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10 Jun 2009 : Column 920W—continued
Teaching Methods
Mrs. Curtis-Thomas:
To ask the Secretary of State for Children, Schools and Families how much funding his Department has allocated to the development of
internet or e-based learning in schools in (a) Crosby and (b) Merseyside in each year since 1997. [278906]
Mr. Coaker: The Department does not keep records of data on funding allocations in the form requested.
Special Educational Needs: GCSE
Tim Loughton: To ask the Secretary of State for Children, Schools and Families how many and what proportion of pupils with statements of special educational need attended mainstream secondary schools at which less than (a) 10 per cent., (b) 20 per cent. and (c) 30 per cent. of pupils obtained fewer than five A* to C grades in GCSE in 2007-08. [271017]
Ms Diana R. Johnson: Pupils at the end of key stage 4 with statements of SEN, in 2008, are as follows:
Only those schools published in the 2008 achievement and attainment tables have been included in this analysis.
Specialist Schools: Science
Mr. Gibb: To ask the Secretary of State for Children, Schools and Families with reference to the answer of 10 November 2008, Official Report, column 900W, on specialist schools: science, how many of the 433 specialist schools that have chosen science as one of their specialisms entered a pupil for GCSE physics in 2008. [277957]
Mr. Coaker: Of all 433 schools with a specialism in sciences, 311 (71.8 per cent.) entered at least one pupil for GCSE(1) physics in 2008.
(1) Only full GCSEs have been counted.
Source:
Achievement and Attainment Tables database
Nadine Dorries: To ask the Secretary of State for Children, Schools and Families how much funding his Department has allocated towards the development of internet or e-based learning in schools in (a) Mid Bedfordshire and (b) the East of England schools in each year since 1997. [278568]
Mr. Coaker: The Department does not keep records of data on funding allocations in the form requested.
Young People: Mentally Ill
Lyn Brown: To ask the Secretary of State for Children, Schools and Families what steps the Government are taking to ensure that its inclusion agenda takes into account young people with chronic and severe mental health disorders. [272570]
Ms Diana R. Johnson: The Government announced an independent review of Child and Adolescent Mental Health Services in the Children’s Plan. The review considered progress made in delivering services to meet the educational, health and social care needs of children and young people at risk of and experiencing mental health problems, including those with complex, severe and persistent needs; and practical solutions to address challenges and deliver better outcomes. The review and the Government’s response to its report, together with work we are taking forward around PSA 12—improving the health and wellbeing of children and young people—demonstrate our determination to ensure the right services reach children with acute problems.
The Social and Emotional Aspects of Learning (SEAL) programme seeks to develop the social and emotional skills of all pupils through a whole-school approach, and across the curriculum. The small group work element of SEAL aims to address the needs of pupils who need more support in this area to develop their social and emotional skills. Wave 3 provides intensive, specialist support necessary for pupils with severe behaviour difficulties, or mental health problems.
Following publication of the CAMHS Review report, “Children and Young People in Mind”, the Government set up a National Advisory Council for children’s mental health and psychological wellbeing. The National Advisory Council has agreed that one of its key focuses will be to take forward work around removing the stigma associated with mental health issues.
Schools and local authorities are statutorily required to have regard to the SEN code of practice for children and young people whose chronic and severe mental health needs entail special educational needs (SEN). The code says that local authorities should have effective arrangements in place to ensure the needs of children and young people with SEN are assessed quickly and matched by appropriate provision, and that schools must do their best to ensure necessary provision is made for pupils with SEN. Special educational needs include those entailing behavioural, emotional and social difficulties.
The Government’s guidance, “Access to education for children and young people with medical needs” is clear that “School policies and practices need to be as positive and proactive as possible in order to welcome the child or young person back into school and to assist successful reintegration. Consultation with the child
and parents about concerns, medical issues, timing and pace of return is important. For some, reintegration is likely to be a gradual process over a period of time. Initially some children and young people will benefit from flexible arrangements which may include attending school part-time while retaining some other support. Others may require alternative provision to allow them to cope with peer relationships and a school environment, before a gradual return to school is possible. Support may need to continue to be available on return to school”. Local authorities are responsible for ensuring that an individually tailored reintegration plan is in place for all pupils before they return to school. The plan should have multi-agency approval, and schools have a key role to play.
