|Previous Section||Index||Home Page|
The figures shown in the following table are taken from the new Dedicated Schools Grant and are in cash terms. They are not comparable with those for the earlier years. The DSG is a mechanism for distributing funding and does not include a primary/secondary split. The figures are for all funded pupils aged three to 15. The Department will be announcing DSG figures for 2007-08 shortly.
1. The revenue funding per pupil figures only run to 2005-06 because it is not possible to provide a consistent time series beyond that year as the introduction of the Dedicated Schools Grant (DSG) in 2006-07 fundamentally changed how local authorities are funded. The 1997-98 to 2005-06 figures are based on education formula spending (EPS) which formed the education part of the local government finance settlement, plus various grants. This was an assessment of what local authorities needed to fund education rather than what they spent. In 2006-07 funding for schools changed with the introduction of the DSG which is based largely on an authority's previous spending.
2. The DSG has a different coverage to EFS: EFS comprised a schools block and an LEA block (to cover LEA central functions) whereas DSG only covers the school block. LEA block items are still funded through DCLGs Local Government Finance Settlement but education items cannot be separately identified. This means we have a break in our time series as the two sets of data are not comparable, an alternative time series is currently under development.
3. To provide a comparison for 2006-07 DSG, we have isolated the schools block equivalent funding in 2005-06; as described above this does not represent the totality of education funding in that year. There are other grants that support the schools budget, these are not included in the provided DSG figures.
Mr. Boris Johnson:
To ask the Secretary of State for Education and Skills if he will make a statement on the provision of careers advice for (a) secondary school
and (b) post-16 pupils; what steps his Department takes to ensure that provision is met; and what requirement there is for such provision to be inspected. 
Jim Knight: Under section 114 of the Learning and Skills Act 2000, the Secretary of State has the power to provide or secure the provision of services which he thinks will encourage, enable or assist (directly or indirectly) effective participation by young people in education or training. This power is discharged through the Connexions service who provide careers advice (among a wider range of services designed to improve levels of participation in education and training) to young people aged 13 to 19.
Additionally, all maintained schools have a statutory duty to provide a planned programme of careers education from years 7 to 11. How schools deliver this requirement is up to the individual school, although the DfES provides a non-statutory framework as a guide. There are no statutory duties on providers of post-16 learning to provide a programme of careers education.
Mr. Boris Johnson: To ask the Secretary of State for Education and Skills what records his Department has of the numbers of young people in secondary schools in England who accessed careers advisers in each of the last three years. 
Jim Knight: Personal advisers in the Connexions service provide information, advice and guidance to young people on a range of issues. Information on these interventions is collected centrally, but we do not collect information specifically relating to careers advice given in schools.
Mr. Burstow: To ask the Secretary of State for Education and Skills (1) how many pupils obtained (a) no, (b) one, (c) two, (d) three and (e) four GCSEs at grades A*-C in English in (i) England, (ii) each region and (iii) each London borough in each of the last five years; 
(2) how many pupils obtained (a) five, (b) six, (c) seven, (d) eight and (e) nine GCSEs at grades A* to C including English in (i) England, (ii) each region and (iii) each London borough in each of the last five years. 
Mr. Hoban: To ask the Secretary of State for Education and Skills pursuant to the answer of 6 June 2007, Official Report, column 508W, on reading: mentors, (1) whether it is part of the role of paid support staff acting as learning mentors in schools to provide intensive or one-to-one tuition in mathematics; 
Jim Knight: Mentors can be used to offer specific support in mathematics as well as offering a wider role in supporting children as learners across a range of subjects. Support of a one-to-one type is more often undertaken by a teaching assistant who, working with the teacher, would identify the specific learning needs of the child. This one-to-one support is a mix of in-class support and out of class focused work.
There are no specific qualifications that support staff acting as learning mentors in schools are required to have. It is for individual head teachers to assess and decide whether staff have the necessary skills and experience to carry out the role and whether they need to access the range of training and support opportunities that exist for support staff acting as mentors.
Stephen Hammond: To ask the Secretary of State for Education and Skills how many pupils leaving school at 16 there were without (a) five GCSEs at A-C, (b) five GCSEs at A-E and (c) GCSEs in (i) 2006 and (ii) 2005. 
|Number of 15-year-old pupils( 1) who did not achieve the above indicators in 2005 and 2006:|
|(1) Aged 15 at the beginning of the academic year, i.e. 31 August|
School Achievement and Attainment Tables
Mr. Paice: To ask the Secretary of State for Education and Skills how many appeals were lodged by parents against non-admission of their children to (a) maintained primary schools and (b) maintained secondary schools by Cambridgeshire local education authority in each of the last 10 years; and how many were successful. 
|Appeals lodged by parents against non-admission of their children to maintained primary and secondary schools: Position in each year 1996/97 to 2005/06: Cambridgeshire local authority|
|1996/97( 1)||1997 / 98( 2)||1998/99||1999/2000||2000/01||2001/02||2002/03||2003/04||2004/05||2005/06|
|(1 )Includes Peterborough local authority as before local government reorganisation (LGR).|
(2) From 1 April 1998 : It is expected that the majority of appeals for the 1997/98 academic year will have been lodged prior to April 1998. In some cases these figures
are either included in the original authority totals or were not available.
Jim Knight: The responsibility in law to plan school places is placed on local authorities. Local authorities are expected to take robust measures to remove surplus places and ensure that school places are where parents want them.
The Department collects data on the number of school places and numbers of pupils on roll on a school by school basis, together with LA wide pupil projections via an annual survey. The Department does not collect projections of the capacity of schools or the numbers of school places from local authorities.
|Projected numbers of pupils( 1) in all schools|
|As at January each year||2007||2008||2009||2010||2011|
|(1) Full-time equivalents, counting each part-time pupil as 0.5. The numbers have been rounded to the nearest thousand.|
(2) Pupil numbers in maintained schools includes those in nursery, primary, secondary (including pupils in sixth forms in secondary schools), maintained special schools and maintained Pupil Referral Units.
(3) Projections are based on a target of 200 academies by 2011.
|Next Section||Index||Home Page|