| Previous Section | Index | Home Page |
10 July 2008 : Column 1814W—continued
Primary Education: Assessments
Michael Gove: To ask the Secretary of State for Children, Schools and Families how many and what proportion of year 6 pupils obtained Level 4C in key stage 2 tests in each of the last 10 years. [217206]
Jim Knight: Level 4c is not a valid national curriculum level. The following table shows the readily available information on pupils achieving level 4 in Key Stage 2 tests.
| Proportion of pupils achieving Level 4 in KS2 subjects and total number of eligible pupils | ||||||
| English | Mathematics | Science | ||||
| Percentage | Number ( T housand) | Percentage | Number ( T housand) | Percentage | Number ( T housand) | |
| Notes: 1. Figures for 2007 are based on revised data. Figures for all other years are based on final data. 2. This information is taken from table 1 of SFR41/2007 http://www.dfes.gov.uk/rsgateway/DB/SFR/s000764/index.shtml | ||||||
Primary Education: Standards
Mrs. Maria Miller: To ask the Secretary of State for Children, Schools and Families pursuant to the answer of 30 June 2008, Official Report, column 640W, on primary education: standards, how many and what proportion of children in (a) the 10 per cent. most deprived local authorities and (b) the 10 per cent. least deprived local authorities achieved the national standard in each Key Stage 1 examination in each year since 1995. [217567]
Jim Knight: The number and percentage of Key Stage 1 pupils achieving Level 2 or above attending schools located in the 10 per cent most deprived areas and the 10 per cent. least deprived areas, as classified by IDACI, is given as follows for 1997, 2005 and 2007. Further years can be provided only at disproportionate cost.
| Mathematics | Reading | Writing | Science | |||||
| Percentage | Number | Percentage | Number | Percentage | Number | Percentage | Number | |
| n/a = Not available Notes: 1. Prior to 2004, results of pupils in tasks/tests at Key Stage 1 were reported alongside teacher assessments. 2. In 2004, new assessment arrangements where only teacher assessments (informed by task/test results) were reported were trialled in some LAs. In 2005 this trial was rolled out to all LAs and from 2005 to date teacher assessments, informed by the outcomes of national tasks and tests are reported. As a result, figures for results from 2005 and 2007 in the table are not directly comparable with those for 1997, and care is needed in interpreting trends in the data. Due to a change in policy, the figures for 2005 onwards are taken from teacher assessment results. 3. Teacher assessments for science were only reported from 2005 onwards. Prior to 2005, test/task results for science are not available. | ||||||||
Private Education: Specialised Diplomas
Mr. Laws: To ask the Secretary of State for Children, Schools and Families how much (a) his Department and its predecessor and (b) the Qualifications and Curriculum Authority has spent on working with independent schools to develop the new diplomas; and if he will make a statement. [216211]
Jim Knight: To date, there has been no expenditure by either the Department and its predecessor or the QCA specifically on working with independent schools to develop the new diplomas.
Mr. Laws: To ask the Secretary of State for Children, Schools and Families how much his Department spent on (a) holding and (b) organising the national conference for independent schools to discuss the new diplomas. [216608]
Jim Knight: The cost to the Department of holding and organising the national conference on ‘14-19 Reforms and Independent Schools’ last December in London was some £54,000.
Mr. Laws: To ask the Secretary of State for Children, Schools and Families how much his Department spent on (a) holding and (b) organising the seminar for independent schools which have expressed an interest in offering diploma courses. [216610]
Jim Knight: The cost to the Department of holding and organising the seminar on 28 April in London was some £3,000.
Mr. Laws: To ask the Secretary of State for Children, Schools and Families which independent schools have expressed an interest in offering diploma courses. [216611]
Jim Knight: The following 13 independent schools expressed an interest in delivering diplomas following the national conference last December:
Culcheth Hall School, Trafford
Bootham School, York
Batley Grammar, Kirklees
Milton Abbey, Dorset
Worksop College, Nottinghamshire
Leicester Grammar, Leicestershire
Frewen College, East Sussex
St. Leonards Mayfield School, East Sussex
Queen Ethelburga's College, North Yorkshire
Clayesmore School, Dorset
Wellington College, Berkshire
Brighton College, East Sussex
Stanbridge Earls School, Hampshire
In addition, Polam Hall school in Darlington and Hammond school in Cheshire are partners in consortia that have approval to deliver diplomas in 2009.
Mr. Laws: To ask the Secretary of State for Children, Schools and Families how many independent schools have been approved for diploma delivery in September 2009; and if he will make a statement. [216612]
Jim Knight: Two independent schools are members of consortia approved to deliver diplomas from 2009.
Mr. Laws: To ask the Secretary of State for Children, Schools and Families what plans he has to allow independent schools to offer diplomas outside consortia with other schools and colleges; and if he will make a statement. [216613]
Jim Knight: It is important for Diplomas to be available in all parts of the schools sector. We are working to encourage independent schools to become involved in Diploma delivery. Diplomas require, in almost all circumstances, collaborative working to achieve delivery of lines wherever specialist provision, equipment and teaching is essential and in the delivery of all three levels. Diplomas also require links with employers to provide the mandatory ten days work experience in a relevant professional setting.
As part of the local 14-19 partnership, we would expect the independent school to collaborate with other providers including, for example, schools, colleges, training providers, employers and higher education institutions.
| Next Section | Index | Home Page |