in schools—indeed, they fund the schools and can withdraw the delegated funding where they consider that there is an issue to resolve, as well as being responsible for ensuring adequate standards.

5. What discussions she has had with voluntary and charitable organisations on the implementation of her policy on trust schools. [58783]

Both the Prime Minister and I have held a number of discussions with a range of stakeholders about the opportunities that trusts can offer. These stakeholders have included schools, local authorities, business foundations, and charitable and voluntary organisations. All these organisations may have much to offer in raising standards and improving outcomes, especially for pupils in our most disadvantaged areas.

May I assure the Secretary of State that the Conservative-led Isle of Wight council, which inherited from 20 years of Liberal Democrat control an education system that even the Liberal Democrats admitted was failing, is looking with enthusiasm on trust schools as a means of reversing that failure? Will she assure me that the regulation-making powers contained in the Bill, particularly in clauses 7, 8, 12, 17, 19, 22, 24 and 25 will be used with a light touch so as not to put off charities and other organisations offering trust status to schools?

The hon. Gentleman makes a valid point. We want a light-touch system. Where a school considers it to be in its interest to acquire a trust, it should have the opportunity to do that. That will help the school deepen its existing partnerships with its specialist schools relationships, and enable schools to build federations and collaboratives of schools working together to raise standards, which is particularly important in the light of our commitment to enable every young person from the age of 14 to study vocational education—yet again, a measure delivered by the Education and Inspections Bill.

Will my right hon. Friend clarify the position with regard to schools that choose not to go down the trust route? Can she give us an assurance that they will not be disadvantaged in any way? She said that the private sector would support schools. Will she state that legislation will be drawn up to ensure that that will not be used to privatise schools?

I can certainly give my hon. Friend those assurances. It will be laid down in legislation that trusts must be charities operating on a not-for-profit basis and overseen by the Charity Commission, as well as the local authority. In no sense will schools outside the trust school regime be disadvantaged by not being trust schools. They will be funded on exactly the same basis as any other local school, in both revenue and capital terms—yet again, a sharp contrast with the GM school policy operated by the Conservatives when they were in government.

6. What assessment she has made of the level of staff salaries at colleges of further education in the Dorset area; and if she will make a statement. [58784]

No such assessment has been made. Colleges of further education are autonomous institutions that negotiate pay and conditions with staff and their unions, without Government involvement nationally or locally.

I am grateful for that reply, but not for the answer itself. Colleges are waiting for a response. The Minister is aware of my concerns about education funding in Bournemouth in general. My question is specifically to do with the fact that staff salaries at further education colleges, such as Bournemouth and Poole college, are often significantly lower than those of staff teaching the same subjects in a school. I know that the Government have taken some initiatives, but as long as teachers are receiving £2,000 a year more at a school than at further education colleges, colleges will be unable to compete in recruiting and retaining staff—

Order. That is over-lengthy.

Let me be clear that negotiations are a matter for colleges and the trade unions. No college in the country would thank the Government for intervening directly on the issue. It all comes back to funding. Since 1997 the Government have increased funding to the further education sector by 48 per cent. in real terms, which compares favourably with the 14 per cent. real-terms cut that took place in the five years running up to 1997. We envisage that with those increased resources, greater flexibility as regards their use and a longer-term funding framework, colleges should be able to address the structural barriers—

That was 14 years ago.

It was, but we must compare like with like. The calls for higher pay from the Conservatives carry no credibility. They never delivered the resources when they were in power, and they would not do so if they got the chance again.

I remind my hon. Friend that FE salaries in Dorset and elsewhere suffered a pay freeze and therefore a real-terms cut during the 1990s. When the funding gap is closed, as he has promised in this House, the issue of staff salary differentials, which the hon. Member for Bournemouth, East (Mr. Ellwood) has described, should be dealt with, too.

