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Educational Attainment

Mr. Hoban: To ask the Secretary of State for Education and Skills what information he collates on levels of attainment at each of the Key Stages and GCSE/GNVQ by socio-economic class. [185806]

Mr. Miliband: The following table shows a time series of estimates from the Youth Cohort Study (YCS) of the proportion attaining five or more GCSEs at grades A*-C or equivalent by year 11 by Socio-Economic Group. Similar information is not available at earlier Key Stages from the YCS. Attainment data up to Key Stage 4 for pupils from English maintained schools is, however, available using Free School Meals as a proxy for Socio-Economic Class for 2002 and 2003. For this data see tables 9–12 and 25–28 of DfES Statistical First Release 04/2004 available at http://www.dfes.gov.uk/rsgatewav/DB/SFR/s000448/index.shtml.
Attainment of five or more GCSE grades A*-C in Year 11 by parental occupation: 1988–2001 England and Wales, maintained and independent schools

	1988	1990	1991	1993	1995	1997 1	1999	2001
Total sample size (number)	14,116	14,511	24,922	18,020	15,899	14,662	13,698	16,707
Socio-economic Group (SEG) 2 (Percentage)
Managerial/Profession	52	58	60	66	68	69	69	n/a
Other non-manual	42	49	51	58	58	60	60	n/a
Skilled manual	21	27	29	36	36	40	45	n/a
Semi-skilled manual	16	20	23	26	29	32	36	n/a
Unskilled manual	12	15	16	16	24	20	30	n/a
Other/not classified(46)	15	18	18	20	22	24	26	n/a
National Statistics Socio-Economic Classification (NS-SEC) 2 (Percentage)
Higher professional	n/a	n/a	n/a	n/a	n/a	n/a	74	80
Lower professional	n/a	n/a	n/a	n/a	n/a	n/a	61	65
Intermediate	n/a	n/a	n/a	n/a	n/a	n/a	51	52
Lower supervisory	n/a	n/a	n/a	n/a	n/a	n/a	36	35
Routine	n/a	n/a	n/a	n/a	n/a	n/a	29	32
Other(46)	n/a	n/a	n/a	n/a	n/a	n/a	24	32

⁽⁴⁴⁾ From 1998, includes equivalent GNVQ qualifications achieved in year 11.
⁽⁴⁵⁾ Up to 1999 the estimates are based on SEG taking that of the father where this can be specifically coded otherwise the mother's SEG is used. Following a National Statistics review SEG was replaced by NS-SEC. Parental NS-SEC shown here takes into account the occupation and status of both parents.
For further information see SFR 02/2001 available at http://www.dfes.gov.uk/rsgateway/DB/SFR/s000230/index.shtml and SFR 04/2003 available at http://www.dfes.gov.uk/rsgateway/DB/SFR/s000382/index.shtml
⁽⁴⁶⁾ Iincludes a high percentage of respondents who had neither parent in a full-time job.
Source:
Youth Cohort Study cohorts 4–11, sweep 1.

Emmanuel Foundation

Adam Price: To ask the Secretary of State for Education and Skills how much state support has been awarded to the Emmanuel Foundation; and what projects of the Foundation (a) have received financial backing from the Department and (b) the Government are committed to funding. [184963]

Mr. Miliband: No funds are paid to the Emmanuel Schools Foundation direct in the case of the Academies programme. Capital and recurrent funding is paid to the governing body of each school. Capital funding of £21,604,359 has been awarded to King's Academy, £23,645,530 to Trinity Academy and £8,512,945 to Emmanuel College, giving a total of £53,762,834. In addition we pay recurrent funding to each school which is
 
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comparable to funding for other maintained schools. For 2004–05 the amount of recurrent funding for Emmanuel College is £5,472,000 and for King's Academy is £5,032,367. Apart from, as yet, undetermined recurrent costs for Trinity Academy, when it opens in 2005, we have no other funding commitments at this time.

Entrepreneurship Courses

Mr. Wiggin: To ask the Secretary of State for Education and Skills what further and higher education courses are available which assist young people who plan to start their own businesses. [185199]

Mr. Miliband: There are a considerable number and variety of courses available to students in both higher and further education which aid those with aspirations to start their own business. In fact there are 5,210 courses nationwide currently advertised by the University and Colleges Admissions Service (UCAS) which relate to Business.
 
