Select Committee on Office of the Deputy Prime Minister: Housing, Planning, Local Government and the Regions Written Evidence


Annex 1

DfES Response to David Clelland MP letter—ODPM Select Committee

Q1:  Overall, educational attainment seems to be improving in the UK. However, the gap between the coalfield areas and others does not seen to be narrowing. What specific initiatives and policies is the DfES developing to help narrow the gap between the coalfields and other areas?

  The Department's major policies and initiatives are for everyone, no matter what their circumstances or where they live. However, it is recognised that some people and communities such as coalfields, need more help or different help, because of their circumstances. The Department has a range of targeted programmes and initiatives tailored to help for example, schools that are struggling, or communities facing deprivation, and, in addition, we try to build flexibility into the operation of these initiatives, so that they can be adapted to the particular needs of specific groups.

INITIATIVES

  Early Years—Sure Start, Neighbourhood Nurseries and Children's Centres which integrate local services for children and parents many of which are targeted at coalfield and other disadvantaged areas.

  Primary Education—Investment has focussed on raising standards in English and mathematics. There have been dramatic improvements in pupils' achievement at age 11 over the last five years. Schools in the most disadvantaged areas including coalfield areas, have seen the greatest improvement in performance. Rotherham, Derbyshire, Doncaster, Warwickshire and Nottinghamshire, for instance, have seen increases above the national average in both English and mathematics since 1998. The highest increase in mathematics, 19%, was in Rotherham. In English the highest increase was 14% in both Rotherham and Nottinghamshire.

  Primary Leadership programme, targeted at under-performing schools helps primary schools develop leadership techniques for improving teaching and learning across the school.

  In 2004-05, we will implement a programme of Intensified Support for low attaining primary schools which will operate in areas including Rotherham, Barnsley, Sheffield, Derbyshire and Nottinghamshire.

  Secondary education—Within the "Key Stage 3 Strategy" there are tailored support programmes to help pupils below the expected level when they begin secondary school can attain the expected level at age 14. We are also providing additional support to LEAs who face the most challenges in raising standards at Key Stage 3.

  The results for the 2003 Key Stage 3 tests show gains in all subjects from 2002. 68% of 14-year-old are now achieving the expected level for their age in English and science, and 70% in mathematics. There have also been significant improvements in pupils achieving above the expected level in maths and science.

  Results from coalfield areas also show that Durham, Derbyshire, Lancashire, Northumberland and Staffordshire have all made improvements on last year's results in 2003 in line with, or above, the national trend.

  At key stage 4, in 2002, 51.5% of 15 year-olds achieved 5+ A*-C at GCSE which is a 2.3% increase over the last three years. The figures also showed that attainment is improving in Coalfields areas—GCSE grades A*-C in Coalfields areas had risen by 5.1% over the last three years and now stands at 41.5%.

  This year coalfield areas have received over £55 million from three major schools initiatives—Excellence in Cities (12 of in coalfield areas), Excellence Clusters (three in coalfield areas) and Education Action Zones (17 of which cover coalfield communities). All three initiatives encourage schools to collaborate on raising standards and expectations in disadvantaged communities.

  The new Leadership Incentive Grant (LIG) and Targeted Incentive Grant (TIG) provides additional funding and support designed to transform the quality of school leadership and raise standards in schools facing the most challenging circumstances.

  In coalfield areas there are eight 14-19 Pathfinders (North Nottinghamshire, Derbyshire, Doncaster, Durham, Gateshead, Sheffield, Wakefield and Warwickshire). DfES and the Learning and Skills Council (LSC) are together investing £46 million over three years to 2004-05 to enable young people to benefit from greater flexibility and choice of programmes.

  Connexions provides wide ranging support for young people aged 13-19 (except those in higher education) when and where they need it. Funding for additional Personal Advisers has been made available in many of the Coalfield areas.

  Further education—Research shows that financial constraints can be amongst the most important issues for young people seeking to access and achieve in further education (FE). We have put in place a range of entitlements, discretionary support and incentives by way of the Education Maintenance Allowances, Learner Support Funds, fee remission and the Connexions Card which provide a range of general and targeted funding to meet costs and provide an incentive to learn. The Learner Support Funds provide specific funding for both transport and childcare. Whilst these measures are universal, their discretionary nature allows local learning institutions to provide targeted help and support where it is needed.

Q2:  Most of your initiatives seem to support large facilities in major urban centres. How are you helping to improve educational attainment in smaller, rural coalfield areas?

  This Department recognises the importance of empowering communities such as former coalfield areas, supporting them in bringing about the changes that are needed, in a way that suits each community. With this in mind we have forged effective working relations with key coalfields organisations such as the Coalfields Communities Campaign (CCC) and the Coalfields Regeneration Trust (CRT), working closely with them to identify priorities for the future.

  We are also aware that there can be smaller pockets of deprivation, particularly in areas which are predominantly rural, amongst more general comparative affluence. Some smaller former coalfields communities will fall into this category.

  The Education Formula Spending system includes full provision for sparsity—that is, the extra costs faced by very rural areas. At individual LEAs level the rules for school funding formulae give LEAs wide discretion as to ways in which to meet the higher costs of small rural schools. We are fully committed to ensuring that the funding system remains responsive to the needs of rural schools.

