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Mr. Gibb: To ask the Secretary of State for Children, Schools and Families (1) if the review of primary and early years mathematics teaching led by Sir Peter Williams will carry out a systematic review or meta-analysis of research literature on mathematics learning; 
(3) whether the review of primary and early years mathematics teaching led by Sir Peter Williams will examine the curriculum standards of foreign countries that outperform England in international comparisons; 
(4) whether the review of primary and early years mathematics teaching led by Sir Peter Williams will make recommendations on the content of the (a) primary mathematics curriculum and (b) primary national strategy; 
Jim Knight: The maths review will cover all of primary mathematics teaching up to the end of Key Stage 2 and will also look at the teaching of problem solving, reasoning and numeracy to 3 to 5-year-olds, as defined in the Early Years Foundation Stage (EYFS).
Through examination of the available evidence including international best practice and through
engagement with the teaching profession, the review will consider and make recommendations in the following areas:
What is the most effective pedagogy of maths teaching in primary schools and early years settings. That consideration will include instructional methodologies, teaching and learning strategies, and lesson designs that are most effective in helping children to progress in their learning.
What range of provision best supports children across the full ability range, including the most gifted. The highest priority will be given to those who are not progressing fast enough to reach national expectations. The review will specifically make recommendations to inform the development of an early (age 5 to 7) intervention programme for children who are failing to master the basics of numeracy"Every Child Counts".
What conceptual and subject knowledge of mathematics should be expected of primary school teachers and early years practitioners, and how should initial teaching training and continuing professional development be improved to secure that knowledge.
What is the most effective design and sequencing of the design and sequencing of the mathematics curriculum. Recommendations in this area will inform a future review of the primary curriculum as a whole.
How should parents and families best be helped to support young children's mathematical development.
|Proportion of children( 1) who have been educated in independent schools( 2)|
|(1) Excludes dually registered pupils. (2) Excludes CTCs and academies. Source: Schools' Census|
Mr. Evans: To ask the Secretary of State for Children, Schools and Families (1) what the average area is of playing fields per school for independent schools in (a) the North West and (b) England; 
The information requested is not held centrally. Data on state school playing fields were supplied to the Department by local authorities in 2001
and 2003. However, because the data were incomplete, it is not possible to assess accurately the number and area of school playing fields.
Mr. Laws: To ask the Secretary of State for Children, Schools and Families what the major causes were of permanent exclusions from English schools in the latest 12 months for which information is available; and if he will make a statement. 
|Maintained secondary schools( 1, 2) : number and percentage of permanent and fixed period exclusions by reason for exclusion: England, 2005/06|
|Number of permanent exclusions( 3)||Percentage of all permanent exclusions( 3, 4)||Number of fixed period exclusions||Percentage of all fixed period exclusions( 4)|
|(1) Includes middle schools as deemed.|
(2 )For the 2005/06 school year, information on the reason for exclusion was collected via the School Census for the first time for secondary schools only (the Termly Exclusions Survey has discontinued). For exclusions during 2006/07, information on the reason for exclusion will also be collected from primary and special schools.
(3 )Estimates based on incomplete pupil level data.
(4 )The number of exclusions by reason expressed as a percentage of the total number of exclusions.
(5 )There were two permanent and four fixed period exclusions for which circumstance were not knownthese were included in the total column only.
Totals may not appear to equal the sum of component parts because numbers have been rounded to the nearest 10.
Mr. Burstow: To ask the Secretary of State for Children, Schools and Families (1) what assessment he has made of the provision by schools of emergency medical treatment for pupils; and if he will make a statement; 
(2) what (a) representations and (b) reports he has received on the (i) implementation, (ii) effectiveness and (iii) adequacy of supporting materials of the document Managing Medicines in Schools and Early Years Settings; and if he will make a statement; 
(3) what assessment he has made of the cost-effectiveness of arrangements to duplicate sets of emergency medication for children deemed at risk of medical emergency; and if he will make a statement. 
Jim Knight: We have issued guidelines on, but do not assess, English schools' provision of first aid and their management of prescribed medicines, including duplicate sets, for pupils whose health might suffer without routine medication during the school day. Our guidance Managing Medicines in Schools and Early Years Settings signposts school staff and parents to information provided by the four leading charities for anaphylaxis, asthma, diabetes and epilepsy, with whom my officials meet regularly.
Mr. Laws: To ask the Secretary of State for Children, Schools and Families what his estimate is of the average level of funding per pupil in (a) state funded secondary schools and (b) private sector day schools in each year since 1990-91; and if he will make a statement. 
|Secondary (11 to 15-year-olds)|
| Notes: 1. Price Base: Real terms at 2005-06 prices, based on GDP deflators as at 27 September 2006. 2. Figures reflect relevant sub-blocks of Standard Spending Assessment/Education Formula Spending (EFS) settlements and exclude the pensions transfer to EFS. 3. Total funding also includes all revenue grants in DfES departmental expenditure Limits relevant to pupils aged 11 to 15 and exclude education maintenance allowances (EMAs) and grants not allocated at LEA level. 4. The pupil numbers used to convert m figures to per pupil are those underlying the SSA/EFS settlement calculations. 5. Rounding: Figures are rounded to the nearest £10. 6. Status: Some of the grant allocations have not been finalised. If these do change, the effect on the funding figures is expected to be minimal.|
The revenue per pupil figures shown in the following table are taken from the new dedicated schools grant (DSG) and are in cash terms. They are not comparable with those for the years 1997-98 to 2005-06 because the introduction of the DSG in 2006-07 fundamentally changed how local authorities are funded. As the DSG is just a mechanism for distributing funding there is not a primary/secondary split available. The figures are for all funded pupils aged three to 15.
Data for part (b) are not collected by the Department. However, the Independent Schools Council Census provides indications of average termly fees, in real terms based on 2005-06 prices, for day pupils as shown in the following table:
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