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Mr. Hollobone: To ask the Secretary of State for Children, Schools and Families what assessment he has made of the effectiveness of the Give and Let Live organ donation education programme for secondary school pupils. 
Sarah McCarthy-Fry: We consider the Give and Let Live programme, produced by NHS Blood and Transplant, to be extremely useful in helping pupils to improve their knowledge and understanding of key issues relating to donation. This view is backed up by the recent evaluation of the programme conducted by the Jeanette Crizzle Trust.
A joint letter from the Secretary of State for Children, Schools and Families and the Secretary of State for Health was sent to all schools on 30 September to raise the profile of the programme, and to ensure that schools are aware of the importance of teaching about donation. Every further education institution will also receive this letter in the week commencing 13 October.
Michael Gove: To ask the Secretary of State for Children, Schools and Families what percentage of those in receipt of education maintenance allowance entered (a) higher education, (b) a Russell Group university and (c) Oxford or Cambridge University in each year since the allowance was introduced. 
Jim Knight: The Department for Children, Schools and Families does not hold information on the destinations of young people after they have been in receipt of education maintenance allowance (EMA). The LSC are planning a future piece of work to conduct further analysis of UCAS data on young people progressing into higher education, and to match that with those who have previously been in receipt of EMA. A copy of that study, when available, will be placed in the House Library.
Michael Gove: To ask the Secretary of State for Children, Schools and Families how many independent schools had pupils taking key stage 3 tests in the last five years for which figures are available. 
Jim Knight: Independent schools offer national curriculum based assessment at key stage 3 on a voluntary basis. Their results are not published at school level in the secondary (key stage 3) achievement and attainment tables.
|Examination year||Independent schools with eligible pupils||Total number of schools with eligible pupils|
|Number of independent schools and colleges that entered pupils into subject||Percentage of independent schools and colleges that entered pupils into subject||Number of schools and colleges that entered pupils into subject||Percentage of schools and colleges that entered pupils into subject|
1. Other social studies includes European studies, archaeology, logic/philosophy and citizenship.
2. Art and Design' includes drawing and painting, graphics, photography, 3D studies, textiles, fine art and critical studies.
3. Other communication studies include communication studies, performance studies and film studies.
4. Figures relate to 16 to 18-year-olds (age at start of academic year, i.e. 31 August 2006).
Michael Gove: To ask the Secretary of State for Children, Schools and Families (1) which languages are taught in a primary school, broken down by the number of schools teaching each language; 
Sarah McCarthy-Fry: The following table details the proportions of those primary schools who reported in autumn 2007 that they were teaching languages in class time teaching each particular language. The data were obtained from ongoing research commissioned by the Department, which estimated that 84 per cent. of primary schools were teaching languages in class time. The figures are based on a representative sample of maintained primary schools and the survey achieved a 69 per cent. response rate nationally. Percentages do not add up to 100 per cent. as some schools offer two or more languages.
Other languages taught in small numbers of primary schools included: Latin, Russian, Polish, British Sign Language, Punjabi, Arabic, Portuguese, Turkish, Swedish, Dutch, Esperanto, Welsh, Cornish, Danish, Estonian, Taiwanese, Modern Hebrew, Afrikaans, Somali, Maori and Finnish.
|Percentage of schools offering languages at KS2|
Michael Gove: To ask the Secretary of State for Children, Schools and Families which secondary schools teach ( a) Chinese, (b) Urdu, (c) Japanese and (d) Italian and are located in a local authority area which also includes at least one primary school which teaches that subject. 
The Learning and Skills Councils Annual Report and Accounts for 2007-08 set out details of the number of staff employed by the organisation. For the year ended March 2008, the average number of staff employed by the LSC was 3,451. This includes
269 agency and temporary staff and five inward secondees. These figures are based on full time equivalent numbers.
Tim Loughton: To ask the Secretary of State for Children, Schools and Families when he expects the Minister of State for Children, Young People and Families to reply to the letter dated 29 July from the hon. Member for East Worthing and Shoreham on the Haut de la Garenne childrens home. 
Mr. Laws: To ask the Secretary of State for Children, Schools and Families what payments are due to ETS for the administration of the national tests in each year from 2008-09 to 2012-13; how much has been paid to ETS to date; and if he will make a statement. 
Jim Knight: The total paid to ETS for the administration of the national curriculum tests during the first contract cycle was £35,023,576.65 (including the final payment under the exit plan of £52,516), of which £19,500,000.00 has now been returned.
Michael Gove: To ask the Secretary of State for Children, Schools and Families how many pupils requested a re-mark of key stage (a) 2 and (b) 3 tests in each of the last five years; and in what percentage of such cases the mark was revised. 
Jim Knight: The National Assessment Agency has in place arrangements for marking to be reviewed where a school believes that it is inaccurate to the extent that a pupil has received an incorrect national curriculum level. The NAA's review service is not available to pupils. However, schools may request reviews of marking on behalf of their pupils.
Tables 1 and 2 show the number of review requests received by the NAA, since 2004, for a marking review of key stage 2 and key stage 3 national curriculum tests and what proportion of the requests resulted in a level change. Data for 2008 are not yet available.
|Reviews||Review requested||Reviews resulting in a lower level||Reviews resulting in an increase in level|
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