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LSC Annual Report and Accounts
The figures are for the average number of staff employed by the LSC each year and include temporary staff and agency staff. A rise in staff numbers occurred between March 2002 and March 2003 as the LSC began to build up the organisation, and took on significant new responsibilities, including the funding of school sixth forms. During 2004 the LSC undertook a re-shaping exercise which resulted in a fall in numbers in March 2005. Staff numbers subsequently increased slightly, reflecting the further work which was transferred by the Department to the LSC during 2005, including education maintenance allowances. However, we anticipate a reduction in the average number of staff in post between 2006 and 2007 as a consequence of the announcement in September 2005 by Mark Haysom, the Learning and Skills Council's chief executive, of proposals for a new structure for the organisation. This new structure aims to make the LSC more effective at identifying and responding to local learning and skills needs, and to achieve a less bureaucratic and more strategic relationship with partners and providers. This process is now nearing completion, and will achieve estimated savings of up to £40 million, which could be released to the front line for the further benefit of learners. As a result, the LSC will have a strong regional and local capacity, spending less time on transactional processes and more time developing relationships with key partners and stakeholders.
Mrs. Ellman: To ask the Secretary of State for Education and Skills how many jobs in his Department have been relocated (a) to Liverpool and (b) elsewhere as a result of the Lyons Review; and on how many occasions Liverpool has been considered for the relocation of staff under this programme. 
Anne Main: To ask the Secretary of State for Education and Skills how many pupils in England attended schools in 2005/06 deemed (a) inadequate and (b) satisfactory by HM Chief Inspector of Schools. 
Jim Knight: 2,098,828 pupils attended the 5,996 schools which were inspected by Ofsted during the 2005/06 academic year. The following table shows these pupil numbers broken down by the judgment Ofsted made of each school:
|Maintained primary, secondary, all special schools, city technology colleges, academies and pupil referral units: number of schools and pupils by Ofsted standards judgment made during the 2005/06 academic year|
|Ofsted judgment||Number of schools||( 1) Headcount of pupils|
|(1 )Pupil numbers are derived from School Census returns, and are as at January 2006|
The Government have had considerable success in reducing school failure: in 1998, there were 524 schools in special measures, and by the end of the 2005/06 academic year, there were 208. We are committed to further reducing the numbers of failing and underperforming schools. The Education and Inspection Act contains measures to give local authorities additional powers to tackle underperformance, to ensure that fewer schools become a cause for concern, and to enable local authorities to turn around more quickly those schools which do get into difficulties.
Hugh Robertson: To ask the Secretary of State for Education and Skills how many black and ethnic teachers participated in physical education teacher training courses in each of the last five years; and how many black and ethnic teachers teach physical education in (a) primary and (b) secondary schools. 
Jim Knight [pursuant to the reply, 6 November 2006, Official Report, c. 965W]: The following table provides the number of teachers from black and other ethnic minorities who have participated in teacher training courses with physical education as one of their subject specialisations in each academic year from 2000/01 to 2004/05, the latest year for which figures are available. The figures are for teachers who have trained to teach in secondary schools only. Primary school trainee teachers are trained in all subjects of national curriculum including physical education.
|Teachers on teacher training courses in England with physical education as a subject specialisation, 2000/01 to 2004/05|
|Academic year of qualification||Total||Of which: Black and ethnic minorities||Percentage of black and ethnic minorities|
1. Numbers are rounded to the nearest 10.
2. The figures include teachers on employment based routes to qualified teacher status.
3. The total includes those who did not declare or refused to provide their ethnic background.
4. Black and ethnic minorities include the following categories:
Black or black BritishCaribbean
Black or black BritishAfrican
Other black background
Asian or Asian BritishIndian
Asian or Asian BritishPakistani
Asian or Asian BritishBangladeshi
Chinese or other ethnic backgroundChinese
Other Asian background
Mixedwhite and black Caribbean
Mixedwhite and black African
Mixedwhite and Asian
Other mixed background
Other ethnic background
Training and Development Agency's Performance Profiles.
Matthew Taylor: To ask the Secretary of State for Education and Skills how many (a) rural and (b) urban (i) primary and (ii) secondary schools have closed in (A) Cornwall, (B) the South West and (C) England in each year since 1992. 
|Primary( 1)||Secondary( 1)|
|Urban/rural indicator||Urban/rural indicator|
|Rural||Urban||Primary total||Urban||Rural||Secondary total||Grand total|
|(B) The South West|
|Primary( 1)||Secondary( 1)|
|Urban rural indicator||Urban rural indicator|
|Rural||Urban||Primary total||Rural||Urban||Secondary total||Grand total|
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