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Margaret Hodge: Professor Meadow has undertaken no work during the past two years on behalf of the Department for Education and Skills. My Department does not have information on whether he has undertaken any other work remunerated from public funds.
1 GCSE and equivalent results are reported as standard as the results of pupils aged 15 at the start of the academic year (i.e. 31 August 2003) and therefore reaching the end of compulsory education at the end of the school year.
Derek Twigg: The Department for Education and Skills and with Becta (The British Educational Communications and Technology Agency) are committed to ensuring that schools have advice and information on internet safety, to help teachers make informed decisions about the technological and practical steps that they can take to keep their students safe.
The Superhighway Safety website includes advice on all aspects of internet safety covering a number of key areas of concern such as e-mails for students, filtering systems, school websites and chat rooms. The guidance pack is online at http://safety.ngfl.gov.uk. Schools are
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advised to have an acceptable use policy signed by students and their parents, guardians or carers detailing the ways the internet can or cannot be used.
Lynne Jones: To ask the Secretary of State for Education and Skills what (a) training and (b) resources are available to educational professionals dealing with young people with experience of self-harm; and what definition of self-harm the Department uses. 
Mr. Stephen Twigg: The school workforce can draw upon a range of training support in dealing with self-harm. The resources available centrally include the Department's 2001 guide Promoting Children's Mental Health in Early Years and School Settings" which gives advice on how self-harm can be managed; and Promoting emotional health and well-being through the National Healthy School Standard", jointly produced by the Departments of Health and Education and Skills, offers guidance and training modules on whole school approaches to supporting emotional well-being more generally. Every local education authority in England works in partnership with primary care trusts to manage and deliver a local healthy schools programme, supported by a local co-ordinator and education and health team.
Further guidelines for education professionals will be available later this year when a national inquiry into self-harm reports. The Department uses the Inquiry's description of self-harm as encompassing
Dr. Stoate: To ask the Secretary of State for Education and Skills what measures she (a) has taken and (b) is proposing to take to assist the lower level super output areas (SOAs) in Dartford that fall within the most deprived 20 per cent. of lower level SOAs in England and Wales in terms of educational qualifications and access to education, skills and training. 
Mr. Ivan Lewis:
Government policy is not currently targeted at a super output area level, but there is an abundance of activity in the Dartford area to address
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the issues arising from the relatively high levels of deprivation, some directly funded through DfES funding, some through a multi-agency approach.
three of the primary schools are being remodelled (physical infrastructure) to provide a high quality environment that will enhance the extended school activities by incorporating health, community and social services provision;
Kate Hoey: To ask the Secretary of State for Education and Skills how many (a) primary and (b) secondary school teachers are trained to provide physical education for pupils with special educational needs. 
Mr. Hopkins: To ask the Secretary of State for Education and Skills how many students attended (a) Russell Group universities and (b) other universities in each of the last three years, broken down by (i) socio-economic class and (ii) ethnic group. 
Dr. Howells: The latest available information on socio-economic group was published in September by the Higher Education Statistics Agency and is given in the first table. The latest information on ethnicity is shown in the second table.
|Of which, percentage(29) from|
|Young entrants(number)||Social classes IIIM-V(30)||Socio-economic classes 47(30)|
|Other HE institutions|
|Of which, percentage(31) who were|
|Other HE institutions|
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