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28 Mar 2007 : Column 1540W—continued
Education: Lancashire
Mr. Hoyle: To ask the Secretary of State for Education and Skills how many 12 to 15 year olds in Lancashire failed to reach the required standard in English and mathematics in each of the last 10 years. [125251]
Jim Knight: The information requested is shown in the following table.
| Percentage of 14 year olds( 1) in Lancashire LA who do not achieve Level 5, 1997-2006 (revised) | ||
| English | Mathematics | |
| (1 )Figures for other ages are not available (2 )Revised Note: Pupils who do not achieve Level 5 includes pupils who were absent and pupils disapplied/unable to access the test. | ||
Education: Standards
Mr. Gibb: To ask the Secretary of State for Education and Skills why the figures for the total number of secondary schools where fewer than 50 per cent. of pupils achieved level 5 or above in each subject at key stage 3 published in SFR 07/2007 differs from the total number of secondary schools given in the sixth column of table 1 in SFR 38/2006. [125162]
Jim Knight: SFR 07/2007 shows progress towards the PSA target. This school level target covers all maintained mainstream schools published with key stage 3 results in the achievement and attainment tables. SFR 38/2006 contains figures collected during the school census in January 2006. The number of secondary schools given in the sixth column of table 1 includes all those open on 19 January 2006.
Mr. Gibb: To ask the Secretary of State for Education and Skills how many and what proportion of pupils who took the Key Stage 3 tests in (a) English, (b) mathematics and (c) science in 2006 attained each level at Key Stage 2. [125327]
Jim Knight: The information requested has been placed in the Library.
Mr. Gibb:
To ask the Secretary of State for Education and Skills how many and what proportion of pupils who took the Key Stage 3 tests in (a) English, (b) mathematics and (c) science in 2006
attained the same level or below the level they attained at Key Stage 2, broken down by those who attained (i) level 3, (ii) level 4 and (iii) level 5 at Key Stage 2. [125329]
Jim Knight: The information requested is shown in the table.
| Pupils attaining level 3, level 4 or level 5( 1) in the 2006 Key Stage 3 tests who attained level 3, level 4 or level 5 in the 2003 Key Stage 2 tests( 2) analyzed by subject | ||
| Achievement at Key Stage 2 | Number achieving same level or below at Key Stage 3( 3,4) | Percentage achieving same level or below at Key Stage 3 |
| (1) Includes pupils at levels 2, 3, 4, 5, B, N at Key Stage 3. (2) Results of Key Stage 2 and Key Stage 3 tests, not Teacher Assessments. (3) Numbers rounded to the nearest hundred. (4) Number of pupils attaining level 3, level 4 or level 5 in 2006 Key Stage 3 tests and attaining level 3, level 4 or level 5 in Key Stage 2 tests expressed as a percentage of all pupils attaining level 3, level 4 or level 5 in Key Stage 2 tests. | ||
Mr. Gibb: To ask the Secretary of State for Education and Skills how many and what proportion of pupils who attained level 4 or below in the 2006 key stage 3 tests in (a) English, (b) mathematics and (c) science had attained level 4 or above at key stage 2. [125332]
Jim Knight: The information can be found in the following table.
| Pupils attaining level 4 or below( 1) in the 2006 key stage 3 tests who attained level 4 or above in the 2003 key stage 2 tests( 2) analyzed by subject. | ||
| Subject | Key stage 2 level 4 and above( 3,4) | Percentage |
| (1) Includes pupils at levels 2, 3, 4, B, N at key stage 3. (2) Results of key stage 2 and key stage 3 tests, not teacher assessments. (3) Numbers rounded to the nearest 100. (4) Number of pupils attaining level 4 or below in 2006 key stage 3 tests and attaining level 4 or above in key stage 2 tests expressed as a percentage of all pupils attaining level 4 or above in key stage 2 tests. | ||
Mr. Gibb: To ask the Secretary of State for Education and Skills how many and what proportion of pupils who attained level 5 or below in the 2006 key stage 3 tests in (a) English, (b) mathematics and (c) science had attained level 5 or above at key stage 2. [125333]
Jim Knight: The information requested is shown in the table.
