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4 Jul 2005 : Column 159W—continued
Functional Skills
Mr. Hoban: To ask the Secretary of State for Education and Skills what pilot initiatives her Department has set up to test the teaching of functional skills in mathematics and English at GCSE level. [8467]
Jacqui Smith: There are currently no pilot initiatives established to test the teaching of functional skills in maths and English GCSE. We will be publishing an implementation plan for the 14–19 reforms, including the functional skills in English and maths, in the autumn.
Further Education
Simon Hughes: To ask the Secretary of State for Education and Skills what the proportion of black and ethnic minority students in (a) the London borough of Southwark, (b) Greater London and (c) England is in (i) sixth form colleges and (ii) further education colleges. [8809]
Bill Rammell:
The information requested was contained in a letter from the Chief Executive of the Learning and Skills Council (LSC) to the hon. Gentleman dated 25 April 2005, and is reproduced as follows.
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n/a=not applicable.
Notes:
1.Figures for further education colleges include tertiary colleges, but exclude specialist colleges.
2.Figures exclude students whose ethnicity was not known/not provided (around 6 per cent. nationally).
Key Stage 3
Mr. Hoban: To ask the Secretary of State for Education and Skills (1) pursuant to the answer of 14 June 2005, Official Report, column 357W, on key stage learning, when the review of the key stage 3 curriculum will commence; and when it will report; [8489]
(2) pursuant to the answer of 14 June 2005, Official Report, column 357W, on key stage learning, who will be leading the review of the key stage 3 curriculum; [8490]
(3) pursuant to the answer of 14 June 2005, Official Report, column 357W, on key stage learning, whether a report will be published following the review of the key stage 3 curriculum. [8491]
Jacqui Smith: The Department asked QCA to undertake a review of the key stage 3 curriculum in March 2005. Planning and research have been in train since then, in anticipation of the review starting in September 2005. There will be initial advice to the Secretary of State following informal consultation early in 2007 with final advice following formal consultation in summer 2007. This will allow a full year for the development of guidance and continuing professional development for teachers and other staff before first teaching in September 2008. QCA will publish a report of the formal consultation.
Learning and Skills Council
Mr. Michael Foster: To ask the Secretary of State for Education and Skills (1) what account the Learning and Skills Council takes of cost pressures arising from higher than average local wage levels in allocating funding for post-16 provision; and if she will make a statement; [9174]
(2) what account is taken of high local wage and salary levels by the Learning and Skills Council in allocating funds to institutions providing further education. [9517]
Bill Rammell: As part of a development plan, the Learning and Skills Council (LSC) enters into a funding agreement with each provider. The funding agreement sets out the funds for the provision of further education (FE) that the LSC has agreed to pay to the provider, and the education and training provision that the provider has agreed to provide in return.
The level of funding is determined by the application of a national funding formula, and should reflect the directly incurred costs of efficiently delivered provision.
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As part of the funding formula, there is an 'area costs' element. This provides a funding uplift to reflect that in some geographical areas, higher salaries are needed to attract staff of a similar standard.
Success for All, the strategy for reforming FE and training, makes clear that the Government's approach to pay is to enable local flexibility to meet local needs and to encourage a clear link between pay and individual performance, General FE colleges and sixth form colleges are autonomous institutions, and as such they negotiate their own pay and conditions of service with staff and their unions without Government involvement.
Literacy/Numeracy
Mr. Hoban: To ask the Secretary of State for Education and Skills what criteria are used to assess the functional literacy and numeracy of school leavers. [8465]
Jacqui Smith: The national curriculum sets out a clear, full and statutory entitlement to learning for all pupils up to the age of 16. It determines the content of what will be taught and sets attainment targets for learning. The programmes of study set out what pupils should be taught in each subject at each key stage, and attainment targets set out the knowledge, skills and understanding which pupils of different abilities and maturities are expected to have by the end of each key stage. Functional literacy and numeracy skills are embedded in the English and mathematics programmes of study.
At key stage 4 (ages 14–16) GCSE qualifications are the principle means of assessing attainment, including functional literacy and numeracy. The changes to the assessment of functional skills in English and maths GCSE, announced in the White Paper 14–19
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Education and Skills", will ensure that no one can get a grade C or better in English and maths without mastering the functional elements.
Mr. Hoban: To ask the Secretary of State for Education and Skills if she will make a statement on the differences in (a) assessment, (b) teaching and (c) content between the proposed tests of functional numeracy and literacy for school leavers and GCSEs in English and mathematics. [8466]
Jacqui Smith: The White Paper 14–19 Education and Skills" announced that GCSEs in English and maths would be revised to ensure that students cannot get a grade C or better without passing a functional skills unit. We are working closely with the Qualifications and Curriculum Authority and other stakeholders to develop the content, assessment and teaching of the functional skills units and how they will fit within English and maths GCSE. This work will build on the best aspects of the Key Stage 4 National Curriculum, Skills for Life and the current range of English and maths-related qualifications.
It is too early to say what the differences will be from the current GCSEs in English and maths but we will ensure that a grade C or better at GCSE is a guarantee that young people have the functional skills they need for life, learning and work.
Looked-after Children
Mr. Burstow: To ask the Secretary of State for Education and Skills how many and what proportion of looked-after children aged under two years in each London borough experienced three or more changes of accommodation in each of the last five years. [8237]
Maria Eagle: The figures requested are shown in the following table.
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Notes:
1.Figures exclude children looked after under an agreed series of short-term placements.
2.National figures over 1,000 have been rounded to the nearest 100. National figures under 1,000 and all regional figures have been rounded to the nearest 10. Figures between 1 and 5 have been suppressed and replaced by a hyphen (-). All other figures have been rounded to the nearest 5.
3.Figures have been derived from the SSDA903 one-third sample survey.
4.Figures have been taken from the SSDA903 return, which in 2004–04 covered all children looked after.
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