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3 Mar 2004 : Column 1001W—continued
Departmental Running Costs
Mr. Laws: To ask the Secretary of State for Education and Skills what the running costs of his Department were for each year since 2000–01; what his estimate is of annual expenditure up to 2005–06; and if he will make a statement. [156587]
Mr. Charles Clarke: Details of the Department's gross administrative expenditure for 2000–01 to 2005–06 are contained in Table 5.1 of Public Expenditure Statistical Analyses 2003 (Cm 5901). The figures are on a resource basis. Figures for 2000–01 and 2001–02 were published in Table 5.5 of Public Expenditure Statistical Analyses 2000–01 (Cm 4601) but these are on a cash basis.
Disabled Children
Jim Dobbin: To ask the Secretary of State for Education and Skills what plans he has to improve the statistics he collects on (a) the number of disabled children, (b) the type of disability affecting each child, (c) the severity and combination of their disabilities, (d) the levels of service provided for disabled children and (e) the adequacy of these services. [154741]
Mr. Stephen Twigg: The Pupil Level Annual School Census (PLASC) took place last month. For the first time the Department collected the Special Educational Needs (SEN) type, for those pupils with statements or who are classified as "school action plus". This will enable us to examine the background factors associated with particular SEN types and the attainment patterns at various Key Stages of particular groups of pupils. Since many pupils with SEN have multiple needs the data collected records their primary and secondary need.
As for levels and adequacy of services, OfSTED will be reporting to the Secretary of State in 2005 on how well schools in general are carrying out the duties which were brought in by the Special Educational Needs and Disability Act 2001. These duties focus on inclusion, providing protection from discrimination for disabled
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pupils and strategic planning to improve access to schools for disabled pupils. There is a clear expectation that these duties will lead to improvements in the services provided to disabled children at school.
We have improved the information we collect about the number of disabled children supported by social services through the Children in Need (CIN) Census, which shows the number of disabled children reported in the survey week who received a service during that week. The last survey was carried out in February 2003, with the local authority results from this due to be published on 26 February. (The previous survey was carried out in September/October 2001.) The results are published and shown by local authority, although not collected by type of disability nor what type of service they received.
Further information on data collection by type of SEN can be found at http://www.teachernet.gov.uk/wholeschool/sen/datatypes.
Education and Youth Council
Mr. Hood: To ask the Secretary of State for Education and Skills what the outcome was of the Education and Youth Council held on 26 February; what the Government's stance was on the issues discussed, including its voting record; and if he will make a statement. [157915]
Alan Johnson: The Education, Youth and Culture Council on 26 February adopted the joint Commission/Council interim report on the detailed work programme on the follow-up to the Lisbon Objectives on education and training systems in Europe for transmission to the 2004 Spring European Council.
The proposal for a Decision to establish "Europass", a single transparency tool for qualifications and competences was discussed. This part of the discussion was held in public and televised. The Irish Presidency are aiming to reach a Common Position on this by May 2004.
The Council adopted a number of items without discussion. These included the Decision establishing new rules for the Advisory Committee on Vocational Training (ACVT), to take account of EU enlargement.
The Commission announced that it would be adopting a Communication next month on the next generation of education spending programmes. This Communication will set out the Commission's proposals for the next phase of Socrates, Leonardo da Vinci and Tempus, (2007–2013).
The Commission presented its Report on the follow-up to the Recommendation of the European Parliament and Council on mobility within the Community of students, persons undergoing training, volunteers and teachers and trainers.
Over lunch, progress on the 2004 European Year of Education through Sport was discussed. This is intended to showcase and promote the role of physical education and school sport, in particular its contribution to whole school standards and developing citizenship.
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Educational Maintenance Allowances
Helen Jones: To ask the Secretary of State for Education and Skills what assessment he has made of the (a) cost and (b) likely effect on participation rates of extending educational maintenance allowances to those engaged in part-time study. [156635]
Mr. Ivan Lewis: The minimum attendance requirement for EMA is only 12 guided learning hours per week, so the main evaluation of the pilot scheme has assessed impact on part-time as well as full-time study. We do not plan to extend EMA to those studying for less than 12 hours. The evidence from the evaluation also indicates that with EMA, young people are able to establish a better balance between part-time work and their studies.
Examinations
Simon Hughes: To ask the Secretary of State for Education and Skills what percentage of pupils in (a) Greater London and (b) each London borough achieved three grade As or above at A Level in each of the last five years. [158456]
Mr. Miliband: The information requested is as follows:
The percentage of 16–18 year old A level candidates achieving at least three grade As at A level in Greater London in 1999 to 2003:
| Year | Percentage |
|---|---|
| 1999 | 3.8 |
| 2000 | 4.4 |
| 2001 | 4.5 |
| 2002 | 4.8 |
| 2003 | 5.1 |
The percentage of 16–18 year old A level candidates achieving at least three grade As at A level in each Local Education Authority in London in 1999 to 2003:
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Mr. Evans: To ask the Secretary of State for Education and Skills what the value added between Key Stage 3 and GCSE/GNVQ for schools in (a) Ribble Valley and Fulwood and (b) Lancashire was excluding the results of specialist schools. [156495]
Mr. Miliband: The following table shows the 2003 Key Stage 3 to GCSE/GNVQ Value Added measures for (a) Ribble Valley parliamentary constituency and (b) Lancashire local education authority when (1) Specialist schools are included and (2) Specialist schools are excluded. Figures are based on maintained schools only:
| (a) Ribble Valley | (b) Lancashire LEA | |
|---|---|---|
| (1) Specialist schools included | ||
| KS3-GCSE/GNVQ VA measure | 99.0 | 98.8 |
| (Number of schools) | (10) | (118) |
| (2) Specialist schools excluded | ||
| KS3-GCSE/GNVQ VA measure | 99.0 | 98.5 |
| (Number of schools) | (6) | (85) |
These figures represent the results of one particular cohort of pupils, showing their value-added over the two years leading up to GCSE. School and LEA figures are also available in the school performance tables covering pupil value-added over the three years leading up to KS3. Similar information for each of these key stages was also published for the 2002 cohorts. Any assessment of whether particular schools or types of school are more effective than others should take into account this wider picture, as well as recognising that small differences in VA scores may not indicate significant differences in effectiveness.
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