| Previous Section | Index | Home Page |
27 Nov 2006 : Column 427W—continued
Qualifications and Curriculum Authority
John McDonnell: To ask the Secretary of State for Education and Skills (1) if he will publish the business case made in relation to the proposed relocation of the Qualifications and Curriculum Authority from London to Coventry; [100523]
(2) whether a race impact assessment has been undertaken of the proposed move of the Qualifications and Curriculum Authority from London to Coventry; [100524]
(3) what provisions have been made for those staff who work for the Qualifications and Curriculum Authority who would not wish or be able to relocate should proposals go ahead to move the authority’s function from London to Coventry. [100525]
Jim Knight: The Qualifications and Curriculum Authority (QCA) has no plans to publish its business case for relocation out of London. Its business case did contain a race impact assessment. The QCA will adopt policies to facilitate staff moving from London to the Coventry area. For staff who are unable or unwilling to relocate, a comprehensive redundancy policy will apply.
School Closures
Sarah Teather: To ask the Secretary of State for Education and Skills (1) how many schools in (a) England, (b) each region and (c) each local education authority closed for at least one day due to snowfall in each of the last 10 years; [101912]
(2) how many school days were lost due to snowfall in the last year for which figures are available; [101913]
(3) how many schools closed for at least one day due to inclement weather in the last year for which figures are available; [101914]
(4) what guidance his Department has issued to schools about closures due to inclement weather. [101915]
Jim Knight [holding answer 21 November 2006]: I refer the hon. Member to the reply given on 8 November 2006, Official Report, column 1748W.
School Estates
Mr. Bone: To ask the Secretary of State for Education and Skills what powers he has in relation to unauthorised dwellings that are established on and adjacent to schools and close to classrooms which may be endangering pupils. [102633]
Jim Knight: The Government have created powers for the Health and Safety Executive (HSE) to take action against an employer, including a school employer, if they fail in their duty to take reasonable steps to protect the safety of persons affected by their undertaking. In the case of a school, that duty relates to pupils when they are on school activities.
School Finance
Mr. Spring: To ask the Secretary of State for Education and Skills how the Financial Management Standards in Schools initiative will apply to smaller schools without bursars; and if he will make a statement. [103403]
Jim Knight:
We will be announcing a timetable for primary, middle and special schools to meet the Financial Management Standard in Schools (FMSiS) later this term. We are currently consulting with local authority finance and school improvement staff as part of the Supporting Schools Financial Management
(SSFM) programme, to look at how best the FMSiS can be applied to primary schools, The general consensus however, is that the standard will apply, but that the evidence that is required from primary schools may need to be more flexible.
Section 2.2 of the Financial Management Standard provides for the member of staff with lead responsibility for the day-to-day financial management of the school to be involved in decisions made by the School Leadership Team (SLT), since every decision will have a financial consequence. This role could be fulfilled by a bursar, business manager, finance officer, deputy head, etc. Ideally, they should be a member of the SLT, but if not, they should certainly be involved in meetings or decisions of the SLT and evidence should be provided that this is the case.
For some smaller schools it may be more appropriate for financial support to be bought in from the local authority or a third-party on a part-time basis, perhaps as part of a shared bursar scheme. In these cases we seek assurance that the quality of information provided by this service meets the standard and that decisions taken by the SLT are on the basis of informed financial management information.
School Meals
Mr. Willetts: To ask the Secretary of State for Education and Skills (1) what proportion of schools are equipped with kitchens capable of providing school meals for all pupils attending the school; [103658]
(2) what proportion of the schools (a) newly built and (b) refurbished under the Building Schools for the Future programme will be equipped with a kitchen capable of preparing school lunches for all children attending that school. [103656]
Jim Knight: The school premises data that my Department receives from authorities identifies numbers of kitchen/dining spaces in each school that are considered by authorities and schools to be lacking or unsuitable, but kitchens are not separately identified.
The facilities that are built under the Building Schools for the Future programme will be designed to meet the needs of each school and to reflect local priorities. This will be an opportunity for any schools that do not already have all the facilities they need to provide them.
In September 2006 the Secretary of State announced further funding to support the provision of school kitchens, ahead of the Building Schools for the Future
programme, where there are none and there is exceptional need that cannot be met by authorities from other sources.
The Department’s area guidelines for secondary schools allow for kitchen facilities that will meet the current healthy eating agenda. In spring 2007, the Department will be publishing more detailed design guidance on school kitchen and dining areas.
Science and Maths Teaching
Dr. Kumar: To ask the Secretary of State for Education and Skills what steps he is taking to improve the teaching of science and mathematics in schools to engage young people more effectively. [102531]
Jim Knight: The Government are engaging young people more effectively in science and mathematics by improving the quality of teaching and learning through a number of different ways. These include:
Improving the quality of teaching by ensuring all science and mathematics teachers have access to good-quality continuing professional development through the network of Science Learning Centres and the National Centre for Excellence in the Teaching of Mathematics. Support and guidance are also available through the National Strategies.
Reviewing the Key Stage 3 science and mathematics curricula to ensure that they offer teachers more flexibility to meet pupils' individual learning needs. The Key Stage 4 science curriculum has already been revised to make it more manageable and to focus on the key conceptual underpinnings of science, as well as its excitement and relevance.
Developing innovative Key Stage 3 mathematics lesson materials through a £4 million partnership with the Bowland Trust that will draw on the interests of pupils while bringing out mathematical ways of thinking.
Piloting 250 after-school science and engineering clubs, offering an engaging and stretching programme of activities to Key Stage 3 pupils with an interest and potential in science.
Restructuring mathematics GCSE to place functional skills at its heart so that pupils will not be able to get a grade C or better without passing a functional skills unit.
Special Schools
Mr. Willetts: To ask the Secretary of State for Education and Skills how many (a) independent and (b) maintained special schools have opened in each year since 1997, broken down by local authority. [102049]
Jim Knight: The numbers of special schools opened, by local authority, from 1997 to 2006 are as follows:
| Next Section | Index | Home Page |