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Mr. Hayes: To ask the Secretary of State for Education and Skills what proportion of interventions by the Connexions service involved face-to-face contact in the latest period for which figures are available. 
Mr. Don Foster: To ask the Secretary of State for Education and Skills what the national curriculum requirement is for the provision of physical education in (a) primary and (b) secondary schools. 
Jim Knight: Physical education (PE) is a compulsory part of the national curriculum for all pupils aged 5-16. Within national curriculum PE, programmes of study have been drawn up for six different activity areas: athletic activities; dance activities; games activities; gymnastic activities; outdoor and adventurous activities; and swimming activities. During each key stage, pupils should be taught the programmes of study for the following activity areas:
Key stage 1dance activities; games activities; and gymnastic activities.
Key stage 2dance activities; games activities; gymnastic activities; and two activity areas from: athletic activities; outdoor and adventurous activities; and swimming activities. Swimming activities must be chosen unless pupils have completed the full key stage 2 swimming requirements during key stage 1.
Key stage 3games activities; and three of the following (at least one of which must be dance or gymnastics): athletic activities; dance activities; gymnastic activities; outdoor and adventurous activities; and swimming activities.
Key stage 4any two of the six activity areas.
When delivering these compulsory requirements, teachers should ensure that pupils make progress in the following key aspects of PE: acquiring and developing skills; selecting and applying skills tactics and compositional ideas; evaluating and improving performance; and knowledge and understanding of fitness and health.
Mr. Dhanda: In the last 12 months, the Prime Ministers Delivery Unit (PMDU) has carried out joint reviews with the Department of: primary and secondary school standards, teenage pregnancy, pupil attendance, pupil behaviour, Targeted Youth Support, implementation of the Schools White Paper, Building Schools for the Future, 14-19 local delivery policy, Childhood Obesity and the Departments Capability Review.
Mr. Waterson: To ask the Secretary of State for Education and Skills how much capital expenditure there was in the education sector in (a) Eastbourne and (b) East Sussex in each year since 1997. 
Jim Knight: The following table shows how much capital funding has been allocated to the education sector in East Sussex LA since 1997. As our capital funding is made available through local authorities (LAs) we are unable to provide figures for Eastbourne, which comes under East Sussex LA.
|Table 1: Capital Expenditure Allocated to East Sussex LA|
|Schools Capital( 1)||Sure Start Local Programme (SSLP)||General Sure Start Grant (GSSG)|
|(1) Schools Capital allocations are a mixture of grant and supported borrowing. (2 )The 2005-06 SSLP figure is not final as we have yet to receive the audit reports for all of the programmeswe would not expect any significant change however. (3) There is no SSLP expenditure in 2006-07 as all SSLP capital programmes finished in 2005-06.|
The Learning and Skills Council (LSC) also make capital allocations to local authorities but are unable to provide details below the level of Sussex LSC. The Higher Education Funding Council (HEFCE) do not provide any capital funding to local authorities.
Jim Knight: Figures for those completing Learning and Skills Council (LSC) funded programmes are published in terms of success rates. National success rates are published in the Statistical First Release Further Education and work-based learning for young peoplelearner outcomes in England which is published each year and is available from the LSC website at http://www.lsc.gov.uk/providers/Data/statistics/sfr/.
Success rates are not available at a regional level, but success rates for individual further education colleges in London are published on the LSC website at http://www.lsc.gov.uk/providers/Data/statistics/success/FEinstlevel.htm.
Families, early years settings and schools can play an important role in helping young people develop
confidence, self-esteem and positive emotional health. Helping children acquire good emotional health and well-being is a significant element of current Government policy, including the Personal, Social and Health Education curriculum, the National Healthy Schools Programme, the Improving Behaviour and Attendance Programme, and the Social and Emotional Aspects of Learning curriculum materials.
A distorted body image is particularly prevalent among those with eating disorders. The 2001 DFES guidance, "Promoting Children's Mental Health within Early Years and Schools Settings" includes a section on eating disorders and the general principles that schools should follow in working with young people who experience eating disorders.
Sarah Teather: To ask the Secretary of State for Education and Skills what estimate he has made of the effect on (a) pupil attendance and (b) availability of places of changes to the English for Speakers of Other Languages programme's funding. 
The overall funding will remain broadly comparable to this year and will be re-prioritised towards those people in the most vulnerable and disadvantaged groups, including those who are out of work through lack of skills and settled immigrant communities facing challenges to integration.
Mr. Gibb: To ask the Secretary of State for Education and Skills what proportion of people aged 19 achieved level 2 by (a) the age of 16 including English and mathematics and (b) by the age of 19 including English and mathematics in each year since 1997. 
|Table 1: proportion of pupils aged 15( 1) achieving 5+ A*-C including English and maths|
|Percentage of pupils aged 15 achieving 5+ A*-C inc. English and maths|
|(1) Pupils aged 15 at the start of the academic year (i.e. 31 August).|
|Table 2: proportion of young people qualified to level 2 or higher, by age and cohort|
|Attained level 2+ by age:|
|Cohort||16( 1)||17||18||19||20||21||Population( 2)|
|n/a = Data not available.|
(1) Estimates at age 16 differ from other published figures on the attainment of pupils aged 15 in schools and colleges because different denominators are used and matching means the numerators are not quite the same.
(2) The population is the size of the cohort at academic age 14, taken from the Annual Schools Census count for the relevant year. For example, the 19 in 2006 population (people aged 18 on 31 August 2005) is the number of pupils aged 14 on 31 August 2001.
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