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Mr. Willis: To ask the Secretary of State for Education and Skills what the source was of the figures she used which illustrate the gap between the supply and demand of teachers in her speech on the social market function. 
Mr. Timms: The graph on page 11 of my social market foundation pamphlet shows two columns for 2001. The lower figure of 410,000 is the number of teachers in post. The higher figure, of some 435,000, includes vacancies and occasional teachers covering for other teachers. The figures are drawn from the publication "Statistical First Release on Teachers in Service and Teacher Vacancies"the latest edition is for April 2001, and this is in the House of Commons Library and on the DfES website. The final column for 2006 is a projection based on recent trends.
Mr. Timms: The information is not available for the dates requested. Full-time teacher vacancies in maintained nursery, primary, secondary and special schools reported by the Bedfordshire local authority were as follows:
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Teachers' Performance Pay Progression Grant
Welcome Back Bonuses
Grammar School/Non-selective School Partnerships
Grant Maintained School Transitional Grant for Insurance
Capital funding for Voluntary Aided Schools.
Chris Grayling: To ask the Secretary of State for Education and Skills what proportion of total school spending in England and Wales is spent on schemes and improvements instigated by her Department. 
|National SSA Allocation: 200102|
|National Grant Funding for Schools: 200102|
|Standards Fund revenue||1,524.810|
|School Standards Grant||600.306|
|Education Budget Support Grant||52.000|
|Education Action Zones||58.400|
|Teachers Pay Reform Grant||(26)|
|Transitional Funding (former GM Schools)||9.600|
(25) Including support for Early Years, Youth Service and other non-school spending by local education authorities
(26) The figures will not be known for a while, but Threshold costs for each academic year are expected to be in the region of £450 million
Schools and local education authorities have the freedom to decide how to spend their education budget support grant and school standards grant. Schools also have considerable freedom over the use of their standards fund allocations.
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Mr. Timms: My right hon. Friend the Secretary of State is responsible for England only. The latest available data are for the financial year 19992000. The proportion of total spending on teacher salaries and related costs in pre-primary and primary schools is 62 per cent., and 66 per cent. for secondary schools.
Mr. Timms: Officials and Ministers are in regular contact with local education authorities on a range of issues concerning teachers including housing. Policy on key worker housing is a matter for the Department for Transport Local Government and the Regions (DTLR). Officials and Ministers in this Department work closely with DTLR colleagues to deliver programme such as the starter home initiative which will provide over 3,500 teachers with help to buy their first home.
Mr. Willis: To ask the Secretary of State for Education and Skills what plans she has to increase funding allocated to deal with children diagnosed with difficulties in the autistic spectrum disorders. 
Mr. Timms: Funding is not made available for specific categories of special educational need. Rather, funding is allocated and distributed via local education authorities (LEAs), which have a duty to provide appropriately for all children in their area. This includes the duty to identify children's individual special educational needs and to deliver the most appropriate provision to meet those needs.
More than £23 billion is available annually for the education of school children, including children with special educational needs. Over £1 billion of this is used by LEAs to provide additional support for children with special educational needs.
We have also made £91 million of supported expenditure available for special educational needs in next year's standards fund (200203). This is five times the amount available in 199798. The fund can be used for a range of activities, including training for staff in special educational needs, improvements in speech and language therapy provision for children with communication difficulties and the greater inclusion of children with SEN in the mainstream. This latter includes early intervention for pupils with SEN, training on child development and behaviour management, and improved links between special and mainstream schools.
Ms Shipley: To ask the Secretary of State for Education and Skills what guidance she provides to schools to help education professionals identify students affected by the impact of domestic violence. 
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Mr. Ivan Lewis: Children who experience or witness domestic violence can suffer in many ways, and the education service has a significant role to play in identifying these and children who are at risk of harm, or who are in need. We issued guidance to all schools about their role in identifying the needs of children affected by a range of difficulties, including domestic violence, in 1995.
My officials are in the process of reviewing and updating that guidance to reflect the guidance in "Working together to Safeguard Children", the Government's most recent guide to inter-agency working to safeguard and promote the welfare of children. Among other things, this stresses that everyone working with children should be alert to the frequent interrelationship between domestic violence and the abuse and neglect of children. These messages will be reflected in the updated guidance to schools that my Department will issue next year.
Mr. Ivan Lewis: My Department's guidance to schools about their role in protecting children strongly advises that all schools should have an appropriately trained designated teacher who is known to all staff. Designated teachers provide support and guidance on child protection issues to other education staff. They also liaise with other agencies, including social services and the police, to safeguard the best interests of children.
In addition, from next September schools will introduce the new curriculum subject "Personal, Social and Health Education and Citizenship". Within this subject there is scope to discuss domestic violence in a safe environment, including how families deal with it and where to go for help.
John Cryer: To ask the Secretary of State for Education and Skills what information she has on which schools, in education action zones in which McDonald's has been a partner, have used that company's schools resource packs. 
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