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27 Oct 2008 : Column 710W—continued


Number of schools in Lancashire with pupils whose first language is known or believed to be other than English. Year: January 2008 (final)

Lancashire

Total number of schools

614

Number of schools with more than 10 percentage of pupils whose first language is known or believed to be other than English(1)

90

O which:

Number of schools with more than 20 percentage of pupils whose first language is known or believed to be other than English(1)

55

(1) Pupils first language is collected for pupils of compulsory school age and above.
Note:
Includes maintained primary, state funded secondary, all special schools and pupil referral units.
Source:
School Census

Special Educational Needs

Dr. Cable: To ask the Secretary of State for Children, Schools and Families what assessment he has made of the likely effect of the changes being made to the operation of the Special Educational Needs and Disability Tribunal on parental confidence in the special educational needs system. [229000]


27 Oct 2008 : Column 711W

Sarah McCarthy-Fry: I refer the hon. Member to the reply given to the hon. Member for Buckingham (John Bercow) on 20 October 2008, Official Report, columns 83-84W.

Specialised Diplomas: Business

Mr. Hayes: To ask the Secretary of State for Children, Schools and Families what the procedure is for businesses applying to participate in delivering diploma courses. [230057]

Sarah McCarthy-Fry: There are many ways that employers can get involved with the diploma. Principally, they can help deliver work-related learning, including, but not restricted to, offering work experience.

Information on which diplomas are being delivered in each local authority area is available via the DCSF website. Employers can contact an Education Business Partnership Organisation (EBPO) which cover all areas of the country and exist to help employers and education to work together or, if they wish, employers can contact schools and colleges direct.

In addition to this, the Diploma Employers Champions Network (DECN) has been set up to encourage and support long-term employer involvement in the diplomas. The network is led by Sir Alan Jones of Toyota and consists of volunteer champions from a full range of employers across the English regions, including employers like Leeds city council, Vodafone, BT, Nsure, Hyatt Regency, Compass Group and Rolls-Royce.

Contact information about the Diploma Employers Champions Network is available through the DCSF website.

Specialised Diplomas: Teachers

Mr. Hayes: To ask the Secretary of State for Children, Schools and Families what the average number of hours of training is that teachers have been given on the new diplomas prior to their implementation. [230051]

Sarah McCarthy-Fry: We do not record how many hours of training individual practitioners receive. Individual practitioners all have different starting points in terms of existing skills and knowledge, and the extensive support package enables teachers to select the amount and type of training which best suits their needs, as part of the professional development planning in their school
27 Oct 2008 : Column 712W
or college. The extent to which they take up training from the comprehensive support offer that is available from a wide range of partner organisations will vary according to their particular needs. It is therefore not possible to give an average number of hours of training.

Mr. Hayes: To ask the Secretary of State for Children, Schools and Families which organisations are offering training on teaching diploma courses to teachers. [230052]

Sarah McCarthy-Fry: The current training package brings together support from a number of different partner organisations, including the Learning and Skills Improvement Service, the National College of School Leadership, the Specialist Schools and Academies Trust, the National Strategies, the National Assessment Agency, the Training and Development Agency for Schools, Lifelong Learning UK, the Qualifications and Curriculum Authority, the Diploma Development Partnerships, the National Education and Business Partnership Network (NEBPN) and the Awarding Bodies.

Mr. Hayes: To ask the Secretary of State for Children, Schools and Families what the syllabus is for the training of teachers on diplomas. [230053]

Sarah McCarthy-Fry: The package of training that is available has been designed to meet the needs of individual practitioners with different levels of skills, knowledge and understanding. It includes some core elements covering functional skills; the structure of the diploma; collaborative delivery; experience of a sector-relevant working environment; assessment; and diploma administration. The rest of the package is flexible and tailored to respond to identified need.

