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4 Feb 2008 : Column 902W—continued
Royal Mail: Telephone Services
Martin Horwood: To ask the Secretary of State for Business, Enterprise and Regulatory Reform what his most recent estimate is of the revenue received from customers telephoning on telephone numbers beginning 08 by (a) Royal Mail and (b) Consumer Direct in the last five financial years. [183044]
Mr. McFadden: This is an operational matter for Royal Mail and the Office of Fair Trading (OFT) respectively. I have therefore asked Adam Crozier, Chief Executive of Royal Mail and John Fingleton, Chief Executive of the OFT to reply direct to the hon. Member.
Tidal Power
Mr. Soames: To ask the Secretary of State for Business, Enterprise and Regulatory Reform what tidal power schemes are under consideration in Government. [181853]
Malcolm Wicks [holding answer 24 January 2008]: The Government have in place a number of initiatives that encourage the development of tidal power.
The Government’s main mechanism for supporting renewable energy is the Renewables Obligation (RO). We recently announced our final plans to reform the RO so that it maximises contributions from both established and emerging technologies. These include providing greater support to tidal barrages and lagoons up to 1 Giga Watt and to tidal-stream technologies. Further details can be found at
www3.dti.gov.uk/energy/whitepaper/consultations/renewables-obligation/page39555.html
Support for the research and development of tidal power technology development is given by the Energy Technologies Institute (ETI) which is a joint Government and industry initiative. Details on the ETI’s first call for projects, launched on 17 December 2007, include tidal power and can be seen at:
In addition, the £50 million ‘Marine Renewables Deployment Fund’ provides a package of measures to support the first grid connected multi-device tidal-stream pre-commercial demonstrations. Further details can be found at:
On 22 January we announced the detailed terms of reference for a new feasibility study that will look into the potential for tidal power in the Severn Estuary. Further details of the study can be found at:
www.berr.gov.uk/energy/sources/renewables/explained/wave-tidal/tidal/severntidalpower/page41473.html
My Department is currently considering an application for consent for a tidal energy device in the Humber Estuary.
UK Trade and Investment: Closures
Mr. Clifton-Brown: To ask the Secretary of State for Business, Enterprise and Regulatory Reform which UK Trade and Investment offices outside the EU will see (a) a reduction in staff levels and (b) closure in the next 12 months. [180652]
Mr. Thomas: UKTI is working to deliver efficiency savings in its overseas network to meet the requirements of its comprehensive spending review 2007 settlement. This work is ongoing, as part of the business planning process, and the reduction in staff levels in connection with the CSR 07 efficiency savings remains to be determined.
Waste Heat Recovery
Mr. Hoban: To ask the Secretary of State for Business, Enterprise and Regulatory Reform what plans his Department has to publish a waste heat strategy. [180483]
Malcolm Wicks: On 31 January 2008, BERR along with DEFRA and CLG published the Heat Call for Evidence. This Call for Evidence is an important next step in developing the Heat Strategy. The document sets out our understanding of the opportunities and prospects for de-carbonising heat use including heat from waste and some of the barriers that prevent the greater use of renewable heat.
The Call for Evidence will help inform what next steps may be needed and further improve understanding of the costs and barriers to taking action. Once the replies are logged, we will consult over the summer on policies to increase the use of renewable energy in the UK, including heat. The UK Renewable Energy Strategy will be published in spring 2009.
Wind Power: Defence
Nick Harvey: To ask the Secretary of State for Business, Enterprise and Regulatory Reform what steps are being taken in the (a) short and (b) medium term to solve the difficulties related to wind turbines and air defence radar. [184415]
Malcolm Wicks: My right hon. Friend the Prime Minister stated on 19 November 2007 that in order to remove the barriers to the deployment of onshore and offshore wind farms, he has asked my right hon. Friends the Secretary of State for Defence and the Secretary of State for Transport and myself to step up efforts in cooperation with industry and the regulators to identify and test technical solutions to the potential difficulties that wind farms pose to air traffic and defence radar. The Department is facilitating the resolution of these concerns. We have established groups to improve the understanding of the issues and to initiate programmes of work to identify, develop and implement mitigation solutions to reduce the impacts of wind turbines on radar. It is our aim to establish a range of mitigation solutions that can be considered and, where appropriate, utilised to allow the removal of objections to wind applications in respect to their potential impacts on radar. We are working closely with the various aviation stakeholders and the wind sector to drive these initiatives forward.
