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Jim Knight: The Government are committed to every child having access to personalised learning support to ensure every child achieves their potential It is for schools to decide how best to support the progression of their pupils, including the use of small group tuition as part of this. This is why we have given schools the support as well as flexibility of funding to enable these decisions to be taken by school in line with the needs of their pupils. As part of personalising learning for children and young people, the Government are encouraging schools to consider the opportunities to children beyond the school day, and in particular through extended schools. The extended school core offer includes a varied menu of activities for children and young people, with study support as part of this. The Government have committed over £1.3 billion over the next three years to support the development of extended schools, and included in this is funding to support small group tuition in some secondary schools, with funding for this becoming available in 2009-10.
Tim Loughton: To ask the Secretary of State for Children, Schools and Families how many children (a) were classified as having special educational needs, (b) were given a statement of special educational needs and (c) were classified as having emotional and behavioural difficulties, in each of the last 10 years. 
Jim Knight: The number of pupils with special educational needs in the last five years in all schools can be found in table 1a (with statements) and 1b (without statements) of the Statistical First Release Special Educational Needs in England, January 2007 available at:
|Placement in maintained mainstream schools( 1,2)|
|Year||Number of children for whom statements were newly made||Number||Percentage|
|(1) Includes resourced provision/units/special classes in maintained mainstream schools.|
(2) Includes SEN units in maintained mainstream schools.
SEN 2 Survey
The number and percentage (from those at School Action Plus or with a statement of SEN) of pupils in maintained primary and secondary schools and all special schools classified as behavioural, emotional and social difficulties as a primary need from 2004-07 can be found in the following table.
|Number||Percentage of those at School Action Plus or with a statement of SEN|
Mr. Laws: To ask the Secretary of State for Children, Schools and Families what objectives have been set for the Specialist Schools and Academies Trust; what the Trust's costs were in the latest 12 month period for which figures are available; and what proportion of these costs were funded (a) directly and (b) indirectly by his Department. 
Jim Knight: The Specialist Schools and Academies Trust is an independent, charitable organisation, which receives income from different sources. Details of its costs, and the amount of Government funding paid, can be found in its annual accounts.
The DCSF funds SSAT through a range of grants and contracts to support the Specialist Schools and Academies programmes and a range of other activities designed to raise pupil achievement. Each programme has separately agreed outcomes, negotiated over varying time-frames, which are subject to appropriate reporting and monitoring procedures. Within each grant and
contract funded by the Department, a proportion of funding will cover the associated direct and indirect delivery costs, as appropriate for each programme
Kevin Brennan: Teachers' TV was launched in February 2005 and aims to help raise standards in classrooms by sharing good practice, supporting continuing professional development, offering classroom resources, and providing education news and information.
Kevin Brennan: All teacher trainees for the primary phase learn about PE as part of their initial training. For secondary, teacher trainees who specialise in PE will learn about PE as a major part of their training programme. For experienced teachers, the Training and Development Agency for Schools has a remit to support their continuing professional development Funding for this area is devolved to schools, which are best placed to decide what activities meet the needs of the school and the individual teachers working there. Additional support is available through the PE and School Sport Professional Development Programme which allows schools to draw, free of charge from a menu of resources to help teachers raise the quality of the PE and school sport they provide.
Ms Buck: To ask the Secretary of State for Children, Schools and Families (1) what guidance is issued to schools on the removal of pupils from school rolls after a period of unauthorised absence; and if he will make a statement; 
(2) how many (a) primary and (b) secondary school pupils were removed from school rolls after a period of unauthorised absence in each education authority area in each of the last five years; 
(4) on how many occasions in each local education authority area the police were notified by schools or local education authorities of the non-appearance of an enrolled pupil in each of the last five years; 
Kevin Brennan: Schools authority to remove pupils from the register is prescribed by the Education (Pupil Registration) (England) Regulations 2006 (SI 2006/1751) and we have also provided guidance in "Keeping Pupil Registers". Under the regulations, schools can delete a pupil only after a period of unauthorised absence if they and their local authority have failed, after reasonable inquiry, to ascertain where the pupil is.
The regulations require all schools to inform their local authority of any pupil who has amassed 10 continuous school days of unauthorised absence following extended leave, typically a family holiday. Maintained schools must inform their local authority of any pupil who has amassed 20 continuous school days of unauthorised absence at any time. The regulations also require schools to inform their local authority of any deletion when the name of the pupil's new school is unknown. "Keeping Pupil Registers" has references and electronic links to guidance on other areas such as forced marriages and children missing from education. We would always expect schools to take action where they are concerned about the safety or welfare of a child; and to involve other agencieslocal authority children's social care, and the policeas appropriate, in line with locally agreed safeguarding procedures.
As National Statistician I have been asked to reply to your question regarding the number of (a) 16-year-olds and (b) 18-year-olds projected to be living in the United Kingdom in each year to 2018. (173207)
The table below shows the projected United Kingdom population aged 16 and 18 for each year from 2006 to 2018. The most recent national population projections, based on the population at the middle of 2006, were published by the Office for National Statistics on 23 October 2007.
|Projected population aged 16 and 18, United Kingdom, 2006 to 2018|
2006-based national population projections, ONS
Provisional data for LSYPE interviews conducted in 2004 (wave l) were available in October 2006. Revised data from this first wave of interviews were available in October 2007. Provisional data for 2005 (wave 2) was available in January 2008. This did not include some complex elements of the data, for instance on income and benefits. Revised data from wave 2, (which is expected to include information about income and benefits), and provisional data from wave 3 are due to be available later this month.
Data sets from LSYPE, are released to researchers through a website maintained by the Economic and Social Data Service: http://www.esds.ac.uk/longitudinal/access/lsype/L5545.asp. The data sets are usually available on the website about six weeks after they become available for analysis in the Department.
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