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It is open to local authorities and schools to use whichever strategy they feel appropriate to meet the learning needs of a child with dyslexia. The Department commissioned research, published in 2002, into the effectiveness of intervention schemes for children with literacy difficulties. The research included a number of schemes which make reference to children with dyslexia including Reading Intervention (formerly Cumbria Reading with Phonology Project). The successful interventions readily available to schools were
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listed in a subsequent National Literacy Strategy publication on choosing and implementing interventions for children with significant literacy difficulties, and Reading Intervention was among those listed.
The Department has asked Jim Rose, former HMI Director of Inspection at Ofsted, to undertake a review to advise on best practice in teaching early reading, including the role played by synthetic phonics, and the range of provision necessary to support children who have fallen behind in literacy to catch up with their peers. This advice will inform our work to renew the National Literacy Framework for Teaching to ensure that it reflects the most recent and relevant research and evidence for all learners. The review will also inform the work of the new Early Development and Learning Framework which, together with the renewed Literacy Framework, will help ensure that there is a coherent progression path in early literacy for all learners.
Mr. Hollobone: To ask the Secretary of State for Education and Skills how many pages of departmental guidance have been sent to headteachers in Northamptonshire in each of the last five years. 
Jacqui Smith: The Department ceased sending publications automatically to schools in England on a phased basis between April and December 2004. The service to Northamptonshire was discontinued in October 2004. Our detailed research showed that a significant number of schools wanted greater freedom to choose the publications they wanted, when they wanted them and to be able to order paper copies in the multiples they require. We have given schools this choice by introducing an online ordering system and fortnightly email service, notifying schools of new and important publications. This puts schools in control of what they receive and when they receive it.
Sarah Teather: To ask the Secretary of State for Education and Skills what assessment she has made of the performance of (a) Capital City Academy and (b) other secondary schools in Brent; and if she will make a statement. 
Jacqui Smith: Ofsted inspectors carried out a monitoring visit at Capital City Academy during May this year, focusing on pupil attainment. The visit was very positive and the report noted much has been achieved in the academy's second year and that the principal and governors have 'brought the focus for thinking, planning and action firmly on strategies to raise attainment'. A full inspection of the academy, which will be published on the Ofsted website, is due before the end of this academic year.
The 2005 key stage 3 results are a reflection of some of the improvements mentioned by Ofsted. English was 41 per cent. up from 28 per cent. in 2004 and Maths was 37.9 per cent. up from 35 per cent. in 2004. These figures represent an overall increase of 30.1 per cent. and 24.9 per cent. respectively since opening. Science was 21.8 per cent. down marginally from 23 per cent. but there has been an overall increase of 11.8 per cent. since
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opening. The 2005 GCSE results have yet to be released but provisional results suggest that there is decrease from 2004.
In 2004, 54.5 per cent. of pupils in Brent schools achieved five or more A*-C passes in GCSE or equivalent examinations, this compares with national average of 52 per cent.. Provisional results for 2005 at LEA level will be published on 20 October, with final figures and school-level results following in January 2006.
|Total pupils resident in Essex||Number of pupils resident in Essex educated outside of the authority||Percentage of pupils resident in Essex educated outside of the authority|
pupils in Essex
|Number educated outside authority||Percentage educated outside authority|
Mrs. Dorries: To ask the Secretary of State for Education and Skills how many examiners and moderators employed to mark GCSE, AS, and A Level examination papers in 2005 were not current teachers or former teachers; and if she will make a statement. 
Jacqui Smith: The exam regulators' code of practice requires that candidates' work should be marked by trained examiners with appropriate subject experience. The regulatory authorities have never specified a teaching experience requirement for examiners and markers, although the awarding bodies may set a requirement when they recruit staff. The awarding bodies responsible for GCSE and A level qualifications have assured the regulators that they followed the code of practice during the 2005 summer exam series. No data is available on the total number of markers who were not current or former teachers, though the number is believed to be very small, and any such markers would have received appropriate training and have their performance monitored. Through the exams modernisation programme, a significant number of new examiners have been recruited over the last year, tackling shortages of examiners in almost all subjects.
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