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Mr. Bone: To ask the Secretary of State for Education and Skills what provision is available to help pupils over the age of 16 but below the age of 18 years to find a secondary school place when they move into a new local education authority. 
Jacqui Smith: There is no statutory duty on local authorities to provide post-16 education via secondary schools. Where they do, it is not necessary for pupils already in the school to apply formally for places in year 12 or year 13, though they may be required to meet specified minimum entry requirements.
The Learning and Skills Council is responsible for planning and funding post-16 provision in England and has a responsibility under the Learning and Skills Act 2000 to ensure that all young people aged 16 to 18 have access to education or training through a school sixth form, or further education college or an Apprenticeship.
Mr. Stephen O'Brien: To ask the Secretary of State for Education and Skills what the Donated Asset Reserve in the Learning and Skills Council annual report and accounts 200405 is; and what guidelines cover its use. 
I have overall responsibility for the Learning and Skills Council (LSC). However the operations of the LSC are managed and overseen by Mark Haysom, the LSC's chief executive. Details of the LSC's statutory accounts and the guidelines and policies they use for the donated asset reserve are a 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 House Library.
9 Jan 2006 : Column 433W
I refer to your recent parliamentary questions in which you asked the Secretary of State a) what the donated asset reserve in the Learning and Skills Council (LSC) Annual Report and Accounts 200405 is and what guidelines cover its use b) what the Government Capital Reserve in the LSC Annual Report and Accounts 200405 is and guidelines cover its use. I am pleased to provide the following information answering your questions below.
The Donated Asset Reserve reflects the current net book value of the fixed assets transferred to the LSC from the Training and Enterprise Councils (TECs) when the LSC was set up. The Executive Non-Departmental Public Bodies (NDPBs) Annual Reports and Accounts Guidance for 200405 provides further detail on the accounting for this reserve. The Government Accounting manual covers the management of assets.
The Government Capital Reserve reflects the current net book value of fixed assets acquired by the LSC. The Government Capital Reserve is credited with the amount of the grant that equates to the asset's acquisition cost. Notes 9 and 10 to the accounts provide further details on the fixed assets of the LSC. The Executive NDPBs Annual Reports and Accounts Guidance for 200405 provides further detail on the accounting for this reserve. The Government Accounting manual covers the management of assets.
I refer the hon. Member to table 13 of the NAO's report 'Skills for Life: Improving adult literacy and numeracy', 15 December 2004, which sets out estimated actual spend on Skills for Life from 200001. Copies of this report have been placed in the House Libraries. Confirmed spend for 2004/05 is not yet available.
9 Jan 2006 : Column 434W
Jeff Ennis: To ask the Secretary of State for Education and Skills whether she has reviewed the effectiveness of the Social and Emotional Aspects of Learning (SEAL) programme; and whether she plans to extend the current earmarked funding for SEAL. 
Jacqui Smith: The Primary Behaviour and Attendance pilot, which included SEAL, has been evaluated by London University's Institute of Education. The evaluators found evidence of a positive impact on behaviour and learning. Their report is due to be published early this year.
As recommended by the Practitioners' Group on School Behaviour and Discipline, we are providing a further year's earmarked funding for the dissemination of SEAL. Standards Fund grants for 200607 will include £7 million for this purpose.
Jim Cousins: To ask the Secretary of State for Education and Skills what percentage of students (a) applied for, (b) were granted in full and (c) were granted on an income-related taper student grants in each English local education authority area in the academic year 2005/06. 
The number of new students in academic year 2004/05 in each English local authority (LA) who applied for support from the Student Loans Company (SLC), and the percentage of those receiving a full or partial HEG are shown in the table.
|Local authority (111)||Number of new students applying for support (112)||Percentage of new students receiving a full HEG||Percentage of new students receiving a partial HEG|
|Barking and Dagenham||990||32||5|
|Bath and North East Somerset||1,240||19||4|
|Brighton and Hove||1,680||27||4|
|East Riding of Yorkshire||2,300||18||5|
|Hammersmith and Fulham||1,160||37||5|
|Isle of Wight||680||22||6|
|Kensington and Chelsea||890||30||3|
|Kingston upon Hull||1,230||25||5|
|Kingston upon Thames||1,230||16||4|
|Newcastle upon Tyne||1,810||23||4|
|North East Lincolnshire||970||21||6|
|Redcar and Cleveland||840||22||4|
|Richmond upon Thames||1,580||14||3|
|Southend on Sea||960||20||6|
|Windsor and Maidenhead||1,060||13||3|
It is not possible to provide the percentage of students applying specifically for a grant, therefore the total number of students applying for support has been provided. Students make a single application for student support and are assessed for all elements of the support package. They will receive a grant if they are assessed to be eligible and meet the necessary criteria.
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