I thank my hon. Friend for his question and know that he takes these issues very seriously. When my right hon. Friend the Secretary of State announced the way in which we are reducing the funding gap between further education colleges and school sixth forms at the Association of Colleges conference back in October, the announcement was widely welcomed by the FE sector. We have made it clear that the gap will be reduced by 5 per cent. in the coming financial year, and it will be reduced by a further 3 per cent. in the following year. [Hon. Members: "Not enough"] I can hear Conservative Members, but if they are committed to cutting public spending, they need to say where they would find the funds.

I want to restore the glorious outbreak of harmony between Front Benchers on education reform. I agree with both my hon. Friend the Member for Bournemouth, East (Mr. Ellwood) and the Minister that we need to increase academic pay in FE and HE. Does the Minister agree that it is bizarre that the Liberal Democrats should oppose any reform that involves variable fees and yet at the same time support a strike by FE teachers in Dorset and elsewhere, the explicit purpose of which is that academics should have a larger share of the fees? Is not that position completely absurd and due to be overturned?

Now I am very confused. Conservative Back Benchers are calling for increased pay, but the shadow Minister has said that we should not support increased pay. The one thing that I agree with him on is that Liberal Democrat policy on higher education is completely untenable.

7. What steps she is taking to reduce the time involved in statementing pupils with special needs in schools. [58785]

Following our 2004 special educational needs strategy—[Interruption.]

Order.

He did not hear me.

The hon. Gentleman has a reputation for sedentary interventions, but I would appreciate a lower decibel level.

I take it that my hon. Friend's remark was not directed at me.

Following our 2004 special educational needs strategy, we established a team of SEN advisers. It has been working with local authorities to help them meet their statutory duties and has targeted authorities showing poor performance in getting statements completed on time, which has led to a significant improvement in performance.

The Minister will be aware of the enormous frustration faced by many parents who are trying to get rapid and satisfactory statementing. What assurances can he give me that the situation will not deteriorate for children statemented into the mainstream sector when schools become more independent and may be less inclined to provide support arrangements for special needs children in the school of their first choice?

I thank the hon. Gentleman for his question and know that he takes a detailed interest in the issue. I assure him that all maintained schools, including trust schools, are under a duty after being consulted to admit children whose statements name their school, so the policy is clear and categorical. On top of that, the framework includes early intervention and advice through SEN co-ordinators, which has led to a significant improvement in performance—an increase of some 10 percentage points in the proportion of statements that are dealt with within the statutory time limit of 18 weeks in the five years running up to 2005. That is what the parents of children with special educational needs want to see happen, and we are making sure that it does.

Parents of autistic children are interested in special needs statements, as well as in what provision exists in schools. Will my hon. Friend carry out a national audit of provision for autistic children in our schools, as the situation is very patchy? Will he issue a statement on what LEAs are doing, given that some provide more than others and some provide more in some parts of their area than in others?

I believe that looking at best practice and seeing how we can spread that right across the country is the way forward. We do, from time to time, receive calls for radical reappraisals and reviews. That would not be the right way forward. We need to ensure that we get it right on the ground by improving early intervention, building the skills base within our schools to deal with special educational needs, bringing special and mainstream schools closer together and, in particular, improving multi-agency working.

I hear what the Minister says, but there is a great deal of concern about statementing. The system is not working properly at the moment. Only last week, I met a group of parents in my constituency who expressed their concerns about statementing and the inclusion in mainstream schooling of children with autism and Asperger's syndrome. Schools cannot cope, and the parents did not feel that the action being taken was appropriate. Will the Minister share with the House his thoughts on why Government figures show that the number of children with special educational needs, but no statement, has increased? Does he agree that the time has come for a review of how statementing, and indeed inclusion, work to support this important and vulnerable group of children?

This group of vulnerable children is at the forefront of our thinking as we develop policy. Since we introduced our SEN strategy, "Removing Barriers to Achievement", in 2004, there has been a tangible and significant improvement in performance. On the key criterion of the percentage of statements without exceptions that are drafted within the 18-week target, performance has risen from 82 per cent. to 92 per cent. in the five years running up to 2005. That is significant evidence that we are improving performance.

