The latest figures from UCAS for students applying to enter full-time undergraduate courses in 2007 show that applications for these subjects have risen significantly: Physics is up by 12 per cent., Mathematics by 10 per cent. and most of the engineering subjects are also up including chemical engineering (by 16 per cent.), Civil engineering (by 13 per cent.) and Mechanical engineering (by 8 per cent.).
Mr. Willetts: To ask the Secretary of State for Education and Skills (1) how many and what percentage of UK higher education institutions spent their full budgeted levels on income-assessed non-repayable bursaries for undergraduate students in each year since 1996; 
Bill Rammell [holding answer 16 April 2007]: The Department does not have these figures. Prior to 2006/07 bursaries were solely a matter for individual HE institutions and information was not collected centrally.
However, we are aware that following the introduction of access agreements in 2006, Higher Education Institutions have budgeted to spend in excess of £300 million on bursaries and scholarships benefiting students from low-income backgrounds and other underrepresented groups by 2010/11. The Office for Fair Access (OFFA) is responsible for the annual monitoring of access agreements from academic year 2006/07 and will report on the outcome in autumn/winter 2007.
As I said in the Higher Education debate on 15 March 2007, Official Report, column 483, I am aware that some concerns have been raised about a potential underspend on bursaries in some universities. I am monitoring that situation very closely and encourage any universities forecasting a genuine underspend on bursaries to invest in other measures to improve social inclusion. However, I am also aware that the scale of the underspend has been exaggerated in some reports.
|Number of young( 1) UK domiciled students enrolled on higher education courses at higher and further education institutions( 2) in Great Britain academic years 1986/87 to 2005/06
|(1) Young refers to students under the age of 21.
(2) Includes the Open University.
(3) Includes provisional estimates for HE students in further education colleges using 2003/04 data.
Numbers have been rounded to the nearest 5.
Universities Statistical Record (USR), the Open University, and the Education Departments of England, Scotland and Wales for the years up to 1993/94; Higher Education Statistics Agency (HESA), Learning and Skills Council, Scottish Executive, and Welsh Assembly for 1994/95 and later years.
|Number of young( 1 ) people enrolled on LSC-funded( 2) FE provision academic years 1994/95( 3) to 2005/06
|(1) Young refers to students under the age of 19.
(2) Prior to 2001 further education provision was funded by the Further Education Funding Council (FEFC)
(3) The Further and Higher Education Act 1992 had the effect of incorporating FE colleges and Sixth Form colleges formerly maintained by LAs making them eligible to receive funds from the FEFC. As a result, data collections changed, and data on enrolments in FE are not available on a comparable basis prior to 1994/95.
1994/95 to 1995/96FEFC: Student Statistics ISR/SFR22; 1996/97 to 2005/06LSC Statistical First Release: ILR/SFR11 Further Education, Work Based Learning and Adult and Community LearningLearner Numbers in England 2005/06.
|Proportion of UK-domiciled entrants to full-time first degree courses at higher education institutions in England, who are projected to neither obtain an award nor transfer to another course.
|Proportion to neither obtain award nor transfer
| Source: Performance Indicators in Higher Education published by HESA.
Bill Rammell: Drop-out rates from degree level courses are given in table T5 of the performance Indicators in Higher Education, published by the Higher Education Statistics Agency (HESA). In 2003/04, the proportion of UK-domiciled entrants to full-time first degree courses at higher education institutions in England, who were projected to neither obtain an award nor transfer to another course, was 14.4 per cent., compared to a figure of 15.0 per cent. in 2000/01.
Mr. Dhanda: The Department does not directly fund Home-Start in the Cotswolds. The DfES has supported the national body, Home-Start UK since 2001 and is providing a strategic grant of £2.73 million in the current 2007-08 financial year. The grant to Home-Start UK is specifically to support capacity building activities of Home-Start UK services in England including national and regional staffing, training, and dissemination of resources to support the coverage of local scheme home visiting services.
Jim Knight: Children become of compulsory school age at the start of the school term after they reach the age of five. Admission authorities may allow children to start school before they reach compulsory school age but, if they do so, parents offered a place at the school may ask that the date that their child is admitted be deferred until later in the school year or until he or she reaches compulsory school age in that school year. Where parents choose this option the place offered to them must be kept open and cannot be offered to another child. The school admissions code requires that this be made clear in published admission arrangements
Local authorities have a duty to provide advice and assistance to all parents in their area when they are choosing schools for their children and are required to publish a composite prospectus for parents each year with information about all the admission arrangements of all schools in their area. This includes admission to reception classes and the right parents have to request that admission be deferred.
Mr. Crausby: To ask the Secretary of State for Education and Skills how many litres of milk were provided by the free school milk scheme per eligible pupil in England over the last 12 months. 
LAs are free to make use of the EU school milk subsidy scheme (the subsidy), which reduces the cost of milk purchased in nursery and primary schools. Use of the subsidy makes milk more affordable to those parents who purchase school milk and reduces the cost to LAs of free milk provision.
In October 2006 the Government published their response to the report from the Education and Skills Committee on special educational needs (SEN). The response referred to Ofsteds report
Inclusion: does it matter where pupils are taught? (July 2006) which showed significant improvements in SEN provision since publication of Ofsteds 2004 survey Special Educational Needs and Disability: towards inclusive schools?
Ofsteds 2006 report found that there was little difference in the quality of provision and outcomes for pupils across primary, secondary and special schools. It added, however, that mainstream schools with additionally resourced provision were particularly successful in achieving high outcomes for pupils academically, socially and personally. High quality, specialist teachers and a commitment by leaders to create opportunities to include all pupils were the keys to success but the report noted that pupils in mainstream schools where support from teaching assistants was the main type of provision were less likely to make good academic progress than those who had access to specialist teaching.
The Governments response to the Select Committee noted that Her Majestys Chief Inspector of Schools had been asked to review progress on SEN provision in 2009/10. Her review will include reporting on the progress made under the Government's SEN strategy, Removing Barriers to Achievement, in building teachers skills in providing for children with SEN.
Mr. Willetts: To ask the Secretary of State for Education and Skills (1) what statutory provisions are in place to ensure that children with autistic spectrum disorder have access to a teacher with a formal qualification in teaching children with autistic spectrum disorder; 
(2) how many teachers in (a) mainstream maintained schools, (b) maintained special schools and (c) non-maintained special schools have a formal qualification in teaching children with autistic spectrum disorder; 
The non-statutory ASDs Good Practice Guidance (DfES/DH, 2002) advised that "all those who plan or provide for children with an ASD should have some knowledge and understanding of autism". The Department does not keep records centrally of how many teachers have a formal qualification in teaching children with ASDs.