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Mr. Chaytor: To ask the Secretary of State for Education and Skills how many cases have been referred to the academies special educational needs dispute resolution service; and from which academies. 
Jacqui Smith: The Academies Special Educational Needs Dispute Resolution Service is an independent service, which Academy Principals can choose to access. As such, no cases are referred to the service, and as an independent resource, information on which academies have called on it is not held centrally.
Mr. Chaytor: To ask the Secretary of State for Education and Skills what budget she has allocated for the academies special educational needs dispute resolution service; for what period of time; and if she will make a statement. 
Jacqui Smith: The Academies SEN Dispute Resolution Service has a budget of £81,500 for the period 1 December 2004 to 30 November 2006. The Academies SEN Dispute Resolution Service was introduced to facilitate timely decisions made at local level about the naming of an Academy in a child's statement of SEN.
Chris Ruane: To ask the Secretary of State for Education and Skills how much was spent on the provision of special needs education in each local authority area (a) in real terms and (b) at today's prices in each of the last 20 years. 
Chris Ruane: To ask the Secretary of State for Education and Skills what the total Sure Start budget was in each year since its inception; and what the projected budget is in each of the next three years. 
Details of actual and planned expenditure on Sure Start, child care and nursery education from 19992000 to 200708 are published in Table 12.2 of the Department for Education and Skills' Departmental Report (Cm 6522). To reflect the increasing integration of services for young children and families, from 200304 funding for child care and nursery education was merged into Sure Start:
30 Jan 2006 : Column 98W
|Financial year||Sure start||Child care||Nursery education||Total|
Mr. Lancaster: To ask the Secretary of State for Education and Skills how many teaching posts were vacant in (a) primary and (b) secondary schools in Milton Keynes in each year since 1997; and what the average vacancy rate for local education authorities in England was in each year. 
Jacqui Smith: The following table provides the number of full-time teacher vacancies in maintained nursery, primary, and secondary schools in Milton Keynes local authority and vacancy rates for Milton Keynes and England in each January since 1997.
|Vacancy numbers||Vacancy rates (Percentage)||Vacancy numbers||Vacancy rates (Percentage)||Vacancy||Vacancy rates (Percentage)|
David T.C. Davies: To ask the Secretary of State for Education and Skills how many teachers of (a) Australian, (b) New Zealand, (c) South African, (d) Malawian, (e) Ghanaian, (f) Namibian, (g) Kenyan and (h) Nigerian nationality are working in schools in the UK. 
Jacqui Smith: Since September 2000, we have provided £6,000 bursaries to PGCE trainee teachers in a range of priority subjects. From September 2005, the bursary for mathematics and science trainees rose to £7,000, and from September 2006 it will increase to £9,000 for all priority subject trainees.
We have provided Golden Helios to those who go on to teach priority subjects since 1998 when £5,000 Golden Helios were introduced for postgraduate trainees in mathematics and science. New style £4,000 Golden Helios, paid after induction is completed, were
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introduced in 2000/01 for those who trained and teach priority subjects, maths, science, modem languages and technology. For those training in maths and science from September 2005, Golden Helios increased to £5,000. In June 2005, I announced Golden Helios from 2006/07 of £5,000 for maths and science trainees and £2,500 for other priority subjects, including extending Golden Hello payments to trainees in RE and Music.
legislating to give heads, teachers and other school staff a clear statutory power to discipline pupils, to reaffirm their statutory right to use reasonable force in certain circumstances and to give them a new power to search pupils for weapons;
giving every primary school access to high-quality training and curriculum materials for developing pupils' social, emotional and behavioural skills and developing similar materials for secondary schools.
The Department has confirmed that it is committed to backing head teachers' authority when pupils' behaviour warrants exclusion. We have made clear that heads can permanently exclude pupils who are very disruptive or violent even where this is a first or 'one off'
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offence. Guidance for exclusion appeal panels makes clear that an exclusion should not normally be overturned in a range of circumstances, including where there has been violence or the threat of violence. For less extreme offences head teachers may exclude pupils for a fixed period or may impose detention.
Although the numbers of teachers leaving service has risen since 1998 the number of new entrants has shown a greater increase. As a result the number of teachers in service has risen continually since 1998 and the full-time equivalent number of teachers in service is now 32,700 higher than in 1997. Between 2004 and 2005 the increase was 4,200. Teacher numbers are now at their highest level since 1981.
Daniel Kawczynski: To ask the Secretary of State for Education and Skills how many (a) full-time teachers and (b) teaching assistants were employed in the Shropshire local education authority area in each year since 1997. 
Jacqui Smith: The following table provides the number of full-time regular teachers and the full-time equivalent number of teaching assistants employed in Shropshire local authority in each January since 1997. Teaching assistant data can only be provided on a FTE basis. The FTE of regular teachers has been provided for consistency.
|Telford and Wrekin||n/a||n/a||1,250||1,230||1,290||1,300||1,340||1,320||1,280|
|Telford and Wrekin||n/a||n/a||1,360||1,340||1,410||1,420||1,470||1,450||1,420|
|Telford and Wrekin||n/a||n/a||260||280||370||390||480||530||580|
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