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22 Jan 2007 : Column 1464W—continued
Business Partnerships
Mr. Hoban: To ask the Secretary of State for Education and Skills what percentage of schools in England are directly partnered with local companies. [102858]
Jim Knight: The Department does not routinely collect this information but we promote partnerships between schools and employers in many ways for example through sponsorship for academies, specialist schools, and in delivering a variety of school-business link activities such as work experience and professional development placement for teachers.
Class Sizes
Mr. Gibb: To ask the Secretary of State for Education and Skills what estimate he has made of the number of schools with class sizes at key stage four of more than (a) 30, (b) 40 and (c) 50 pupils. [114932]
Jim Knight: The available information is shown in the following table.
Information on key stage four classes is not collected centrally. National curriculum year group data have been used as the closest available indicator.
| Maintained secondary schools, city technology colleges and academies( 1) : number of schools with year group 10 and 11 classes with more than 30 pupils( 2) , as at January 2006, England | ||||||||||
| Classes with 31 to 40 pupils | Classes with 41 to 50 pupils | Classes with 51 or more pupils | ||||||||
| Number of: | Number of: | Number of: | ||||||||
| Schools | Classes | Pupils | Schools | Classes | Pupils | Schools | Classes | Pupils | ||
| (1) Includes middle schools as deemed. (2) Classes taught during a single selected period on the day of the census. Source: Schools Census | ||||||||||
Mr. Gibb: To ask the Secretary of State for Education and Skills what research his Department has commissioned into the effect of class size on attainment since 1997. [114933]
Jim Knight: The Department for Education and Skills has commissioned the following research into the effect of class size on attainment since 1997:
1[1] Blatchford, P., Bassett, P., Brown, P., Martin, C., and Russell, A (2004) “The effects of class size on attainment and classroom processes in English Primary Schools (Years 4 to 6) 2000-2003”. DfES Research Series (RR605)
1[1] Blatchford, P., Martin, C., Moriarty, V., Bassett, P. and Goldstein, H. (2002). “Pupil adult ratio differences and educational progress over reception and key stage 1”. DfES Research Series (RR335).
Jenkins, A., Levacic, R. and Vignoles, A. (2005). “Estimating the relationship between school resources and pupil attainment at Key Stage 3”. DfES Research Report 679.
Jenkins, A., Levacic, R. and Vignoles, A. (2006). “Estimating the relationship between school resources and pupil attainment at GCSE”. DfES Research Report 727.
Mr. Gibb: To ask the Secretary of State for Education and Skills how many schools regularly conduct lessons in (a) English, (b) mathematics and (c) humanities in class sizes that exceed 60 pupils. [114941]
Jim Knight: The available information is given in the table and relates to a sample of classes conducted on the day of the census in January.
| Maintained primary and secondary schools( 1) : Classes as taught( 2, 3,) as at January 2006, England | ||||||||
| Classes with more than 60 pupils | ||||||||
| Primary schools | Secondary schools | |||||||
| Class activity | Number of schools | Number of classes | Number of teachers | Number of pupils | Number of schools | Number of classes | Number of teachers | Number of pupils |
| (1) Includes middle schools as deemed. (2) Classes as taught during a single selected period on the day of the census in January. (3) Includes classes with more than one teacher (4 )Includes geography, history, economics and business studies Source: Schools Census. | ||||||||
The table identifies one class in a primary school with 80 pupils and one teacher. This was a nursery class in which there were two members of support staff.
No classes of 61 or more pupils were reported in city technology colleges or academies in January 2006.
Connexions Cards
Sarah Teather: To ask the Secretary of State for Education and Skills how many awarded Connexions Card points remain unspent. [116043]
Mr. Dhanda: The total number of unspent Connexions Card points, accumulated by past and present card holders from the start of the scheme in September 2001 up to 12 January 2007, was 1,420,990,957.
Sarah Teather: To ask the Secretary of State for Education and Skills how many young people have spent reward points on their Connexions Cards; and how many points they spent in total. [116044]
Mr. Dhanda: The number of young people that have spent Connexions Card points, up to 12 January 2007, was 145,947. The number of Connexions Card points that have been spent in total, as at 12 January 2007, was 183,432,525.
Departmental Expenditure
Mr. Hurd: To ask the Secretary of State for Education and Skills what estimate he has made of expenditure by his Department in each of the Government office regions in the most recent year for which figures are available. [116716]
Mr. Dhanda: The estimate of DfES expenditure by Government office region is published annually in the Departmental Report. The latest available figures are given in Annex G to the Departmental Report 2006 published as Cm 6812 and dated May 2006.
Mr. Hurd:
To ask the Secretary of State for Education and Skills how much programme expenditure sponsored by his Department was spent via each of the Government
offices for the regions in the most recent year for which figures are available. [116755]
Mr. Dhanda: Expenditure on programmes by the Department for Education and Skills which took place through Government offices for the regions in FY 2005-06 is shown in the following table.
| DfES programme expenditure, FY 2005-06 | |
| Government office region | £ |
Departmental Finance
Lyn Brown: To ask the Secretary of State for Education and Skills what the value of (a) private finance initiative credits allocated to his Department and (b) related capital expenditure was in each year for which figures are available, broken down by project. [113077]
Jim Knight: We maintain central records of private finance initiative credits at the point when contracts are signed and commitments entered into. We do not maintain records of related capital expenditure incurred by each project. The following table shows, for each project, the financial year in which contracts were signed, and the commitment entered into in terms of PFI credits. There are an additional number of Building Schools for the Future projects, financed by PFI, which are at a pre-contract stage.
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