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Sure Start

Mr. Gauke: To ask the Secretary of State for Education and Skills what assessment she has made of changes in the Foundation Stage Profile results for Sure Start Local Programme areas in the last three years. [52393]

Beverley Hughes: At the end of each school year (beginning in 2003) my Department collects the Foundation Stage Profile results from each of the 150 English local authorities. Using postcode data we identify the results of those children living in Sure Start Local Programme Areas.

Overall national summary data for FSP was first published in 2003 as 'Experimental Statistics' and in 2004 as 'National Statistics'. However, a background of ongoing improvements to teacher assessment and moderation make it very difficult to draw meaningful statistical judgements about the progress made in Sure Start areas in the last three years. The dataset for 2005 is not strictly comparable with the results in earlier years. My Department considers that the 2005 figures represent the most robust baseline against which progress in Sure Start areas can be effectively monitored. The figures for 2005 are shown in the tables.
Percentage of children achieving each scale score in the 13 assessment scales of the Foundation Stage Profile in all areas in England⁽²⁾, 2005

	Number of points achieved (percentage)(3)
All children	0(4)	1	2	3	4	5	6	7
PSE: DA	0	0	0	1	2	7	11	20
PSE: SD	0	0	1	3	4	9	21	15
PSE: ED	0	1	2	3	5	8	11	17
CLL: LCT	0	1	2	3	5	8	16	19
CLL: LSL	1	2	4	10	10	11	12	18
CLL: R	0	1	3	3	8	13	15	20
CLL: W	1	3	5	8	10	14	16	16
MAT: NLC	0	1	1	2	4	5	6	29
MAT: C	1	2	4	5	7	9	13	22
MAT: SSM	1	1	2	3	4	7	13	28
KUW	0	1	2	3	5	8	13	20
PD	0	0	1	2	2	4	9	21
CD	0	1	1	2	4	10	16	22

	Number of points achieved (percentage)(3)
All children	8	9	1–3(5)	4–7(6)	8–9(7)	Number (thousand)	Six or more(8)
PSE: DA	36	23	2	39	59	553.9	90
PSE: SD	26	21	4	49	47	553.8	83
PSE: ED	33	19	6	42	52	553.9	81
CLL: LCT	29	18	6	47	47	553.8	81
CLL: LSL	16	17	16	50	33	553.6	63
CLL: R	24	12	7	56	36	553.8	72
CLL: W	20	9	15	56	29	553.7	61
MAT: NLC	28	24	3	44	52	553.8	87
MAT: C	26	11	10	51	38	553.5	73
MAT: SSM	27	16	5	51	43	553.7	84
KUW	39	8	6	47	47	553.8	81
PD	43	18	3	37	60	553.8	90
CD	33	11	3	53	43	553.8	81

 
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Percentage of children achieving each scale score in the 13 assessment scale of the Foundation Stage Profile in Sure Start areas in England⁽²⁾, 2005

	Number of points achieved (percentage)(3)
All children	0(4)	1	2	3	4	5	6	7
PSE: DA	0	0	1	1	3	9	13	21
PSE: SD	0	0	1	4	6	12	25	15
PSE: ED	0	2	3	4	7	11	13	18
CLL: LCT	1	1	3	4	7	11	18	18
CLL: LSL	1	4	6	14	12	12	12	16
CLL: R	0	2	4	6	11	16	17	19
CLL: W	1	4	7	11	12	15	16	14
MAT: NLC	1	1	2	3	5	7	8	31
MAT: C	2	2	7	7	9	12	14	20
MAT: SSM	1	2	3	4	6	9	16	27
KUW	0	2	3	6	8	11	15	20
PD	0	1	1	2	4	6	11	25
CD	1	1	2	3	7	14	18	22

	Number of points achieved (percentage)(3)
All children	8	9	1–3(5)	4–7(6)	8–9(7)	Number (thousand)	Six or more(8)
PSE: DA	34	17	2	46	51	84.1	85
PSE: SD	21	15	5	58	37	84.1	76
PSE: ED	28	14	8	49	42	84.1	73
CLL: LCT	24	13	9	53	37	84.1	73
CLL: LSL	12	11	24	52	23	84.0	51
CLL: R	17	7	11	63	25	84.1	61
CLL: W	15	6	22	57	20	84.1	51
MAT: NLC	24	18	6	52	42	84.1	81
MAT: C	20	7	16	55	28	84.0	62
MAT: SSM	22	11	8	58	33	84.0	76
KUW	31	5	10	54	36	84.1	71
PD	37	13	4	46	50	84.1	86
CD	25	7	6	61	33	84.1	73

