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21 Jun 2007 : Column 1997W—continued
The nil figures in 1996-97 and 1997-98 reflect local authority re-organisation.
The drop in 2007-08 is due to the fact that no Targeted Capital Fund (TCF) allocations are being announced this year. However, £3.8 million TCF allocations in 2005-06, and £3.9 million TCF allocations in 2007-08, will result in phased expenditure over a three year period commencing in the year of TCF allocations, including 2007-08. Other changes, from year to year, are affected by local authority forecasts of pupil numbers.
Education: West Lancashire
Rosie Cooper: To ask the Secretary of State for Education and Skills how much capital expenditure there was in the education sector in West Lancashire constituency in each year since 1997. [143526]
Jim Knight: The Department maintains records of capital allocations on a local authority rather than a constituency basis, also not on an expenditure basis. This is because local authorities may have access to other capital resources, and they decide locally when and how resources should be spent. Capital allocations by the Department to Lancashire in each year since 1997 are set out in the following table.
| £ million | |
The increase in funding of £16.6 million in 2006-07, compared with 2005-06, is largely explained by Targeted Capital Fund schemes and a maintained boarding schools grant.
English Language: Education
Rosie Cooper: To ask the Secretary of State for Education and Skills what estimate he has made of the number of English as an additional language pupils in West Lancashire constituency. [143535]
Jim Knight: The information is given in the following table.
| Maintained primary and secondary schools( 1 ) : number ad percentage of pupils whose first language is known or believed to e other than English( 2) | |||
| Number of pupils( 2) | Number of pupils whose first language is known or believed to be other than English | Percentage of pupils whose first language is known or believed to be other than English( 3) | |
| (1 )Includes middle schools as deemed. (2 )Excludes dually registered pupils. (3 )The number of pupils whose first language is known or believed to be other than English expressed as a percentage of the total number of pupils of compulsory school age and above. (4 )Figures for England have been rounded to the nearest 10. Notes: As at January 2007 (Provisional) West Lancashire Constituency Source: School Census | |||
Ethnic Minority Achievement Grant: Peterborough City Council
Mr. Stewart Jackson: To ask the Secretary of State for Education and Skills when he next plans to review the allocation of ethnic minority achievement grant to Peterborough city council; and if he will make a statement. [144094]
Jim Knight: The Government allocate resources to Departments on a three year cycle through spending reviews. DfES received its settlement for 2008-11 in the 2007 Budget. We are currently reviewing the Ethnic Minority Achievement Grant allocation for the next spending review period and aim to make an announcement in the autumn.
Every Child Counts Initiative
Mr. Hoban: To ask the Secretary of State for Education and Skills (1) pursuant to the answer of 5 June 2007, Official Report, column 365W, on the Every Child Counts initiative, how many children are expected to participate in each tuition programme in each financial year until 2010-11; [144488]
(2) how many hours per week of one-to-one tuition in mathematics he expects to be provided to each child per week under (a) the Making Good Progress scheme and (b) the more intensive initiative; [144489]
(3) on what date he expects detailed funding allocations for the two schemes to be announced; [144505]
(4) whether his Department received its full allocation of finances for the two programmes within its settlement in the 2007 Budget; [144507]
(5) what estimate he has made of the cost of employing new staff to provide the one-to-one tuition in each financial year until 2010-11; [144508]
(6) on what date his Department first announced the more intensive initiative; [144509]
(7) when his Department first started making plans for the more intensive initiative. [144511]
Jim Knight: The Department is planning two separate, but related one-to-one tuition programmes, which will raise standards in maths:
one-to-one tuition to help 300,000 children who have fallen behind in English and mathematics by 2010-11. Such support is being trialled in the ‘Making Good Progress’ pilot; and
a more intensive initiative specifically designed for early intervention in mathematics; a counterpart to the ‘Every Child a Reader’ literacy programme, on which we are already committed to nationwide roll-out.
The possibility of establishing a numeracy equivalent to Every Child a Reader was under consideration within the Department early in the new year, prior to the Chancellor’s announcement at the Confederation of British Industry on 15 May.
We are currently in the process of planning the scope, resources and roll-out of the early intervention programme and analysing which areas of maths require most support. This will include looking at the numbers of children expected to participate as well as costs of employing new staff.
Under the Making Good Progress pilot children who have been identified for tuition in either mathematics or English will be entitled to up to 10 hours of one-to-one support. We have not recommended a particular pattern of delivery but have suggested that this should be decided on an individual basis. We estimate that the tuition offered through Making Good Progress pilot will reach 10,750 children in each of English and Maths in each of 2007-08 and 2008-09. The comprehensive spending review provides for 300,000 children in each of English and maths in 2010-11. We are currently considering plans on how to build up to that number.
Funding of £20 million for implementation of the Making Good Progress pilot in the first academic year, 2007/08, was announced on 6 June along with details of participating pilot schools. There will be further funding for implementation in the second academic year which will be settled through the Comprehensive Spending Review process.
We will announce detailed allocations for the more intensive initiative in due course.
Mr. Hoban: To ask the Secretary of State for Education and Skills pursuant to the answer of 5 June 2007, Official Report, column 365W, on the Every Child Counts initiative, on what date the Making Good Progress pilot was (a) first announced and (b) started. [144490]
Jim Knight: The initial proposal for the Making Good Progress pilot was set out in the consultation document “Making Good Progress: How can we help every pupil to make good progress at school?” and launched on 8 January 2007. Following the consultation the list of participating schools and further details about the proposed pilot were announced on 6 June. The pilot, which will span two academic years, will begin in schools in September 2007 and finish in July 2009.