Business, Innovation and Skills
Climate Change
Miss McIntosh: To ask the Minister of State, Department for Business, Innovation and Skills what steps his Department has taken to adapt to climate change in the last two years. [277637]
Mr. McFadden: All Government Departments are actively involved in the cross-Government Adapting to Climate Change Programme, which aims to help society adapt to climate change. The aim of the programme is to develop and provide a comprehensive evidence base, including adaptation tools, to raise awareness of the need to adapt, to measure success and to work across government at all levels to embed adaptation. Further details about the programme’s work can be found at:
As well as working together to tackle issues that affect all Departments and their work, each Government Department is adapting to climate change in its own operations and policies. BIS has installed new automated metering and targeting systems across its HQ estate which will allow us to monitor our energy consumption, and ensure its appropriate. In addition, a programme to install a new Building Management System and improved controls at 1 Victoria street is being undertaken and should help to improve energy efficiency. We will also, where appropriate, seek to utilise technological improvements such as installing LED lighting.
Company Liquidations: Essex
Bob Spink: To ask the Minister of State, Department for Business, Innovation and Skills how many businesses in (a) Essex and (b) Castle Point entered administration in the last 12 months. [279039]
Mr. McFadden: There were 5,273 administrations (Enterprise Act 2002) in England and Wales between April 2008 and March 2009. Statistics covering business administrations are not currently available on a regional basis within England and Wales.
Construction: Training
Sarah Teather: To ask the Minister of State, Department for Business, Innovation and Skills how much each regional development agency spent on construction skills training in each of the last five years. [270850]
Mr. McFadden: The following table shows RDA expenditure on construction skills training in the last five years.
| RDA spend on construction skills training (£ thousand) | |||||
| RDA | 2003-04 | 2004-05 | 2005-06 | 2006-07 | 2007-08 |
| (1) AWM figures are higher than the RDA average as their construction skills training primarily gap funding towards the building of new colleges, such as Stoke College’s Buslem Campus and The Centre for the Built Environment at South Birmingham College. | |||||
Departmental Work Experience
Mr. Willetts: To ask the Minister of State, Department for Business, Innovation and Skills how much his Department has allocated to the new internship scheme as referred to in his Department’s press release of 13 May 2009. [277844]
Mr. Lammy: Graduate Talent Pool is a new initiative to boost the number of internships available for graduates this summer and autumn. We aim to provide 5,000 extra internships, sitting alongside thousands of other opportunities for graduates to build the skills that are valued by employers.
The new Graduate Talent Pool website at:
offers advice and information to any employers who are interested in creating a graduate internship, and allows them to post vacancy details ready for the full launch of the graduate facing service at:
in July. The Department has allocated just under £800,000 to cover the provision of the website and other infrastructure, and the dissemination of information to graduates and employers about the initiative.
East of England Development Agency: Public Relations
Mrs. Spelman: To ask the Minister of State, Department for Business, Innovations and Skills how much the East of England Development Agency has spent on retaining external advice on public relations in each year since it was established; which public relations organisations were retained; and for what purposes in each case. [278714]
Mr. McFadden: EEDA does not retain external advice on public relations. We have a team of in-house professionals which manage the corporate promotion of EEDA and our projects.
European Union
Mr. Stewart Jackson:
To ask the Minister of State, Department for Business, Innovations and Skills what the cost to the public purse of the contribution of each
regional development agency towards its regional office in Brussels was in the latest period for which figures are available. [274154]
Mr. McFadden: The following table shows each RDA’s contribution to their regional office in Brussels for the financial year 2007-08.
| RDA | RDA contribution towards regional office in Brussels (£000) |
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