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Mr. Dismore: To ask the Secretary of State for Education and Skills how many children there were on average in key stage 1 classes in Hendon in (a) 1997 and (b) 2006; and if he will make a statement. 
|Maintained primary schools( 1) , average size of key stage one classes taught by one teacher( 2) , position in January each year 1997 and 2006|
|(1) Includes middle schools as deemed.|
(2) Classes as taught during the one selected period in each school on the day of the census in January.
(3) Includes reception classes.
Mr. Dismore: To ask the Secretary of State for Education and Skills what percentage of children in primary schools in Hendon reached the required standards in (a) mathematics, (b) English, (c) science and (d) all three subjects in (i) 1997 and (ii) 2006; and if he will make a statement. 
|Percentage of pupils achieving level 4 or above at key stage 2|
|Subject||Hendon( 1)||England( 1)|
|1997||2006( 2)||1997||2006( 2)|
|(1 )Figure for Hendon is based on maintained schools only. England figures relate to all schools including those independent schools taking part in Key Stage 2 tests.|
(2) 2006 figures are based on revised data
(3) Figure is not available
Primary standards as measured by the results from the key stage 2 national curriculum tests in 2006 are at their highest-ever levels. Since 1997 there has been a 16 percentage point increase in the proportion of 11-year-old pupils in England achieving the target level 4 or above in English and a 14 percentage point increase in the proportion achieving the target level 4 or above in mathematics. Through the work of the Primary National Strategy we have enabled around 95,000 more 11-year-olds to master literacy and 83,000 more to master numeracy this year compared with 1997.
Although we have made significant progress, we are redoubling our efforts to help the one in five 11-year-olds who are still not reaching the standard required of their age in literacy and mathematics. That is why we are renewing our literacy strategy with phonics at the heart of the teaching of reading and renewing our numeracy strategy with more demanding standards of mental arithmetic.
Mr. Dismore: To ask the Secretary of State for Education and Skills what financial support for schools in Hendon is being paid direct to head teachers (a) in 2006-07 and (b) 2007-08; and if he will make a statement. 
Jim Knight: Direct payments to head teachers are paid as School Standards Grant (SSG) and School Standards Grant (Personalisation). The grants are paid to local authorities, which must pass the money straight on to schools, calculated on a formula set by the Government. The allocations of SSG and SSG (Personalisation) for each school in Hendon for 2006-07 are set out as follows. Figures for 2007-08 are not available. For England as a whole, SSG and SSG (Personalisation) will rise from £1.232 billion in 2006-07 to £1.557 billion in 2007-08.
Mr. Gibb: To ask the Secretary of State for Education and Skills how many schools in special measures have been in special measures for (a) more than three terms, (b) more than six terms and (c) more than nine terms. 
|Less than three terms||More than three terms but less than six terms||More than six terms but less than nine terms||More than nine terms||Total number of schools in special measures|
| Note: These figures have been calculated on the number of schools in special measures (excluding schools that are waiting for the initial judgement to be moderated) at 1 February 2007|
|Fewer than three terms||More than three terms but fewer than six terms||More than six terms but fewer than nine terms||More than nine terms||Total schools coming out of special measures in 2006|
Mr. Don Foster: To ask the Secretary of State for Education and Skills pursuant to the answer of 19 January 2007, Official Report, column 455, on competition managers, how many of the competitions identified are considered new competitions. 
Jim Knight: This Government have placed a high priority on investing in schools. This has led to higher standards and Ofsted have recently confirmed this. There are now 604 high-achieving schoolswhere 70 per cent. or more pupils gain five good GCSEsup seven-fold from 83 in 1997.
The New Relationship with Schools enables schools to drive their own improvement, becoming more accountable and autonomous. Schools, with appropriate challenge and support, determine their improvement priorities.
The Primary and Secondary National Strategies support and challenge schools by developing and disseminating good practice in teaching and learning through personalisation and intervention (both at pupil and whole-school level).
Despite a small rise in the number of schools in special measures, the total still remains below 1 per cent. of all schools, and half the number that were in special measures in 1998. The number normally increases at the end of the autumn term when there are more inspections before returning to previous levels in the summer. But we are not complacent and are turning these schools around more quickly. Overall the number of schools failing to get five good GCSEs for a quarter of their pupils has dropped from over 600 in 1997 to 47 today.
We have raised the bar, so that schools which previously would have avoided attention now find themselves in special measures. We make no apology for this tough stance against failing or coasting schools.
The Five Year Strategy for Children and Learners: Maintaining Excellent Progress sets out in more detail the Governments progress in delivering our ambitious programme of reform. A copy of this document is available in the House of Commons Library.
Mr. Boris Johnson: To ask the Secretary of State for Education and Skills how many part-time (a) undergraduates and (b) postgraduates entered higher education in each academic year between 1997-98 and 2006-07, broken down by socioeconomic background. 
Bill Rammell [holding answer 25 January 2007]: The latest available information for part-time entrants to undergraduate and postgraduate courses is shown in the table. Information for 2006-07 will be available from January 2008. Information on the socio-economic background of these students is not available.
The latest figures for acceptances to full-time undergraduate courses from the Universities and Colleges Admissions Service (UCAS) show that the percentage of acceptances from lower socio-economic groups has not fallen between 2004-05 and 2006-07.
From 2007-08, the Higher Education Statistics Agency (HESA) will collect data on the parental education of both full-time and part-time entrants to higher education. These data should provide useful information on the socio-economic background of these students.
|Number of part-time UK domiciled entrants to higher education institutions( 1) in England by level of studyacademic years 1997-98 to 2005-06|
|Level of study|
|(1) Including Open University|
Figures have been rounded to the nearest five, and are based on a snapshot count of students as at 1 December of each year.
Higher Education Statistics Agency (HESA)
Mr. Blunkett: To ask the Secretary of State for Education and Skills how many (a) teachers and (b) support staff there were in schools in each local education authority in (i) 1997 and (ii) 2006. 
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