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2 Jul 2003 : Column 293W—continued
School Funding
Martin Linton: To ask the Secretary of State for Education and Skills what the outturn spending per (a) primary and (b) secondary pupil was by each local education authority in 2001–02; and what their budgeted funding per (i) primary and (ii) secondary pupil (A) was for 2002–03 and (B) is for 2003–04. [120073]
Mr. Miliband: The information requested has been placed in the Libraries.
School Setting
Mr. Gibb: To ask the Secretary of State for Education and Skills what percentage of schools inspected by Ofsted in 2001–02 in (a) Year 7, (b) Year 8, (c) Year 9, (d) Year 10 and (e) Year 11 were set by ability in (i) grammar schools, (ii) secondary modern schools and (iii) independent schools. [122228]
Mr. Miliband: This is a matter for Ofsted. HM Chief Inspector, David Bell, will write to the hon. Member and place a copy of his letter in the Library.
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Sixth-Form Provision
Mr. Hopkins: To ask the Secretary of State for Education and Skills what the average entry requirement needed to progress to level three study at (a) school sixth-forms, (b) independent schools, (c) sixth-form colleges and (d) general further education colleges was in the last 12 months. [121279]
Mr. Miliband [holding answer 26 June 2003]: The normal entry requirement needed to progress to level three study at each of the institutions is a pass at level two. Individual institutions may also take into consideration other factors which affect their policy on entry.
Data from the Youth Cohort Study shows that the average GCSE points score for those studying level three for students from school sixth-forms was 58. For those in independent schools this was 64 points, 55 for sixth-form colleges and 47 for general further education colleges.
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Specialist Schools
Mr. Gibb: To ask the Secretary of State for Education and Skills pursuant to his answer of 23 May 2003, Official Report, column 555W, on specialist schools, if he will list those non-selective, non-specialist secondary schools that are not defined as mainstream; and if he will describe the type of school in each case. [122302]
Mr. Miliband: It is not possible to define non-selective, non-specialist, non-mainstream schools (i.e. special schools) as either primary or secondary as many special schools provide for children of all ages. A list of such schools which have at least one pupil in the secondary age range of 11 to 15 has been placed in the Library.
Mr. Gibb: To ask the Secretary of State for Education and Skills pursuant to his answer of 10 June 2003, Official Report, column 784W, on specialist state schools, what assessment he has made of the efficacy of modern foreign languages as a catalyst for whole school improvement compared to other subject specialisms. [121779]
Mr. Miliband: The October 2001 Ofsted survey of the programme ('Specialist Schools: An evaluation of progress') looked at the Language specialism alongside the three other specialisms which were part of the programme in 2000 (Sports, Arts and Technology). The survey found that four out of five of the well-established specialist schools covered by the survey were in large measure achieving the aims of the programme and making good use of the advantages it brings. The survey said that for these schools specialist status had often been a catalyst for innovation and helped to sustain or accelerate the momentum of school improvement.
St. Anne's Primary School, Colchester
Bob Russell: To ask the Secretary of State for Education and Skills what (a) advice and (b) instructions he has given to Essex local education authority in respect of a Fresh Start Scheme for St. Anne's Primary School, Colchester; what plans he has to discuss proposals with (i) the hon. Member for Colchester and (ii) the relevant ward councillors; and if he will make a statement. [122137]
Mr. Miliband [holding answer 30 June 2003]: At the request of Essex LEA a senior DfES Education Adviser visited St. Anne's Primary School in May 2003, and provided guidance on the criteria to become a Fresh Start school. No instructions have been given to the LEA.
Local consultation, including with Councillors, is normally a matter for Essex LEA. It is understood that meetings on the future of the school have recently been held with the local community. If, in the light of these meetings, the authority decides to submit formal proposals to create a Fresh Start school, the matter will come to the Secretary of State for determination. The hon. Member for Colchester will be consulted before a final decision is made.
8/A-level Scores
Mr. Gibb: To ask the Secretary of State for Education and Skills what the average capped A-Level score for pupils attending (a) sixth form colleges and
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(b) secondary school sixth forms in England was in each year since 1995; and if he will make a statement on the statistical significance of divergences between the averages. [122231]
Mr. Miliband: Average point scores of A/AS level data are not capped and therefore the information requested for this answer is unavailable.
