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To ask the Secretary of State for Children, Schools and Families which two regions had (a) the highest performing state schools and (b) the lowest performing state schools in the latest period for which figures are available; and what assessment he has
made of the possible relationship between school performance and average house prices in an area. 
Jim Knight: There is no single measure of overall school performance across the different key stages. The individual indicators for each key stage are published at school and local authority level in the achievement and attainment tables found in the House of Commons Library.
Jim Knight [holding answer 22 July 2008]: The Department for Children, Schools and Families does not collect this information. It is for the governing body of each school to decide whether to have a school uniform and set rules relating to appearance.
Bob Russell: To ask the Secretary of State for Children, Schools and Families on what dates Ministers in his Department have had meetings with the Leader of Essex County Council in respect of secondary school provision in Colchester constituency in the last 12 months. 
Jim Knight: Our records indicate that, during the last 12 months, there were DCSF ministerial meetings with the Leader of Essex county council on 17 July 2007 and on 21 April and 4 June this year. Those discussions included matters relating to school improvement in the local authority, including the need for urgent action to be taken to improve educational provision for pupils attending some schools in Colchester.
Michael Gove: To ask the Secretary of State for Children, Schools and Families how much his Department spent on consultants working on the new 14 to 19 curriculum in each of the last 24 months. 
Jim Knight: I cannot provide a month by month breakdown of this expenditure at proportionate cost, therefore, annual figures have been provided. To date, for 2006-07, 2007-08 and 2008-09 the Department has paid £1,428 million, £2.014 million and £319,000 respectively to consultants working on Diploma implementation.
Dr. Evan Harris: To ask the Secretary of State for Children, Schools and Families what information his Department has provided to sixth-formers about their right to opt in and out of collective worship. 
Jim Knight: The right of sixth-formers to excuse themselves from collective worship, as set out in section 55 of the Education and Inspections Act 2006, was commenced in September 2007. We have updated guidance which is sent out to schools and governors, as well as guidance on our websites to reflect the position.
Mr. Oaten: To ask the Secretary of State for Children, Schools and Families how much time it has taken on average for children to be placed in schools following the conclusion of special educational needs and disability tribunal appeals in each of the last three years. 
We place great importance in ensuring local authorities comply with orders made by SENDIST within statutory time limits. The Secretary of State will not hesitate to use his powers to direct an authority as to the action they should take where he is aware an authority is failing to comply with a statutory duty.
Mr. Laws: To ask the Secretary of State for Children, Schools and Families how much his Department (a) spent on diplomas in (i) 2005-06, (ii) 2006-07 and (iii) 2007-08 and (b) plans to spend on diplomas in (A) 2008-09, (B) 2009-10, (C) 2010-11 and (D) 2011-12, broken down by (1) development costs, (2) preparation costs, (3) direct and indirect delivery costs, (4) workforce development costs and (5) transport costs; and if he will make a statement. 
Jim Knight: The Department does not collate costs in exactly the categories requested by the hon. Member, so I will write to him shortly with further information and place a copy of my reply in the Library.
Mr. Harper: To ask the Secretary of State for Children, Schools and Families (1) for what reasons the criteria for schools to become high performing specialist schools and entitled to a second specialism was changed; 
(2) what estimate he has made of the number of schools that no longer qualify for a second specialism following recent criteria changes; and what assessment he has made of the effect this change will have on (a) school finances and (b) his Department's finances. 
Jim Knight: In 2008 we maintained the fundamental aspects of the 2007 high performing specialist school (HPSS) criteria but raised minimum thresholds for GCSE 5+ A*-C including English and mathematics. The reasons for these changes were: to reflect the introduction of the national challenge and the Government's target that all secondary schools should have at least 30 per cent. of their pupils achieving five or more A*-C GCSEs including English and mathematics; to ensure that only the top third of re-designated schools qualify for the HPSS programme; and to make the best use of available resources.
We estimate that as at the end of June 2008, the changes to the criteria for HPSS introduced this year impact on eight existing HPSS. These schools still have the opportunity to maintain the status if their 2008 results are above the necessary threshold. Specialist schools receive an additional £60,000 to £90,000 per year depending on the HPSS roles acquired. Schools that do not meet the criteria will retain funding for these additional roles until August 2009 to plan for any loss in funding. The impact on the Department's budget is neutral as we continue to identify new HPSS and remain on schedule to identify a total of 30 per cent. of all specialist schools to take on an additional HPSS role by 2011.
(2) in what percentage of high performing specialist schools at least 65 per cent. of pupils have been awarded five or more A* to C GCSEs, including English and mathematics in all three of the last three years; 
(3) if he will list, for each designated high performing specialist school (a) its school context indicator, (b) the percentage of pupils achieving five or more A* to C GCSEs including English and mathematics in each of the last three years and (c) the percentage of pupils achieving five or more A* to C GCSEs in any subjects in each of the last three years. 
