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Tim Loughton: To ask the Secretary of State for Education and Skills how many children have started primary schools in West Sussex in each of the last 10 years; and what her projections are for the next five years. 
Jacqui Smith: The requested time series is not available due to changes in the way that information is collected on new admissions to primary schools. The table shows the number of four and five-year-olds in maintained primary schools in West Sussex from 1996 to 2005.
The Department does not produce projections of numbers of pupils starting schools in individual local authorities. The Department has recently released pupil number projections at local authority level for 2006 and 2007 which it plans to use in setting authorities' Dedicated Schools Grant guaranteed units of funding. These projections are for all children aged three to 15 funded by authorities. They can be seen at the following address: http://www.teachernet.gov.uk/docbank/index.cfm?id=9224
Mrs. Curtis-Thomas: To ask the Secretary of State for Education and Skills (1) how many (a) unitary and (b) metropolitan local authorities have received claims for compensation for (i) sexual and (ii) physical abuse in residential schools in the last five years; 
(2) which local authorities have received claims for compensation for (a) sexual and (b) physical abuse in residential schools; and what the total value of such claims was in respect of each authority in 200405; 
Mike Penning: To ask the Secretary of State for Education and Skills how many (a) classroom assistants and (b) full-time equivalent classroom assistant posts there were in schools in Hemel Hempstead constituency in each year since 1997. 
Jacqui Smith: The following table provides the full-time equivalent number of teaching assistants in maintained sector schools, including pupil referral units, in Hemel Hempstead constituency in January of each year.
|Teaching assistants FTE|
Jacqui Smith: The adviser to the Secretary of State on specialist schools and academies, Sir Cyril Taylor, has not received remuneration for this position since his original appointment in 1987. His appointment is on a part-time and voluntary basis.
Maria Eagle: Schools and local authorities have duties under the Education Act 1996 to identify, assess and make suitable provision for all children with special educational needs (SEN), including those with autistic spectrum disorders (ASDs). In making provision for children with SEN schools and local authorities have to have regard to statutory guidance set out in the SEN Code of Practice. With the Department of Health, we have also published non-statutory Good Practice Guidance on ASDs (2002) some 30,000 copies of which have been distributed on demand. The Guidance is designed to raise awareness and to give providers a tool with which to audit and develop their provision. The Department is aware that the Guidance is being used in this way by schools, local authorities and the Departmentally-funded SEN Regional Partnerships, nine of the 11 of which have established autism working groups.
Helen Jones: To ask the Secretary of State for Education and Skills if she will make it her policy to include compulsory modules on (a) identifying children with special educational needs and (b) developing appropriate teaching methods for them within initial teacher training courses. 
Maria Eagle: I would refer my hon. Friend to the reply given on 1 November 2005, Official Report, columns 100203W, in response to her earlier question on training to equip the education workforce with the skills needed to improve attainment among pupils with special educational needs. That answer explained the SEN requirements already in place for teachers undergoing initial training and induction.
As part of a review of professional standards, including those for Qualified Teacher Status, the Training and Development Agency for Schools will be looking at whether there is a need to strengthen the Standards relating to special educational needs and inclusion. The Agency will also consider whether there is a case for expanding associated guidance. The Department will of course contribute to this process.
Helen Jones: To ask the Secretary of State for Education and Skills what steps she is taking to ensure that special educational needs co-ordinators have appropriate training for the role they undertake. 
Special educational needs co-ordinators (SENCOs) are appointed by headteachers. It is for individual schools and their maintaining local authorities to arrange appropriate induction and
23 Nov 2005 : Column 2097W
training. This would need to have regard to the existing experience and knowledge of the individual acting as SENCO, and the range and complexity of special educational needs represented within the school. Schools may use their School Development Grant to arrange appropriate training.
Anne Milton: To ask the Secretary of State for Education and Skills how many pupils are in special needs schools in Surrey; how many pupils with special educational needs are in mainstream schools in Surrey; and how many special needs schools have (a) opened and (b) closed in Surrey since 1997. 
|January 2005||Total pupils|
|Surrey local authority area|
|Pupils on roll||348|
|Pupils with statements||12|
|% Pupils with statements||3.4|
|Pupils with SEN without a statement||60|
|% Pupils with SEN without a statement||17.2|
|Pupils on roll||78,780|
|Pupils with statements||1,682|
|% Pupils with statements||2.1|
|Pupils with SEN without a statement||13,128|
|% Pupils with SEN without a statement||16.7|
|Pupils on roll||59,361|
|Pupils with statements||1,252|
|% Pupils with statements||2.1|
|Pupils with SEN without a statement||9,051|
|% Pupils with SEN without a statement||15.2|
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