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Post-16 Education

Mr. Hoban: To ask the Secretary of State for Education and Skills what representations he has received concerning the reorganisation of post-16 education in (a) Haringey and (b) Carlisle. [144062]

Alan Johnson [holding answer 15 December 2003]: My hon. Friend the Parliamentary Under-Secretary for Schools has met with Haringey councillors, headteachers and representatives of London North Learning and Skills Council to hear their views on proposals to reorganise sixth form provision in Haringey.

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Ministers have received a number of letters and e-mails about Cumbria Learning and Skills Council's proposals to reorganise sixth form provision in Carlisle. (David Hart, National Association of Headteachers, and John Dunford, Secondary Heads Association, and Eric Martlew, constituency MP for Carlisle, have been invited to meet Alan Johnson and Ivan Lewis at separate meetings to be arranged for the New Year.)

Mr. Hoban: To ask the Secretary of State for Education and Skills what criteria are used when the Learning and Skills Council formulate post-16 education reorganisation plans. [144063]

Alan Johnson [holding answer 15 December 2003]: In its strategic area reviews of all post-16 provision the LSC's criteria include that the pattern of provision should:

meet learner, employment and community needs;


improve choice of provision, ways of delivery and learner experience including, where appropriate, developing more distinct provision for 16 to 19–year-olds;


raise standards and participation;


enhance responsiveness of the infrastructure and employers' involvement; and


strengthen collaboration and progression in the 14–19 phase, the post-19 phase and with HE including supporting the development of foundation degrees.

Where such proposals require reorganisation, there is a national framework of criteria for all reorganisation proposals requiring them to extend participation, improve achievement and standards and be affordable. Proposals also have to show that adequate consultation has taken place and that proper consideration has been given to alternatives.

When considering proposals for 16–19 reorganisation the LSC will also have regard to the five key principles that should underpin the organisation of 16–19 provision agreed by Ministers in September. These are:

underpinning all consideration of 16–19 provision should be a requirement that all provision for all learners should be high quality, whatever their chosen pathway;


distinct 16–19 provision to meet the particular pastoral, management and learning needs for this age group will be the norm, wherever they learn. All young people should be attached to a 16–19 base, including those in work-based training when attending college. Popular and successful sixth-form provision—whether in schools, sixth-form colleges or new distinct sixth-form centres in FE colleges—will be an important part of the pattern of provision and should be encouraged, particularly where there is little or no such provision;


there should be diversity to ensure curriculum breadth. Together, providers need to support a wide curriculum offer for all 16–19 learners in an area. Well-managed collaboration can

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enable popular and successful small providers, including sixth forms, to remain viable and to share and build on their particular areas of expertise;


the pattern for 16–19 provision should respect learner choice. Learning provision for 16 to 19-year-olds will normally be in one or more of the following settings: school sixth forms, sixth-form colleges, distinct sixth-form centres in FE colleges, private or voluntary sector training providers and work-based learning providers;


plans should offer value for money. Any net costs should be commensurate to the expected improvement in learning opportunities.

The LSC has published detailed guidance on these matters and I have asked the LSC to forward to you copies of the relevant circulars, 02/09: Provider Reorganisations, 03/06: Strategic Area Reviews and 03/07: School Sixth Form Reviews. I am also arranging to send you a copy of the Department's document on the key principles for 16–19 organisation.

Mr. Hoban: To ask the Secretary of State for Education and Skills what guidance has been given to the Learning and Skills Council concerning the maintenance of post-16 education in voluntary-aided schools. [144064]

Alan Johnson [holding answer 15 December 2003]: The Department's statutory guidance makes clear that local Learning and Skills councils should fully involve local diocesan authorities in proposals for the reorganisation of post-16 provision.

In addition Ministers published in September five key principles that should underpin the organisation of all 16–19 provision. The principles are:

underpinning all consideration of 16–19 provision should be a requirement that all provision for all learners should be high quality, whatever their chosen pathway;


distinct 16–19 provision to meet the particular pastoral, management and learning needs for this age group will be the norm, wherever they learn. All young people should be attached to a 16–19 base including those in work based training, when attending college. Popular and successful sixth form provision—whether in schools, sixth form colleges or new distinct sixth form centres in FE colleges—will be an important part of the pattern of provision and should be encouraged, particularly where there is little or no such provision;


there should be diversity to ensure curriculum breadth. Together, providers need to support a wide curriculum offer for all 16–19 learners in an area. Well-managed collaboration can enable popular and successful small providers, including sixth forms, to remain viable and to share and build on their particular areas of expertise;


the pattern for 16–19 provision should respect learner choice. Learning provision for 16–19 year olds will normally be in one or more of the following settings: school sixth forms, sixth form colleges, distinct sixth form centres in FE colleges, private or voluntary sector training providers and work based learning providers;


plans should offer value for money. Any net costs should be commensurate to the expected improvement in learning opportunities.

Strategic Area Reviews by the Learning and Skills Council will be based on the principles, which will also provide a benchmark against which my right hon. Friend the Secretary of State will assess reorganisation proposals that come to him.

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Programme for International Student Assessment

Mr. Gibb: To ask the Secretary of State for Education and Skills what assessment he has made of the (a) intrinsic value and (b) relative value of the Programme for International Student Assessment 2000 education survey compared to other recent studies. [143982]

Alan Johnson: International comparisons of pupil attainment such as the OECD Programme for International Student Assessment (PISA) offer insights into how the outcomes of our education system compare with those of other countries. PISA, which in 2000 focused on "reading literacy" of 15-year-olds, allows us to compare pupils at the end of compulsory schooling. Together with PISA, other international comparisons studies, such as the IEA's Progress in International Literacy Study (PIRLS) and Trends in International Mathematics and Science Study (TIMSS), with their different age cohorts and subject content, help give us an objective picture of performance across the primary and secondary sectors in relation to our world partners and competitors, complementing the data coming out of our own national assessments. It seems clear that we are not alone in finding these studies valuable, given the large number of countries routinely taking part in them.

Regulations (Consultation)

Brian Cotter: To ask the Secretary of State for Education and Skills what proportion of regulations introduced by the Department have been subject to a consultation period of less than 12 weeks since the introduction of the Code of Practice on Consultations. [142487]

Mr. Stephen Twigg: The Cabinet Office Code of Practice on Written Consultation came into effect on 1 January 2001. In the period 1 January 2001 to 31 December 2002, the Department for Education and Skills has published 110 consultations covered by the Code, of which 24 were less than 12 weeks.

There is not always a direct correlation between Government consultations and individual regulations. For example, there would not be a public consultation prior to the making of statutory instruments designating bodies as eligible to be funded by the Teacher Training Agency.

School Placement Appeals

Mr. Hoban: To ask the Secretary of State for Education and Skills what proportion of parents appealed against decisions concerning which school their child should attend for (a) primary schools and (b) secondary schools in each local education authority in the last year for which figures are available; and what proportion of these appeals was successful. [144351]

Mr. Miliband: The information requested has been placed in the House of Commons Library.

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