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The Learning and Skills Council operate the Education Maintenance Allowance (EMA) scheme for the Department and hold the information about take-up and payments made under the scheme. Mark Haysom, the Council's chief executive, will write to my hon. Friend with the information requested and a copy of his reply will be placed in the Library.
I am writing in response to your Parliamentary Question that asked: How many and percentage of students at the London Academy (a) are entitled to free school meals, (b) are in receipt of educational maintenance allowance, (c) have a special educational need and (d) have a mother tongue other than English.
EMA take-up is defined as young people who have received one or more EMA payments in the academic year.
EMA take-up for the London Academy is as follows:
|Academic year||Number in receipt (percentage of post-16 learners in receipt)|
EMA take-up data showing the number of young people who have received one or more EMA payments during 2004/05, 2005/06, 2006/07 and to date in 2007/08 is now also available on the LSC website, at the following address:
Annette Brooke: To ask the Secretary of State for Children, Schools and Families what representations he has received on funding for training and testing of teachers and early years workers for the driving of minibuses. 
Jim Knight [holding answer 13 December 2007]: We have received no formal representations on funding teachers or others to train and be tested for the D1PCV licence or MiDAS (Minibus Driver Awareness Scheme). Schools can provide such funding from within their dedicated school budget and local authorities, as employers, can help with the arrangements. Licensing Incidental Drivers of the School Minibus carries details at:
Rosie Cooper: To ask the Secretary of State for Children, Schools and Families what assessment he has made for the potential for public confusion between the Adult Numeracy and Key Skills Adult Numeracy qualifications. 
The adult numeracy qualifications referred to are properly called the Certificate in Adult Numeracy and were developed as part of the Government's national Skills for Life strategy for improving adult literacy, language and numeracy skills. The Skills for Life numeracy curriculum covers a tightly defined set of topics as laid out in the National Adult Numeracy Standards.
The Key Skills qualifications are properly called Key Skills in Application of Number and were designed for 16 to 19-year-olds as part of the Curriculum 2000 reforms of Key Stage 4 and Key Stage 5, The Key Skills in Application of Number is a broader qualification than Skills for Life Numeracy and covers a wider range of topics. As well as following a curriculum and completing a test, Key Skills qualifications require the student to present a portfolio of work.
The names of the respective qualifications were chosen to reflect the content of the qualifications and, in the case of Key Skills, to reflect the name of the policy. We do not believe there is potential for confusion between these two qualifications since they are named, marketed and described differently. We see these two qualifications as a lateral progression pathway for adult numeracy: adults can take the smaller Certificate in Adult Numeracy and, if they wish, then achieve the broader Key Skills in Application of Number qualification with the addition of a portfolio of work.
Information is available for England from the Secondary Schools Curriculum Survey (SSCSS) which is an occasional sample survey last conducted in 2002 and 2007. 2007 figures will be published in spring 2008. The 2002 survey showed that there were 21,400 teachers in secondary schools teaching physical education of which 78 per cent. had a post A-level qualification in the subject. All teachers in primary schools are qualified to teach all subjects of the national curriculum including physical education.
The 2002 SSCSS figures were published in Statistics of Education, School Workforce in England (including teachers pay for England and Wales), January 2003 edition, a copy of which has been placed in the House Library.
To ask the Secretary of State for Children, Schools and Families (1) how many primary schools with fewer than 150 pupils there are in (a) Bedfordshire, (b) Cambridgeshire, (c) Essex, (d)
Norfolk, (e) Suffolk, (f) Buckinghamshire, (g) Berkshire, (h) East Sussex, (i) West Sussex, (j) Hampshire, (k) Hertfordshire, (l) the Isle of Wight, (m) Oxfordshire, (n) Kent and (o) Surrey; 
(3) how many primary schools with fewer than 150 pupils there are in (a) Gloucestershire, (b) Herefordshire, (c) Shropshire, (d) Staffordshire, (e) Warwickshire, (f) West Midlands, (g) Worcestershire, (h) Derbyshire (i) Leicestershire, (j) Lincolnshire, (k) Northamptonshire, (l) Rutland and (m) Nottinghamshire; 
(4) how many primary schools with fewer than 150 pupils there are in (a) Lancashire, (b) Cheshire, (c) Merseyside, (d) Cumbria, (e) Greater Manchester, (f) County Durham, (g) Northumberland, (h) Tyne and Wear, (i) East Yorkshire, (j) South Yorkshire and (k) West Yorkshire. 
Mr. Laws: To ask the Secretary of State for Children, Schools and Families how many pupils on average were on the roll of schools providing education to children between the ages of five and 11-years-old in England in 2007; and what this figure was in each of the 10 (a) most and (b) least deprived local authorities. 
|Maintained primary schools( 1) : number of schools with fewer than 150 full-time equivalent pupils( 2,3,) January 2007|
|Each local authority area||Fewer than 150 pupils||150 pupils or more||Total|
|(1) Includes maintained schools.|
(2) Excludes dually registered pupils.
(3) Part-time pupils are counted as 0.5 full-time equivalents.
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