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For PFI projects, full detail of phasing of capital investment is not held centrally. The following table provides details of indicative allocations of PFI credits for wave 1 to 3 projects, with work continuing for waves 4 to 6:
|BSF waves 1 to 3||PFI credits|
The Department, together with Partnerships for Schools, will be reviewing the phasing of grant payments for 2008-09, and for later years, to ensure that local authorities receive their allocations in time to deliver their projects successfully. Over the CSR07 period capital support of £9.3 billion will be available to deliver the BSF and academies programmes. Resources beyond that will be subject to future spending decisions.
Mr. Laws: To ask the Secretary of State for Children, Schools and Families what assessment he has made of the average levels of (a) pay and (b) qualifications for school teaching assistants; and if he will make a statement. 
To ask the Secretary of State for Children, Schools and Families if he will make a statement on his
Departments new progress targets; what consultation has been carried out in relation to these targets; and when they will be implemented. 
The Governments aim is a society where all children and young people achieve their full potential. There have been major improvements in educational standards at all Key Stages over the last 10 years.
However, the improvements of the past decade have not been uniform for all groups of children and young people. We expect the ambitious new progression targets, set out in the recent Comprehensive Spending Review (CSR), to be a major factor in helping all pupilsregardless of their background and circumstancesto realise their potential in English and mathematics in particular.
|Indicator: Proportion of pupils progressing by 2 levels in English and maths at each of Key Stages 2, 3 and 4 National target: Increase the proportion of pupils progressing by 2 levels in English and maths at each of Key Stages 2, 3 and 4 by 2011|
|English 2006 baseline (%)||English 2011 target (%)||English percentage points increase||Mathematics 2006 baseline (%)||Mathematics 2011 target (%)||Mathematics percentage points increase|
The Delivery Agreements, published as part of the CSR, and which set out how the Government expects to make its public service agreements a reality, were the subject of wide discussion with a variety of stakeholders. In addition, the proposal to test ways of measuring individual pupil progress was set out in our 2005 White Paper Higher StandardsBetter Schools for All, and in the more recent consultation document on Making Good Progress.
Mrs. Hodgson: To ask the Secretary of State for Children, Schools and Families (1) how many schools in the UK have a specialist dyslexia teacher with a relevant British Dyslexia Association approved qualification; 
Mr. Laws: To ask the Secretary of State for Children, Schools and Families which local authorities were deemed to be underperforming on educational services as at 30 June 2007; and if he will make a statement. 
Jim Knight: Ofsted assess the performance of each local authoritys childrens services each year and award a performance rating. Their latest such ratings, published in the Audit Commissions February 2007 report on comprehensive performance assessment of councils in 2006, assessed childrens services in Bristol, Sandwell and Stoke-on-Trent to be inadequate. No separate rating was awarded for educational services. The Government consider on a case by case basis what steps are necessary to improve inadequate services.
Mr. Laws: To ask the Secretary of State for Children, Schools and Families how many school trips abroad were made by schools in each (a) Government region and (b) local education authority in each of the last 10 years. 
Jim Knight: The Department has received two complaints about the marking of scripts from the Key Stage 3 English tests in May 2007. The National Assessment Agency (NAA) is responsible for the external marking of National Curriculum test scripts and has arrangements in place for schools to seek a review of the marking of test scripts if they find evidence that the mark scheme has not been properly applied. Monitoring of the quality and consistency of test marking is a matter for the NAA.
(2) which schools in (a) Somerset, (b) Surrey and (c) Derbyshire have free school meal eligibility of above 20 per cent.; what their level of funding per pupil is in each case; and if he will make a statement. 
Free school meals provide additional help to children in non-working families, that is, those where the adults do not work, or work for less than 16
hours per week. The Government believe that these families are most in need and should therefore receive the additional help that free school meals provide. We have no plans to change the criteria for free school meals or extend them to all pupils.
Information on the schools in (a) Somerset, (b) Surrey and (c) Derbyshire that have free school meal
eligibility of above 20 per cent. is provided in the attached table. The Department does not collect information on the level of funding per pupil in individual local authority areas in relation to free school meals.
|Maintained primary, secondary, special schools and pupil referral units: schools in Surrey with more than 20 per cent. of pupils eligible for free school meals, as at January 2007|
|URN||LEA number||Estab number||School name||School type|
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