|Previous Section||Index||Home Page|
|Secondary school-based expenditure|
|Hartlepool local authority||Tess Valley sub-region||North East Government office region||England|
1. Expenditure was not distinguished between the pre-primary and primary sectors until the inception of section 52 for financial year 1999-2000. School based expenditure in local authority maintained nursery schools was not recorded in 2002-03 and comparable figures are not available for 2003-04 onwards.
2. School-based expenditure includes only expenditure incurred directly by the schools. This includes the pay of teachers and school-based support staff, school premises costs, books and equipment, and certain other supplies and services, less any capital items funded from recurrent spending and income from sales, fees and charges and rents and rates. This excludes the central cost of support services such as home to school transport, local authority administration and the financing of capital expenditure. Central local authority expenditure cannot, in all cases, be attributed to a particular phase of education and consequently is excluded from the tables.
3. 1999-2000 saw a change in data source when the data collection moved from the RO1 form collected by the ODPM to the section 52 form from the DfES. 2002-03 saw a further break in the time series following the introduction of Consistent Financial Reporting (CFR) and the associated restructuring of the outturn tables. The change in sources is shown by the blank row.
4. The calculation for 2002-03 onwards is broadly similar to the calculation in previous years. However, 2001-02 and earlier years includes all premature retirement compensation (PRC) and Crombie payments, mandatory PRC payments and other indirect employee expenses. In 2001-02, this accounted for approximately £70 per pupil. From 2002-03 onwards, only the schools element of these categories is included and this accounted for approximately £50 per pupil of the 2002-03 total. Also, for some local authorities, expenditure that had previously been attributed to the school sectors was reported within the central local authority part of the form from 2002-03, though this is not quantifiable from existing sources.
5. Local government reorganisation (LGR) prior to the 1996-97 financial year in the county of Cleveland resulted in the creation of four new unitary local authorities (Hartlepool, Middlesbrough, Redcar and Cleveland, and Stockton-on-Tees). Consequently figures for Hartlepool LA are not available prior to 1996-97.
6. The Tees Valley sub-region comprises of the four unitary authorities created by the local government reorganisation of the county of Cleveland in 1996 (namely Hartlepool, Middlesbrough, Redcar and Cleveland, and Stockton-on-Tees LAs) along with the borough of Darlington which became a unitary authority in 1997. Consequently figures for the Tees Valley sub-region are not available prior to the 1997-98 financial year.
7. Spending in 1997-98 reflects the transfer of monies from local government to central Government for the nursery vouchers scheme. These were returned to local government from 1998-99.
8. The 1999-2000 figures reflect the return of grant maintained schools to local authority maintenance.
9. Figures are rounded to the nearest £1,000. Cash terms figures as reported by local authorities as at 2 April 2007.
Mr. Gibb: To ask the Secretary of State for Education and Skills how many pupils at the end of key stage 4 attending (a) maintained secondary schools and (b) independent secondary schools achieved each grade in GCSE (i) English, (ii) mathematics, (iii) a modern foreign language, (iv) history and (v) geography in each year since 1996. 
Lynne Featherstone: To ask the Secretary of State for Education and Skills how many failed asylum seekers took English for Speakers of Other Languages courses in each London borough in each of the last five years for which figures are available. 
Bill Rammell: Currently all English for Speakers of Other Languages learners are eligible for full fee remittance and this includes asylum seekers. However, those refused asylum and not granted leave to remain are not eligible for Learning and Skills Council funded provision.
Mr. Iain Wright: To ask the Secretary of State for Education and Skills how many schools in (a) Hartlepool constituency and (b) Tees Valley sub region offer extended hours; what activities are provided in the schools offering extended hours; and if he will make a statement. 
Jim Knight: There are five primary schools and three secondary schools in the constituency of Hartlepool providing access to the extended schools full core offer of services. In the Tees Valley area there are 104 primary schools and 31 secondary schools providing access to the full core offer of services. The core offer includes primary schools providing access to childcare from 8 am to 6 pm all year round in response to demand, all schools offering access to a range of study support activities beyond the school day, parenting support, swift and easy referral and opening up facilities to the wider community.
As well as the schools already delivering the extended schools full core offer, a further seven primary schools in Hartlepool and 37 primary schools in the Tees Valley provide access to childcare and a further 27 schools in Hartlepool and 55 schools in the Tees Valley provide access to a varied menu of study support activities. The Department does not collect data on the range of study support activities but these typically include homework clubs, sporting activities, music and drama clubs.
Sarah Teather: To ask the Secretary of State for Education and Skills what assessment he has made of the reliability of free school meal take-up rates as an indicator of the level of deprivation among pupils within a school; and if he will make a statement. 
Mr. Dhanda: Free school meal rates give a broad indication of the level of deprivation among pupils attending a particular school. FSM information is collected by schools and accurately records pupils who are known by the school to be eligible for and claiming free school meals. The criteria for FSM eligibility are consistent across schools nationally.
When assessing the level of deprivation among pupils within schools, the Department makes use of a range of different deprivation indicators. free school meals is an important indicator because it is the only one which reflects the actual home situation of individual pupils. Other indicators of deprivation, such as the Index of Multiple Deprivation, the Income Deprivation Affecting Children Index (IDACI), or ACORN categories, cannot directly identify pupils who are living in deprived households as they are only available on an area basis. These other indicators are used by linking to pupils indirectly through their home postcodes, and therefore can only reflect the extent to which pupils live in deprived areas.
In certain contexts such as the calculation of contextual value added scores in the achievement and
attainment tables, FSM is used together with an area-based indicator (IDACI) so that the two indicators together give a rounded picture of the levels of deprivation affecting each school.
Bill Rammell: Success rates for LSC-funded provision delivered through FE colleges and external institutions are detailed in the following table. Data for 2005/06 are not yet available but will be published later this month.
|FE colleges||External institutions|
|Work-based learning (Percentage)|
|n/a = Not available.|
Mr. Quentin Davies: To ask the Secretary of State for Education and Skills which maintained secondary schools in England offer A level courses in (a) Latin and (b) Ancient Greek; and if he will make a statement. 
Mr. Gibb: To ask the Secretary of State for Education and Skills pursuant to the answer of 6 March 2007, Official Report, column 1912, on languages, how many of the schools that entered no pupils for a GCSE in history and geography entered a pupil for a GCSE in humanities. 
Jim Knight: The following table lists the maintained mainstream schools where no pupils at the end of Key Stage 4 (KS4) were entered at GCSE in history and geography but did enter pupils in humanities and gives the number of pupils entered for humanities as well as the number at the end of KS4 who attended these schools in 2006.
|LA number||Estab. number||LA name||School name||Number of pupils at end of KS4||Humanities entries|
|Next Section||Index||Home Page|