| Previous Section | Index | Home Page |
30 Oct 2006 : Column 210W—continued
The same information for each local authority area has been placed in the Library.
Andrew Rosindell:
To ask the Secretary of State for Education and Skills what percentage of students in
faith schools in (a) Romford, (b) Havering and (c) all London boroughs are not of the school's faith. [97725]
Jim Knight: The requested information is not collected centrally.
Mr. Gordon Prentice: To ask the Secretary of State for Education and Skills how many applications for the establishment of voluntary aided Muslim faith schools are being considered. [97181]
Jim Knight: Proposals for new schools, including faith schools, are decided locally. The Secretary of State plays no part in the decision process.
We have been informed of one proposal to establish a new maintained Muslim school that has not yet been decided. Proposals were published on 28 July 2006 by the trustees of the independent Bolton Muslim girls school to establish the school as a maintained secondary school with effect from 1 September 2007. We understand that the proposals will be considered by Bolton School Organisation Committee shortly.
First Aid
Bob Russell: To ask the Secretary of State for Education and Skills if he will introduce first aid training into the school curriculum; and if he will make a statement. [97599]
Jim Knight: There is scope in the non-statutory personal social and health education framework for schools to explore safety and emergency procedures as part of the curriculum. At key stage 3, the framework suggests pupils should be taught “basic emergency procedures and where to get help and support”. At key stage 4 pupils should be taught to “develop skills to cope with emergency situations that require basic aid procedures, including resuscitation techniques”.
As personal social and health education is non-statutory, the implementation of the subject is decided by schools on an individual basis.
Foreign Languages
John Cummings: To ask the Secretary of State for Education and Skills which foreign languages are taught at each school in Easington constituency. [93533]
Jim Knight: The Department does not collect such information and cannot therefore give information specific to Easington. All primary schools are able to offer language learning programmes for which they have access to expertise.
At Key Stage 3, language learning is compulsory. Schools must first offer language courses in one or more of the official working languages of the European Union. Once this offer has been made schools can offer courses in any other modern foreign language.
At Key Stage 4, where compulsion was replaced by a statutory entitlement in September 2004, schools must provide access to at least one course in an official working language of the European Union. Schools may in addition offer courses in any other modern foreign language that lead to approved qualifications.
Fostering
Annette Brooke: To ask the Secretary of State for Education and Skills how many children in England are being fostered under private arrangements. [97473]
Mr. Dhanda: The most recent figures show that at 31 March 2005 about 730 children were reported to be cared for or accommodated in private fostering arrangements.
Further Education
Mr. Andrew Turner: To ask the Secretary of State for Education and Skills what his policy is on the publication of post-16 examination results in institutions of further education disaggregated by franchisee. [96451]
Jim Knight [holding answer 23 October 2006]: There are two main routes by which we publish post-16 attainment results at institutional level. These are the achievement and attainment tables (AAT) for 16, 17 and 18-year-olds and the further education benchmarking data published by the Learning and Skills Council (LSC).
The post-16 achievement and attainment tables provide information on the achievement and attainment of sixth-form students in their local secondary schools and further education sector colleges, and how they compare with other schools and colleges in the area and in England as a whole. The tables report the achievement of 16, 17 and 18-year-olds that have completed advanced level studies. Students are reported against the institution where they are on roll.
Each entry in the forthcoming 2006 tables will provide information about the achievement and attainment of students over the 2004/05 and 2005/06 academic years in general and vocational A and AS level examinations and equivalent level 3 qualifications. The most recently published tables for 2005 cover the 2003/04 and 2004/05 academic years and are published by DfES through the following web-link:
http://www.dfes.gov.uk/performancetables/16to18_05.shtml
In addition the Learning and Skills Council (LSC) publish figures for individual further education institutions on their website, including further education colleges, sixth-form colleges, specialist designated colleges and external institutions. The data cover learners of all ages.
Figures relating to retention, achievement and overall success rates are published for every institution broken down by demographic groups such as age, gender, ethnicity and disability status.
The LSC also publish institution level retention, achievement and success rates that differentiate between courses based on their sector subject area (e.g. social sciences vs. arts, media and publishing), length of course, and for those courses that last more than 24 weeks the level of the course in terms of NVQ equivalence.
The most recently published results cover learners who were expected to complete their courses in 2002/03, 2003/04 and 2004/05 and available at the following website:
http://www.lsc.gov.uk/National/Partners/Data/Statistics/LearnerStatistics/LearningAimOutcomes/FESuccessRates/lnst_Level_Data.htm
GCSEs
Mr. Gibb: To ask the Secretary of State for Education and Skills how many and what proportion of (a) 15-year-olds and (b) pupils at the end of the fourth key stage who achieved five or more GCSEs at A* to C also achieved A* to C in (i) mathematics, (ii) English, (iii) science, (iv) a modern foreign language, (v) English and mathematics, (vi) English, mathematics and science, (vii) English, mathematics, science and a modern foreign language in 2006. [96509]
Jim Knight: The information is shown in the following table:
| Pupils obtaining 5 or more A*-C grades at GCSE or equivalent including the following subjects | ||||||
| 15 year old | End KS4 | |||||
| Percentage | Percentage | |||||
| Number | Of cohort | Of those obtaining 5+ A*-C | Number | Of cohort | Of those obtaining 5+ A*-C | |
Mr. Gibb: To ask the Secretary of State for Education and Skills how many and what proportion of (a) 15-year-olds and (b) pupils at the end of the fourth key stage sat GCSEs in (i) chemistry, (ii) biology, (iii) physics and (iv) chemistry, biology and physics in each year since 1996. [96510]
Jim Knight: The information is shown in the following table:
| 15-year-old pupils | ||||||
| 2006 | 2005 | 2004 | 2003 | 2002 | 2001 | |
| 2000 | 1999 | 1998 | 1997 | 1996 | |
| Next Section | Index | Home Page |