Jacqui Smith: Food technology is already a requirement for all pupils at key stages 1 and 2. Pupils learn practical food skills as well as basic food hygiene and safety, diet and nutrition. At Key Stage 3, food technology is an optional strand of design and technology. The Department strongly advises schools to offer food technology at Key Stage 3 and around 90 per cent. do provide it for their pupils. Practical food skills are part of the food technology curriculum at Key Stages 3 and 4.
Mr. Marsden: To ask the Secretary of State for Education and Skills (1) what assessment she has made of the merits of targeting funding to schools or local education authorities with high levels of pupil mobility; 
Jacqui Smith: We have been considering with our education partners, including representatives of head teachers and local authorities, whether there should be a mobility factor in the national school funding distribution formula, because of schools in some areas facing higher levels of pupil turnover than in others. We expect to announce our decisions on this issue soon. Local authorities are already allowed to take account of mobility in their funding formulae for schools.
This work has not included consideration of the costs to schools of high levels of pupil mobility or the impact of pupil mobility on other children in affected schools.
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We have not commissioned any research looking specifically at the impact of pupil mobility on others, but we did commission a research study Pupil Mobility in SchoolsDobson et al 1999DfEE research report number 168" which investigated the general issue of pupil mobility.
In the current primary school achievement and attainment tables, a mobility indicator is provided alongside each school's value added measure. This provides context for the value added measure by showing the extent to which pupils eligible for the key stage 2 tests were not in the school for the whole of their key stage 2 education.
In the secondary tables, a pilot of contextual value added" is taking place in 2005. This will directly take account of a range of contextual factors which are outside the school's control and which are correlated with outcomes even after taking account of prior attainment. Mobility will be one of the factors included, since pupils who move between schools outside of normal transitions make lower progress than non-mobile pupils. A similar pilot is planned for primary schools in 2006.
The Department does not collect information from individual schools that is specifically about pupil mobility. However pupils' dates of entry to schools are collected as part of the Pupil Level Annual Schools census. Based upon these dates of entry various mobility rates can be calculated depending upon the definition used.
Helen Goodman: To ask the Secretary of State for Education and Skills (1) if she will provide guidance to schools on the method of allocation of the extra funding for school meals announced by the Government in March in time for schools to make adequate plans for the school year beginning in September; 
Over the three years 200506 to 200708, all maintained schools in England will receive a share of the £220 million set aside to help local education authorities and schools strengthen their support for healthy eating and to provide better quality food. Of this, £30 million each year will go to schools to help meet transitional costs involved in developing and improving their whole school" approach to food. £30/50/50 million will go to LEAs to enable them to support schools with this process, with an emphasis on schools in deprived areas and schools starting from a low base.
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The first instalment of this additional funding will be available to schools and LEAs this autumn. Further details about the distribution of both grants between individual local authorities and schools will be announced shortly.
Jacqui Smith: Section 77 of the School Standards and Framework Act 1998 requires local authorities and schools to obtain the written consent of the Secretary of State before they can dispose of any part of a school's playing field. Schools are only allowed to dispose of genuinely surplus areas of playing field.
Fakenham High Schoolapplied in November 2003 to sell 16,000 sq m of sports pitch. The School Playing Fields Advisory Panel, which carries out the initial assessment of applications, determined that the application did not meet the published criteria and the application was subsequently withdrawn.
Mr. Davey: To ask the Secretary of State for Education and Skills (1) what assessment she has made of the level of violence in schools; what guidance she has provided on this issue to (a) teachers, (b) governors, (c) parents and (d) local authorities; and if she will make a statement; 
Jacqui Smith: In 2003/04 there were just under 88,000 exclusions from maintained school for physical violence, of which 80 per cent. were for violence to other pupils. This total is equivalent to just over 1 per cent. of the relevant pupil population. But any level of violence in schools is too high. So we have made it clear that head teachers may permanently exclude pupils for violence even when this is a first offence. It is even more important to help schools create an environment that reduces the risk of violence to an absolute minimum. To achieve that we have:
giving every primary school access to high-quality guidance, training and curriculum materials for developing pupils' social, emotional and behavioural skills and developing similar materials for secondary schools;
Our guidance and training materials are primarily designed for head teachers and school staff. But they are readily available to local authorities and governors and accessible to parents through the DfES website.