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Mr. Cousins: To ask the Secretary of State for Education and Skills what research he has carried out, and what conclusions he has reached, on the effect of in-year pupil mobility on educational achievement; and what rates of pupil mobility were experienced in 200304 in each local education authority-supported school in Newcastle upon Tyne. [204416]
Mr. Stephen Twigg: The Department has not conducted any research into the particular effects of in-year pupil mobility on educational achievement.
However, some general research has been conducted into the nature and causes of pupil mobility in schools. A report published by the Department in 1999 concludes that high pupil mobility in schools is strongly associated with factors of social deprivation, family break-up, temporary accommodation and other rented housing occupied by poorer families moving around.
In terms of the link between pupil mobility and achievement, analysis of provisional 2004 GCSE data shows that pupils who joined their current secondary school at any time other than the start of a school year (in-year mobility), on average, achieved 27 GCSE points fewer at age 15 than other pupils with similar characteristics, including similar attainment at age 11. This approximately equates to achieving one grade lower in 4 or 5 subjects at GCSE.
With regard to the pupil mobility rates, the Department collects mobility indicators for primary schools. The mobility indicator is defined as the percentage of pupils eligible for Key Stage 2 assessment that are included in the value added calculation, who took both their Key Stage 1 and Key Stage 2 tests at the same school.
The mobility indicator for each local education authority-supported school in Newcastle upon Tyne in 2003/04 is given in the following table:
Mr. Andrew Turner: To ask the Secretary of State for Education and Skills what evidence the Pupil Level Annual Schools Census data provides of the capacity of pupils in primary schools to be taught through the medium of English. [204339]
Mr. Stephen Twigg [holding answer 13 December 2004]: Data collected via the Pupil Level Annual Schools Census (PLASC) does not provide the requested evidence.
PLASC does collect individual pupil records which include information on whether the pupils' first
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language is English. First language is defined as the language to which the child was initially exposed during early development.
PLASC does not collect data on the relative English language fluency of those pupils recorded as having a first language other than English.
National Curriculum Assessment and GCSE/GNVQ Attainment by Pupil Characteristics is now published by the DfES annually. This includes separate data on achievement by pupils whose first language is English and whose first language is other than English.
Chris Grayling: To ask the Secretary of State for Education and Skills how many school pupils passed (a) four GCSEs and (b) one GNVQ in each year since 1994. [200441]
Mr. Stephen Twigg: The information requested is:
Chris Grayling: To ask the Secretary of State for Education and Skills what the remit is of the Qualifications and Curriculum Authority's consultation on the proposed new framework for achievement; and how it differs from the remit of the Tomlinson Commission. [206154]
Mr. Stephen Twigg: The remit of the Qualifications and Curriculum Authority's consultation on the proposed new framework for achievement is the reform of Vocational Qualifications and the establishment of a credit framework for adults in England by 2006.
The Working Group on 1419 Reform, chaired by Mike Tomlinson, was remitted to make recommendations to strengthen the structure and content of full time vocational programmes; create appropriate assessment arrangements for this phase of education; ensure more young people remain in education and training beyond 16 and are better prepared for adult and working life.
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We will be considering the Report carefully. Our intention is to make positive and detailed proposals in the form of a White Paper in the new year. We will ensure that this is compatible with the framework for achievement proposals.
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