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|Position in January each year: 1998 and 2004||Qualified teachers||Other teaching staff||Total teaching staff||Qualified teachers||Other teaching staff||Total teaching staff|
|Northampton, North parliamentary constituency||930||10||940||940||50||990|
|Northampton, South parliamentary constituency||740||10||750||830||40||870|
|Teaching assistants||All other support staff||Total support staff||Teaching assistants||All other support staff||Total support staff|
|Northampton, North parliamentary constituency||220||200||420||300||380||680|
|Northampton, South parliamentary constituency||120||170||280||210||320||540|
Margaret Hodge: The Government are committed to supporting the development of extended schools, to offer enrichment activities and child care to parents and children. By 2010 all parents with children aged 511 will be offered the guarantee of affordable child care between the hours of 8 am to 6 pm, all year round. Provision could be available in a local school, in a neighbouring school or on a different site, provided by the school or in partnership with voluntary and private sector providers, including local childminders. Half of all parents will be able to enjoy this service by 2008. For secondary school aged children, all secondary schools will, by 2010, be open 8 am to 6 pm all year round offering a range of interesting activities. By 2008 we want at least a third of all secondary schools making this offer.
We have already committed around £50 million over the period 200304 to 200405 to support the roll out of extended schools. This has comprised just under £44 million paid via the Standards Fund (including £2.8 million made available by the Neighbourhood Renewal Unit and £1.8 million from the Home Office) and £6.8 million paid through the Sure Start General Grant, In addition to this £14 million from the Young People's Fund element of the Big Lottery Fund has been made available to 78 local authorities over three years from 200405 to support the development of extended schools across their areas
Funding should also be available from the agencies which deliver services provided on school premises such as health and social care. Schools can also charge for some services such as community use of the schools premises and child care. In the case of school based child care, parents, who are eligible, can claim part of the cost through the child care element of the working tax credit.
In the financial year 200506 my Department will be making available just over £107 million to support the development of extended schools. In later years we will provide further sums including funding to support the development of school based child care. An announcement will be made in due course. The funding for extended schools is to kick start the delivery of services with the intention that the facilities should be self-sustaining over time.
At 31 March 2004 approximately 61,100 children were looked after, of whom 68 per cent. were in foster placements in England. The Department itself does not collect information centrally about the number of foster carers. However, a recent survey of local authorities, carried out by the Fostering Network, indicated a shortage of around 8,200 foster carers in England.
31 Jan 2005 : Column 668W
Supporting local authorities to act effectively to recruit and retain foster carers is therefore a priority for my Department and we have recently produced a Fostering Publicity Pack designed to help local authorities to run targeted local campaigns to recruit new foster carers for looked after children. We have also awarded a 3 year grant of £180,000 to the Fostering Network to support Foster Care Fortnight, which has a particular focus on recruitment.
In addition, the Choice Protects grant, which provides funding of £113 million over three years, has a specific emphasis on fostering services. We are currently developing a number of new initiatives to improve the status, support and training of foster carers. These include the development of a national award ceremony, a national advice line, measures to improve the support given to foster carers who are subject to allegations and new training resources for foster carers. We will also shortly be commencing detailed work on payments to foster carers in the context of the Children Act 2004.
School type (admissions basis)
|Average GCSE and equivalents point score|
|Other maintained schools(28)||44.3|
|All maintained schools||335.1|
Mr. Willis: To ask the Secretary of State for Education and Skills how many looked-after children have been placed in private boarding schools in each of the last four years for which figures are available, broken down by local authority. 
In 2003 the DfES commissioned Cambridge and Manchester Universities to carry out a joint study of teaching approaches for different types of special educational needs (SEN). The study found that
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there was a large degree of overlap between different effective approachesin essence, good teaching skills are much the same for all pupils, regardless of whether or not they have SEN, or the type of SEN.
The 2003 research did not include an assessment of the effectiveness of the different specialised approaches used in teaching children with hearing impairmentoral/aural, total communication and sign bilingualism. We are considering what further work might be taken forward in this area.
Parents of deaf or hearing impaired pupils who have statements of special educational needs, are able to express a preference for the maintained school they would like their child to attend, and can also make representations for a place at an independent or non-maintained special school. Before expressing a preference they are able to consider teaching approaches offered by different schools. Local authorities decide which school should be named in a child's statement taking account of parental preference and the individual needs of the child.
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