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Ms Gisela Stuart: To ask the Secretary of State for Education and Skills how many international students are studying science and technology subjects; and what the equivalent figure was in 1998. 
Mr. Gibb: To ask the Secretary of State for Education and Skills when the Qualifications and Curriculum Authority will publish the requirements for the new two tier maths GCSE curriculum and examination; and if she will make a statement. 
Jacqui Smith: Ken Boston, chief executive of the Qualifications and Curriculum Authority, wrote to head teachers on 4 January advising them that a standard two-tier GCSE model for mathematics would be introduced for first teaching from September 2006 and the current three-tier model would be withdrawn. He made it clear that the only change would be to the format of assessment and there would be no change to the related key stage 4 programme of study. Awarding bodies are expected to make revised specifications available shortly.
Mr. Gibb: To ask the Secretary of State for Education and Skills what proportion of lessons inspected by Ofsted were recorded as setted in (a) geography, (b) music, (c) history, (d) religious education, (e) English, (f) modern foreign languages and (g) mathematics in (i) years (A) 7, (B) 8, (C) 9, (D) 10, (E) 11 and (ii) overall (1) in England and (2) in West Sussex local education authority in each year since 1995. 
Ms Gisela Stuart: To ask the Secretary of State for Education and Skills how many (a) international students and (b) UK domestic students took up postgraduate courses in each year since 1998; and how many in each category were research students. 
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Mr. Philip Hammond: To ask the Secretary of State for Education and Skills whether the data required to measure 2004 public service agreement target number 1 are (a) available and (b) published. 
Beverley Hughes: The PSA 1 target comprises 2 elements. The first element of the target relates to the proportion of children across England achieving a good level of development by 2008 and is derived from a pupil level sample. The second element of the target relates to reduction in the inequalities in achievement between children in the 20 per cent. most disadvantaged areas and the rest of England by 2008 and is measured by combining the 10 per cent. pupil level sample with an Index of Deprivation. The target will be considered to be met if both parts are met individually. Both of these elements focus the numbers of children achieving a good level of development. A full technical definition of how good development is defined, and other aspects of the target, is available on the Department's Sure Start website http://www.surestart.gov.uk/publications/?Document=1393
The final figures for the Foundation Stage Profile for 2005 will form the baseline for the target and will be published in a Statistical First Release (SFR) in February. The SFR will include a table showing these baseline percentages.
The provisional figures on the Foundation Stage Profile were published in Statistical First Release 44/2005 Foundation Stage Profile 2005: National Results (Provisional)", which is available on the Department's website www.dfes.gov.uk/rsgateway/. These results were derived from the summary data supplied by local authorities.
Mr. Stephen O'Brien: To ask the Secretary of State for Education and Skills what assessment she has made of mental health problems in children below the age of 11 in mainstream education, with particular reference to (a) vulnerable children and (b) those with minor learning difficulties. 
Two national surveys of children's mental health have been conducted by the Office for National Statistics (ONS), the first ("Mental Health of Children and Adolescents in Great Britain) in 1999, and the second in 2004. The data is not presented according to the educational establishment which children attend but the 2004 survey report shows that, among five to 10 year-olds as a whole, 10 percent. of boys and 5 percent. of girls had a clinically diagnosable mental health disorder. The survey found that the prevalence of mental disorders is greater among vulnerable groups, such as children and young people from more deprived socio-economic backgrounds. Children with a mental disorder were also found to have higher rates of special educational need and to be further behind in their
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scholastic development than those without disorders. In the five year period between the surveys, prevalence rates overall were unchanged.
The surveys have not explored the links to minor learning difficulties, though the 1999 survey did touch on the prevalence of mental disorder in relation to associated and specific learning difficulties such as dyslexia. The figures showed that the percentage prevalence rate for mental disorders among those with a specific learning difficulty was 22 percent., compared to 8 percent. among those with no specific learning disorder.
Jacqui Smith: Schools judged to be satisfactory following Ofsted inspection should be striving to improve their performance. We believe that all schools should aspire to be good or outstanding. The inspection report will identify areas for improvement in a satisfactory school and these should be reflected in a revised school development plan.
Under the proposals in the Schools White Paper 'Higher Standards, Better Schools For All', local authorities will be expected to help all schools improve their standards, through the support and challenge of School Improvement Partners, and drawing on the resources of the National Strategies. Local authorities will be expected to intervene decisively in schools that are falling below expectations, including coasting schools whose performance is not as good as parents have a right to expect, by issuing warning notices and taking radical action where necessary. In addition, Ofsted will be consulting on moving to a more proportionate inspection system, under which high-performing schools might receive minimal inspection, while under-performing schools could be monitored more frequently, with a focus on those issues of concern in the school. This would reinforce the drive for improvement in such schools.
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