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7 Apr 2003 : Column 74W—continued
League Tables
Mr. Gibb: To ask the Secretary of State for Education and Skills if he will assess the value of league tables for GCSE and A level results. [106651]
Mr. Miliband: Performance tables provide an accessible source of information on the performance of schools. They form part of the accountability framework for schools and colleges. They help focus the debate on standards through the provision of hard information on achievements, thus strengthening the accountability of schools, colleges and LEAs.
Parents and the wider community have a right to see the information published in the tables and challenge their schools accordingly.
Literacy/Numeracy
Mr. Willis: To ask the Secretary of State for Education and Skills how many adults are studying (a) basic literacy and (b) basic numeracy in further education colleges; and what proportion this represents of the total studying these subjects. [105138]
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Margaret Hodge [holding answer 27 March 2003]: Information on the number of literacy and numeracy learning opportunities being undertaken by adults on LSC-funded further education provision is presented in the table as follows. For the purposes of basic skills and the Skills for Life Strategy, we define adults as those
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aged 16 and over. The information below accounts for the majority of publicly-funded literacy and numeracy provision. It is not possible to say what proportion this represents of all literacy and numeracy provision as this level of detail is not available for learners funded through other routes.
| 1 April 2001 to31 July 2001 | 1 August 2001 to31 July 2002 | Total—1 April 2001 to 31 July 2002 | |||||
|---|---|---|---|---|---|---|---|
| 16 to 18 | 19+ | 16 to 18 | 19+ | 16 to 18 | 19+ | Total | |
| (a) Literacy | |||||||
| Basic Skills: Literacy | 11,700 | 75,900 | 12,200 | 107,900 | 23,900 | 183,900 | 207,700 |
| Key Skills: Communication | 102,600 | 15,900 | 125,100 | 16,800 | 227,700 | 32,700 | 260,400 |
| GCSE English | 25,200 | 11,400 | 30,500 | 13,800 | 55,700 | 25,200 | 80,900 |
| Total(18) | 139,500 | 103,500 | 167,800 | 138,500 | 307,300 | 241,700 | 549,000 |
| (b) Numeracy | |||||||
| Basic Skills: Numeracy | 14,100 | 31,100 | 24,100 | 60,500 | 38,200 | 91,600 | 129,800 |
| Key Skills: Application of Number | 107,200 | 15,600 | 130,700 | 17,600 | 237,900 | 33,200 | 271,100 |
| GCSE Maths | 29,900 | 16,300 | 35,600 | 19,500 | 65,500 | 35,800 | 101,300 |
| Total(18) | 151,200 | 63,000 | 190,400 | 97,600 | 341,600 | 160,600 | 502,200 |
(15) These figures are estimates based on the LSC's individualised Student Records data.
(16) Only covers LSD funded provision, this detailed enrolment profile is not available for other types of provision.
(17) Adults enrolled on both literacy and numeracy learning opportunities will be counted under both categories. There may be some double counting where an adult has enrolled on more than one basic literacy or numeracy course in this period.
(18) Excludes those learning opportunities not assigned to specific subjects.
Ministerial Office Costs
Mr. Bercow: To ask the Secretary of State for Education and Skills what the running costs in 2002 were of (a) his Ministers' private offices, separately identifying expenditure on staff, and (b) his Department. [105998]
Mr. Stephen Twigg: Expenditure for the financial year 2001–02 is set out in the following table.
| 2001–02 | |
|---|---|
| (a) Ministers' private offices | |
| Total | 2.1 |
| Of which: | |
| Staff | 1.3 |
| (b) Department | 218.9 |
Note:
The figure at (b) reflects net administrative outturn including Sure Start and Children's Fund.
Expenditure figures for Departmental running costs for 2002–03 will be published shortly in the Department's Appropriation and Resource Accounts.
Neighbourhood Renewal
Mr. Bercow: To ask the Secretary of State for Education and Skills what the cost is in 2002–03 of the implications of recommendations in the Social Exclusion Unit's report on neighbourhood renewal. [106011]
Margaret Hodge: DfES is the lead Department for 16 of the commitments under the Government's National Strategy Action Plan for neighbourhood renewal. In addition to these commitments, the implications of the neighbourhood renewal strategy have an impact across a wide range of the Department's programmes, which are increasingly geared towards closing the gap between the most deprived neighbourhoods and the rest, in terms of educational achievement and skills. This means that, of the £23 billion total planned programme spend in 2002–03, progressively more than before is being spent on deprived neighbourhoods.
Private Finance Initiative
Mr. Drew: To ask the Secretary of State for Education and Skills how many bids were received under the recent PFI Capital bid. [107375]
Mr. Miliband [holding answer 4 April 2003]: Fifty-six bids were submitted by Local Education Authorities with a total value in excess of £4 billion. Details of the projects prioritised can be found in the Press Notice 2003/0055 issued by the Department on 31 March, copies of which are available in the Library of the House.