9. How many adult education courses have closed at colleges in England in the last 12 months; and if she will make a statement. [58787]

We do not collect details of individual course changes centrally. However, our priorities for adult learning are outlined in the Learning and Skills Council's strategy document, "Priorities for Success". They are: support for adults who lack basic skills; support for adults who lack the level 2 platform of skills for employability; ensuring opportunities for developing level 3 skills; and safeguarding adult opportunities for personal and community development. We expect provision to be realigned to meet those priorities, and colleges, as independent bodies, will decide which courses they choose to run.

The Minister will be aware that the Association of Colleges estimates that some 200,000 courses will be lost by the end of this year. The LSC document to which he refers estimates that by 2008 some 500,000 further education courses will be lost. Does he accept that not only Australian cake decorating courses will be scrapped or have their fees increased, as he suggested, but vital courses for people with severe learning disabilities, as well as people who are seeking to re-skill mid-career?

The hon. Gentleman is wrong on his last point. We expect the amount of funding to support adult participation in learning to remain about the same at some £2.8 billion to £2.9 billion, but we are reprioritising where that money is to go in line with the skills gaps that, for example, Lord Leitch's interim report identified. The number of adult places on courses contributing directly to those priorities might reduce. However, some 274,000 additional level 2 places will be created through our new train to gain programme—a £630 million programme over the next two years to deliver training of the kind that employers need through a demand-led system. I might add that some colleges—for example, City College Brighton and Hove—has expanded participation while increasing its fee income, so it can be done.

When my hon. Friend said that we do not collect numbers, does he mean that we have no idea of how many adults take educational courses at FE colleges? If so, I would be amazed, given the benefits to our nation of adults going back to FE colleges. They not only improve their skills, albeit sometimes at a basic level, thus contributing to their reskilling and re-employment, but make a major contribution to the country. I am surprised that we do not have our eye on the ball.

The question was about the number of adult education courses, not adult education learners. We collect figures on learners, as I said in an earlier response. The number of adult education courses is a matter for local colleges to determine. My hon. Friend is right that we have a skills gap that needs to be filled—Lord Leitch spelled that out in his interim report; the full report will be published later this year. Indeed, our FE White Paper, which we shall publish in the near future, spells out the importance of skills for the future success of our economy and the important role that FE plays as one of the economic drivers of social mobility and economic success in this country.

10. What powers new trust schools will have beyond those already available to foundation schools. [58788]

Trust schools build on the existing foundation school model and will be empowered to make decisions about their buildings and staff needs. The specific opportunity that trust schools have compared with the majority of foundation schools is the ability to benefit from a lasting relationship with external partners, who will provide new opportunities for collaboration and support for leadership, teaching and learning in the school.

As was said in yesterday's debate, my constituency has one of the country's fastest growing rates of independent school attendance. Will the Minister view it as one of the key indicators of the success of the new trust schools that the rate of parents who opt out of the system in a constituency such as mine is decreasing rather than increasing?

It has never been the Government's objective to get more young people and families to opt out of the state school system. Our objective is to draft in support for state school pupils from wherever we can get it to ensure that we are confident that all children, whatever their background, get the high standard of education that they deserve.

Several schools in my constituency have shown an interest in and willingness to look at trust and foundation school status. However, some say that we already have such partnerships and are already venturing into the outside world. I believe that those partnerships are not as deep or extensive as those that trust school status would bring to schools. Such status will offer many more opportunities. What is my right hon. Friend's view on that?

My hon. Friend makes an important point. The trust school model is aimed precisely at building on the good experience in our system of the past eight years, such as the contribution that external partners make to the specialist school movement and the way in which schools are beginning to collaborate for the benefit of their pupils. However, as my hon. Friend rightly says, those collaborations are too often dependent on the enthusiasm and commitment of dedicated individuals. If they move on, the collaboration is often unable to continue. The ability to embed such collaboration, make it permanent and bring in external support is one of the key benefits of the trust school model.