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Government are very committed to ensuring that all students and graduates who aspire to self employment receive the support and advice they need. To demonstrate this we have several new initiatives; for example:

DfES and Higher Education Academy undertaking work this year to embed entrepreneurship skills into the curriculum

Science Enterprise Centres (SECs)

National Council for Graduate Entrepreneurs

Enterprise Insight

GCSEs

Mr. Willis: To ask the Secretary of State for Education and Skills how many and what percentage of students gained (a) five or more and (b) no GCSEs at A* to C in (i) grammar schools, (ii) foundation schools, (iii) voluntary aided schools, (iv) voluntary controlled schools, (v) community schools, (vi) special schools and (vii) pupil referral units in (A) 2002 and (B) 2003. [185088]

Mr. Miliband [holding answer 20 July 2004]:The information requested is as follows:

		Number of 15 year old pupils achieving 5+A*-C	Percentage of 15 year old pupils achieving 5+ A*-C	Number of 15 year old pupils achieving no GCSEs at A*-C	Percentage of 15 year old pupils achieving no GCSEs at A*-C
2001–02
	Grammar	20,711	97.5	92	0.4
	Foundation	51,745	58.1	16,945	19.0
	Voluntary Aided	45,953	58.3	14,601	18.5
	Voluntary Controlled	11,209	57.6	3,910	20.1
	Community	165,211	45.9	99,734	27.7
	Special	36	4.0	8,851	93.3
	Pupil referral units	43	1.5	2,485	84.0
2002–03
	Grammar	21,170	97.5	75	0.3
	Foundation	54,678	59.0	17,413	18.8
	Voluntary Aided	48,665	60.7	14,145	17.6
	Voluntary Controlled	12,101	59.7	4,070	20.1
	Community	174,959	47.6	98,831	26.9
	Special	31	0.3	9,195	93.8
	Pupil referral units	17	0.4	3,682	92.1

Mr. Willis: To ask the Secretary of State for Education and Skills how many and what percentage of students gained five or more GCSEs A* to C, including both mathematics and English, in (a) grammar schools, (b) foundation schools, (c) voluntary aided schools, (d) voluntary controlled schools, (e) community schools, (f) special schools and (g) pupil referral units in (i) 2002 and (ii) 2003. [185089]

Mr. Miliband [holding answer 20 July 2004]: The information requested is as follows:

	Number of 15-year-old pupils achieving 5+ A*–C including English and maths	Percentage of 15 year old pupils achieving 5+ A*–C including English and maths
2001/02
Grammar	20,460	96.3
Foundation	42,613	47.8
Voluntary Aided	37,988	48.2
Voluntary Controlled	9,552	49.1
Community	128,745	35.8
Special	25	0.3
Pupil referral units	35	1.2
2002/03
Grammar	20,851	96.1
Foundation	44,016	47.5
Voluntary Aided	38,748	48.3
Voluntary Controlled	9,958	49.2
Community	131,554	35.8
Special	17	0.2
Pupil referral units	17	0.4

Literacy and Numeracy

Mr. Wiggin: To ask the Secretary of State for Education and Skills what research his Department has commissioned on the numbers of children leaving primary school who have inadequate literacy and numeracy skills. [185201]

 
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Mr. Miliband: The annual data received from the Key Stage 2 results enables the Department to identify the proportion of children who have not reached the expected level for their age. In 2003, 75 per cent. of 11-year-olds achieved a Level 4 in English and 73 per cent. achieved a Level 4 in mathematics. The national pupil database enables a detailed understanding of the progress of these pupils to Key Stage 3 and beyond.

The Primary Strategy supports the drive to raise standards in literacy and numeracy by providing specific programmes to improve the quality of teaching and learning in primary schools so that every child can make the maximum possible progress. Through this we now have the best ever literacy and numeracy results at ages 7 and 11. Our long term aim, set out in the five year Strategy for Children and Learners published on 8 July 2004, is to maintain world class standards and to achieve both excellence and equity for all primary age children by raising standards for those from our most disadvantaged groups.

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