Student Loans
Mr. Boswell: To ask the Secretary of State for Education and Skills what information he has collated on the contingent liabilities to public funds arising from an increase in student loans to cover the tuition fees of students and reflecting the interest subsidy offered on these loans. [121019]
Alan Johnson [holding answer 24 June 2003]: The Department does not classify the interest subsidy as a contingent liability as the liability occurs as part of normal departmental business. We do however recognise the liability by providing for the future costs in a provision.
The interest subsidy provision was set up to meet the costs resulting from the difference between the interest paid by students and the cost of capital on loans. The provision provides for the discounted cost of the interest over the life of the loans issued in the financial year. Each year the annual interest subsidy charge is released to the Operating Cost Statement. Listed in the table are the amounts provided in year for 2001–02, a provisional outturn figure for 2002–03 and the forecast figures for remainder of the current spending review period.
| Provided in Year | |
|---|---|
| Actual outturn 2001–02 | 773 |
| Provisional outturn 2002–03 | 919 |
| Forecast outturn 2003–04 | 1,067 |
| Forecast 2004–05 | 1,009 |
| Forecast 2005–06 | 1,083 |
The figures in the table do not take account of the change in the HM Treasury cost of capital rate from 6 per cent. to 3.5 per cent. which took effect on 1 April 2003. This will significantly reduce the size of the provision and the amount provided in year.
Loans for fees will not be introduced until the 2006/07 academic year which is beyond the current spending review period. The amount of those loans, and hence the cost of the interest subsidies on them, will depend on the actual fees to be charged by institutions and students' decisions of the extent to which they wish to take up the option of deferring their fees.
- Note:
- The source of the actual data is the Resource Accounts 2001–02. The final outturn figure for 2002–03 will be reported in the 2002–03 Resource Account, which will be published in the autumn. The forecast data for 2003–04 to 2005–06 is taken from the 2003 Departmental Annual Report published in May 2003.
Students (Havering)
Mr. Rosindell: To ask the Secretary of State for Education and Skills what proportion of A-level students from the London borough of Havering secured a place at university last year. [110584]
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Mr. Miliband: The available information shows that, in 2002, the proportion of 18-year-olds resident in Havering who obtained two or more A-levels and who were accepted onto a full-time or sandwich undergraduate course in the UK via the Universities and Colleges Admissions Service (UCAS) was 38 per cent., compared to the national average of 61 per cent.
Teachers
Linda Perham: To ask the Secretary of State for Education and Skills what plans he has to improve the recruitment and retention of talented and well-qualified teachers. [120159]
Mr. Miliband: In the current academic year, recruitment is over 20 per cent. higher than in 1999/2000 and more graduates have begun initial teacher training than in any year on record. In September 2000, the Government introduced 6,000 training bursaries and 4,000 Golden Hellos for priority subjects in order to encourage more graduates to train as teachers and enter the teaching profession. From September 2002, these incentives are being reinforced by the Repayment of Teachers' Loans scheme, which will also assist recruitment and retention in the subjects where they present the greatest challenge. As a result of the steps that the Government have taken, we have seen three successive years of rising recruitment to teacher training. Applications from graduates to train as teachers in 2003/04 are currently running 16 per cent. above their level at this time last year.
As well as bringing more graduates into the profession, the Government are also seeking to encourage the most talented and well-qualified individuals to enter teaching, stay in teaching and contribute to the maximum of their potential as quickly as possible. The Government's Fast Track scheme is having a positive impact. This is the first year that Fast Track teachers have been working in schools, and one in six has already gained promotion to middle leadership. By September 2003, there will be over 500 Fast Track teachers and trainees, more than twice the number who were on the programme last year. The Government are also supporting the Teach First scheme, which will place around 200 high-achieving graduates as teachers in London schools from this September.
Mr. Drew: To ask the Secretary of State for Education and Skills if he will make a statement on his decision to end support for teacher induction under Standards Funds. [119931]
Mr. Miliband: The Government have ended some Standards Fund grants in 2003–04 in order to allow other priorities to be supported from the fund, without increasing the overall proportion of ring-fenced funding for local authorities and schools. From April 2003 funding for the induction of newly qualified teachers is no longer channelled through a separate Standards Fund grant.