Will the Minister confirm that, when a trust school is established, it will be wholly responsible for all the maintenance commitments on the school site? Will the trust have the right to dispose of the school's assets when the local authority currently holds the freehold?

Read the Bill.

And read my speech from yesterday, in which I spelled out the provisions for ensuring that, although the assets of a trust school, like those of foundation schools, will be vested in the trust, there are also considerable provisions governing the disposal of assets. They are aimed at protecting publicly funded assets so that, to dispose of them, the trust would need to inform in advance the local authority, which would be in a position to agree a share of the proceeds or alternative use. If a school broke its link with a trust, the assets would revert to the school or, in the case of closure, the local authority.

11. If she will include paid children's entertainers working in private homes in her list of those barred from working with children following conviction for sexual offences against children. [58789]

All those who are on the children's barred list, as defined by the Safeguarding Vulnerable Groups Bill, will be barred from any work that involves frequent teaching, training, supervising, caring for, advising or providing treatment for a child. This will include children's entertainers who are engaged in such activities. Parents will be able to check the barred status of individuals whom they employ to perform those activities.

I have already presented a petition to the Home Office from thousands of my constituents about the activities of a professional child entertainer who was working in the Hinckley area. He was, and is, on the sex offenders register, but because he goes to people's homes rather than to schools he does not have to be vetted or have a licence. He has subsequently moved to another part of the county following press reports, and I understand that he is now working there, having changed the name of his company. Will the Minister give us an assurance that the measures that she has just described will cover this situation? Does not she think that it is time that such individuals were properly licensed?

I have just outlined the strengthened provisions that will come into operation following the enactment of the Safeguarding Vulnerable Groups Bill. Those provisions make it clear that any individual who is involved in frequent teaching, training, supervising, caring for, advising or providing treatment for a child will be able to be monitored under the new scheme. Parents will also be able to check the individual circumstances of the people who are engaged in that work. That represents a strengthening of the present position.

12. What range of options the Government expect to be available for child care. [58790]

The number of child care places has doubled from 600,000 in 1997 to more than 1.2 million in 2005, supported by investment of more than £17 billion of public funding. This enables parents to choose from a wide range of options, including child minders, nursery care, and out-of-school and holiday provision. We are building on this further by offering high quality child care through extended schools and, in disadvantaged areas, through children's centres.

I am grateful to my right hon. Friend for that response. Will the provisions of the Childcare Bill that place a statutory duty on local authorities to ensure sufficient child care places be matched by the necessary funding arrangements, so that families in my constituency will see the materialisation of extra child care places that they can afford?

My hon. Friend is right. The provision in the Childcare Bill of a duty on local authorities to ensure that there is sufficient child care involves not only a sufficient quantity but a sufficient range and flexibility of child care to meet local parents' needs. That will have to be part of a local authority's obligations. Of course, that does not mean that the local authorities themselves will provide that child care, but they will have sufficient resources to stimulate the market and ensure that it responds with the quantity and range of provision that local parents need.

With 100,000 under-threes now in full-time nurseries, is the Minister concerned at the rising number of very young children—some as young as three months old—who spend all week in these full-time institutions, sometimes for up to 60 hours?

The hon. Gentleman is being unnecessarily alarmist. There is clear research evidence that high quality early-years experience for three and four-year-old children considerably enhances their development and, in comparison to their peers who do not have that experience, gives them a considerable advantage at the start of their primary school education. Clearly, many parents of younger children will want a range of options. That is why, in addition to stimulating the provision of good quality child care, this Government—unlike the previous Conservative Government—have made it possible for mothers and fathers who are balancing their work and home life to make the decisions that they feel are right about where their very young children should be cared for.

13. What steps the Government are taking to improve facilities and increase the availability of activities for teenagers in Stoke-on-Trent. [58791]

The current Education and Inspections Bill will require local authorities to secure access for young people to educational and recreational leisure time activities, as proposed in the "Youth Matters" Green Paper and yet another progressive measure that the Liberal Democrats voted against last night. Our next steps document, published this month, also provided extra resources for young people to put spending power directly into their hands through the youth opportunity and youth capital funds. Those funds will be worth more than £593,000 in Stoke-on-Trent over the next two financial years.