  The Small Schools Fund helps small schools improve their administrative support. This is worth a total of £80 million per year. The funding is particularly intended to support collaborative projects, such as shared bursars or pooled administrative staff. Benefits include:

    —  more time for the head teacher to spend on their own priorities;

    —  more opportunity for teachers to train, plan and prepare;

    —  more access to specialist staff through sharing;

    —  better relations with the local community; and

    —  broadening pupils experiences and opportunities.

  To tackle under performance we are implementing special measures in Schools Facing Challenging Circumstances. Several LEAs have been approached with a view to establishing the first School Performance Collaborative. Each collaborative will comprise secondary schools with poor contextual value added, and a smaller number with high contextual value added. None of the schools will be benefiting from the Leadership Incentive Grant. The aim is to improve outcomes in the schools which are significantly underachieving at Key Stage 3 and Key Stage 4.

  Wakefield and Durham LEAs have agreed a total of 11 schools to participate in this two year project and schools are currently responding to their invitations. Each school will receive additional funding of £20,000 a year to cover the costs of participating in this first cross-LEA School Performance Collaborative.

  Extended schools will be particularly important for rural areas and areas of disadvantage. It gives them a unique opportunity to offer a one stop shop for children and families—in and out of school and in some locations, particularly rural areas, the school may be the only place that can provide the local community with certain facilities. DfES are working closely with colleagues in other government departments, including the Department for Environment, Food and Rural Affairs, in developing extended schools.

  Mini-Sure Start initiatives aim to serve smaller pockets of deprivation, particularly in areas which are predominantly rural. In Coalfield areas these for example serve around 120-170 children programmes in Greenhill and Woodthorpe in NW Leicestershire, Newbiggin in Wansbeck and Biddulph East in Staffordshire.

Q3:  The DfES requires a £50,000 financial contribution from local areas before a Specialist school can be set up. Many deprived coalfield areas cannot afford this. Is the DfES considering relaxing these requirements in areas of greatest need?

  There are currently 98 schools from coalfield communities in the Specialist Schools Programme (1,447 nationally). The DfES is not considering relaxing the requirement to raise sponsorship from the private sector as it is a key aspect of the Specialist Schools Programme. The main rationale behind it is the need for specialist schools to build partnerships with sponsors and the local community. As a task, raising sponsorship links into the enterprising ethos that is integral to the programme as a whole and it serves as a forum for the school's public presentation of its plans for specialist designation.

  The Government has already reduced the sponsorship requirement for small schools (with under 500 pupils on roll). It also grant-aids the Specialist Schools Trust which advises schools on raising sponsorship and is often able to help with money donated through the Trust.

  However we acknowledge that a number of schools are having serious difficulties raising the required sponsorship, often due to their location, and this is a genuine concern. Therefore in 2002 the Department introduced a new Partnership Fund administered by the Specialist Schools Trust in accordance with DfES guidelines. In 2003-04, the fund is made up of £1 million of private sector funding and £2 million Government funding.

  The Partnership Fund is designed to help schools which can demonstrate that, in spite of their determined efforts over time, they have not be been able to raise the sponsorship necessary to apply for specialist school status.

  Any school eligible to apply to the programme is eligible to apply to the Partnership Fund if it can demonstrate it:

    —  has been trying to raise sponsorship for at least a year;

    —  has undertaken fundraising activities, for example through the PTA;

    —  has made significant efforts to raise awareness about its specialist school plans;

    —  does not have any undeclared monies from its own funds which could be used for the purpose of sponsorship; and

    —  it has established links with local business and community groups even if this has not resulted in offers of sponsorship which could be used for the purpose of a specialist school application.

Q4:  Programmes run by The Learning and Skills Councils concentrate on the provision of education to the 16-24 year olds. In the coalfield areas, the problem is as much with older adults. Will the DfES give the LSCs a specific remit to tackle the skill needs of older adults?

  The LSC is responsible for planning and funding adult learning provision in all local areas, including in coalfield areas, and is undertaking some excellent work with local partners, including Jobcentre Plus, employers and local community groups, to help reskill adults in disadvantaged areas. Relevant local LSCs are also using discretionary funding to support adults in coalfield areas, for example to ease the impact of the closure of the Selby coalfield.

  It should be recognised that the DfES requires the LSC to prioritise learning assistance to adults to ensure that public funds are invested where they will make the most difference. Under the Skills Strategy White Paper (21st Century Skills: Realising Our Potential), The LSC will:

    —  be giving particular priority to those unskilled and semi-skilled adults who are not yet qualified to level 2 by providing an entitlement to free tuition to get a good skills foundation for improved employability;

    —  be implementing a new adult learning grant, dependent on successful piloting, to help others to develop the new skills needed for alternative employment; and

    —  expand level three training opportunities for apprenticeships, technicians, higher craft and trades, and associate professionals, to meet skills gaps identified by sectors and regions.

  The LSC will continue to work closely with Jobcentre Plus, Regional Development Agencies, and with the new Sector Skills Councils as they come on stream, to ensure proper coherence between labour market needs and the learning provision being made available.





 
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