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Mr. Stephen O'Brien: To ask the Secretary of State for Education and Skills (1) how many staff employed by the Learning and Skills Council have previously worked in administrative posts in the offender learning sector; 
Bill Rammell: The Learning and Skills Council is responsible for the planning and funding of the Offenders' Learning and Skills Service. The LSC is working in close partnership with the National Offender Management Service, the Prison and Probation Services, Youth Justice Board and Jobcentre Plus and other organisations to deliver our vision that offenders in custody and in the community should, according to need, have access to opportunities which enable them to gain the skills and qualifications they need to hold down a job and to play a positive role in society, so that they are less likely to reoffend. Information about its staff is an operational matter for the LSC. Mark Haysom has written to the hon. Member with further information. A copy of his reply has been placed in the Library.
All we can state is that the Offender Learning function when transferred will be adequately resourced. In preparation for the transfer the LSC has appointed in each of its 9 regions and at the national office, dedicated senior postholders with recent experience in the offender learning sector. These Learning and Skills Advisors work closely with the Heads of Learning and Skills employed in every prison in England.
Mr. Stewart Jackson: To ask the Secretary of State for Education and Skills if she will make an assessment of the impact of funding decisions by Learning and Skills Councils on adult education provision in (a) 200405 and (b) 200506. 
The Learning and Skills Council will publish the Statistical First Release for 2004/05 on 8 December (as pre-announced in the Schedule for the Publication of National Statistics) which will show
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numbers of learners in LSC funded provision. Similar information for 2005/06 will be published in December next year.
This Government has significantly increased funding for further education (FE) in recent years. Total funding has increased by £1 billion in 2005/06 when compared to 2002/03 which represents a 25 per cent. increase. In 2005/06 total funding for FE has increased by 4.4 per cent. compared to 2004/05. This level of funding will enable us to meet our key priorities for 2005/06 to meet the needs of young people, those lacking literacy, numeracy and English language skills and those seeking a first full Level 2 qualification.
Funding for non-vocational learning opportunities for adults, delivered mainly through local authority adult education services, has also increased. In 2004/05 we provided over £207 million to the Learning and Skills Council (LSC) in support of this learning. This has risento £210 million in 2005/06. The Government is committed to safeguarding the availability of a wide range of learning for personal and community development (previously termed adult and community learning).
Dr. Kumar: To ask the Secretary of State for Education and Skills how many schools for children with learning difficulties have received a (a) grade 1, (b) grade 2, (c) grade 3, (d) grade 4 and (e) grade 5 rating by Ofsted inspectors in their most recent inspection. 
The table attached shows an analysis of the overall effectiveness judgments for special schools inspected between January 2000 and July 2005. Most special schools (89 per cent.) were inspected in this period. Although all the schools include children with statements of special education need, not all cater solely or mainly for children defined as having learning difficulties; some will include children with physical or sensory disabilities. In addition to the breakdown you asked for, I have also included, for reference, the numbers of schools that were graded 6 or 7 for overall effectiveness.
|Highly effective (grade 1)||41|
|Very effective (grade 2)||297|
|Effective (grade 3)||501|
|Fairly effective (grade 4)||196|
|Ineffective (grade 5)||34|
|Very ineffective (grade 6)||15|
|Very poor (grade 7)||5|
Mr. Gibb: To ask the Secretary of State for Education and Skills how many individuals are employed by local education authorities; and how many of these are (a) on schools' payrolls and (b) not on schools' payrolls. 
The Department collects data on the school work force in England, but not the number of persons employed by local authorities. The latest information available (January 2005) shows that there were 431,900 full-time equivalent teachers and 268,600 full-time equivalent members of support staff working in maintained nurseries and schools in England. These
1 Dec 2005 : Column 778W
figures include persons employed by local authorities, directly by those maintained schools which employ their own staff, and by third parties.
Jim Cousins: To ask the Secretary of State for Education and Skills if she will estimate the number of secondary school age children resident in Newcastle who were educated at local education authority sector schools in (a) Northumberland, (b) North Tyneside and (c) Gateshead in each of the last five years for which figures are available. 
| 2002|| 2003|| 2004||2005|
Jim Cousins: To ask the Secretary of State for Education and Skills whether a future (a) foundation school and (b) trust school whose land and buildings are under a local education partnership arrangement will have the right (i) to negotiate and (ii) to terminate such an arrangement. 
Jacqui Smith: Schools which acquire new foundation or trust status will take on all legal benefits and obligations of the predecessor schools, including where they have received investment through Building Schools for the Future. The new foundation or trust school will inherit any existing contracts agreed by the previous governing body. It will not be able to opt out of contracts it inherits, but will be able to renegotiate existing contracts, including termination, with its private sector provider, where the contractual provisions enable this. Where the authority has entered into a contract on behalf of the school it will require the authority's cooperation.
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