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Jacqui Smith [holding answer 18 October 2005]: The implementation plan will be published shortly. The plan will set action being taken now to raise 1419 participation and achievement; forthcoming changes to curriculum and qualifications; and changes to the delivery infrastructure.
Mr. Davey: To ask the Secretary of State for Education and Skills how many secondary school teachers have left the profession before completing five years of teaching (a) in total and (b) broken down by subject since 21 December 2004. 
Provisional estimates for 2003/04 (the latest year for which data are available) indicate that of the 14,270 full-time regular teachers who left service from maintained secondary schools, 4,180 left before completing five years of teaching.
24 Oct 2005 : Column 157W
|English (including Drama)||670|
|Modern foreign languages||460|
|Budgeted net expenditure on the provision of education for children with special educational needs|
Maria Eagle: Local authorities have important and extensive duties to identify, assess and make provision for children with special educational needs and to keep their arrangements for doing so under review. Schools, early education settings, local authorities and others must have regard to the Special Educational Needs Code of Practice, which gives guidance on carrying out their statutory duties under the 1996 Education Act.
The Government published in February 2004 their SEN strategy Removing Barriers to Achievement", which sets out a long-term programme to improve SEN provision and to improve outcomes for children and young people with SEN. As part of this strategy, the Department is promoting more consistent practice through a team of national SEN advisers. The Advisers are providing support and challenge to local authorities on key SEN issues, including the management of provision for children with special needs.
Maria Eagle: The available information is provided in the table and shows the maximum number of day pupils and the maximum number of boarding pupils for whom special schools are formally approved to make a provision.
|Kent local authority|
|Number of pupils on roll(71)||Maximum number of day pupils(72)||Maximum number of boarding pupils(73)||Total maximum number of day and boarding pupils|
To ask the Secretary of State for Education and Skills what the criteria are for entry to the Graduate Training Programme for teachers;
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and whether previous teaching experience and qualifications are taken into account when considering applications. 
Jacqui Smith: The conditions of entry to the Graduate Teacher Programme are the same as those for entrants to all courses of initial teacher training in England. These are laid down in the document Qualifying to teach: Professional Standards for Qualified Teacher Status and Requirements for Initial Teacher Training" which can be seen at www.tda.gov.uk/qualifyingtoteach
Teaching experience is desirable before entry to training, but is not a statutory entry requirement. Teaching and school experience is taken into account by employment-based and conventional teacher training providers when they make decisions about whom they accept onto programmes.
Jacqui Smith: We are fully committed to increasing the diversity of the early years workforce and, in particular, to increasing the proportion who are men. We made this very clear in our 10-year strategy for child care, Choice for parents: the best start for children" published last December and again in our Children's Workforce Strategy published in April this year.
We work closely with local authorities and other key partners such as Jobcentre Plus to support employers in recruiting early years workers. This includes several initiatives to help boost the number of men in the workforce. For example, earlier this year we undertook
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regional press and radio advertising which used positive images of men working in the sector. We have produced a video for men considering working in early years. We have also commissioned the Daycare Trust to work with local authorities to enhance their efforts to promote the recruitment of men in their local labour markets.
Mr. Paul Goodman: To ask the Secretary of State for Education and Skills what steps she is taking to ensure that qualified teachers from Australia and New Zealand are able to teach in England; and if she will make a statement. 
Jacqui Smith: Under current regulations qualified teachers from Australia and New Zealand are able to teach in England for up to four years without gaining qualified teacher status (QTS). To continue teaching here for longer, they need to gain QTS.
For those teachers who want to gain QTS, the Training and Development Agency for Schools operates the overseas trained teachers scheme which assesses individuals' closeness to QTS and the amount of training they will need to reach this standard.
Andrew Rosindell: To ask the Secretary of State for Education and Skills how many secondary school teachers teach the subject in which they undertook a degree; and how many teach a subject different from their degree qualification, broken down by degree subject. 
Jacqui Smith: The information is not available in the format requested. The following table shows the highest qualification held by secondary school teachers in the subjects that they taught in 2002, the latest year for which data are available.
|Degree(78)||BEd||PGCE||Cert. Ed.||Other qual.||No qual.||Total teachers (000)|
|Other Modern Languages||18±8||-±-||9±7||-±-||3±4||71±10||1.4|
|Design and Technology(80)||26±3||20±3||7±2||21±3||2±1||24±3||20.9|
|Other Social Studies||35±5||6±3||2±2||2±1||-±1||54±6||4.9|
|Combined Arts/Humanities/Social Studies||5±3||4±2||7±3||1±1||1±1||83±5||5.3|
|Art and Design||54±4||10±3||7±2||9±3||1±1||20±4||9.3|
A copy of this table is available as Table 24 of the Statistics of Education, School Workforce in England Volume, 2004 edition which has been placed in the House of Commons Library. Alternatively it may be accessed at the following URL:
Chris Huhne: To ask the Secretary of State for Education and Skills what progress has been made in introducing arrangements to allow teachers to opt for salary sacrifice in order to obtain child care vouchers. 
Jacqui Smith: I refer the hon. Member to the answer given on 12 September 2005 by my right hon. Friend the Minister for Children, Young People and Families column 2337W. This matter is still under consideration.
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