It is for schools and local education authorities to determine how to support induction for newly qualified teachers within the overall resources available. LEAs are free to allocate funds to schools on the basis of the number of newly qualified teachers they have in their schools.
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Mr. Jim Cunningham: To ask the Secretary of State for Education and Skills how many students entered initial teacher training courses in each of the last three years. [121772]
Mr. Miliband [holding answer 30 June 2003]: The following table shows the total number of undergraduate and postgraduate entrants to initial teacher training in England between 2000/01 and 2002/03.
| Number | |
|---|---|
| 2000/01 | 27,715 |
| 2001/02(20) | 29,194 |
| 2002/03(20) | 31,229 |
(20) These figures include entrants to Fast Track.
Source:
TTA ITT number census
In addition to the number of entrants to initial teacher training courses shown above, 1,880 students started employment-based teacher training routes in 2000/01, 4,330 in 2001/02 and 4,760 so far in 2002/03.
Mr. Jim Cunningham: To ask the Secretary of State for Education and Skills if he will make a statement on the continuation of key skills testing of students on initial teacher training courses. [121775]
Mr. Miliband: [holding answer 30 June 2003]: The skills tests are one of the standards which every trainee teacher has to meet. They were introduced after evidence from Ofsted indicated concern at that time about the standards of literacy, numeracy and ICT amongst newly qualified teachers. We have no present plans to discontinue the tests. Headteachers, parents and pupils rightly have high expectations of teachers, and discontinuing the tests could compromise the high standards now being attained.
Harry Cohen: To ask the Secretary of State for Education and Skills if he will make a statement on the support he offers for the recruitment and retention of teachers in London, with special reference to the cost of living. [122744]
Mr. Miliband: We are taking a number of measures to make London a world class centre for education. On 12 May 2003, the Prime Minister launched the London Challenge, which aims to transform standards of achievement in secondary schools in London. We appointed Tim Brighouse as the first Commissioner for London Schools with effect from 1 January. We have also funded the establishment of a London recruitment and retention unit based in the Government Office for London.
Importantly, we have acknowledged and endorsed the STRB's recommendations that teachers in Inner London receive an increase in pay which reflects the additional cost of living in the centre of London. An experienced teacher on the maximum in 1997 in Inner London will have seen their basic pay increase by 16.5 per cent. in real terms. If they passed the performance threshold it will have increased in real terms by 32 per cent.
We are developing a new Chartered London Teacher status to recognise the particular skills that are needed to teach effectively in London schools. The new status
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will recognise and reward effective practice, promote professional development and provide incentives for good teachers to stay teaching in London. This will be a core element in our work to re-establish the view that London is a sought after career posting for teachers. We intend to ask the Schools Teachers' Review Body to consider this as part of the forthcoming pay round.
We are also continuing to work closely alongside colleagues from the Office of the Deputy Prime Minister to explore how best to minimise the impact of relatively higher housing costs for teachers in London. The £250 million Starter Homes Initiative aims to help 10,000 key workers into home ownership in areas of high cost housing. In 2001–02 the initiative offered support to 2,800 teachers in London and the South and the second phase in 2002–03 will fund £10,000 equity loans, benefiting around 2,000 key workers, of whom 700 will be teachers based in the Southern Counties.
We are also working with the Office of the Deputy Prime Minister to explore whether and how a targeted scheme could help teachers identified as potential future leaders of London's education service to afford to buy a family home. We will announce the outcome of this work in the late summer.
In addition, we have just announced the launch of a Well-Being Programme pilot for London which will see 15 LEAs with some 400 schools involved, helping to address some of the work-related health issues causing concern for teaching and non-teaching staff and looking to improve the work-life balance of teachers in London.
Finally, the wide range of national reforms which the Government have introduced to assist recruitment and retention, and to raise standards, apply equally to teachers in London. In particular our radical school workforce reforms, supported by our partners on the Workforce Agreement Monitoring Group, directly address the primary reason that teachers have given for leaving the profession: workload.
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