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2 Apr 2008 : Column 962W—continued

Figure 4. Overall quality of provision, based on effectiveness, in the area of learning, subject or course—physical education
	Percentage
	Excellent	Very good	Good	Satisfactory	Unsatisfactory	Poor	Very poor
Primary schools
2003/04	1	8	42	47	2	0	0
2004/05	1	11	50	37	1	0	0
Secondary schools
2003/04	2	21	54	19	4	0	0
2004/05	2	28	51	15	4	1	0

Figure 5. Quality of teaching of physical education in primary schools
	Percentage
	Excellent	Very good	Good	Satisfactory	Unsatisfactory	Poor	Very poor
2006/07	—	—	—	—	—	—	—
2005/06	—	—	—	—	—	—	—
2004/05	0	13	56	30	1	0	0
2003/04	0	8	55	35	2	0	0
2002/03	0	5	50	43	2	0	0
2001/02	0	5	48	46	2	0	0
2000/01	0	4	47	47	2	0	0
1999/2000(1)	0	4	45	49	2	0	0
1998/99	0	2	44	52	2	0	0
1997/98	0	3	42	52	3	0	0

2 Apr 2008 : Column 963W

2 Apr 2008 : Column 964W

Figure 6. Quality of teaching of physical education in secondary schools
	Percentage
	Excellent	Very good	Good	Satisfactory	Unsatisfactory	Poor	Very poor
2006/07	—	—	—	—	—	—	—
2005/06	—	—	—	—	—	—	—
2004/05	0	25	60	12	3	0	0
2003/04	0	17	67	14	2	0	0
2002/03	0	14	69	16	1	0	0
2001/02	0	9	68	20	3	0	0
2000/01	0	9	72	19	1	0	0
1999/2000(1)	0	8	70	20	1	0	0
1998/99	0	7	65	26	2	0	0
1997/98	0	6	66	28	1	0	0
(1 )The framework change in January 2000 means that data for that year cannot be aggregated across two frameworks so the data shown are for inspections from January 2000 to July 2000.

Primary Education

Michael Gove: To ask the Secretary of State for Children, Schools and Families (1) how many key stage two pupils did not reach level 4 or above in a combination of reading, writing and mathematics key stage two tests in 2007; [197612]

(2) how many primary schools there were in which less than 50 per cent. of key stage two pupils gained level 4 or above in a combination of reading, writing and mathematics key stage two tests; [197622]

(3) how many primary schools there were in which less than 50 per cent. of key stage two pupils gained level 4 or above in a combination of English, mathematics and science key stage two tests. [197623]

Jim Knight: The provisional results from the Key Stage 2 tests in 2007 published last August show that 40 per cent. of pupils did not reach level 4 or above in a combination of reading, writing and mathematics (see table 5 of the Statistical First Release on National Curriculum Assessments at Key Stage 2 in England, 2007 (Provisional), via the following link:

http://www.dfes.gov.uk/rsgateway/DB/SFR/s000737/index.shtml

This represents a considerable improvement since 1997 when over two thirds of 11-year-olds failed to reach this standard.

The available information on level 4 achievement in combinations of subjects at school level shows that there were 3,655 schools with 50 per cent. of pupils (or less) achieving Level 4+ in reading, writing and mathematics. Further information can be provided only at disproportionate cost.

These figures are based on provisional data because the reading and writing figures are not checked by schools as part of the Achievement and Attainment tables checking exercise.

Pupil Exclusions

Mr. Jim Cunningham: To ask the Secretary of State for Children, Schools and Families what steps the Government plan to take to improve the handling of children excluded from school. [198124]

Kevin Brennan: Revised exclusions guidance published in September 2007, put local authorities under a duty to arrange suitable full time education from the sixth day of exclusion for children permanently excluded. For fixed period exclusions, this sixth day duty lies with the school.

Furthermore, the Children's Plan, published in December, set out our commitment to improve provision outside school for excluded pupils and other pupils who for a range of reasons are unable to attend a mainstream school. A copy of the Plan is in the Library. We plan to publish a strategy paper on how we expect to take the Children's Plan commitment forward in the summer.

Pupils: Play

Mr. Laws: To ask the Secretary of State for Children, Schools and Families what information his Department has collected on the amount of time children spend in free play during school hours; and if he will make a statement. [189035]

Jim Knight: The Department does not collect the information requested.

Respect Squads

Mr. Steen: To ask the Secretary of State for Children, Schools and Families pursuant to the answer of 13 December 2007, Official Report, column 783W, on respect squads, what the qualifications are for appointment as a nationally recognised expert practitioner in a respect squad; what support they offer local partners; and who those partners are. [176122]

Mr. Coaker: I have been asked to reply.

Responsibility for the respect squad now rests with the Home Office which provides support to local delivery partners in tackling antisocial behaviour. The members of the respect squad were chosen for their experience and expertise at a national level in the field of antisocial behaviour. All members are highly qualified professionals from local authorities, the police and the independent sector. They are skilled practitioners in antisocial behaviour law and practice, and in particular, in their specialisms as principle solicitors, police professionals and heads of antisocial behaviour services. In addition, all members are experienced in training and advising other professionals in this field. The future role of the squad is currently under review.

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