Wind Power: Planning Permission
Nick Harvey: To ask the Secretary of State for Business, Enterprise and Regulatory Reform what meetings the Department has had with wind farm (a) companies, (b) organisations and (c) associations to discuss objections to wind farm applications by the Ministry of Defence; and what the outcome has been. [184414]
Malcolm Wicks: The Department deals with the deployment of wind farms at both a strategic and project-specific level as part of renewables policy and the consenting regime under Section 36 of the Electricity Act 1989. In this context, the Department has regular meetings with companies, organisations and associations, formally and informally, to discuss issues relevant to Ministry of Defence radar concerns.
At a strategic level my Department works to facilitate the resolution of concerns raised by the aviation bodies in respect to the deployment of wind
turbines. We have established groups that are attended by organisations such as developers, CAA, NATS, airport operators and the MOD. The outcome has been an improvement in the understanding of the issues and the establishment of a programme of work to identify and develop mitigation solutions to reduce the impacts of wind turbines on radar.
Children, Schools and Families
Apprenticeships
12. Joan Ryan: To ask the Secretary of State for Children, Schools and Families what plans he has to increase the number of apprenticeships for 16 and 17 year olds. [183691]
Ed Balls: We have published the report “Apprenticeships: Unlocking Talent, Building Skills for All”, setting out plans to expand the number and range of Apprenticeships so that, from 2013, any suitably-qualified 16 to 18-year-old who wants an Apprenticeship can have one.
The expansion of Apprenticeships will support our plan to raise the participation age in learning.
Over the past decade, we have more than doubled the number of young people and adults starting Apprenticeships.
Parental Choice
13. Mr. Brady: To ask the Secretary of State for Children, Schools and Families whether it is his Department's policy to maximise parental choice in relation to educational provision; and if he will make a statement. [183692]
Jim Knight: My Department is, indeed, committed to increasing parental choice in education provision. Our aim is to ensure that there are more places in good schools and in the right places for parents to choose from. Choice cannot be unfettered, however; it needs to be managed and that is why we have introduced a rigorous admissions code that will be properly enforced.
School Standards: Secondary Level
14. Tony Baldry: To ask the Secretary of State for Children, Schools and Families what recent steps his Department has taken to raise standards in secondary schools. [183693]
Jim Knight: Since 1997, we have doubled funding per pupil in real terms. We have put over 200,000 more adults in classrooms. We hit the 60 per cent. of pupils achieving good GCSEs target a year early. Gaps are narrowing. Low-performance at school and local authority level is diminishing. Our Children's Plan sets out how we will deliver a world-class education system. The Every Child Matters agenda, personalised learning, progression, curriculum changes, academies, new 14 to 19 diplomas, raising the participation age, work force reforms and continued investment are all taking this forward.
23. Mr. Stewart Jackson: To ask the Secretary of State for Children, Schools and Families what steps his Department is taking to raise the educational standards in secondary schools. [183702]
Jim Knight: Since 1997, we have doubled funding per pupil in real terms. We have put over 200,000 more adults in classrooms. We hit the 60 per cent. of pupils achieving good GCSEs target a year early. Gaps are narrowing. Low-performance at school and local authority level is diminishing. Our Children's Plan sets out how we will deliver a world-class education system. The Every Child Matters agenda, personalised learning, progression, curriculum changes, academies, new 14-19 diplomas, raising the participation age, workforce reforms and continued investment are all taking this forward.
Examination Results
15. Miss McIntosh: To ask the Secretary of State for Children, Schools and Families what assessment he has made of recent trends in school examination results; and if he will make a statement. [183694]
Jim Knight: Since 1997 there has been an unparalleled rise in primary and secondary school standards. For example, in 2007 60.8 per cent. of pupils gained five good GCSEs compared to 45.7 per cent. in 1997. There has also been a significant increase when English and mathematics are included.
The Children's Plan outlines ambitious goals for the next 10 years to build upon the considerable improvements in examination results already made.
Holocaust Education
16. Lynda Waltho: To ask the Secretary of State for Children, Schools and Families what assessment he has made of the contribution of the Holocaust Educational Trust's nationwide Lessons from Auschwitz project to teaching of the Holocaust in the national curriculum. [183695]
Ed Balls: I refer my hon. Friend to the reply given earlier to today to my hon. Friend the Member for Ochil and South Perthshire.
Youth Services: Expenditure
18. Anne Moffat: To ask the Secretary of State for Children, Schools and Families what plans he has for expenditure on youth services in the next three years. [183697]
Beverley Hughes: In addition to that funding which local authorities allocate to their youth services, over the next three years young people in England will benefit from direct DCSF investment of £1.4 billion in the Connexions Service, £222 million for the targeted Positive Activities for Young People programme and £198 million for the Youth Opportunity and Youth Capital Funds.
