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6 Dec 2007 : Column 1378W—continued
Primary Education
Tom Brake: To ask the Secretary of State for Children, Schools and Families what the levels of numeracy and literacy were among primary school leavers in each London borough on the latest date for which figures are available. [169230]
Jim Knight:
Levels of literacy and numeracy in primary school leavers are most commonly measured by the proportions of children gaining National Curriculum level 4 and above in English and mathematics, since these represent the expected national standard. The information in the table gives the percentages of 11-year-olds achieving these levels in 2007 based on provisional data. The figures for 1998
and the national averages are also shown for comparison. Inner and Outer London boroughs are listed separately.
| Percentage of pupils achieving Level 4 or above in the Key Stage 2 tests by local authority (LA), in the London Government office region (GOR) | ||||
| 1998 | 2007 (Provisional) | |||
| English | Mathematics | English | Mathematics | |
Mr. Gibb: To ask the Secretary of State for Children, Schools and Families if he will make a statement on the implementation of the Rose Review recommendations in primary schools. [169933]
Jim Knight:
We have accepted all of the Rose Review's recommendations and have paid particular attention to the recommendation that phonics should be taught as the prime approach to learning to read. We have renewed the primary framework for teaching literacy to reflect this. To further support teachers and
practitioners in implementing this key change, and in line with the Review's recommendations, we have worked with Jim Rose to produce a high quality phonics teaching programme, Letters and Sounds. As an alternative for schools that instead wish to use a commercial phonics programme, we have published guidance on a set of criteria which define the key features of an effective phonics teaching programme and which build directly on the Review's recommendations.
We have taken steps to ensure that local authorities have the capacity and expertise to support schools in developing effective phonics teaching. The Communication, Language and Literacy Development (CLLD) programme, specifically developed to implement the Review's recommendations, builds greater quality and capacity in the teaching of early literacy through developing work on speaking and listening; strengthening leadership and management of early literacy; and supporting all schools with phonics and early reading. The CLLD programme has provided training in early reading for every local authority and has funded additional consultants to lead this work in 50 targeted authorities.
We are also working with local authorities and the Training and Development Agency to ensure that newly qualified practitioners are equipped with the necessary skills to implement the Rose Review recommendations.
Primary Education: Teachers
Mr. Laws: To ask the Secretary of State for Children, Schools and Families what steps he is taking to increase the number of people training to be primary school teachers; and if he will make a statement. [169802]
Jim Knight: We will be increasing significantly the number of places available for initial teacher training in the primary phase from 2008/09 onwards. This is in response to population census information showing that the number of primary age children will rise in the next few years. Details of the number of places will be available shortly.
Pupils: Assessments
Mr. Gibb: To ask the Secretary of State for Children, Schools and Families in which month secondary schools receive key stage 2 test results data for pupils entering the school in year 7. [165765]
Jim Knight: The results of National Curriculum Key Stage 2 tests are included in the head teacher's annual report which forms part of the common transfer file of information which must be transferred between schools when pupils change schools. The Education (Pupil Information) (England) Regulations 2005 require that when a pupil changes schools, this file is sent to the receiving school no later than 15 school days after the day on which the pupil ceases to be registered at the old school. For most pupils entering secondary school, this will mean that the results will be transferred in September.
Pupils: Per Capita Costs
Mr. Randall: To ask the Secretary of State for Children, Schools and Families what average Government spending was per child in (a) Uxbridge constituency, (b) each London borough and (c) England in (i) primary schools and (ii) secondary schools in each year since 1997. [169682]
Jim Knight:
The Department allocates education funding to local authorities so the requested
information for Uxbridge constituency is not available. The figures for Hillingdon local authority are included in the breakdown by London boroughs.
The revenue funding figures per pupil for primary schools (pupils aged three to 10), secondary schools (pupils aged 11 to 15) and all pupils (aged three to 19) for England and for each local authority in Greater London for years 1997-98 to 2005-06 are as follows:
| Primary (pupils aged three to 10) | |||||||||
| 1997-98 | 1998-99 | 1999-2000 | 2000-01 | 2001-02 | 2002-03 | 2003-04 | 2004-05 | 2005-06 | |
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