|Previous Section||Index||Home Page|
Mr. Frank Field: To ask the Secretary of State for Education and Skills how much was spent in real terms by central Government per pupil in (a) secondary and (b) primary schools in each year since 1996. 
Jim Knight [holding answer 2 February 2007]: The Department does not have any figures prior to 1997-98. However, the following table sets out the revenue funding figures per pupil aged 3-10 and 11-15 for England for years 1997-98 to 2005-06.
|Primary( 1)||Secondary( 2)|
|(1) 3 to 10-year-olds. (2) 11 to 15-year-olds. Notes: 1. Price Base: Real terms at 2005-06 prices, based on GDP deflators as at 27 September 2006. 2. Figures reflect relevant sub-blocks of Standard Spending Assessment / Education Formula Spending (EFS) settlements. Figures include the pensions transfer to EPS. 3. Total funding also includes all revenue grants in DfES Departmental Expenditure Limits relevant to pupils aged 3-10 and 11-15 and exclude education maintenance allowances (EMAs) and grants not allocated at LEA level. For those authorities in receipt of advance of grant under the transitional support arrangements for 2004-05, advance grant funding is included in the year of payment (2004-05). There will be a consequential reduction in DfES grant for these LEAs in future years (either 2006-07 and 2007-08 or 2006-07 to 2008-09, depending on the terms on which the advance was given to the LEA). 4. The pupil numbers used to convert £ million figures to £ per pupil are those underlying the SSA/EFS settlement calculations plus PLASC 3-year-old maintained pupils and estimated 3 to 4-year-olds funded through state support in maintained and other educational institutions where these are not included in the SSA pupil numbers. 5. Rounding: Figures are rounded to the nearest 10. 6. Some of the grant allocations have not been finalised. If these do change, the effect on the funding figures is expected to be minimal. 7. The revenue funding per pupil figures only run to 2005-06 because we cannot provide a consistent time series beyond that year as the introduction of the Dedicated Schools Grant (DSG) in 2006-07 fundamentally changed how local authorities are funded. The 2004-05 and 2005-06 figures are based on Education Formula Spending (EFS) which formed the education part of the Local Government Finance Settlement, plus various grants. This was an assessment of what local authorities needed to fund education rather than what they spent. In 2006-07 funding for schools changed with the introduction of the DSG which is based largely on an authority's previous spending.|
The introduction of the dedicated schools grant in 2006-07 changed the mechanism for funding local authorities. The DSG-per-pupil level of funding for England is shown in the following table; these figures are not comparable with the earlier 1997-98 to 2005-06 figures.
| Notes: 1. The Dedicated Schools Grant (DSG) has a different coverage to EFS: EFS comprised a schools block and an LEA block (to cover LEA central functions) whereas DSG only covers the school block. LEA block items are still funded through DCLG's Local Government Finance Settlement but education items cannot be separately identified. 2. Figures exclude pension transfer to EFS. 3. To provide a comparison for 2006-07 DSG, we have estimated the 2005-06 funding that was equivalent to schools block. This 2005-06 estimate was used to fund local authorities in 2005-06. 4. The DSG does not represent the totality of education funding; there are other grants that support the schools budget which have not been included in the table. 5. As DSG is just a mechanism for distributing funding, no primary/secondary split available. 6. Figures are in cash terms, rounded to the nearest £1.|
Lynne Featherstone: To ask the Secretary of State for Education and Skills pursuant to the answer of 16 January 2007, Official Report, column 1058W, on school places in Hornsey and Wood Green, how many places in each school are unfilled. 
Jim Knight: The following table shows the latest available figures for the number of places in schools in the Hornsey and Wood Green constituency that were unfilled in January 2006 (2007 for Greig City Academy), the latest available figures. The number of applicants for places at Greig City Academy has increased each year since the Academy opened; for example, there are 185 pupils in year seven compared to 86 in year 11, which was the Academys first intake in 2002.
|School name||Number of unfilled places|
|(1) Figures supplied by the school as at January 2007.|
Lynne Featherstone: To ask the Secretary of State for Education and Skills pursuant to the answer of 16 January 2007, Official Report, column 1058W, on school places in Hornsey and Wood Green, how many applicants were refused a place at each school because of lack of capacity; and how many applicants are on the waiting list for each school. 
Jim Knight: The Department does not collect information centrally on the number of applicants for individual schools and reasons for refusal of admission. Nor do we collate information relating to numbers on waiting lists. This information may be available locally.
Rosie Cooper: To ask the Secretary of State for Education and Skills what estimate he has made of the number of schools in West Lancashire likely to be (a) built and (b) refurbished through the capital spending announced in the Chancellors public spending statement. 
Jim Knight: I have made no estimate of the number of schools in West Lancashire likely to be (a) built and (b) refurbished through the capital spending announced in the Chancellors public spending statement. This is because (a) allocations to individual authorities have not yet been announced and (b) it is the responsibility of local authorities to decide upon the balance between building new schools and refurbishing existing ones, taking into account the condition of schools and changes in local population.
Sarah Teather: To ask the Secretary of State for Education and Skills what measures his Department has in place to monitor trends in the allocation of teaching and learning responsibility points within schools as a result of (a) staffing reviews and (b) decisions on movement on the upper scale to ensure that minority ethnic groups are not disadvantaged. 
Jim Knight [holding answer 5 February 2007]: Schools are responsible for ensuring that their discretionary pay decisions comply with all the requirements of discrimination legislation, and should ensure that their pay policies make this compliance clear. The Department is developing a school workforce database to enable the collection of individual level data about all people who work in maintained schools in England. This is planned for national rollout in 2010 and will include data both on teacher ethnicity and on pay awards.
To ask the Secretary of State for Education and Skills what national guidelines have
been issued on the training of social care professionals on working (a) in child protection, (b) with children in care, (c) with older young people in care and (d) with young people generally. 
Mr. Dhanda: Social workers must be registered with the General Social Care Council. The requirements of registration include having a social work qualification approved by the GSCC. This is the same for all social workers.
GSCC have also developed a post-qualifying framework for social workers, which offers qualified social workers on-going learning and development. This sets out specialist standards for post-qualifying awards at different levels including programmes in social work with children, young people and families.
In addition, there are nine sets of National minimum standards for a range of childrens social care services. The standards are used primarily by the Commission for Social Care Inspection in regulating and inspecting these settings. The standards are also used for providing a basis for the induction and training of staff by service providers. The NMS include clear standards to ensure that staff and carers receive training and development opportunities that equip them with the skills required to meet the needs of the children and the purpose of the childrens social care setting.
Chapter 4 of the Governments inter-agency guidance Working Together to Safeguard Children (2006) sets out guidance for the training of staff and volunteers to help them safeguard and promote the welfare of children. This includes social care professionals working in child protection.
The Government have also issued a supplementary resource, Suggested Learning Outcomes for Target Groups in Training and Development: inter-agency work to safeguard and promote the welfare of children, for those with a particular responsibility for safeguarding children and those who work with or who are in regular contact with children, young people, parents and carers.
Mr. Willetts: To ask the Secretary of State for Education and Skills what the (a) total special educational needs expenditure and (b) average special educational needs expenditure per pupil with special educational needs was in each local authority in each year between 1997 and 2006. 
|Next Section||Index||Home Page|