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18 Oct 2004 : Column 534W—continued

Gypsies and Travellers

Mr. Woodward: To ask the Secretary of State for Education and Skills what estimate the Government have made of the number of Gypsy and Traveller children in each year since 1997 (a) broken down by region and (b) in St. Helens. [187368]

Mr. Stephen Twigg: The requested information is not available prior to 2003. Final 2003 and provisional 2004 figures of Gypsy/Roma pupils and Travellers of Irish Heritage enrolled in schools for each region and local education authority in England have been placed in the House of Commons Library.

Home Tuition and Hospital Teaching Service

Mr. Bercow: To ask the Secretary of State for Education and Skills how many people are employed in the Home Tuition and Hospital Teaching Service. [191077]

Margaret Hodge: The Department does not collect this information. Local Education Authorities have a duty to provide suitable education for children of compulsory school age who cannot attend school because of their medical needs. Education for these children can be provided in a variety of ways, for
 
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example through the provision of a hospital school or hospital teaching service; home teaching; or an integrated hospital/home teaching service. It is for individual Local Education Authorities to decide, in the light of the statutory guidance "Access to Education for children and young people with Medical needs", on the most appropriate education arrangements for children with medical needs within their areas and the staffing levels necessary to support those arrangements.

Homelessness (Children)

Ms Keeble: To ask the Secretary of State for Education and Skills, what assessment he has made of the effect of homelessness on children, during preparation of the Children Bill. [187000]

Margaret Hodge: Suitable and stable accommodation is one of the most important influences on the lives of children, particularly the most disadvantaged. The provisions in the Children Bill followed the consultation on the Every Child Matters Green Paper, which itself outlined the steps the Government has been taking in the wake of the Homelessness Act 2002. As that consultation acknowledged, it is important that planning and decisions on housing and accommodation are influenced by the wider needs of children across an area, whether the responsibility sits with the top tier authority or not. That is why the Government has included in the Children Bill powers to make district councils one of the statutory partners in local children's service co-operation arrangements. The Bill also places them under a duty to have regard to the need to safeguard and promote the welfare of children in carrying out their functions, including housing. The Bill allows for the remit of the Director of Children's Service to be extended to cover any housing duties the authority has, where the makes sense locally.

Key Stage 3

Mr. Bercow: To ask the Secretary of State for Education and Skills what proportion of pupils achieved Level 5 or above at key stage 3 (a) in England and (b) at schools based in the Buckingham constituency in each year since 2002. [191078]

Mr. Miliband: The information requested is as follows:

	Percentage of pupils achieving Level 5 or above at key stage 3
	Buckingham	England
English
2002	78	67
2003	78	69
2004	—	—
Maths
2002	77	67
2003	81	71
2004	—	73
Science
2002	78	67
2003	78	68
2004	—	66

 
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Figures for England for maths and science in 2004 are provisional and are currently unavailable at parliamentary constituency level. National figures for English in 2004 are also unavailable until the impact of the extended review process for key stage 3 English is clearer.

Mature Students

Mr. Sheerman: To ask the Secretary of State for Education and Skills what action his Department is taking to encourage mature students to study at university. [190293]

Dr. Howells: The Government are firmly committed to increasing the opportunities for people of all ages to access higher education (HE).

Of all full-time undergraduate enrolments in English HE and FE institutions, 43 per cent. were people aged 21 and over.

Many older people enter HE through Access to Higher Education courses. These are designed to prepare for HE those mature students who have few, if any, formal qualifications. The Quality Assurance Agency (QAA) presented proposals to the Department in March 2004 for modernising the criteria for Access Courses, so that they are sufficiently flexible and attractive to meet the needs of today's adult learners. The Department has agreed a programme of work to take forward a number of the proposals, and to consider further the strategic role that Access courses play in enabling participation in HE.

Aimhigher is the national outreach programme that aims to widen participation in higher education through raising attainment and aspirations, and improving progression to HE. Activities to improve progression for vocational learners are likely to particularly benefit mature students.

We are committed to introducing legislation to combat discrimination on the grounds of age in employment and vocational training, and we have recently concluded a public consultation. New regulations will come into effect in October 2006. These will further help mature students to access higher education.

