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Mr. Laws: To ask the Secretary of State for Children, Schools and Families how many fixed period exclusions there were in secondary schools in each year from 2003-04 to 2007-08; what percentage of the school population this represented in each year; and if he will make a statement. 
|Maintained secondary schools( 1, 2) : Number of fixed period exclusions by type of school England, 2003/04-2005/06( 3)|
|2003/04( 3, 4)||2004/05( 4)||2005/06( 5)|
|(1) Includes middle schools as deemed.|
(2) Excludes city technology colleges and academies.
(3) In 2003/04, information on fixed period exclusions was collected for the first time.
(4) Information on fixed period exclusions has been derived from termly exclusion survey returns.
(5) For the 2005/06 school year, information on fixed period exclusions from secondary schools was collected via the school census for the first time (the termly exclusions survey has been discontinued).
For exclusions during 2006/07, information on fixed period exclusions will also be collected from primary and special schools.
(6) The number of fixed period exclusions expressed as a percentage of the number (headcount) of all pupils (excluding dually registered pupils) in January each year.
Totals may not appear to equal the sum of component parts because numbers have been rounded to the nearest 10.
Termly exclusions survey and school census
Mr. Laws: To ask the Secretary of State for Children, Schools and Families what the level of take-up of school meals in secondary schools was since September 2007; and if he will make a statement. 
Kevin Brennan: The level of take-up of school lunches in secondary schools since September 2007 is not yet recorded. The School Food Trust (SFT) carries out an annual survey of school meal take-up. The second annual survey was conducted in April 2007; and a further survey will take place in 2008.
Increasing take-up of school lunches is a priority for this Department and for the SFT. The SFT has a target to increase take-up of school lunches, from a 2005-06 baseline, by four percentage points by March 2008 and by 10 percentage points by autumn 2009. In addition, school lunch take-up is now an indicator in both the local government national indicator set, from which local authorities and their partners will agree their own targets in local area agreements; and public service agreement 12Improve the health and well-being of children and young peopleof the 2007 comprehensive spending review.
Mr. Laws: To ask the Secretary of State for Children, Schools and Families which secondary schools have gone into special measures in each month since 1st January 2007; and what proportion of pupils in each such school achieved five A* to C GCSEs in (a) 2006 and (b) 2007. 
The following table lists the secondary schools that have been placed in special measures by Ofsted since 1 January 2007. It also shows, where
applicable, the percentage of pupils in each school who achieved five A*-C grades at GCSE or equivalent in
2006. The results for 2007 will not be published until January 2008.
|School name||Local authority||Date of Ofsted inspection||Percentage of pupils achieving five A*-C grades in 2006|
|(1) Middle deemed secondary schools have no GCSE level results.|
(2) School opened in.
(3) Only seven pupils in cohort September 2006.
Rosie Cooper: To ask the Secretary of State for Children, Schools and Families what the consequences are for a school which does not comply with the stipulations of the School Teachers' Pay and Conditions Document. 
Jim Knight [holding answer 10 December 2007]: Local authorities and governing bodies of maintained schools must comply with the provisions of the School Teachers' Pay and Conditions Document because it has statutory force. Any failure on the part of LAs or governing bodies to comply with its provisions would therefore be unlawful and actionable by teachers by way of judicial review.
In addition to this, those provisions which relate to conditions of employment other than pay have effect as terms of the teachers contracts of employment(1), breach of which could give rise to claims by teachers before the courts/employment tribunal for compensation or other remedies.
The Secretary of State also has powers under section 497 of the Education Act 1996(2)( )to intervene and direct a local authority or school governing body to comply with any provision of the STPCD, where he is satisfied that it is in default of its statutory obligation to do so.
(1) By virtue of section 122(2)(b) Education Act 2002.
(2) The so-called general default powers.
Rosie Cooper: To ask the Secretary of State for Children, Schools and Families what the consequences are for non-maintained schools which fail to comply with the School Teachers' Pay and Conditions Document where this is included in teachers' contracts. 
Jim Knight [holding answer 10 December 2007]: Non-maintained schools which incorporate the provisions of the School Teachers' Pay and Conditions Document into their contracts of employment with teachers would be in breach of contract if they fail to comply with any of those provisions. Such a breach could give rise to a claim by the teacher before the courts/employment tribunal for compensation or other remedy.
Mr. Jim Cunningham: To ask the Secretary of State for Children, Schools and Families what steps the Government have taken to improve the quality of teaching in primary and secondary schools since 1997. 
Jim Knight: Since 1997 we have focused strongly on improving the quality of teaching at both primary and secondary levels through the Primary National Strategy and the Secondary National Strategy. They are our key levers to raise standards of teaching and learning in all four Key Stages, and it is through them that we provide a wealth of training, guidance and materials aimed at supporting teachers and improve the quality of teaching. We continue to invest in and offer a range of different ways of training to teach. Through all of this we support teachers in helping children make the fastest possible progress.
The quality of teaching in our primary and secondary schools has risen significantly since 1997 and Ofsted say that we have the best generation of teachers ever. This is evidenced by ever increasing standards in literacy and mathematics. In total over 375,000 more young people gained 5 or more good GCSEs over the period 1997-2006. Provisional results for 2007 show that 60.3 per cent. achieved 5 A*-C grades (an increase of 13.4 percentage points since 1997) and 45.7 per cent. achieved 5 A*-C GCSEs including English and maths (up 9.7 percentage points since 1997). At primary in 2007 80 per cent. of 11-year-olds achieved the target level 4 or above in
English and 77 per cent. did so in maths. In 1997 less than two thirds of 11-year-olds reached this level in either subject (63 per cent. in English and 62 per cent. in maths).
But we want to do even more to improve the quality of teaching. Through revised performance management arrangements, introduced in September, we will ensure that all teachers have objectives which reflect their own individual development needs.
Mr. Willis: To ask the Secretary of State for Children, Schools and Families how many students were recruited for initial teacher training in (a) science, (b) mathematics and (c) design technology and information and communication technology in each of the last 10 years. 
Jim Knight: The following tables show recruitment through mainstream and employment-based routes (EBR) for initial teacher training (ITT) courses for science, mathematics, design and technology and information and communications technology between 1997/98 and 2006/07.
|Recruitment to mainstream initial teacher training courses( 1, 2) , academic year 1997/98 to 2006/07, England|
|Secondary subject( 3)||1997/98||1998/99||1999/2000||2000/01||2001/02||2002/03||2003/04||2004/05||2005/06||2006/07|
|(1) Recruitment figures for 2006/07 are provisional and are subject to change.|
(2) Includes universities and other HE institutions, SCITT and OU, but excludes employment-based routes. Recruitment numbers shown are rounded to the nearest 10.
(3) Excludes vocational subjects e.g. applied ICT, applied science, engineering from 2003/4 onwards.
TDA survey of ITT providers.
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