⁽²⁾ Aggregation of LEA level results.
⁽³⁾ The number of points achieved does not necessarily represent a straight progression through the scale. For example, 11 per cent. of children in all areas achieved 6 points in PSE: DA. This does not mean that they have necessarily achieved all the points from 1–6 as it is possible they could have achieved, for example, point 7 but not point 3.
⁽⁴⁾ A scale score of 0 indicates where it has not been possible to record an assessment.
⁽⁵⁾ A scale score of 1–3 indicates working towards the Early Learning Goals.
⁽⁶⁾ A scale score of 4–7 indicates working within the Early Learning Goals.
⁽⁷⁾ A scale score of 8–9 indicates achieving all of, or working beyond the Early Learning Goals.
⁽⁸⁾ A scale score of 6 or more indicates working securely within the Early Learning Goals.
Key:
PSE: DA—Personal, social and emotional development: Dispositions and attitudes
PSE: SD—Personal, social and emotional development: Social development
PSE: ED—Personal, social and emotional development: Emotional development
CLL: LCT—Communication, language and literacy: Language for communication and thinking
CLL: LSL—Communication, language and literacy: Linking sounds and letters
CLL: R—Communication, language and literacy: Reading
CLL: W—Communication, language and literacy: Writing
MAT: NLC—Mathematical development: Numbers as labels for counting
MAT: C—Mathematical development: Calculating
MAT: SSM—Mathematical development: Shape, space and measures
KUW—Knowledge and understanding of the world
PD—Physical development
CD—Creative development
Source:
FSP aggregate dataset





 
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Our assessment of the available results shows that national movements in attainment over the last three years have also been reflected in Sure Start areas. There does however continue to be a gap in achievement between areas of disadvantage and the national average and this is why £538 million has been made available for capital investment and £487 million for revenue investment in children's centres services, focussing on the most deprived areas.

The final figures on the Foundation Stage Profile in England were published in Statistical First Release 03/2006 Foundation Stage Profile 2005: National Results (Final)" on February 16, a copy of which is available on my Department's website www.dfes.gov.uk/rsgateway/.

Derek Wyatt: To ask the Secretary of State for Education and Skills what assessment she has made of the management costs imposed by local authorities for the administration of Sure Start. [54083]

Beverley Hughes: From April 2006 revenue funding for Sure Start local programmes will be paid through local authorities as part of the General Sure Start Grant instead of to the individual local programmes as at present. These new arrangements will allow authorities to make savings on administration costs.

University Places

Mr. Laws: To ask the Secretary of State for Education and Skills what proportion of university places in England have been taken up by pupils from each (a) socioeconomic class and (b) income decile in each year since 1978–79. [41444]

Bill Rammell: The available figures on the social background of students obtaining places on full-time undergraduate courses in the UK are shown in the following tables; information on the family income of these students is not held centrally. The figures are limited to students who applied to full-time undergraduate courses via the various application organisations, and they do not therefore cover part-time students nor those full-time students who apply directly to higher education institutions.

Since 1994, figures have been published by the Universities and Colleges Admissions Service (UCAS). In previous years, figures were published separately by the Universities Central Council on Admissions (UCCA), which covered applicants to universities funded by the Universities Funding Council (UGC), and the Polytechnics Central Admissions System (PCAS), which covered the polytechnics and higher education colleges. UCAS, UCCA and PCAS all
 
2 Mar 2006 : Column 864W
 
published figures for institutions in the UK, and PCAS did not collect details of social background prior to 1991.
Accepted applicants to universities in the UK by social class

	1980	1981	1982	1983	1984
Total accepted students	78,939	74,514	72,634	69,631	71,768
of which, percentage from(9):
I Professional	22.6	24.9	24.2	23.6	22.3
II Intermediate	47.3	49.5	49.4	49.0	48.6
IIIN Skilled non-manual	10.7	8.5	8.9	8.7	10.0
IIIM Skilled manual	14.2	12.3	12.3	11.9	12.0
Partly skilled	4.2	3.9	4.3	5.7	6.0
Unskilled	1.1	1.0	1.0	1.0	1.0