My hon. Friend will no doubt be aware of the excellent work already done by many local voluntary groups working with young people in my city. One of the best ways in which my hon. Friend could help with that work would be to visit my constituency. Has he any plans to do so in the near future?

I am very grateful for the invitation. Given that the programme motion was passed last night, I will probably have a little more time to do so after 18 May. Empowering young people through offering such resources and facilities is at the heart of our policy on youth matters. What is crucial is that young people have a voice, a chance to be heard and a real influence over the decisions of organisations, voluntary and statutory, that affect their lives.

14. If she will bring forward an option for local authorities to give the same priority to teaching social behaviour in primary schools as is given to numeracy and literacy; and if she will make a statement. [58792]

Teaching social behaviour helps children learn. That is why we have made the social and emotional aspects of learning programme available to all primary schools. Heads are best placed to decide how that work should be organised in their schools, but they have the flexibility to allocate dedicated time, as part of the recommended whole-curriculum approach.

Will my right hon. Friend thank her departmental officials and the local education authority team, led by Edwina Grant, in Nottingham, for the innovative work that they are doing on the promotion of social behaviour in the city? Will my right hon. Friend consider the very first amendment to the Education and Inspections Bill, which suggests that local education authorities should have a duty to promote the emotional well-being and pro-social behaviour of every child? I hope that I have got the words right: I should have done, because I tabled the amendment.

I will of course look in great detail at my hon. Friend's amendment. I am also happy to praise the work of my officials and of Nottingham local authority, as well as that of my hon. Friend, who has pushed hard the approach to social behaviour as an opportunity for children, young people and families in Nottingham. I am looking with great attention at the way in which that exciting innovation will work in Nottingham and more widely.

I am sure that the Minister will agree—she said so, to all intents and purposes, in her answer—that good discipline and good social behaviour can contribute to the ability of young people to learn better in schools. What support do schools get from parents? Does she agree that the support of parents is essential, and what can the Government do to encourage parents to support good social behaviour?

The hon. Gentleman is absolutely right. That is why, in the Education and Inspections Bill, we responded to the calls from teacher associations to make clear teachers' unambiguous legal right to discipline. The hon. Gentleman is also correct about parental responsibility, and the Bill will also extend the ability of schools to engage in parenting contracts with parents before the child or young person is excluded from school. Both those factors are important to ensuring that our teachers are able to teach, our children are able to learn, and parents take responsibility for their children's behaviour—all things that the Liberal Democrats voted against yesterday.

15. What steps the Government are taking to improve the educational attainment of looked-after children. [58793]

The educational attainment of looked-after children is far from acceptable, and we intend to consult shortly on proposals to transform outcomes for that group of children. Building on the new duty on local authorities to promote the educational attainment of looked-after children, we will also propose, in the Education and Inspections Bill, to help those children to get into the right schools in order to meet their needs. We will enable local authorities to direct school admission authorities to admit looked-after children at any time, not just at the beginning of the school year, and even when the school is already full.

I am grateful for that answer, and all the more delighted that I voted for the Bill last night.

My right hon. Friend will be aware that nationally only 1 per cent. of looked-after children go to university. In the London borough of Ealing, owing in no small part to the inspirational leadership of Judith Finlay, the figure is 11 per cent. May I seek to tempt my right hon. Friend to visit the London borough of Ealing when, shortly, we are to open a one-stop shop to provide looked-after children with education, social welfare and benefit advice? Sadly, it will be a few metres outside my constituency—

Order. May I seek to tempt the hon. Gentleman to be more concise in his questions? I hope that the same will apply to the Minister's answer.

It would be taking a rather dangerous path to succumb to temptation from my hon. Friend, but he is absolutely right. One of the aspects of educational attainment that we want to improve is further and higher education for looked-after children. As my hon. Friend says, Ealing has made considerable progress in supporting young people from care to higher education through subsistence and the drop-in centre to which he referred, and a package of support for those going to university. Those are exactly the kinds of innovation that we are exploring, and I shall be very pleased if I can go to Ealing and observe them in practice.

