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Mr. Amess: To ask the Secretary of State for Education and Skills how many primary age pupils are obliged to travel more than three miles to school; and how many did so in the school year before key stage 1 and 2 classes were limited to 30. 
|Number and percentage|
Mr. Stephen O'Brien: To ask the Secretary of State for Education and Skills pursuant to the answer of 7 November 2005, Official Report, column 127W, on school non-attenders, what mechanisms are in place to ensure that (a) 16 to 19 year olds and (b) adults on publicly funded courses do not absent themselves from those courses. 
Bill Rammell: Attendance in learning over the age of 16 is voluntary. However our aim is that all young people should stay in learning up to age 19, and continue in learning throughout life, to secure the skills that they, and the economy, need. Participation and attendance in post-16 education and training depends on the quality, relevance, effectiveness and perceived value of the provision and outcomes for each learner alongside sound information, advice, guidance and pastoral care.
Improved retention and attainment is underpinned by general funding principles and individual incentives and sanctions-to earn free funding for leavers, an institution must ensure that they both complete the course and achieve their qualification aims. Among the incentives and sanctions are:
Education maintenance allowances designed to encourage young people to stay in learning by offering up to £30 per week payments for remaining at school or college.Payments and bonuses are stopped for absenteeism.
Jacqui Smith: The Education (School Premises) Regulations 1999 recognise the different needs of pupils in day and residential schools. A greater provision is required in the latter because washroom facilities must be located near to sleeping accommodation, with easy access, in addition to the facilities required convenient to teaching accommodation. Some of the daytime provision may count towards that required for boarders if it is in an appropriate location and offers good access to residential pupils.
The regulations do not specify the number of toilets that should be provided for staff and visitors, but do state that they should be separate from those provided for pupils. However, the Department's design team is producing new design guidance for extended schools. This does say that additional facilities may be needed to cope with a wider range of adult and child users, and gives the example of additional adult toilets being needed in a primary school. This should be published early in 2006. A review of the Education (School Premises) Regulations 1999 has not been undertaken and is not currently planned.
Mr. Burstow: To ask the Secretary of State for Education and Skills what assessment she has made of the impact of the level of toilet provision in schools on the implementation of her policy on encouraging children to drink water. 
Jacqui Smith: The requirements for toilet provision in schools are set out in the Education (School Premises) Regulations 1999. A review of these requirements has not been undertaken and is not currently planned.
Jacqui Smith: The Schools Commissioner will be a senior civil servant within the Department for Education and Skills. We envisage that the Schools Commissioner will be supported by existing DfES staff engaged in work connected with the Commissioner's areas of responsibility. The costs of the Commissioner will be met from existing DfES running cost and programme resources.
Jacqui Smith: The Government 10-year Science and Innovation Investment Framework outlines our plans to increase the number of young people choosing to study science, engineering and technology at A-level. We are taking this forward by improving teaching and learning through all school phases by:
introducing a new programme of study for science at key stage 4, leading to new GCSEs. The new programme maintains the breadth, depth and challenge of the current curriculum, while catering for a wide range of students' interests and aptitudes which will ensure that the science taught in schools inspires learners to pursue further study;
Mr. Clappison: To ask the Secretary of State for Education and Skills how many (a) GCSE and (b) A level entries there were in science subjects from each specialist science school in each of the last 10 years, including years before the school acquired specialist status. 
Alison Seabeck: To ask the Secretary of State for Education and Skills what discussions her Department has had with the Ministry of Defence on the publication of the key stage results of children of service personnel who transfer from service schools to the state sector. 
Jacqui Smith: No discussions have taken place between my Department and the Ministry of Defence regarding the publication of key stage results of children of service personnel who transfer from service schools to the state sector.
Tim Loughton: To ask the Secretary of State for Education and Skills how many NHS establishments in Sheffield declined to participate in the Working Together to Safeguard Children" Protocols pilot on sexual health. 
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