	1985	1986	1987	1988	1989
Total accepted students	76,181	76,896	78,344	80,496	87,013
of which, percentage from(9):
I Professional	21.0	20.4	20.3	21.0	20.7
II Intermediate	48.1	48.2	48.0	48.1	49.2
IIIN Skilled non-manual	10.4	10.7	11.1	11.0	10.9
IIIM Skilled manual	12.7	12.5	12.9	12.5	12.1
Partly skilled	6.6	6.9	6.6	6.3	6.1
Unskilled	1.2	1.2	1.1	1.1	1.1

	1990	1991	1992	1993
Total accepted students	99,377	106,717	117,976	127,476
of which, percentage from(9):
I Professional	19.6	19.3	21.1	20.3
II Intermediate	50.1	50.0	45.7	45.5
IIIN Skilled non-manual	11.0	11.4	11.8	11.9
IIIM Skilled manual	11.9	11.9	13.7	14.6
Partly skilled	6.4	6.4	6.4	6.4
Unskilled	1.0	1.0	1.3	1.4

⁽⁹⁾ Proportions are based on students who provided details of their background, and exclude non-respondents. Between 1980 and 1982, the social class distribution was based on a 10 per cent. sample of students; in later years all students were required to provide the data. Up until 1984 social class was collected only for students with A levels.
Source:
Universities Central Council on Admissions (UCCA).




Accepted applicants to polytechnic and HE colleges in the UK by social class⁽¹⁰⁾

	1991	1992	1993
Total accepted students	94,465	125,590	130,596
of which, percentage from(11):
I Professional	11.9	13.0	12.3
II Intermediate	45.4	42.2	40.9
IIIN Skilled non-manual	13.0	13.4	13.5
IIIM Skilled manual	17.7	19.9	21.3
Partly skilled	9.7	9.2	9.5
Unskilled	1.8	2.2	2.5

⁽¹⁰⁾ PCAS did not collect social class data prior to 1991.
⁽¹¹⁾ Proportions are based on students who provided details of their background, and exclude non-respondents.
Source:
Polytechnics Central Admission System (PCAS).




Accepted applicants to higher education institutions in the UK by social class

	1994	1995	1996	1997	1998	1999	2000	2001
Total accepted students	251,292	265,535	268,289	303,318	298,220	303,065	308,718	325,472
of which, percentage from(12):
I Professional	16.2	16.1	16.3	14.8	14.7	14.7	14.5	14.4
II Intermediate	43.6	43.1	43.5	43.7	44.1	43.8	43.8	43.7
IIIN Skilled non-manual	12.8	12.6	13.0	13.9	13.6	13.7	14.1	14.0
IIIM Skilled manual	17.4	17.7	17.0	16.7	16.9	16.9	16.5	17.5
Partly skilled	8.0	8.3	8.2	8.8	8.7	8.8	9.0	8.4
Unskilled	2.0	2.1	2.0	2.1	2.0	2.1	2.1	2.0

⁽¹²⁾ Proportions are based on students who provided details of their background, and exclude non-respondents.
Source:
Universities and Colleges Admissions Service (UCAS).





 
2 Mar 2006 : Column 865W
 

Accepted applicants to higher education institutions in the UK by socio-economic group

	2002	2003	2004	2005
Total accepted students	331,725	333,942	334,295	360,244
of which, percentage from1:
1. Higher managerial and professional	22.7	22.3	22.2	21.5
2. Lower managerial and professional	30.9	31.1	31.5	31.3
3. Intermediate	15.6	15.2	15.2	15.2
4. Small employers and own account workers	7.4	7.5	7.4	7.4
5. Lower supervisory and technical	4.7	5.0	4.9	4.8
6. Semi-routine	12.8	13.2	13.2	14.0
7. Routine	5.9	5.7	5.7	5.8

⁽¹³⁾ Proportions are based on students who provided details of their background, and exclude non-respondents.
⁽¹⁴⁾ The socio-economic classification was introduced in 2002–03 to replace the social class categories. The socio-economic groupings are not directly comparable to social classes.
Source:
Universities and Colleges Admissions Service (UCAS).

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