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30 Apr 2007 : Column 1490W—continued
Schools: Nottinghamshire
John Mann: To ask the Secretary of State for Education and Skills which 10 schools in Nottinghamshire have the highest percentage of Gypsy and Traveller children on their rolls. [133016]
Jim Knight [holding answer 20 April 2007]: The information requested is shown in the tables.
The figures for Travellers of Irish heritage and Gypsy/Roma children need to be interpreted with caution due to the small numbers recorded.
| 10 schools which have the highest percentage of pupils who are classified as Traveller of Irish heritage ethnic origin( 1,2) —January 2006—Nottinghamshire | |||||
| URN | LA number | Estab. number | School name | Number of pupils classified as Traveller of Irish heritage ethnic origin | Percentage of pupils classified as Traveller of Irish heritage ethnic origin( 3) |
| * = Less than 3, or a rate based on less than 3. (1) Includes middle schools as deemed. (2) Pupils of compulsory school age and above were classified according to ethnic group. Excludes dually registered pupils. (3) The number of pupils by ethnic group expressed as a percentage of all pupils of compulsory school age and above. Source: School Census | |||||
Schools: Private Finance Initiative
Julia Goldsworthy:
To ask the Secretary of State for Education and Skills what representations his Department has received from (a) schools and (b)
local authorities on concerns about private finance initiative contracts with schools; and what meetings have taken place at a departmental level on this issue. [134451]
Jim Knight: The Department works directly with schools and authorities, and also with and through a range of bodies, including HM Treasury, Partnerships UK, Partnerships for Schools and the 4ps, to understand and address the concerns that schools and authorities may have from time to time about private finance initiative contracts for schools. Our aim is to ensure that schools get from private finance initiative contracts the excellent service they deserve. Private finance initiatives were introduced for schools in 1998, and contacts with authorities, schools and with other bodies have been a part of the everyday work of the Department since then.
In 2005, we published a report which we commissioned from Partnerships UK on operational schools private finance initiative contracts, which is available at www.teachernet.gov.uk/docbank/index.cfm?id=9262. This report found that, on balance, contracts were operating successfully across most of their provision, and that there were some strong examples of good delivery. It made suggestions for improvements, all of which had already been, or subsequently were, acted upon. Further, we have worked with HM Treasury to enable Partnerships UK to act as a taskforce helpdesk for schools which have concerns or difficulties with their private finance initiative contracts. Department officials also continue to work directly with schools and authorities where needed.
In the past year, directly or through Partnerships UK and other bodies, representations have included benchmarking and market testing; support during the transition to operational status; variations to contract; dispute resolution and poor performance; availability of other schools capital funding; schools changing status while in a PFI contract. Officials also recently met the Association of Schools and College Leaders to discuss a similar range of issues.
Schools: Yorkshire
David Davis: To ask the Secretary of State for Education and Skills on how many occasions pupils at each state secondary school in Yorkshire have been excluded for having been found to be in possession of (a) a weapon and (b) narcotics on school premises in each of the last two years. [129712]
Jim Knight: The requested information is not available.
From the academic year 2003/04, information is available on the reasons for pupil exclusions. The reason for exclusion is described by one of 12 set categories. There is no specific category relating to possession of a weapon or possession of narcotics.
A table showing the number of permanent and fixed period exclusions from each maintained secondary school in Yorkshire and the Humber region during 2003/04 and 2004/05 has been placed in the House Library.
Secondary Education: Curriculum
Mr. Gibb: To ask the Secretary of State for Education and Skills whether the Qualifications and Curriculum Authority secondary curriculum review is based (a) wholly and (b) in part on an outcome-based educational approach. [133462]
Jim Knight [holding answer 23 April 2007]: The purpose of all education is to achieve outcomes or results. The secondary curriculum review is based upon the need for all young people to acquire prescribed subject knowledge, skills and understanding including high level skills in literacy, numeracy and scientific understanding; to develop a knowledge of British history and an understanding of our place in the world; and to understand contemporary issues which shape the international context for the next generation.
The secondary curriculum review also seeks to provide all young people with the skills to continue to learn throughout life; to be inquisitive, independent thinkers; to be problem solvers; and team workers.
If that is what is meant by ‘an outcome-based educational approach’ then the secondary curriculum review can be said to be ‘outcome based’.
If however, ‘an outcome-based educational approach’ is defined as a curriculum which is content-free; lacking in rigour; entirely skills based; and not specific and particular about cognitive content, then that is most definitely not the approach upon which the secondary curriculum review is based.
Teachers: Pay
Chris Ruane: To ask the Secretary of State for Education and Skills what teachers' (a) starting salary, (b) salary after seven years employment and (c) average pay was in each of the last 30 years; and what the percentage change was in each year at today's prices. [133354]
Jim Knight [holding answer 23 April 2007]: To derive figures for a 30-year time period for starting salaries and salaries after seven years employment would be at disproportionate cost.
The average salary figures for (a) newly qualified entrants and (b) teachers with between seven and eight years experience for both March 1997 and March 2005 (provisional), expressed in cash and real terms in 2005-06 prices, for England and Wales is shown in the following table.
Average salaries are used to answer parts (a) and (b) because there are, in fact, no set salaries for those starting teaching or those with seven years' experience.
In relation to part (c), average salary figures over the last 30 years for teachers are available and are shown in the following table in both cash and real terms, with percentage year on year and cumulative changes, for England and Wales.
| Year( 1) | Average salary in cash terms( 2) (£) | Salaries in 2005-06 terms (£) | Yearly real terms increase/decrease (Percentage) | Cumulative real terms increase/decrease (Percentage) |
| (1 )Data from March that year. (2) Excludes those in leadership/head teacher positions and particular grades outside of the main and upper pay scales in the years where this is appropriate. (3) Provisional. Notes: 1. Figures are rounded to the nearest £10. 2. Real terms figures based on latest GDP deflators (21 March 2007) from HMT shown in 2005-06 prices. | ||||
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