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Sir Gerald Kaufman: To ask the Secretary of State for Education and Skills when she will reply to the letter dated 30 November 2005 from the right hon. Member for Manchester, Gorton, with regard to Mr.A. Diamond. 
Mr. Laws: To ask the Secretary of State for Education and Skills what the purpose is of the Dedicated Schools Grant; how much will be spent on this in each of the next three years; how much will be received by each local authority; and if she will make a statement. 
Jacqui Smith: The data I placed in the Library to accompany my written statement of 7 December 2005 on the School Funding Settlement for 200607 and 200708, set out how much Dedicated Schools Grant each authority will receive for those years. Allocations of DSG for 200809 will be announced after the comprehensive spending review has been completed, expected to be in summer 2007.
Daniel Kawczynski: To ask the Secretary of State for Education and Skills what plans she has to improve the consistency of the allocation of the Dedicated Schools Grant across all local education authorities. 
Jacqui Smith: My statement to the House on 7 December said that Dedicated Schools Grant for 200607 and 200708 would be distributed according to the modified method, in which each authority receives a guaranteed increase in funding per pupil of 5 per cent. with further funding to reflect Government priorities on top of that. The decision to use the modified method was taken after a consultation over the summer, and will provide stability of funding for the next two years, as the new school funding arrangements are introduced. This method of distribution for DSG will also provide substantial real terms increases for all authorities for 200607 and 200708. We also propose to review the operation of the methodology for allocating DSG for 200607 and 200708, consider what lessons can be learnt and work up proposals for the distribution of the DSG in the longer term, in time for the announcement of the first three year allocations of DSG in late 2007 following the Comprehensive Spending Review.
Daniel Kawczynski: To ask the Secretary of State for Education and Skills what the direct schools grant per pupil is in (a) Shropshire and (b) England; and what assessment she has made of the adequacy of Shropshire local education authority's direct schools grant. 
The levels in the table represent increases of 6.6 per cent. and 6.4 per cent. per pupil for 200607 and 200708 respectively. Those increases will allow Shropshire authority to meet the minimum funding guarantee for all its schools, while also allowing it to put substantial resources into the Government priorities of greater personalisation of learning at Key Stage 2 and 3, more practical learning options for 14 to 16-year-old pupils, work force reform in the primary sector and the increased entitlement to early years provision from 33 to 38 weeks. The increases will also provide the authority with headroom to target on local priorities, and will ensure that it has scope to begin to respond to the conclusions of the review of deprivation funding, ensuring that schools in our most deprived communities and areas benefit from sufficient resource to meet the pressures and challenges they face.
Jacqui Smith: Reducing bureaucracy is a key element of the New Relationship with Schools which aims to streamline planning and accountability requirements and rationalise communications with schools. The Department does not separately track the number of forms which are sent to schools, but we do monitor the number of paper-based documents sent directly to schools. The figures are set out in the following table.
|Primary schools||Secondary schools|
This year no paper-based documents have been sent to schools due to the national roll-out of the Department's online ordering system, and fortnightly email service which draws head teachers attention to key publications. These developments make it easier for schools to access the documents they need at a time and in a format which is right for them.
The Department's Stakeholder Tracking Study which took place from 200204 includes an assessment of attitudes of the teaching profession to levels of bureaucracy. This shows that our approach is beginning to pay dividends. In November 2004 10 per cent. of teachers thought that bureaucracy had reduced, compared to just 4 per cent. in November 2002. The percentage who thought bureaucracy had increased dropped from 71 per cent. to 56 per cent. over the same time period. The study has been published on the
23 Jan 2006 : Column 1904W
Departments website and is available at: http://www.dfes.gov.uk/research/programmeofresearch/index.cfm? type=5&x=47&y=14
Mr. Burstow: To ask the Secretary of State for Education and Skills pursuant to the answer of 14 December 2005, Official Report, column 2074W, on drinking water, whether she plans to issue guidance to schools on drinking water provision in relation to the aims of her healthy schools policy. 
Jacqui Smith: In order to keep properly hydrated throughout the day, children need access to water at school. The promotion of good hydration is included within the Government's Food in Schools programme (www.dh.gov.uk/PolicyAndGuidance/HealthAnd SocialCareTopics/FoodInSchools), which supports the National Healthy Schools Standard (www.wiredforhealth.gov.uk). It advises that good quality drinking water should be available to pupils throughout the day and not from taps or drinking fountains located in toilet areas (http://foodinschools.datacenta.uk.net).
Mr. Hayes: To ask the Secretary of State for Education and Skills which 10 (a) further and (b) higher education institutions had the (i) highest and (ii) lowest drop-out rate in the last period for which figures are available. 
Bill Rammell: For higher education institutions, the latest available information on projected non-completion rates for students starting full-time first degree courses in 2002/03 is shown in the following table. The overall non-completion rate for all English HE institutions was 13.9 per cent., compared to 15.7 per cent. in 1996/97.
|Highest non-completion rates:|
|Bolton Institute of Higher Education||31.9|
|The University of Derby||27.0|
|The University of Sunderland||26.8|
|The University of East London||26.0|
|London South Bank University||25.6|
|Thames Valley University||25.0|
|The University of Greenwich||25.0|
|London Metropolitan University||24.7|
|Liverpool Hope University College||23.6|
|Lowest non-completion rates:|
|Birmingham College of Food, Tourism and|
|University of London (institutes and activities)||0.0|
|The Royal Veterinary College||0.0|
|The University of Cambridge||1.0|
|Courtauld Institute of Art||1.3|
|The University of Oxford||2.3|
|Royal College of Music||2.7|
|University of Durham||3.7|
|Imperial College of Science, Technology and|
|The University of Bath||3.9|
The Learning and Skills Council does not collect data on drop out rates from FE colleges. Instead they collect data on learner retention rates. The learner retention rate is the proportion of qualification aims for which all learning activities were completed. Retention rates for individual colleges can be downloaded from the LSC website (http://benchmarkingdata.lsc.gov.uk/year8/index.cfm)
The overall learner retention rate for all FE colleges combined was 85 per cent. in 20003/04, the latest year for which final data are available. For the middle 80 per cent. of colleges the retention rate lay in the range 78 per cent. to 91 per cent.
|Northern College for Residential Adult Education||99|
|Fircroft College of Adult Education||97|
|King Edward VI College, Stourbridge||96|
|Hills Road Sixth Form College||96|
|Wyggeston and Queen Elizabeth I College||96|
|St Dominic's Sixth Form College||96|
|The Sixth Form College, Farnborough||95|
|Pershore Group of Colleges||95|
|Otley College of Agriculture and Horticulture||62|
|North East Surrey College of Technology||67|
|Widnes and Runcorn Sixth Form College||69|
|Newark and Sherwood College||70|
|Milton Keynes College||72|
|Leeds College of Music||72|
|Isle College FE Corporation||72|
|Thames Valley University||72|
|Joseph Priestley College||73|
Retention rates are highly dependent on the mix of qualifications done at a college. A college that does few short courses and many full courses is likely to get a relatively low retention rate, simply because the national retention rate for short courses is relatively high and the national retention rate for full courses is relatively low.
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