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Mr. Clappison: To ask the Secretary of State for Education and Employment what is the spending outturn for the Sure Start programme for 1999-2000; what are the planned spending totals for the programme for each year to 2004; how much of this spending is further spending following the Comprehensive Spending Review; if he will give a breakdown of the cost of the programme, including administrative costs; and when he expects to have an evaluation strategy for the Sure Start programme in place. 
The requested spending figures are set out in the following table with supporting notes. The Sure Start evaluation strategy is almost finalised. Tenders are currently being invited to carry out the national evaluation and a contract should be in place by the autumn. The national evaluation should begin soon after.
|Sure Start spending(1)||Spending review||Administration costs(1)|
(1) For 1999-2000 and 2000-01, Sure Start running costs were included in the DfEE's gross running costs limit, from 2001-02 onwards there will be a separate limit.
(1) The total for 2001-02 includes a projected carry forward of £100 million from previous years.
(1) Provisional outturn.
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Mr. Clappison: To ask the Secretary of State for Education and Employment for each year since 1979, how much his Department, and its predecessors, spent in real terms on circulars relating to education. 
Mr. Wills: Information on the Department's circular communications relating to education is not available in a form which would enable comparable figures for the expenditure on those circulars for each of the years 1979 to 2000 to be compiled without incurring disproportionate cost.
Mr. Clappison: To ask the Secretary of State for Education and Employment, pursuant to his answer of 12 July 2000, Official Report, column 556W, on pathfinder projects, how many expressions of interest have been received regarding city academy pathfinder projects. 
Ms Julie Morgan: To ask the Secretary of State for Education and Employment what plans he has to ensure that teachers receive training about the mental health of children and young people; and if this will form part of their (a) initial or (b) in-service training. 
Ms Estelle Morris: All teachers, as part of their initial teacher training, are trained in how to identify and deal with special educational needs. In order to gain Qualified Teacher Status (QTS) trainees must demonstrate that they meet all of the standards for the award of QTS which include specific references to special educational needs. All teachers must also meet induction standards, which cover special educational needs, at the end of their induction year.
With regard to in-service training in special educational needs for teachers, the Department is supporting expenditure of £26 million under the Standards Fund for 2000-01. In addition, £6 million is being supported through the Standards Fund for work on emotional and behavioural difficulties, including projects to identify and provide for the learning needs of children with mental health problems. Good practice arising from these projects will be widely disseminated, alongside other guidance on child mental health issues currently being prepared by the Department.
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Ms Julie Morgan: To ask the Secretary of State for Education and Employment what percentage of children in mainstream schools have mental health problems; and what steps he proposes to take to provide them with support. 
Jacqui Smith: Based on the survey of 10,000 children conducted by the Office for National Statistics, and published in March 2000, it is estimated that 10 per cent. of children aged 5-15 years have a mental disorder. This includes emotional disorders--anxiety and depression--conduct disorders and hyperactivity. The majority of children with these mental ill health problems are being educated in mainstream schools.
My Department, working closely with the Department of Health and taking advice from experts in the child mental health field, is preparing good practice guidance, based on existing case studies, for a range of school settings. This will help teachers work effectively with pupils with emotional and mental health problems. It will be followed by further guidance next year, including examples of effective working between schools and local Child and Adolescent Mental Health services.
The Special Educational Needs element of the Standards Fund grant for England provides scope for funding projects for identifying and providing for the learning needs of children with mental health problems. A number of projects currently underway involve schools working with health services and educational psychologists, including projects with a specific focus on child mental health. We aim to include examples of good practice from these projects in our guidance and make them available on the Department's Internet site. In addition, the support provided under the Standards Fund for Special Educational Needs training may be used for training in relation to children with mental health problems.
Mr. Clappison: To ask the Secretary of State for Education and Employment, pursuant to his answer of 20 July 2000, Official Report, column 306W, regarding the exclusion of overseas pupils from performance tables, ref. 132063, what criteria are to be used in determining which pupils are to be excluded; and what estimate he has made of the number of pupils likely to be so excluded. 
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We do not expect the number of children of asylum seeker or refugee families excluded from the performance tables under these arrangements to exceed 1,000. The total number of pupils likely to be excluded is expected to be very small in relation to the total number of pupils included in the tables.
Mr. Clappison: To ask the Secretary of State for Education and Employment following the Government's decision not to appeal against the decision of Mr. Justice Jackson regarding performance-related pay, what his estimate is of the additional costs which will be incurred as a result of Mr. Justice Jackson's judgment. 
Mr. Drew: To ask the Secretary of State for Education and Employment what plans he has to review the operation of data collection methods in advance of schools' OFSTED inspections, with particular reference to the working of (a) pre-inspection and school context indicator and (b) performance and assessment reports. 
Mr. Drew: To ask the Secretary of State for Education and Employment what research his Department has undertaken on the relationship between pre-inspection and school context indicators and performance and assessment reports and (a) SATS and (b) teacher assessment. 
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