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Mrs. Dean: To ask the Secretary of State for Education and Skills what the (a) average spending per pupil and (b) pupil teacher ratios are in (i) primary and (ii) secondary schools in (A) Staffordshire and (B) England in 200102. 
Mrs. Dean: To ask the Secretary of State for Education and Skills what the average spending per pupil is in (a) primary and (b) secondary schools in (i) each shire education authority area in England and (ii) England. 
|NIE per pupil|
1. All figures are provided on a cash basis and rounded to the nearest £10.
2. NIE is the net institutional expenditure, which is the money spent within schools. It does not include central LEA expenditure.
1. Financial data are drawn from local education authorities section 52 financial statements (outturn) relating to the 200001 financial year.
2. Pupil data are derived from the Annual Schools Census adjusted to a financial year basis.
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Mr. Redwood: To ask the Secretary of State for Education and Skills what percentages of 15-year-olds were low-achieving in (a) reading, (b) mathematical and (c) scientific literacy in England in the last year for which figures are available. 
Mr. Miliband [holding answer 25 November 2002]: The nearest equivalent information, relating to the percentage of 14-year-olds at or below level 3 in the Key Stage 3 tests in 2002 is given in the table.
Mr. Stephen O'Brien: To ask the Secretary of State for Education and Skills what was the level of central funding from his Department to (a) Cheshire county council, (b) Chester city council, (c) Vale Royal borough council and (d) Crewe and Nantwich borough council in each of the last five years; and what the average funding of county, city and borough councils in England was in those years. 
Mr. Miliband: No departmental funding has been made to Chester city council, Vale Royal borough council, or Crewe and Nantwich borough council. The table shows the Department's total recurrent and capital funding for the financial years 199798 to 200102 to Cheshire Local Education Authority.
|Recurrent funding(11)||Capital funding(12)|
(11) Funding comprised of Standards Fund Grant (departmental contribution), School Standards Grant, School Budget Support Grant, Education Budget Support Grant, Teachers Pay Reform Grant, Nursery Education Grant, Childcare Grant, Education Action Zone Grant and Grant Maintained Transitional Funding Grant. Reductions in 199899 and 19992000 are due to local government reorganisation and the transfer of Nursery Education Grant for four year-olds to Education Standard Spending.
(12) Funding includes Basic Need (ACG), Standards Fund Grant (departmental contribution), Voluntary Aided School Grant, Schools Access Initiative and New Deal for Schools.
Figures are rounded to the nearest £1,000.
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The Department provides support to each local authority in England which is a local education authority, including all county councils. The main determinant of each local education authority's level of funding is the number of pupils it educates.
Mrs. May: To ask the Secretary of State for Education and Skills what assessment he has made of the impact on house prices in (a) The Royal borough of Windsor and Maidenhead and (b) Wokingham district following the statement made by the Deputy Prime Minister on 18 July, Official Report, column 438; and what changes he expects to make to teacher funding levels in the area. 
Mr. Miliband: My right hon. Friend has made no assessment of the impact of the effect on house prices following the statement made by the Deputy Prime Minister on 18 July, and will not be making any changes to funding levels in the area as a result.
Mr. Andrew Turner: To ask the Secretary of State for Education and Skills what reviews have been undertaken of the effectiveness of different methods of intervention in failing local government authorities; and what proposals he has to undertake further reviews. 
The Audit Commission, in their report, XA force for change central government intervention in failing local government services", which examined interventions in education and social services, found that Xeffective interventions work by tackling the fundamental causes of service failure: poor political and managerial leadership and poor systems and culture". In addition, in an NOP survey of local councils that had been subject to intervention, 72 per cent. of respondents thought that their councils had made substantial progress, while 75 per cent. said they had found intervention Xfairly" or Xvery" helpful.
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The Department has commissioned independent consultants to evaluate new organisational models in local education authorities, including those resulting from intervention. The consultants will report on organisational robustness, performance, value for money and sustainability, as well as identifying the local circumstances under which it would be appropriate to adopt one model rather than another. They will also advise on a process whereby the different models can be further evaluated in two years' time. The consultants' report and guidance will be published by March 2003.
Mr. Redwood: To ask the Secretary of State for Education and Skills what the ratio is of non-teaching staff employed by local education authorities, his Department and educational quangos to the numbers of teachers teaching in state schools. 
Mr. Stephen Twigg : In November 2001 the Government published statutory guidance, XAccess to education for children and young people with medical needs", which covers mental health as well as other medical needs. And in June 2001 the Department also published jointly with the Department of Health guidance on XPromoting Children's Mental Health within Early Years and School Settings". The guidance is designed to help teachers and others working alongside mental health professionals, to promote children's mental health and to intervene effectively with those children experiencing problems. Children and Adolescent Mental Health Services (CAHMS) are available to offer a range of professional support and help for individual children, their families and schools. They can provide early identification of problems, assessment, specialist advice, outreach work and treatment. We have implemented a robust policy to ensure that all pupils permanently excluded from schools receive a suitable full-time education. All pupils should continue to have access to as much education as their mental health condition allows so that they are able to maintain the momentum of their education and keep up with their studies.
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