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Mr. Heath: To ask the Secretary of State for Education and Skills when he will make an announcement on the future training and role of educational psychologists. [191630]
Margaret Hodge [holding answer 15 October 2004]: Decisions as to the role and deployment of educational psychologists (EPs) are matters for local authorities as employers to determine in the light of local circumstances and available resources.
As regards training, the hon. Member will recall from the debate he initiated on 8 June 2004 that that Department has facilitated discussions involving a range of partners, including representatives of the Local Government Association, on streamlining the entry route for EPs. Our position has not changed since then. We are considering the future role and training needs of EPs within the context of wider discussions on children's workforce issues.
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Ann Keen: To ask the Secretary of State for Education and Skills if he will make a statement on the impact of the Excellence in Cities programme since its introduction. [192589]
Mr. Miliband: The Excellence in Cities programme, which incorporates the Leadership Incentive Grant (LIG) and Behaviour Improvement Plans (BIP) in EiC areas, is continuing to narrow the attainment gap and improve attendance and behaviour.
In terms of five good GCSEs, last year, schools in EiC whole authority areas improved at more than twice the average of non-EiC schools. After two years of the BIP (200203 and 200304), targeted schools in the initial 34 LEAs have increased attendance from 88 per cent. to 89.8 per cent. at secondary level and from 92.4 per cent. to 93.3 per cent. at primary level. These increases are at twice the national rate of improvement over the period. Fixed term exclusions dropped by 11 per cent. over the first year of the BIP.
Between 2001 and 2003 the percentage of pupils gaining five A*-C in EiC areas increased by 4.7 percentage points, while in non EiC areas the percentage increased by 2.7 percentage points.
Mr. Chidgey: To ask the Secretary of State for Education and Skills what plans he has to allow colleges to expand under the Five-Year Strategy. [192026]
Mr. Miliband: Further Education Colleges are key partners in helping deliver the DfES Five-Year Strategy for Children and Learners. They are however independent autonomous bodies and are responsible for their own decisions on how they meet the local skill needs of both individuals and employers within available resources.
Mr. Willis: To ask the Secretary of State for Education and Skills how many (a) primary schools and (b) secondary schools were without a permanent head teacher for any period in the past 12 months. [192119]
Mr. Miliband: Teacher vacancy information is collected annually and gives the position on the census date in January of each year. In January 2004 there were 440 vacant or temporary filled head teacher posts in nursery and primary schools in England and 80 in secondary schools.
Posts are regarded as vacant or temporarily filled, irrespective of whether the post had been advertised or an appointment made but not taken up, where: there is no incumbent who was expected to return; the post is either not covered or is being filled on a temporary basis by a teacher with no contract or a contract of less than a year.
Ms Buck:
To ask the Secretary of State for Education and Skills which funding streams have been allocated by his Department using a funding formula which includes
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rankings or scores on the Index of Multiple Deprivation 2000; and if he will list the amount of funding allocated in such a way (a) nationally by the Department or (b) to all Government sponsored bodies reporting to the Department. [191536]
Mr. Charles Clarke: The following funding streams were allocated by my Department in 200405 using the Index of Multiple Deprivation:
£ million | |
---|---|
Programme | Capital and revenue |
Sure Start Local programmes | 524 |
Children's Centres | 95 |
Neighbourhood Nurseries | 95 |
New Childcare Places | 31 |
Special Educational Needs and Inclusion | 26 |
Sure Start Sustainability programme | 15 |
Extended Schools | 4 |
Parenting fund | 2 |
In addition to the amounts listed above, the Learning and Skills Council uses the index as one component of its decision-making in some of its allocations. For example:
(a) funding further education colleges and work-based learning in disadvantaged areas. The vast majority of this element of funding is based on the 15 per cent. most deprived wards.
(b) as one of the pointers for allocating Learner Support Funds to students of 1618 in further education and school sixth forms and funds to help local education authority led partnerships to provide services and financial support to 16 to 18-year-old learners for home to school and college transport.
The Department also used the index in selecting Educational Maintenance Allowance pilots, but makes allocations to particular areas based on numbers participating.
Ann Keen: To ask the Secretary of State for Education and Skills how much funding has been given for the provision of new information technology facilities and equipment to schools in the London borough of Hounslow since 2001. [192587]
Mr. Miliband: I refer my hon. Friend to 'Funding for ICT in Schools in England', which is available in the House Library.
Mr. Bercow: To ask the Secretary of State for Education and Skills what proportion of pupils achieved level 2 or above at Key Stage 1 (a) in England and (b) at schools based in the Buckingham constituency in each year since 2002. [191079]
Mr. Miliband:
The available information is shown in the table. Figures for Key Stage 1 attainment at level 2 or above by parliamentary constituency for 2004 are currently being compiled and will be placed in the Library in mid-November.
19 Oct 2004 : Column 621W
2002 1 | 2003 1 | 2004 | ||||
---|---|---|---|---|---|---|
Buckingham | England | Buckingham | England | Buckingham | England (provisional) | |
Reading | 91 | 84 | 91 | 84 | (26) | 85 |
Writing | 93 | 86 | 90 | 81 | (26) | 82 |
Mathematics | 95 | 90 | 95 | 90 | (26) | 90 |
The latest key stage 1 results were published in a Statistical First Release "National Curriculum Assessments for 7 year olds in England, 2004" on 24 August, which is available on the Department's website www.dfes.gov.uk/rsgateway.
Mr. Drew: To ask the Secretary of State for Education and Skills (1) what plans he has for the continuity of funding for small local voluntary schemes, when the local network fund ends in March 2006; and what the relationship with children's trusts will be; [192293]
(2) what role there will be for social strategic partnerships in any proposal for grant-giving to small local voluntary groups when the local network fund ends; [192294]
(3) what role there will be for community foundations in any proposal for grant giving to small local voluntary groups when the local network fund ceases to exist. [192295]
Margaret Hodge [holding answer 18 October 2004]: There are no plans for the Local Network Fund for Children and Young People to close. The Fund is now in its fourth year and has developed an effective national network of development and funding support for local voluntary organisations working with and for children and young people. The 2004 Budget committed to an extension of the Local Network Fund until March 2008.
Voluntary organisations, some of which are community foundations, have played a key role in establishing the Local Network Fund and in administering local funds across the country. They have a delivery contract with the Department to March 2006. We have established a steering group of Local Network Fund administrators to help plan the delivery arrangements for the Fund beyond 2006. The steering group will consider how the Local Network Fund should relate to Children's trusts arrangements locally, and how best to ensure that the successes achieved by local administrators in supporting community groups working with disadvantaged children and young people are maintained.
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