Mr. Hoban: To ask the Secretary of State for Education and Skills pursuant to the answer of 5 June 2007, Official Report, column 365W, on the Every Child Counts initiative, how much has been spent on the Making Good Progress pilot. [144506]
Jim Knight: Funding of £20 million for implementation of the Making Good Progress pilot in the first academic year, 2007/08, was announced on 6 June along with details of participating pilot schools. There will be further funding for implementation in the second academic year which will be settled through the Comprehensive Spending Review process.
Mr. Hoban: To ask the Secretary of State for Education and Skills pursuant to the answer of 5 June 2007, Official Report, column 365W, on the Every Child Counts initiative, what programmes his Department has run since 1997 prior to the two programmes for providing one-to-one tuition in (a) English and (b) mathematics. [144510]
Jim Knight: The Department is implementing the Every Child a Reader (ECAR) programme. We are in the third year of a three-year pilot which is helping over 5,000 six-year-olds with significant literacy difficulties to learn to read. It does this by placing highly skilled reading recovery teachers in schools to provide intensive one-to-one or small group support to children most in need.
As a result, we have announced that ECAR will be rolled out nationally from 2008-09, benefiting 30,000 children a year by 2011.
In mathematics, intervention ‘Springboard materials’ have been used for a number of years to support those children who have been identified as working just below age-related expectations and who, with support, might catch-up with their peers. Although they are more often used in group work, they can be used on a one-to-one basis. Wave three intervention materials have more often been used for individuals as well as small groups. Both these materials offer teachers a tracking chart to audit the child's attainment and to identify where to pitch the support.
The Department is also currently providing funding for reading mentors. We provide funding to Volunteer Reading Help (VRH); a charitable organisation which recruits, trains and places volunteers to give one-to-one help twice a week to children aged 6 to 11-years who find reading a challenge. Currently VRH has around 2,000 volunteer readers working with around 5,000 children.
Mr. Hoban: To ask the Secretary of State for Education and Skills pursuant to the answer of 5 June 2007, Official Report, column 365W, on the Every Child Counts initiative, what contents and methods will be used in the (a) Making Good Progress pilot and (b) more intensive initiative. [144958]
Jim Knight: In “Making Good Progress” the one-to-one tuition will be a programme delivered by a qualified teacher and tailored to meet the needs of each individual child. As such there is no one method or set of materials which will be used. Tutors will liaise with the class teacher to ensure that the tuition that they offer meets the needs of that child and is closely tied in to the work that the child is doing in class.
We are currently in the process of planning the scope and resources of the more intensive initiative. We will make a further announcement in due course.
Mr. Hoban: To ask the Secretary of State for Education and Skills pursuant to the answer of 5 June 2007, Official Report, column 365W, on the Every Child Counts initiative, how his Department will determine whether a child has fallen behind in English and mathematics and is therefore eligible for one-to-one tuition. [144959]
Jim Knight: In the “Making Good Progress” pilot teachers will use assessment for learning techniques to make judgments about where a child is in their learning, identifying areas of pupil strength and priorities for improvement. Teachers will use these judgments to assess whether a pupil is falling behind age-related expectations and should be offered one-to-one support.
We are currently in the process of planning the scope, resources and roll-out of the more intensive maths intervention programme, announced by the Chancellor on 15 May. This will include looking at how children will be assessed.
Mr. Hoban: To ask the Secretary of State for Education and Skills what plans he has to implement the Every Child Counts initiative on a national basis. [140148]
Jim Knight: The Department is planning two related one-to-one tuition programmes, which will raise standards in maths:
one-to-one tuition to help 300,000 children who have fallen behind in English and in mathematics by 2010-11. Such support is being trialled in the ‘Making Good Progress’ pilot and
a more intensive initiative specifically designed for early intervention in mathematics; a counterpart to the ‘Every Child a Reader’ literacy programme, on which we are already committed to nationwide roll-out.
We are currently in the process of planning the scope and roll-out of the early intervention programme and we will make a more detailed announcement in due course. Delivery is expected to begin during 2008.
Females: Science
Mr. Boris Johnson: To ask the Secretary of State for Education and Skills (1) how many girls from maintained schools were accepted to study (a) physics, (b) chemistry, (c) biochemistry, (d) psychology and (e) sports science at (i) a Russell Group university and (ii) other universities in each of the last five years; [142981]
(2) how many girls from maintained schools applied to study (a) physics, (b) chemistry, (c) biochemistry, (d) psychology and (e) sports science at (i) a Russell Group university and (ii) other universities in each of the last five years; [142982]
(3) how many girls from (a) independent and (b) grammar schools applied to study (i) physics, (ii) chemistry, (iii) biochemistry, (iv) psychology and (v) sports science at (A) a Russell Group university and (B) other universities in each of the last five years; [142983]
(4) how many girls from (a) independent and (b) grammar schools were accepted to study (i) physics, (ii) chemistry, (iii) biochemistry, (iv) psychology and (v) sports science at (A) a Russell Group university and (B) other universities in each of the last five years. [142984]
Bill Rammell: The available information is shown in the following tables. The figures are taken from data collected by the Universities and Colleges Admissions Service (UCAS) which are limited to students who apply to full-time undergraduate courses via the UCAS application system. The figures do not therefore cover part-time students, nor those full-time students who apply directly to Higher Education Institutions.
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