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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)

1998

48

608.1

42

608.3

53

608.1

1999

48

628.8

45

629.0

51

628.6

2000

46

623.4

47

623.7

50

623.3

2001

46

633.5

45

633.5

53

633.3

2002

46

641.3

46

640.8

49

641.1

2003

48

637.1

44

637.2

46

637.0

2004

50

612.3

43

612.7

43

612.6

2005

52

609.6

44

609.9

40

609.6

2006

47

594.1

43

594.2

41

594.1

2007

47

586.7

45

587.2

41

586.9

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.


10 July 2008 : Column 1815W

10 July 2008 : Column 1816W
Mathematics Reading Writing Science
Percentage Number Percentage Number Percentage Number Percentage Number

1997

All

84

512,710

80

489,518

80

490,220

n/a

n/a

10 per cent. most deprived

75

52,525

69

48,063

69

48,265

n/a

n/a

10 per cent. least deprived

91

44,021

89

43,136

89

43,027

n/a

n/a

2005

All

91

517,999

85

484,803

82

469,169

90

510,523

10 per cent. most deprived

84

50,237

75

44,705

71

42,488

80

48,116

10 per cent. least deprived

95

48,291

92

46,693

90

45,612

95

48,315

2007

All

90

491,352

84

457,904

80

439,007

89

485,774

10 per cent. most deprived

82

47,552

73

42,279

68

39,515

80

45,954

10 per cent. least deprived

95

47,099

91

45,364

89

44,142

95

47,189

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:

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.


10 July 2008 : Column 1817W

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.


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