Beverley Hughes: The purpose of ContactPoint is to support practitioners in fulfilling their duties under section 10 (duty to co-operate to improve well-being), and section 11 (safeguarding and promoting welfare of children) of the Children Act 2004, section 175 of the Education Act 2002 (duty to safeguard and promote the welfare of children), and the local authority duties established by section 436A of the Education Act 1996 (to identify children not receiving education).
Regulation 9(2) of the Children Act 2004 Information Database (England) Regulations 2007 provides that such access to ContactPoint may only be granted, in line with this purpose, by a local authority to the persons specified in schedule 3 (listed at annex A). Regulation 9(3) provides that such access to ContactPoint may only be granted, in line with the same purpose, by a national partner (listed at annex B), to an employee of that national partner.
|Maintained nursery, primary and secondary schools( 1) : School meal arrangementsRibble Valley parliamentary constituencyposition as at January 2008
|(1) Includes middle schools as deemed
(2) Includes dually registered pupils and boarding pupils
(3) There are currently no city technology colleges and academies open in Ribble Valley constituency.
Mr. Bone: To ask the Secretary of State for Children, Schools and Families if he will bring forward plans for secure childrens homes for children trafficked into the UK for the purpose of sexual exploitation. 
Beverley Hughes: It is extremely important that all children in care are protected properly. Decisions on whether a child should be placed in a secure childrens home are made according to the childs best interests. It would be inappropriate for the Government to second guess individual placement decisions by promoting secure childrens homes as a preferred option. Where a local authority looks after a child, including those that have been trafficked, then they are responsible for identifying a placement that will be appropriate to meeting their needs, including their need to be kept safe from any likely harm.
The Primary Framework for literacy offers access to a broad range of guidance and resources to support teachers in planning and ensuring their
teaching is personalised to the needs of every child. This includes, from this September, new Support for Writing materials to improve the teaching of writing and raise standards in childrens learning in this area. Through the Assessing Pupil Progress materials which underpin the Framework teachers can make secure judgments on where children are in their learning and what the next steps in their teaching should be.
In addition, we have started pilots this term of the new Every Child a Writer programmea Childrens Plan commitment. This programme focuses on pupils in years 3 and 4 and includes some one to one tuition. The Making Good Progress Pilot is trialling tuition to pupils who entered the Key Stages behind the expected level and who are not on track to make two levels of progress. Lessons learned from the pilot will inform a wide scale rollout of one to one tuition to reach 300,000 children a year in English by 2010-11 across Key Stages 2 and 3.
Jim Knight: The primary framework for literacy and mathematics offers access to a broad range of guidance and resources to support teachers in planning and ensuring their teaching is personalised to the needs of every child. Through the Assessing Pupil Progress materials which underpin the framework, teachers can make secure judgments on where children are in their learning and what the next steps in their teaching should be.
The Independent Review of Mathematics Teaching in Early Years Settings and Primary Schools carried out by Sir Peter Williams reported on 17 June 2008. The Government accepted all 10 recommendations which focused on improving mathematics teaching and learning. The reviews main recommendation was that every primary school should have access to a mathematics specialist by 2019. We are developing the training programme for mathematics specialists through a pathfinder project.
In addition, our Every Child Counts programme is in its development phase and will aim to help approximately 30,000 children by 2011. Pilots have started this term. By improving attainment and progression in the bottom 5 per cent. of achievers in key stage 1, this should have a knock-on effect on attainment and progression in key stage 2.
We have set up the National Centre for Excellence in the Teaching of Mathematics to provide better access to good quality continuing professional development opportunities for all teachers of mathematics.
The Making Good Progress Pilot is trialling tuition to pupils who entered key stages 2 and 3 behind the expected level in mathematics and who are not on track to make two levels of progress. Lessons learned from the pilot will inform a wide scale roll-out of tuition to reach 300,000 children a year in each of mathematics and English by 2010-11. 2010-11 will also see the
introduction of an entitlement to individual tuition in mathematics for any pupil in key stage 2 who meets this criterion.
Michael Gove: To ask the Secretary of State for Children, Schools and Families what measures are in place to vet people coming into contact with children as part of their work experience for foundation and higher diplomas. 
Beverley Hughes: All people having regular contact with and direct, unsupervised access to young people engaged in work experience as part of a foundation or higher diploma should be considered for a Criminal Records Bureau (CRB) disclosure. The decision to seek a CRB disclosure will depend on an assessment of the overall potential risks posed to a young person and should take into account the placement provider's systems for minimising such risks.
The Department has published a range of guidanceboth statutory and non-statutorysetting out the roles and responsibilities of both work experience providers and those arranging such placements to ensure that students are learning in a safe environment and are protected from harm.
(2) what percentage of children attending Sure Start childrens centres in 2007-08 were from each socio-economic group; and what percentage of eligible children from each socio-economic group attended in that period. 
Beverley Hughes: There are no adult/child ratios that are specifically for Sure Start childrens centres. Where a centres services include registered early years provision (integrated early learning and full day care places) this provision is subject to the same ratios and standards as all registered early years provision.
The Childcare and Early Years Providers Survey collects information on the number of Ofsted registered places per paid member of staff in full day care settings in Sure Start childrens centres. In 2007, there were 3.9 registered places per paid member of staff.
The Department does not collect information centrally about the percentage of children attending Sure Start childrens centres or their socio-economic group. Sure Start childrens centres provide universal services for families with children under five. All children, no matter what their socio-economic group, are eligible to access services as are their fathers, mothers and carers. There are currently over 2,900 centres up and running providing early childhood services for almost 2.3 million children. By 2010, there will be at least 3,500 Sure Start childrens centresone for every community.
John Mann: To ask the Secretary of State for Children, Schools and Families how many and what percentage of children starting primary school in 2008 and eligible for free school meals attended a Sure Start children's centre in the 2007-08 academic year. 
Mr. Baron: To ask the Secretary of State for Children, Schools and Families under what circumstances and for what reasons legal custody of a child may be removed from the parents of that child in cases where custody is not contested between the parents themselves. 
Beverley Hughes [holding answer 8 October 2008 ]: A local authority can only intervene in the care and upbringing of a child without the parents' agreement if the local authority obtains a court order. The Children Act 1989 set out the circumstances under which a child may become subject to a care or supervision order. The threshold criteria for such intervention are:
that the child concerned is suffering, or is likely to suffer, significant harm; and
that the harm, or likelihood of harm, is attributable to the care given to the child (or which would be given if a care or supervision order were not made) and is not what could be reasonably expected of a parent, or that the child is beyond the control of the parents.
Before any application is made in proceedings, the local authority will undertake a core assessment to assess the parents' capacity to meet the child's developmental needs in the context of the wider family and environmental factors. Other specialist assessments may also be commissioned. This assessment will identify whether there is evidence to support concerns about significant harm but will also focus on family strengths. The information will be analysed and lead to the development of a plan for the child which may result in care proceedings if the local authority consider that the criteria set out above have been met.
It is for the court to determine whether the threshold criteria are met and whether a care order is in the best interests of the child. All the other parties involved have the right to respond to any allegations made in the analysis.
Michael Gove: To ask the Secretary of State for Children, Schools and Families how many civil servants employed by his Department stopped working for the Department in each of the last (a) 12 months and (b) five years. 
|Number of people
Michael Gove: To ask the Secretary of State for Children, Schools and Families how many civil servants were employed by his Department on a permanent basis in each of the last (a) 12 months and (b) five years. 
|New recruits to the Department