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Access to Learning

Mr. Stephen O'Brien: To ask the Secretary of State for Education and Skills how many people have started work-based learning in each year since 2000, broken down by programme. [31264]

1 Dec 2005 : Column 766W

Phil Hope: Full year figures for the numbers startingwork-based learning (WBL) broken down by programme are published annually in a Statistical First Release (SFR) produced by the Learning and Skills Council (LSC) in consultation with Department for Education and Skills (DfES) statisticians.

The most recent version, entitled 'Further Education, Work Based Learning for Young People and Adult and Community Learning—Learner Numbers in England 2003/04', was published on 14 December 2004. Table 5 contains figures for WBL starts broken down by programme for every year between 2000/01 and 2003/04. The SFR can be downloaded from both the DfES and LSC websites:

Revised and updated figures for 2004/05 are due to be published on 8 December 2005.

A-level Grades

Mr. Gibb: To ask the Secretary of State for Education and Skills how many and what proportion of candidates attending (a) non-maintained schools, (b) grammar schools, (c) comprehensive schools and (d) further education colleges received (i) A and (ii) B grades at A-level in (A) chemistry, (B) physics, (C) mathematics, (D) French and (E) German in 2005. [33144]

Jacqui Smith: The data requested on GCE A Level results of 16 to 18 1 -year-old students in 2005 (provisional data) can be found in the following table.

Comprehensive(28)SelectiveIndependentFE Sector
Number of students attaining
ChemistryA grade2,5741,8593,8431,607
B grade3,1461,2062,0491,862
PhysicsA grade1,9621,2972,5751,074
B grade1,9687981,3151,046
MathsA grade5,8212,8956,6033,365
B grade4,3851,3452,3262,760
FrenchA grade9515701,804573
B grade1,1285181,064613
GermanA grade455283812280
B grade498230320269
As a percentage of students attempting subject
ChemistryA grade19.740.747.921.6
B grade24.026.425.525.0
PhysicsA grade18.938.646.822.3
B grade19.023.823.921.7
MathsA grade31.451.062.630.0
B grade23.623.722.124.6
FrenchA grade22.535.947.424.6
B grade26.732.628.026.4
GermanA grade22.436.557.627.5
B grade24.529.722.726.4

(28)Comprehensives include City Technology Colleges and Academies.

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Mr. Anthony Wright: To ask the Secretary of State for Education and Skills how many Government-funded apprentices there were in (a) Great Yarmouth and (b) Norfolk in each year since 1996–97. [28040]

Phil Hope: Figures for those participating in apprenticeships funded by the Learning and Skills Council (LSC) derive from the individual learner record (ILR). This was collated for the first time in 2001/02 (as an interim ILR) and comparable figures are only available for the three years from then. National figuresfor 2004/05 are scheduled for publication on 8 December 2005.

The following table shows the average number in learning 1 for Government-funded apprentices whose home address is in the parliamentary constituency of Great Yarmouth and the local LSC area of Norfolk for each year 2001/02 to 2003/04.

Great Yarmouth
Advanced apprenticeship172171170140
Apprenticeship at level 2228232249274
Advanced apprenticeship1,4271,3581,3771,330
Apprenticeship at level 21,7581,9282,0402,242

(29)Old methodology, consistent with 2001/02 figures.
(30)New, consistent with 2003/04 figures.

Basic Skills Agency

Mr. Gibb: To ask the Secretary of State for Education and Skills pursuant to the answer of 16 November 2005, Official Report, column 1280W, on the Basic Skills Agency, what steps she is taking to promote the Basic Skills Agency Quality Mark in schools. [33206]

Jacqui Smith: The main responsibility for promoting the Quality Mark to schools rests with the Basic Skills Agency's partner local authorities. Most local authorities (LAs) make the link between the Quality Mark and the school improvement agenda and self evaluation requirements. Some LAs use working for the Quality Mark award as part of the exit strategy from a period of additional support provided through the Primary National Strategy Leadership Programme or Intensifying Support Project. Local authorities also advertise the award through their own networks and communications with schools, including head teacher meetings and governor conferences. Many authorities also ensure that all their advisers are aware of the Quality Mark award and can suggest it to schools that they think will benefit when they are on school visits.The Agency publishes termly in The Times Educational Supplement" the names of the schools who have gained the award and also produces print and website information about the Quality Mark.
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Bournemouth Schools

Mr. Ellwood: To ask the Secretary of State for Education and Skills how many schools in Bournemouth local education authority stayed within budget in the 2004–05 financial year. [33424]

Jacqui Smith: The information requested is contained within the following table:
Number of local authority maintained schools reported on section 52 outturn during FY 2004–05(31)40
Number of schools within their revenue budget for 2004–05(32)(5508460033)26
Number of schools over their revenue budget for 2004–05(32)(5508460033)14

(31)Included in the above table are all local authority maintained nursery, primary, secondary and special schools reported by Bournemouth local authority on their 2004–05 section 52 outturn statement (table B). The data are still being validated by the Department and they are likely to change.
(32)For the purposes of this table, a school is defined as operating within its revenue budget during 2004–05 if its revenue expenditure for the year does not exceed its revenue income.
(33)Of the 26 schools who were under budget for 2004–05:
2 (both primary schools) started the year with a deficit revenue balance and remained in deficit at the end of the year;
2 (1 primary and 1 secondary school) went from having a deficit revenue balance at the start of the year to being in surplus at the end of the year;
21 (15 primary, 5 secondary and 1 special school) started the year with a surplus revenue balance and ended the year further in surplus;
1 (secondary school) started the year with no revenue balance and ended the year in surplus.
(34)Of the 14 schools who were over budget for 2004–05:
9 (8 primary and 1 special school) had sufficient surplus revenue balances at the start of the year that they still remained in surplus at the end of the year;
1 (primary school) went from having a surplus revenue balance at the start of the year to being in deficit at the end of the year;
4 (all secondary schools) started the year with a deficit revenue balance and ended the year further in deficit.


Dr. Kumar: To ask the Secretary of State for Education and Skills how much has been spent on anti-bullying initiatives in (a) primary and (b) secondary schools in each year since 1997. [31596]

Jacqui Smith: I refer my hon. Friend to the reply given to the hon. Member for Kingston and Surbiton (Mr.Davey) on 14 November 2005, Official Report, columns 928–29W, which sets out this information.

We do not hold figures which separate primary and secondary school funding information.

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