Illiteracy
19. Mr. Heald: To ask the Secretary of State for Children, Schools and Families how many children reached 16 years of age unable to read and write in the most recent year for which figures are available; and if he will make a statement. [183698]
Jim Knight: Let us first be clear that being awarded below a grade G in GCSE English under no circumstances means that a pupil is unable to read or write. In 2007, 9,000 pupils did not achieve this standard. This covers 6 per cent. of the key stage 4 cohort; many of whom are likely to have special educational needs. Many of these pupils demonstrate their abilities in other qualifications, such as entry level qualifications.
Building Schools for the Future
20. Sarah McCarthy-Fry: To ask the Secretary of State for Children, Schools and Families if he will make a statement on the progress of the Building Schools for the Future programme. [183699]
Jim Knight: The Building Schools for the Future programme is progressing well. The first BSF school (Bristol Brunel Academy) was opened by the Prime Minister and the Secretary of State in September 2007. Local authorities plans show that we expect 12 new schools to be open by December 2008, 35 more in 2008-09, 115 more in 2009-10, 165 more in 2010-11, and then around 200 a year and rising thereafter.
Special Educational Needs
21. Mr. Marsden: To ask the Secretary of State for Children, Schools and Families what initial assessment he has made of the impact of the provisions of the Disability Discrimination Code of Practice (Providers of Post 16 Education) on young people with special educational needs. [183700]
Kevin Brennan: Our initial assessment of the impact of these provisions is that they have greatly influenced the quality of provision. The code of practice raised the level of awareness of what was required and led to improving the way the sector provides for young people with special educational needs and how the sector discharges its duties and responsibilities.
Mrs. Maria Miller: To ask the Secretary of State for Children, Schools and Families (1) what mandatory training is required for (a) early identification of special educational needs and (b) teaching children with special educational needs in a mainstream setting from students enrolled on the (i) Initial Teacher Training scheme and (ii) Post Graduate Certificate in Education students; [184441]
(2) what work has been undertaken by the Training and Development Agency for Schools with regard to the special educational needs (SEN) skills required of (a) trainee, (b) nearly qualified and (c) established teachers as part of the Removing Barriers to Achievement programme; and what assessment has been made of (i) the pilot schemes for specialist modules for SEN implemented as part of the programme and (ii) the SEN training delivered to Post Graduate Certificate in Education students. [184442]
Kevin Brennan: An understanding of special educational needs is an integral part of all initial teacher training. In order to be awarded qualified teacher status, trainees must demonstrate that they:
know how to make effective personalised provision for pupils they teach, including those with SEN, and know how to differentiate their teaching accordingly;
have knowledge of current legislation and guidance on the safeguarding and promotion of the well-being of children and young people, including SEN and disability legislation and the SEN code of practice;
understand the roles of colleagues with specific responsibility for groups of learners with SEN and other needs; and
have the ability to communicate effectively with children, young people, colleagues, parents and carers.
As part of a wider programme to strengthen understanding of SEN and disability issues within initial teaching training, we have worked closely with the Training and Development Agency for Schools, to develop and pilot a series of specialist SEN and disability units for primary undergraduate courses, and for newly qualified teachers during their induction. These units have been well received by both staff and students and it is planned to organise a national roll-out to all training providers this year. Work is also under way to develop similar materials for secondary undergraduate courses and the postgraduate certificate of education (PGCE).
Ofsted are also undertaking a thematic review of the journey taken by trainee teachers, in terms of acquiring SEN and disability knowledge and skills during their initial training and induction. The results of this review are expected to be published in the summer.
Once qualified, all teachers are expected to discuss their own development needs in performance management reviews, and to address development priorities. This could include strengthening knowledge and understanding of SEN. Where schools have identified a need to strengthen knowledge and understanding of SEN, as a school improvement priority, this should be addressed through their school improvement and development plans.
All schools receive a school development grant which they are able to use to support improvements in any aspect of teaching and learning. A wide variety of courses are available covering SEN, ranging from awareness-raising through to in-depth studies leading to specific qualifications. It is, however, a matter for individual teachers and their schools to determine their own particular training and development needs. Local authorities may retain a proportion of this grant, under certain conditions, to provide specific training and development of SEN.
In October 2007, we launched our Inclusion Development Programme (IDP), which is designed to provide a programme of confidence-raising professional development for serving teachers and other staff. The opening round of the IDP has focused on training and resources in relation to children’s speech, language and communication difficulties, including dyslexia. In later rounds, the IDP will focus on autistic spectrum disorders (ASD), behavioural, emotional and social difficulties (BESD) and moderate learning difficulties (MLD).
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