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Mr. Frank Field: To ask the Secretary of State for Children, Schools and Families (1) how many and what proportion of people aged (a) 16, (b) 17 and (c) 18 were in (i) education, (ii) training, (iii) employment and (iv) none of the above in each year since 1995; 
(2) how many and what proportion of 15-year-old secondary school leavers left school for (a) employment, (b) further education, (c) employer-funded training, (d) work based learning, (e) other education and training and (f) inactivity in each year since 1997. 
The figures provided in this answer are for individuals at academic age 16, 17 and 18(1). Participation is broken down by: full-time education; work based learning (WBL); employer funded training (EFT); other education and training (OET); not in any education or trainingin employment; not in any
education, employment or training (NEET). There will also be those that are in a category, e.g. full-time education, and also in employment.
Information on destinations of school leavers does not exist in this form. The tables for 16-year-old participation show the activities of all young people in the year following the end of compulsory schooling.
(1) Academic age is the age of the individual measured at the beginning of the academic year, 31 August.
EFT covers employees who have received training in the past four weeks; these figures are restricted to training other than WBL. It will include non-WBL apprentices and others on long and short term training programmes, but exclude those who have previously received training in their current job, though not in the last four weeks. It covers only young people who are in employment.
OET covers young people who are studying but are not included in other categories. For example: those attending independent colleges or training centres; at any college in part-time study not reported as released from a job; or receiving training in part-time education but not currently employed.
Mr. Laws: To ask the Secretary of State for Children, Schools and Families what estimate he has made of the annual cost of bringing per capita funding of pupils aged 16 to 18 years old in further education colleges in line with funding levels in secondary schools. 
Jim Knight: Following a consultation earlier this year the Learning and Skills Council will introduce, from 2008/09, a new, common funding methodology for all 16 to 18-year-old learners. This will ensure that comparable funding is offered for comparable activity, irrespective of the type of institution providing the education and training to the learner.
Per capita funding for pupils aged 16 to 18 years old is at a broadly comparable level in school sixth forms and further education colleges. In 2005-06 per capita funding for full time equivalent 16, 17 and 18-year-old learners in further education colleges was £5,000. In 2006-07 we estimate this will rise to £5,100 but this will not be confirmed until final student numbers are available later in the year.
Funding figures for school sixth forms and colleges are not directly comparable as a range of factors affects them including the mix of provision offered, achievement and retention levels and the location in which the provider is based. It is also impossible to get an entirely accurate full-time equivalent learner figure
for college students whereas for schools, as almost all pupils study full-time in sixth forms, the pupil count is precise.
Mr. Laws: To ask the Secretary of State for Children, Schools and Families what proportion of GCSE students achieved (a) five GCSEs at A-C and (b) English and mathematics GCSEs at A-C since 1995-96; and if he will make a statement. 
|Percentage of 15-year-old pupils achieving (a) 5 or more GCSE at grades A*-C and (b) English and Mathematics GCSE at grades A*-C since 1996|
|Percentage of 15-year-olds( 1) obtaining 5 or more GCSEs at A*-C||Percentage of 15-year-olds( 1) obtaining an A*-C at both English and Maths GCSE|
|(1) Aged 15 at the beginning of the academic year, i.e. 31 August.|
(2) Percentages from 2004 onwards include GCSEs and equivalents.
This is as a result of a number of factors, including: challenge and support through the secondary National Strategy; swift and targeted intervention to tackle school failure; more effective use of data by schools and local authorities, helping to track and monitor the progress of pupils; and a system within which schools and local authorities are setting ambitious targets for their pupils.
The new secondary curriculum, to be introduced from 2008, will raise standards further still. Less prescription will allow for more time in the school day to concentrate on English and maths, particularly where pupils are struggling with literacy and numeracy. It will also allow schools to personalise learning in order to make teaching more engaging.
Mr. Laws: To ask the Secretary of State for Children, Schools and Families what proportion of (a) girls and (b) boys gained five GCSEs at grade A to C in each year since 1987-88; and if he will make a statement. 
|Percentage of 15-year-old( 1) girls and boys gaining five GCSEs at grades A*- C at GCSE since 1988|
|Percentage achieving 5 or more grades A*-C( 2)|
|(1 )Aged 15 on the 31 August.|
(2 )Percentages from 2004 onwards include GCSEs and equivalents.
Jim Knight: It is not possible, on the basis of data received from local education authorities on the ages of buildings, to assess numbers of primary schools primarily occupying buildings built before 1930.
Central Government capital support for investment in schools has increased from under £700 million in 1996-97 to £6.4 billion in 2007-08 and will rise further to £8.0 billion by 2010-11. Progress is being made year-by-year in improving the quality of the school building stock.
Mr. Gibb: To ask the Secretary of State for Children, Schools and Families how many and what proportion of pupils attained (a) level 2 or above, (b) level 2A or above and (c) level 3 or above in the key stage 1 assessments in (i) mathematics, (ii) reading and (iii) writing in each year between 1995 and 2007. 
|National curriculum : key stage 1: pupil achievements in key stage 1 all schools: England, 1995 to 2007( 1)|
|Number of pupils achieving||Percentage of pupils achieving|
|Level 2 or above||Level 2A or above||Level 3 or above||Level 2 or above||Level 2A or above||Level 3 or above|
|(1) Numbers rounded to the nearest 100, percentages to 0 decimal places.|
(2 )The figures for 2004 are derived from combining task/test results for non trial schools and teacher assessment results for trial schools.
(3 )Due to a change in policy the figures for 2005 onwards are taken from teacher assessment results.
(4 )The 2007 analysis is taken from provisional data.
Fine grading at level 2 did exist in 1995, 1996 and 1997 but these data are not easily assessable.
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