Teachers: Manpower

Paul Holmes: To ask the Secretary of State for Children, Schools and Families how many teachers there were per 100 pupils in (a) primary and (b) secondary schools in (i) Chesterfield, (ii) Derbyshire and (iii) England in each year since 1997. [230592]

Jim Knight: The following table shows the number of teachers employed per 100 pupils in local authority maintained primary and secondary schools in Chesterfield parliamentary constituency, Derbyshire local authority and England, in January of each year, 1997 to 2008.


27 Oct 2008 : Column 713W

27 Oct 2008 : Column 714W
FTE teachers per 100 FTE pupils in local authority maintained primary and secondary schools. Years: January 1997 to 2008 , Coverage: Chesterfield parliamentary constituency, Derbyshire local authority and England
Primary Secondary

Chesterfield Derbyshire England Chesterfield Derbyshire England

1997

3.7

3.9

4.3

5.7

5.8

6.0

1998

3.7

3.8

4.2

5.5

5.6

5.9

1999

3.8

4.0

4.2

5.5

5.6

5.9

2000

3.9

4.0

4.3

5.6

5.6

5.8

2001

3.9

4.1

4.4

5.7

5.7

5.8

2002

3.8

4.0

4.4

5.5

5.8

5.9

2003

4.0

4.2

4.4

5.8

5.9

5.9

2004

4.0

4.2

4.4

5.8

5.9

5.9

2005

4.2

4.3

4.4

5.9

5.9

6.0

2006

4.4

4.4

4.5

6.0

6.0

6.0

2007

4.5

4.6

4.6

6.0

6.0

6.1

2008

4.5

4.5

4.6

6.1

6.1

6.2

Note:
Excludes academies.
Source:
School Census

Teachers: Training

Michael Gove: To ask the Secretary of State for Children, Schools and Families (1) how many teacher trainees on the initial teacher training course had to retake the basic (a) literacy, (b) numeracy and (c) IT tests (i) once, (ii) twice, (iii) three times and (iv) more than three times in each of the last 10 years; [230221]

(2) how many and what proportion of trainee teachers failed one or more times the basic (a) literacy, (b) numeracy and (c) IT tests during their initial teacher training in each of the last 10 years. [230271]

Jim Knight: The available information is given in the following tables and relates to the number of trainees who passed their skills tests after one, two or more than two attempts between 2000/01 and 2006/07.

Numeracy skills test
O f whom:
Number Failed one or more times

Total number of trainees who passed the numeracy skills test Passed on first attempt Passed on second attempt Passed after three or more attempts Number Percentage

2000/01

23,420

18,950

2,560

1,910

4,470

19.1

2001/02

26,460

22,520

1,930

2,010

3,940

14.9

2002/03

29,680

24,740

2,390

2,540

4,930

16.6

2003/04

33,520

27,340

2,810

3,360

6,180

18.4

2004/05

33,970

26,960

3,310

3,690

7,000

20.6

2005/06

34,290

26,790

3,430

4,070

7,500

20.6

2006/07

34,920

26,810

3,520

4,600

8,110

23.2

Note:
Includes mainstream (universities, other higher education institutes, SCITT and Open University) as well as employment based routes.
Source:
TDA

Literacy skills test
O f whom:
Number Failed one or more times

Total number of trainees who passed the literacy skills test Passed on first attempt Passed on second attempt Passed after three or more attempts Number Percentage

2000/01

23,480

21,040

1,580

860

2,450

10.4

2001/02

26,630

22,470

2,530

1,620

4,160

15.6

2002/03

29,920

25,350

2,820

1,750

4,570

15.3

2003/04

33,840

28,860

3,000

1,970

4,970

14.7

2004/05

34,400

26,930

4,410

3,060

7,470

21.7

2005/06

34,700

27,440

4,200

3,050

7,260

20.9

2006/07

35,280

28,940

3,710

2,630

6,340

18.0

Note:
Includes mainstream (universities, other higher education institutes, SCITT and Open University) as well as employment based routes.
Source:
TDA

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