Mobile Phones

Mr. Hoban: To ask the Secretary of State for Education and Skills, what the (a) capital and (b) running costs of mobile phones in his Department has been in each year since 2001. [186678]

Mr. Stephen Twigg: In my Department the running costs for mobile phones since 2001 are as follows:

	£
2001–02	286,863
2002–03	266,505
2003–04	270,547

During this period there have been no capital costs.
 
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Pre-school Education

Mr. Jenkins: To ask the Secretary of State for Education and Skills what action the Department is taking to improve staff retention within the pre-school education sector, with particular reference to (a) training and (b) career structure. [188121]

Margaret Hodge: For the two year period, 2004–06, we have given local authorities £129.9 million to help recruit, train and develop their early years' work force. We have also encouraged them to work closely with their local Learning and Skills Councils to put in place shared targets for training new and existing workers to Level 2 and 3. We do though recognise the crucial role that leaders can play in motivating and developing staff, and improving outcomes for children, within early years' settings. To this end, we have developed a national programme, leading to a professional qualification, to meet the needs of leaders within integrated centres. We are also now consulting on the key elements of effective early years practice to inform future training and so equip practitioners with the key skills and the confidence necessary to support all children to reach their full potential. We believe these developments will help to improve staff retention and, in turn, raise the quality of provision within the sector.

We recognise that a clear career structure is important if we are to improve retention rates among the early years' work force. This is one of the things our pay and work force strategy for the children's work force, due to be published this autumn, will address. The strategy will contain action to make working with children, including those under five, a more attractive career option. This will include developing flexible career and training pathways, developing a common core of skills and knowledge that promotes professionals in different sectors working together, and establishing a Children, Young People and Families Workforce Council which will represent the interests of the sector.

Primary School Hours

Mr. Andrew Turner: To ask the Secretary of State for Education and Skills (1) how many primary schools remained open from 8am to 6pm (a) in 1997 and (b) at the most recent date for which information is available; [190522]

(2) what the average additional gross cost is of (a) a primary school and (b) all primary schools remaining open from 8am to 6pm; [190523]

(3) what discussions he has had with (a) local education authorities and (b) organisations representing school governors about primary schools remaining open from 8am to 6pm; whether (i) head teachers and (ii) governors would be responsible for schools during those extended opening times. [190524]

Margaret Hodge [holding answer 13 October 2004]: We do not hold data on how many primary schools were open from 8am to 6pm in 1997. More recently, a sample survey by four children carried out earlier this year, part funded by the Department, showed that 47 per cent. of schools have a breakfast club, 24 per cent. an after schools club, 38 per cent. a holiday play scheme, 100 per cent. offer study support and 50 per cent. were interested
 
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in developing extended services. We are currently considering how we might collect data on a more comprehensive basis and monitor progress.

The cost of this service will vary from school-to-school, depending on local circumstances and charges made. We are working with local authorities and schools to consider the range of any additional costs, including capital costs, schools might face. Parents will be expected to pay towards the child care, provided in this way, but will be able to draw on the child care element of working tax credits where appropriate.

We have had discussions on numerous occasions with local education authorities and organisations representing school governors and others during the course of developing extended schools policy. As we further develop the childcare strategy we will consult and discuss with local education authorities and governors as well as other key stakeholders.

The school's governing body has responsibility for controlling the use of school premises both during and outside school hours. They can pass this responsibility onto a third party using a transfer of control agreement if they decide to do so. Such agreements might be a useful tool for schools, particularly when working with the voluntary and community and private sectors who we envisage will have a key role in working with schools to deliver this offer.

Keith Vaz: To ask the Secretary of State for Education and Skills what action he is taking to implement the before and after school care in primary schools programme; and what assessment has been made of the effectiveness of the programme. [190755]

Margaret Hodge: We are making funding available to support the development of extended schools and childcare which includes the development of before and after school childcare provided in primary schools. We are further developing the childcare strategy and will discuss our proposals with key stakeholders in doing so. We are also providing advice, guidance and other support to schools and local authorities on setting up childcare and other extended services.

Evaluation of extended schools, commissioned by the Department in 2003–04, has shown that the provision of extended services in schools, including childcare, after school clubs and out of schools activities had a positive impact on pupils, families and communities, particularly in return to pupil behaviour, attendance and attainment. We are continuing to assess the impact of extended services in schools, including childcare, on a range of outcomes.

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