Pupils (Leeds)
Colin Burgon: To ask the Secretary of State for Education and Skills what the average amount spent per pupil in (a) primary and (b) secondary schools in Leeds was in each year since 1996. [105984]
Mr. Miliband [holding answer 1 April 2003]: The information requested is contained in the following table:
| Year | Pre-primary/primary | Secondary |
|---|---|---|
| 1995–96 | 2,000 | 2,650 |
| 1996–97 | 2,020 | 2,630 |
| 1997–98 | 1,870 | 2,600 |
| 1998–99 | 2,070 | 2,670 |
| 1999–2000 | 2,250 | 2,750 |
| 2000–01 | 2,050 | 2,560 |
| 2001–02 | 2,620 | 3,300 |
1. Net Institutional Expenditure (NIE) includes all school-recurrent funding, including teaching staff and non-teaching staff salaries, school premises costs, equipment and supplies, and unspent balances held by schools at the year end. Excludes spending on special schools, central administration and support services such as transport and school meals as well as capital expenditure.
2. Real Terms figures are adjusted to 2001–02 levels using March 2003 GDP deflators.
3. Figures are rounded to the nearest 10.
4. 1995–96 to 1998–99 data were drawn from the education Revenue Outturn statements submitted to the Department of Transport, outturn statements which LEAs submitted to the DfES.
5. Pupil data were drawn from the Annual Schools Census adjusted to be on a financial year basis.
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Specialist Schools
Mr. Jenkins: To ask the Secretary of State for Education and Skills what effect he estimates specialist schools have had on the increase in secondary school students receiving five GCSE passes or more over the last five years. [106511]
Mr. Miliband: Research carried out by Professor David Jesson (University of York) shows that the performance of each cohort of specialist schools and City Technology Colleges (from 1994–2001) has improved more than non-specialist schools at the time, with the exception of the 1996 and 1997 cohorts, as in the following table. This research excluded grammar schools, which, however, form a very similar percentage of both specialist schools and non-specialist schools.
| 1994 (%) | 1995 (%) | 1996 (%) | 1997 (%) | 1998 (%) | 1999 (%) | 2000 (%) | 2001 (%) | 2002 (%) | Gain versus base year | |
|---|---|---|---|---|---|---|---|---|---|---|
| Class of 1994 (50 schools) | 40 | — | — | — | — | — | — | — | 65 | +25 |
| All other comprehensives and moderns (2,948 schools) | Est. 36 | — | — | — | — | — | — | — | 48 | +12 |
| Class of 1995 (41 schools) | — | 44 | — | — | — | — | — | — | 59 | +15 |
| All other comprehensives and moderns (2,907 schools) | — | 37 | — | — | — | — | — | — | 48 | +11 |
| Class of 1996 (62 schools) | — | — | 50 | — | — | — | — | — | 59 | +9 |
| All other comprehensives and moderns (2,845 schools) | — | — | 38 | — | — | — | — | — | 48 | +10 |
| Class of 1997 (72 schools) | — | — | — | 49 | — | — | — | — | 57 | +8 |
| All other comprehensives and moderns (2,773 schools) | — | — | — | 39 | — | — | — | — | 48 | +9 |
| Class of 1998 (82 schools) | — | — | — | — | 45 | — | — | — | 53 | +8 |
| All other comprehensives and moderns (2,691 schools) | — | — | — | — | 42 | — | — | — | 47 | +5 |
| Class of 1999 (76 schools) | — | — | — | — | — | 47 | — | — | 52 | +5 |
| All other comprehensives and moderns (2,615 schools) | — | — | — | — | — | 44 | — | — | 47 | +3 |
| Class of 2000 (127 schools) | — | — | — | — | — | — | 47 | — | 52 | +5 |
| All other comprehensives and moderns (2,488 schools) | — | — | — | — | — | — | 44 | — | 47 | +3 |
| Class of 2001 (146 schools) | — | — | — | — | — | — | — | 46 | 49 | +3 |
| All other comprehensives and moderns (2,342 schools) | — | — | — | — | — | — | — | 45 | 47 | +2 |
| All 656 non-selective schools designated by September 2001 | — | — | — | — | — | — | — | — | 54 | — |
| All non-specialist comprehensives and moderns (2,342) | — | — | — | — | — | — | — | — | 47 | — |
Notes:
1. Examination figures are taken from DfES national performance data and Ofsted PANDA Annex.
2. The results include those of the 15 City Technology Colleges.
3. The results exclude grammar schools and special schools.
Source:
"Educational outcomes and value added by specialist schools—2002 analysis" Professor David Jesson, April 2003.
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