Jim Knight: There are currently 600 high performing specialist schools in operation. Of these schools, 26 per cent. achieved at least 65 per cent. 5+ A*-C GCSEs including English and maths in all of the last three years. The list which shows each high performing specialist school, the percentage of pupils achieving 5+ A*-C GCSEs and the percentage of pupils achieving 5+ A*-C GCSEs including English and maths for each of the last three years has been placed in the Libraries.
Mr. Jamie Reed: To ask the Secretary of State for Children, Schools and Families what estimate his Department has made of the average annual cost to local authorities of employing (a) supply teachers and (b) permanently employed teachers. 
The Department does not hold information centrally on the average cost to local authorities of employing supply teachers. However, from local authority Section 52 Outturn Statements submitted to the DCSF, local authority maintained schools in England spent
£872 million on supply teachers during the 2006-07 financial year (comprising of £433.3 million for directly employed supply teachers and £438.7 million for agency supply teachers).
The average cost per regular full-time qualified classroom teacher in England as at March 2006 was £38,400. This includes superannuation and national insurance. The average is for all regular full-time qualified classroom teachers in England except head, deputy and assistant head teachers.
Mr. Jenkins: To ask the Secretary of State for Children, Schools and Families what the average (a) primary and (b) secondary school teachers salary was in each local authority area in each of the last two years. 
Jo Swinson: To ask the Secretary of State for Children, Schools and Families what research his Department has conducted into the effect of stress on (a) teachers and (b) the academic performance of pupils. 
Jim Knight [holding answer 21 July]: The Department has not commissioned research to examine the effect of stress on teachers or its effect on the academic performance of pupils. However, DfEE research on teacher absence published in 2000 (Health Retirement and absenteeism Amongst teachers, Research Report 235) found stress was the fourth most common reason for absence.
We are aware of other research conducted by other organisations, such as a review conducted by the Institute of Education in 2004 on the impact of assessments and tests on student's motivation for learning.
Stephen Hesford: To ask the Secretary of State for Children, Schools and Families what allocation his Department has made for expenditure on technology training for secondary school teachers in 2008-09. 
Jim Knight: Technology is part of the design and technology curriculum. The DCSF is providing funding of around £1.8 million in 2008-09 for a number programmes that specifically support design and technology related teaching and learning in secondary schools.
Mr. Crabb: To ask the Secretary of State for Children, Schools and Families what recent assessment he has made of the level of demand for the services provided by (a) his Department and (b) its agencies and non-departmental bodies to be provided in the Welsh language; and if he will make a statement. 
Beverley Hughes: The Department maintains a record of requests for its publications in the Welsh language. It has not made a further recent assessment of the level of demand for its services, or those of its non-departmental bodies, provided in the Welsh language.
Mr. Rooney: To ask the Secretary of State for Children, Schools and Families on how many occasions the board of his Department and its predecessor discussed children's workplace accidents since 2002. 
Prevention of accidents has been given a new focus by this Government as it forms one of the key strands of work in Public Service Agreement 13 "Improve children and young people's safety." A cross Government priority review of accident prevention has also just begun which was a key commitment in the Staying Safe: Action Plan (February 2008). The review is likely to make recommendations to Ministers in autumn 2000.
behalf of a school. Advice, if it is needed, is given to the employer to help them take account of the young person's level of maturity. Health and safety of everyone on an employer's premises is the responsibility of the employer.
Mr. Rooney: To ask the Secretary of State for Children, Schools and Families (1) what use his Department makes of childrens work experience accident data in terms of (a) accountability and ownership of risk and (b) appropriate reporting procedures; 
Jim Knight [holding answer 22 July 2008]: It is our policy that all young people have the opportunity to benefit from work experience and we estimate that around 95 per cent. do so, amounting to over half a million placements each year during key stage 4, the final two years of compulsory education. We have published a new standard for work experience which includes specific references to roles and responsibilities for the health and safety of young people. Records of accidents during school hours, including those occurring during work experience, are held by schools who have the primary duty of care. Employers are also responsible for everyone on their premises. The Department for Children, Schools and Families does not collect or hold such data centrally but anecdotal evidence suggests that, with such a massive volume of placements, the track record on safety is first rate and a credit to everyone involved.
David Simpson: To ask the Secretary of State for Children, Schools and Families how many and what proportion of people who left school in each region of England and Wales in 2007 (a) have secured full-time employment, (b) have secured part-time employment, (c) are on a training scheme and (d) are unemployed. 
Estimates of the number and proportion of 16-year-olds (that is, those in the academic year immediately following completion of compulsory
education) participating in full-time education for each region in England at the end of 2007 are shown in the following tables, based on the Department's principal participation estimates, published in a Statistical First Release (SFR). Estimates from the Labour Force Survey from the first quarter of 2008 have then been applied to the SFR figures in order to estimate the number and proportion not in full-time education in (a) full-time employment, (b) part-time employment, (c) Government employment and training programmes, and (d) not employed. Participation rates for Wales are a matter for the Welsh Assembly.
|Activity of young people of academic age 16 at end 2007, (Percentage) s|
|Full-time education||Full-time employment||Part-time employment||Government employment and training programme( 1)||Not employed|
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