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22 Nov 2005 : Column 1961W—continued
Science Teachers
Stephen Hammond: To ask the Secretary of State for Education and Skills how many teachers of science there are in secondary schools in England; and how many there were in 1995. [22393]
Jacqui Smith:
The following table shows the number of full-time teachers teaching sciences 1 in maintained secondary schools in England as at November 1996 and 2002. The figures are estimates based upon sample surveys carried out most recently in 1996 and 2002 only. A number of teachers may be in regular service teaching more than one science. The table shows each teacher once against each subject that they are teaching.
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1 Teachers qualified in combined/general science are treated as qualified to teach biology, chemistry or physics. Teachers qualified in biology, chemistry or physics are treated as qualified to teach combined/general science.
| 1996 | 2002 | |
|---|---|---|
| Combined/general science | 27,300 | 28,300 |
| Biology | 5,100 | 5,600 |
| Chemistry | 4,600 | 5,200 |
| Physics | 4,400 | 4,700 |
| Other sciences(61) | 1,600 | 1,600 |
(61) Other sciences includes subjects such as geology, environmental science and agricultural science.
Note:
Totals may not appear equal to the sum of their parts because of rounding.
Source:
Secondary Schools Curriculum and Staffing Survey
Sex Education
Dr. Kumar: To ask the Secretary of State for Education and Skills whether she plans to extend the number of hours devoted to sex education in schools. [30237]
Jacqui Smith: It is for schools to decide how much teaching time is necessary to meet the requirements for sex education outlined in statutory National Curriculum Science and in the non-statutory framework for Personal Social and Health Education.
Skills for Life Qualifications
Mr. Stephen O'Brien: To ask the Secretary of State for Education and Skills what grading levels will be used for Skills for Life qualifications. [28764]
Bill Rammell: Skills for Life qualifications in Literacy, Numeracy and ESOL have been in place since 2001. They are available at Entry Levels 1, 2 and 3 and at Levels 1 and 2. Awards can be made at each level, for each subject. They are all awarded on a simple pass or fail basis.
Literacy and Numeracy Entry Levels 1 to 3 are assessed through coursework and at Levels 1 and 2 through external national tests which can be accessed on a 'when ready' basis and through e-assessment as well as on paper. Candidates can be given feedback on their performance to support their further learning.
Special Educational Needs
Mr. Pelling: To ask the Secretary of State for Education and Skills what proportion of the Special Educational Needs and Disability Rights Act 2001 funding stream from the Government Office for London was made available to the London borough of Croydon in 2004–05. [29892]
Jacqui Smith:
London borough of Croydon received £36,244.00 in 2004–05 to help the local authority youth service meet their duties under the Special Educational Needs and Disability Act 2001. Croydon's proportion of the London regional allocation (£736,828.00) was 4.9 per cent.
22 Nov 2005 : Column 1963W
Standards Fund
Mr. Lidington: To ask the Secretary of State for Education and Skills how much was paid by her Department to (a) Buckinghamshire local education authority and (b) Milton Keynes local education authority under the ethnic minority achievement element of the Standards Fund in each year since 2003–04; how much is planned to be paid in each case in each year until 2007–08; and what the percentage change in (i) cash and (ii) real terms is between the amount paid in 2003–04 and the amount planned to be paid for 2007–08. [30607]
Jacqui Smith: Changes to the distribution of the Ethnic Minority Achievement (EMAG) element of the Standards Fund were introduced in 2004–05 to bring a better targeted, fairer and more sensible distribution to this grant. These changes were widely endorsed by the DfES Aiming High: Raising the Achievement of Minority Ethnic Pupils" consultation of 2003.
Total EMAG funding will increase by £10 million between 2005–06 and 2007–08.
The redistribution of funding will lead to a small number of local authorities receiving less funding than they did under the previous system. However, losses in any one year will be limited to 0.05 per cent. of each authority's overall school funding.
The allocations for Buckinghamshire and Milton Keynes for the years 2003–04
to 2007–08 and the cash, as well as real terms changes, are detailed as follows:
| Programme year | Buckinghamshire | Milton Keynes |
|---|---|---|
| 2003–04 | 797,446 | 233,834 |
| 2004–05 | 797,446 | 233,834 |
| 2005–06 | 673,398 | 234,098 |
| 2006–07(62) | 549,350 | 241,545 |
| 2007–08(62) | 425,302 | 260,251 |
(62) Provisional DfES contribution.
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In 2003–04 to 2005–06 the DfES contribution was matched funded by local authorities at 50 per cent. grant rate.
| Buckinghamshire | Milton Keynes | |
|---|---|---|
| 2003–04 (£) | 797,446 | 233,834 |
| 2007–08 (Provisional) (£) | 425,302 | 260,251 |
| Actual difference (£) | -412,231 | +1,887 |
| Percentage difference real terms | -51.7 | +0.8 |
Under-achievement
John Bercow: To ask the Secretary of State for Education and Skills what percentage of children from low socio-economic backgrounds have achieved five A-C grade GCSEs in each of the last five years; and how this compares with national results. [26036]
Jacqui Smith: The Department does not collect details of the socio-economic group of pupils. However, one commonly used measure of low socio-economic status is eligibility for free school meals (FSM).
Figures are given in the following table.
(63) Pupils aged 15 at the beginning of the academic year (i.e. 31 August).
(64) Figures for 2002 and 2003 include GCSEs and GNVQs only. Figures for 2004 include GCSEs and other approved qualifications.
(65) Attainment figures by pupil characteristics have been derived from the Annual School Census (ASC) since 2002.
Note:
These figures are for maintained schools only and are not directly comparable with the national attainment figures that underpin the Department's PSA targets.
Undergraduate Student Grants
Mr. Davey: To ask the Secretary of State for Education and Skills how much money was spent on grants for (a) full-time undergraduate students and (b) part-time undergraduate students in (i) 2005–06, (ii) 2006–07 and (iii) 2007–08. [25435]
Bill Rammell: Our expenditure plans for grants to undergraduate students in higher education over this period are:
(66) Can be paid as grants or loans at the discretion of the institution.
Note:
The figures are inclusive of the funds that will transfer to Wales from September 2006 when HE student support devolves to the Welsh Assembly Government; the Access to Learning Fund (which can be paid as grant or loan); and the tuition fee grant which is paid directly to the institution. The tuition fee grant will be replaced by the tuition fee loan over the period.
Funding to part-time students through the Access to Learning Fund is being increased significantly over the period.