21. What steps the Crown Prosecution Service takes to support vulnerable witnesses in court proceedings. [58771]

The Crown Prosecution Service can apply to the court to allow vulnerable witnesses to give evidence via a televised link or from behind a screen, or to withhold their personal details. The court may of course refuse the application.

Hate crimes have been a problem in my area, especially homophobic attacks. If the courts and the CPS cannot establish certainty, vulnerable witnesses may find themselves in a court without a screen, or in a court that is unsafe because of the layout and the furniture. A defendant may discharge his lawyer and, in effect, use the courtroom to continue to harass the vulnerable witness. Will my hon. and learned Friend examine the position, especially in relation to hate crimes?

I will certainly do so. However, it is open to the CPS, under section 36 of the Youth Justice and Criminal Evidence Act 1999, to prevent the accused from personally cross-examining a witness. The court must be satisfied that the quality of evidence given by a witness under cross-examination is likely to be diminished if the cross-examination is conducted by the accused, that it may be improved if the accused does not cross-examine the witness, and that it would not be contrary to the interests of justice to restrict cross-examination by the accused.

There are a number of provisions and conditions, but it is possible that the courts have the power to which my hon. Friend refers. As she knows to her cost, however, benches sometimes decide not to use some of the powers that they could use, such as the power to provide screens. It is important for the courts to realise how vulnerable witnesses often feel in such circumstances.

rose—

Order. We have got off to a very slow start. We shall not give hon. Members a chance if we do not have shorter questions and shorter answers.

In the courts where I sit, one of the big problems occurs in domestic violence cases when, for one reason or another—fear, perhaps—women do not turn up. Does the Solicitor- General recognise that problem? It costs a good deal of money. Can more be done to strengthen the position of such women?

There has been a considerable problem with domestic violence cases. There have been pilot schemes in Caerphilly and Croydon to establish whether non-lawyer advocates can work with domestic violence victims and witnesses, take them through the criminal justice system, and ensure that they are relieved of at least some of the stress of giving evidence—although the experience is always likely to be stressful.

22. What steps he is taking to improve liaison between victims of crime and the Crown Prosecution Service. [58772]

A new code of practice for victims and witnesses is due to come into force on 3 April that sets out responsibilities towards victims, witnesses and bereaved relatives. Breaches of the obligations can, if unresolved through a complaints procedure, be referred to the parliamentary ombudsman. The Attorney-General has also recently published the prosecutors pledge to victims of crime.

My hon. and learned Friend will know that the first full performance review of the CPS was published on Tuesday. It showed that performance was less than good in more than half of CPS areas and that in most there was a failure to communicate with victims of crime—to tell them that charges had either been dropped or reduced. Those are damning criticisms of the CPS. What steps is my hon. and learned Friend going to take to ensure that the Director of Public Prosecutions is aware of these failings—and what is the CPS going to do to get its act together?

Order. The hon. Gentleman did well to pause at that moment.

The overall assessment of the recent analysis was that three CPS areas were "excellent", 16 were "good", 19 were "fair" and four were "poor". So some 45 per cent. of CPS areas are either "excellent" or "good", and 90 per cent. are for the most part complying with relevant standards satisfactorily. The inspectorate also said:

"we are confident that the performance generally across the CPS is improving."

A lot of good work has already been undertaken in the past year through the charging programme, the "No Witness, No Justice" programme and the effective trial management programme. We predict that by December 2007, due to the steps that we are taking, 12,000 more trials will go ahead per year than do so currently.

23. What discussions he has had with the Home Secretary on changes to the way murder is prosecuted. [58773]

The Law Commission is dealing with the first stage of a review of the law on murder, and the Law Officers have had discussions with the Home Secretary and other Ministers. The Law Commission, which is of course an independent body, has issued a consultation paper containing provisional proposals. The Government will await the final proposals before taking a view on them.

