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25 Nov 2008 : Column 1448Wcontinued
|SEN pupils with special educational needs of behavioural, emotional or social difficulties( 1, 2)|
|All special schools( 5)|
|School Action Plus||Statement of SEN||Total||School Action Plus|
|National curriculum year group||No.||%( 6)||No.||%( 6)||No.||%( 6)||No.||%( 6)|
|(1) Excludes dually registered pupils.|
(2) Pupils at school action plus and those pupils with a statement of SEN provided information on their primary need and, if appropriate, their secondary need. Information on primary need only is given here.
(3) Includes middle schools as deemed.
(4) Includes city technology colleges and academies
(5) Includes maintained and non-maintained special schools. Excludes general hospital schools.
(6) Number of pupils by their main need expressed as a percentage of all pupils at school action plus or with a statement of SEN.
(7) Fewer than five, or a rate based on fewer than five.
(8) Pupils for whom information on type of need is missing.
Totals may not appear to equal the sum of the component parts because numbers have been rounded to the nearest 10.
Mr. David Anderson: To ask the Secretary of State for Children, Schools and Families what steps he plans to take to implement the Special Educational Needs (Information) Act 2008. 
Sarah McCarthy-Fry: The Department has commissioned a project, using independent advisers, on the most effective way to implement the Act. The project will: analyse users data requirements, including the requirements of parents and voluntary organisations; determine data and information currently available at national and local level; and evaluate options for the data publication. The Department will consider the findings of the project, which will be completed before the end of this year. The Acts provisions commence on 1 January 2009 and the first publication will be later that year.
Tim Loughton: To ask the Secretary of State for Children, Schools and Families (1) what timetable he has set for implementation of changes to the procedures for the Special Educational Needs and Disability Tribunal; 
(2) what guidance his Department has issued on the application of the rules governing the Special Educational Needs and Disability Tribunal; and to whom it has been issued. 
Sarah McCarthy-Fry: The Special Educational Needs and Disability Tribunal (SENDIST) was transferred from the then Department for Education and Skills to the then Department for Constitutional Affairs on 3 April 2006. It became part of the Tribunals Service, an Executive Agency of the current Ministry of Justice.
On 3 November SENDIST transferred into the Health, Education and Social Care Chamber (HESC) of the new First-tier Tribunal. Cases registered before 3 November
will continue to be handled under the old Regulations. The Rules for the HESC will apply to cases registered after 3 November. The Tribunal estimates that the earliest substantive appeal hearings for these cases will take place in mid-March.
The guidance SENDIST published on how to make an appeal in special educational needs cases or to make a claim in disability discrimination cases is being revised and the frequently asked questions is being updated on their website. An appeal/review flow chart will also be produced. The Department for Children, Schools and Families has not produced separate guidance.
Mr. Laws: To ask the Secretary of State for Children, Schools and Families what targets have been set for the effectiveness of the new diplomas; and if he will make a statement. 
Jim Knight: No targets have been set for the Diploma. We are committed to fully evaluating each phase of the Diploma to assess how effectively it has been implemented and the impact it is having on the participation and achievement of young people. Delivery of the Diploma will also be subject to independent inspection by Ofsted.
Mr. Laws: To ask the Secretary of State for Children, Schools and Families how much his Department has spent on developing a general diploma in each year for which figures are available; and if he will make a statement. 
There has been no specific development work done on a general diploma. The 14-19 Education and Skills White Paper in 2005, envisaged introducing a general (GCSE) diploma to recognise the achievement of 5 A*-C GCSEs including English and mathematics.
It was anticipated that this would be introduced for those starting GCSE programmes in September 2009.
However, we anticipate that the expansion of the Diploma programme which was announced last October will offer a more comprehensive alternative to recognise the broad achievement of young people at that level. A decision was therefore taken at that time not to pursue the general diploma further.
Mr. Hayes: To ask the Secretary of State for Children, Schools and Families what assessment he has made of the issues arising from the offering of diploma courses in rural areas. 
Sarah McCarthy-Fry: We have set out our assessments in Delivering 14-19 Reforms in Rural Areas which we published on 30 June 2008. This report shows that rural and semi-rural areas face a particular set of challenges. We are committed to supporting these areas to overcome the challenges they face and know that many rural areas are already deploying a range of innovative solutions to ensure that young people get access to 14-19 provision.
Mr. Graham Stuart: To ask the Secretary of State for Children, Schools and Families how much each local authority area in Yorkshire and the Humber spent on supply teachers in each of the last five years; and if he will make a statement. 
Jim Knight: The available information on the gross expenditure by local authority maintained schools on supply teachers from 2003-04 to 2007-08 is contained within the table:
|Total gross expenditure by local authority maintained schools on supply teachers|
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