| Pupils attaining level 5 or below( 1) in the 2006 key stage 3 tests who attained level 5 in the 2003 key stage 2 tests( 2) analyzed by subject | ||
| Key stage 3 tests | Number of pupils( 3,4) | Proportion of pupils |
| (1) Includes pupils at levels 2, 3, 4, 5, B, N at key stage 3. (2) Results of key stage 2 and key stage 3 tests, not teacher assessments. (3) Numbers rounded to the nearest 100. (4) Number of pupils attaining level 5 or below in 2006 key stage 3 tests and attaining level 5 in key stage 2 tests expressed as a percentage of all pupils attaining level 5 in key stage 2 tests. | ||
Mr. Gibb:
To ask the Secretary of State for Education and Skills how many maintained
mainstream schools there were where (a) at least one pupil, (b) more than 10 pupils and (c) more than 50 per cent. of 14-year-old pupils attained a lower or the same level at key stage 3 in 2006 than they had attained at key stage 2. [125334]
Jim Knight: The information requested is shown in the following table.
| Number of maintained mainstream schools where 14-year-old pupils attained a lower or the same level at key stage 3 in 2006( 1) than they had attained at key stage 2 | |||
| Number of schools | English | Mathematics | Science |
| (1) Revised data | |||
Free School Meals
Mr. Laws: To ask the Secretary of State for Education and Skills (1) how many and what proportion of children in English schools were entitled to free school meals in each year from 1978-79 to 2007-08; and if he will make a statement; [125075]
(2) what his latest estimate is of the (a) proportion and (b) number of English school pupils who are eligible for free school meals (i) in total, (ii) by region and (iii) by local education authority. [125084]
Jim Knight: The available information has been placed in the Library.
Further and Higher Education Act 1992
Kelvin Hopkins: To ask the Secretary of State for Education and Skills what guidance he has issued on the application of (a) section 44 and (b) section 45 of the Further and Higher Education Act 1992 to (i) sixth form colleges and (ii) general further education colleges; and if he will make a statement. [126880]
Bill Rammell: Guidance was issued on religious education and collective worship in maintained schools and sixth form colleges in the FE sector in 1994 by the then Department for Education. Copies of this guidance—“Circular number 1/94 Religious Education and Collective Worship”—have been placed in the House Library.
General Certificate of Secondary Education: Lancashire
Mr. Hoyle: To ask the Secretary of State for Education and Skills how many pupils in Lancashire obtained five GCSEs at grades A* to C including mathematics and English in each of the last five years. [126146]
Jim Knight: The information requested is given in the table as follows:
General Certificate of Secondary Education: Standards
Mr. Blunkett: To ask the Secretary of State for Education and Skills (1) in how many secondary schools less than 25 per cent. of pupils achieved (a) five A*-C grades at GCSE or equivalent and (b) five A*-C grades at GCSE or equivalent including English and mathematics in each local education authority in (i) 1997 and (ii) 2006; [119295]
(2) in how many secondary schools 70 per cent. or more pupils achieved five A*-C grades at GCSE or equivalent in each local education authority in (a) 1997 and (b) 2006. [119296]
Jim Knight: The information requested has been placed in the House Library.
Information Sharing
Mr. Heald: To ask the Secretary of State for Education and Skills whether the Information Sharing index will have the technical capacity to record biometric data. [129956]
Beverley Hughes: The technical specification for ContactPoint (previously known by the working title of Information Sharing Index) does not include the capacity to store biometric data.
ContactPoint will only hold basic identifying information about a child and contact details for parents, carers and practitioners who are providing
services to a child. This will enable practitioners quickly to identify a child and to see who else is involved, making it easier to deliver more co-ordinated support.
This intention is clearly specified in section 12 of the Children Act 2004 and in the draft regulations on which we consulted between September and December 2006. Subject to the will of Parliament, we intend the regulations to be in place by the summer recess.
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