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(2) what funding methodology was used for setting budgets for local learning and skills councils in 200304; 
(3) how much money has been allocated to each local learning and skills council in (a) 200304, (b) 200405 and (c) 200506. 
Mr. Ivan Lewis: These are matters for the Learning and Skills Council. Mark Haysom the Council's Chief Executive will write to the hon. Gentleman with the information requested and a copy of his reply will be placed in the Library.
Mr. Jim Cunningham: To ask the Secretary of State for Education and Skills how many Coventry, South students in (a) primary and (b) secondary schools suffer from learning (i) difficulties and (ii) disabilities. 
Margaret Hodge: Learning difficulties and learning disabilities are covered within the definition set out in section 312 of the Education Act 1996 which states that children have special educational needs if they have a learning difficulty which calls for special educational provision to be made for them.
(a) have a significantly greater difficulty in learning than the majority of children of the same age
(b) have a disability which prevents and hinders them from making use of educational facilities of a kind generally provided for children of the same age in schools within the area of the local authority.
|Coventry, South parliamentary|
|Maintained primary||Maintained secondary|
|Pupils with statements of SEN||80||150|
|Pupils with SEN but without|
Decisions on proposed changes to schools, including opening and closing, are taken by each area's local School Organisation Committee, or an independent schools adjudicator, and the Department's guidance makes clear that they must not assume a school must be of a certain size to be a good school. LEAs have a statutory duty to ensure sufficient and efficient school provision in their area and we will expect them to take parental preferences into account in their planning process. LEAs must also ensure that each area offers high quality education in a cost effective way.
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Mr. Anthony D. Wright: To ask the Secretary of State for Education and Skills how many new (a) primary and (b) secondary schools were opened in the Great Yarmouth constituency between 1979 and 1997; and what proposals have been made for building new schools within the Great Yarmouth constituency since 1997. 
Mr. Miliband: Information is only available for new school openings since 1988. Between 1988 and 1997 no new schools were established in Great Yarmouth. Since 1997, approval has been given for four new Primary schools, namely:
|School name||Reason for opening|
|Herman Community Primary School||Amalgamation of Herman First and Herman Middle School|
|Peterhouse Community Primary School||Amalgamation of Peterhouse First and Peterhouse Middle School|
|Martham Foundation Primary School||Amalgamation of Martham First School and Nursery and West Flegg Middle School|
|Belton Voluntary Community Primary School||Amalgamation of Waveney First School and Breydon Middle School|
Mr. Miliband: The following table gives the full-time equivalent number of regular teachers and support staff employed in maintained sector schools in Northampton, South constituency for each year from 1997 to 2003, the latest year available. Data are not available at constituency level prior to 1997.
|Teachers||Support staff 1|
Mr. Tony Clarke: To ask the Secretary of State for Education and Skills if he will break down achievement at each key stage in 2003 in Northampton by ethnicity, subdivided into those (a) in receipt of and (b) not in receipt of free school meals. 
Mr. Tony Clarke: To ask the Secretary of State for Education and Skills what the average class size in Northampton, South for (a) primary and (b) secondary schools was in each year since 1997. 
|Position in January each year: 1997 to 2004|
|Number of pupils||Number of classes||Average class size||Number of pupils||Number of classes||Average class size|
Mr. Oaten: To ask the Secretary of State for Education and Skills how many (a) full-time and (b) part-time teachers and tutors are in post at each (i) prison and (ii) young offender institute. 
Mr. Ivan Lewis: There are currently 405 full-time teachers and tutors in post in prisons and 271 in Young Offenders Institutions. For part-time teachers the figures are 225 in prisons and 103 in Young Offenders Institutes.
Mr. Oaten: To ask the Secretary of State for Education and Skills how many prison education tutors have (a) resigned and (b) been made redundant in each of the last five years; and how many vacancies there are for these staff. 
Mr. Ivan Lewis: The OLSU continues to play a key role in managing improvements to offender learning and skills, working in partnership with a range of Departments and agencies across Government; including the Learning and Skills Council and the prison and probation services. From April 2004, the role of the unit extends to learning and skills for offenders in the community, as well as in custody.
As we develop plans for improving future delivery of learning and skills for offenders, the unit expects to work increasingly closely with the Learning and Skills Council and other regional partners. As part of the Government's commitment to moving resources closer to the front line of delivery, we will consider how the unit's regional advisory staff could work most effectively within the regions for the future.
Mr. Oaten: To ask the Secretary of State for Education and Skills what role the regional Learning and Skills Councils will have in the (a) commissioning and (b) delivery of offender education in (i) prisons and (ii) the community; 
(2) whether the new contracts for prison education will provide funding for (a) staff development, (b) lesson planning, (c) marking of students' work and (d) pastoral education. 
Mr. Ivan Lewis: The DfES is working closely with the Learning and Skills Council, the Prison Service, the Probation Service, the Youth Justice Board and JobCentreplus on new arrangements to support improvements in the learning and skills of offenders in the community as well as those in custody.
The Learning and Skills Council already works in partnership at local level with probation services in order to deliver learning and skills to offenders under supervision in the community. From next year, starting in the three development regions of the north east, north
7 Sept 2004 : Column 996W
west and south west, the LSC will also assume lead responsibility for planning and funding, education and work related skills training for offenders in custody.
The precise balance between local, regional and national commissioning in arrangements for the future service for offenders, and the detailed content of any new contracts, will be agreed as we develop a new delivery framework over the next year.
This work is still at an early stage. We expect the LSC to ensure flexibility in contracting arrangements, and to adopt a funding formula which will promote consistency in the funding of offender learning across all regions. In the meantime, in order to ensure stability, we are extending the current prison education contracts in broadly their existing form.
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