Can the Solicitor-General assure us that, whatever the outcome of the review, the most serious forms of murder will continue to carry a mandatory life sentence? Can he further assure us that from now on, a mandatory life sentence will mean that the person in question spends the rest of their life behind bars, rather than spending several years watching Sky television before being set free to continue a campaign of violence against the innocent populace?

If the hon. Gentleman had listened when the review was announced, he would know that the Home Secretary made it clear that the mandatory life sentence for murder will indeed remain. The murder principle set out in the Criminal Justice Act 2003 will also remain. The Government passed that Act to ensure effective sentencing principles in dealing with murder cases, which, I have to say—given the way in which the hon. Gentleman asked his question—his party singularly failed to do when in power.

Does the Solicitor-General agree that it is far better to respond to the Law Commission's proposals in the rational and measured way that it made them, than in the histrionic manner that we just heard from the hon. Member for Monmouth (David T.C. Davies)? The Law Commission has made it clear that the law is in a mess, that it is not saying and doing what the public think it is, and that it needs reform. The best way to get reform is to have a rational debate and to build consensus. Will the Solicitor-General commend the Law Commission's very sensible proposals?

The proposals are out for consultation and will remain so for only a few more weeks, so I suggest that the hon. Gentleman and the hon. Member for Monmouth (David T.C. Davies)—who asked the "histrionic" question, as the hon. Gentleman put it—respond to that consultation and make their respective views known. The proposals, provisional as they are, are very important and will doubtless change the law on murder in due course, although we have yet to take a final view. It is important that Members take the opportunity to make their views known to that independent body.

The Solicitor-General will be aware that the Law Commission proposes that, although first-degree murder would continue to carry the mandatory life sentence, second-degree murder—which could involve killing a person when the intent is to commit grievous bodily harm of the most serious kind—would not. Does the Minister think that it might be useful for the review also to look at how fixed-term sentences are passed, and at the disparity between what the judge says in court and the sentence that is in fact served? The public need greater reassurance that fixed-term sentences mean what they say and approximate to the period that a person might serve in prison. Would it not be possible to provide that reassurance by making it clear that the mandatory sentence was not always necessary? People latch on to the mandatory sentence because they do not have confidence in the current sentencing system.

I suspect that the hon. Member for Monmouth (David T.C. Davies) and other Back-Bench Opposition Members may take that inquiry as something of a rebuke for the way he asked his original question. The hon. Member for Beaconsfield (Mr. Grieve) is right that it is important that we consider these matters with a degree of calm and ensure that the public have confidence in the sentences that are passed. The Law Commission is looking at how such matters should be dealt with. We must await the outcome of that, but the Government are discussing how to ensure that people understand better precisely what a sentence passed by a judge will mean in practice for each defendant. There are ways to achieve that, but we must approach the matter through a process of consultation and not by making announcements here. However, I take on board the point that the hon. Gentleman makes.

24. Pursuant to his oral answer of 9 February 2006, Official Report, column 1003, on identity theft, what response he has received from Home Office Ministers. [58774]

I understand that the Under-Secretary of State for the Home Department, my hon. Friend the Member for Leigh (Andy Burnham), who deals with policy on identity fraud, has written to the hon. Lady on this matter. I have seen the letter, and I have also further discussed with him my concerns about the case that she raises. He has agreed to meet her and her constituent to discuss the matter.

It is a very simple question: under what circumstances will identity fraud be investigated and prosecuted? Does the Solicitor-General agree that data protection should not be used an excuse for not conducting an investigation?

The hon. Lady needs to raise this issue with my hon. Friend at the Home Office and, in due course, with Royal Mail. I share some of her concerns about how Royal Mail has decided to deal with this matter. The appropriate method for reporting abuse is via the Royal Mail security team, which then liaises with the police investigation, but it is also important that we ensure that a person whose mail is diverted is able to get to the bottom of what on earth went on. That is why I have had a conversation with my hon. Friend at the Home Office, and I hope that the hon. Lady will be able to take those discussions further.