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Mr. Lancaster: To ask the Secretary of State for Education and Skills what assistance her Department is giving to schools in Milton Keynes to promote good behaviour in the classroom. 
Jacqui Smith: Our Secondary Strategy gives all secondary schools in Milton Keynes access to high-quality behaviour management training materials and support from a DfES-funded behaviour management consultant. Our Primary Strategy is giving all primary schools access to high-quality training and curriculum materials to improve children's social, emotional and behavioural skills. In addition:
our Excellence in Cities programme provides Milton Keynes with extra funding (just over £1.3 million this year), about half of which can be used to fund Learning Mentors and Learning Support Units in schools in the Milton Keynes Excellence Cluster; and
our Behaviour Improvement Programme provides Milton Keynes with further additional funding (728,000 this year) to support selected schools facing the greatest behaviour challenges.
To ask the Secretary of State for Education and Skills whether the Dedicated Schools Grant for Worcestershire will continue to include the
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extra £3.5 million put in by Worcestershire county council above the Schools Formula Spending Share for 200506. 
Jacqui Smith: The consultation document proposed that the starting point for the new Dedicated Schools Grant should be what each authority is actually spending on schools at presentnot the level of its funding. So the Dedicated Schools Grant for Worcestershire for 200607 will continue to include the extra £3.5 million put in by Worcestershire county council above the Schools Formula Spending Share for 200506.
David T.C. Davies: To ask the Secretary of State for Education and Skills how many full-time equivalents have worked for the Department for each of the last five financial years for which figures are available. 
Maria Eagle: I refer the hon. Member to table C of Civil Service Statistics 2004 which is available on the internet at: http://www.civilservice.gov.uk/management_ information/statistical_information/statistics/publications/xls/report_2004/table_c.xls.
This table shows the numbers of staff by Department and agency between 1998 and 2004, on a full-time equivalent basis. Copies of Civil Service Statistics are also available in the Library.
Mr. Burstow: To ask the Secretary of State for Education and Skills pursuant to the answer of 11 July 2005, Official Report, column 836W, on education, if she will break down the figures in the second table by residing authority. 
Jacqui Smith: The information requested broken down by local education authority has been provided in the tables.
|Number of Pupils||Primary||Secondary||Special|
|Pupils attending schools|
|Kingston upon Thames||391||75||312||4|
Mr. Wills: To ask the Secretary of State for Educationand Skills how much money her Department granted to Swindon local education authority in (a) 200001, (b) 200102, (c) 200203, (d) 200304 and (e) 200405. 
Jacqui Smith: The figures requested are expressed in cash terms and set out as follows:
|Recurrent funding(20)||Capital funding|
Mr. Hoyle: To ask the Secretary of State for Education and Skills what the spending per (a) primary and (b) high school pupil in Lancashire is for 200506. 
Jacqui Smith: In 200506, the total revenue funding per pupil made available in Lancashire, through formula funding and specific grant, to support pupils aged 310 was £3,640 and £4,450 per pupil aged 1115.
1.Figures reflect relevant sub-blocks of education EFS settlements and include the pensions transfer to EFS. 2.Total funding also includes all revenue grants in DfES Departmental Expenditure Limits relevant to pupils aged 310 and 1115 and exclude Education Maintenance Allowances and grants not allocated at LEA level. 3.The pupil numbers used to convert £ million figures to per pupil are those underlying the EFS settlement calculations. 4.Figures are rounded to the nearest £10.
To ask the Secretary of State for Education and Skills what the average waiting time between the referral of a child to an educational
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psychologist and that child's appointment was in (a) each local education authority and (b) England in the last period for which figures are available. 
Maria Eagle: Information on waiting times for consultations with educational psychologists is not collected centrally.
Mr. Stephen O'Brien: To ask the Secretary of State for Education and Skills what the average length of time employees spent away from the workplace completing NVQ Level 2 qualifications for the Employer Training Pilots was (a) in each pilot area and (b) across all pilot areas 
Phil Hope: The Employer Training Pilots Year 2 Evaluation Report, Platform for Progression: Employer Training Pilots" (published in March 2005 and available in the House of Commons Library) shows that:
in 50 per cent. of cases, ETP training is mainly delivered at the learners' workplace as part of normal duties;
The report also shows that, on average, it takes a participating employee around 100 hours spread over eight months to complete their NVQ. About a quarter of this is done in the employee's own time. Data are not available for individual Employer Training Pilots.
Mr. Stephen O'Brien: To ask the Secretary of State for Education and Skills in what percentage of cases employer training pilots followed the assess, train, assess model (a) in each pilot area and (b) across all pilot areas; and what priority this model will be accorded in future in respect of small and medium sized enterprises. 
Phil Hope: The Employer Training Pilots (ETPs) tested a flexible approach to delivering training, mainly in the workplace. Training providers were encouraged to adopt an innovative 'Assess-Train-Assess' approach to meeting employer and individual skills needs to tailor the training provided to meet identified skills gaps.
The Employer Training Pilots Year 2 Evaluation Report, Platform For Progression: Employer Training Pilots" (published in March and available in the House of Commons Library) found that while the vast majority of employers and employees were either 'satisfied' or 'very satisfied' with their training, only 16 per cent. of participating employees went through all phases of the 'Assess-Train-Assess' training model. As a result, stronger contracting requirements were placed on providers for the third phase of the pilots, launched in September 2004, to ensure that all participating employees received an initial assessment of skills needs.
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