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9 July 2009 : Column 1009W—continued
Secondary Education: Pupil Exclusions
Tim Loughton: To ask the Secretary of State for Children, Schools and Families how many and what proportion of pupils who were permanently excluded from a mainstream maintained secondary school were placed in another mainstream maintained school in the most recent year for which figures are available. [285576]
Mr. Coaker: This information could be provided only at disproportionate cost.
Secondary Education: Standards
Mr. Laws: To ask the Secretary of State for Children, Schools and Families (1) what proportion of the intake of each school in the National Challenge Programme did not achieve a level 3 qualification or above in English in Year 6 in the latest year for which figures are available; and if he will make a statement; [282502]
(2) what proportion of 11-year-olds entering a secondary school in the National Challenge Programme did not achieve a level 3 qualification or above in English in Year 6 in the latest year for which figures are available; and if he will make a statement. [282503]
Mr. Coaker: Of the pupils taking Key Stage 4 exams in National Challenge schools in 2008, 12 per cent. did not achieve level 3 or above in Key Stage 2 English. This compares to a figure of 8 per cent. for pupils in all schools.
The National Challenge is a detailed strategy to tackle the link between deprivation and low educational attainment by building sustainable improvement in secondary schools. The relatively low prior attainment of pupils in many National Challenge schools has always been acknowledged, and the plans for many of the schools reflect support to ensure these pupils succeed at KS4.
Figures for the individual National Challenge schools have been placed in the House Libraries.
Special Educational Needs
Tim Loughton: To ask the Secretary of State for Children, Schools and Families how many and what proportion of pupils with a statement of special educational need attended mainstream schools which Ofsted has assessed as inadequate in each year since 1997. [282016]
Ms Diana R. Johnson: This is a matter for Ofsted. HM chief inspector, Christine Gilbert, has written to the hon. Member and a copy of her reply has been placed in the House Libraries.
Letter from Christine Gilbert, dated 30 June 2009:
Your recent parliamentary question has been passed to me, as Her Majesty's Chief Inspector, for reply.
Table A shows how many pupils with statements of special educational needs attended nursery, primary and secondary schools which were in special measures at the end of each academic year since 1997/98, and the percentage this represents of all pupils with statements of special educational needs. The number and percentage of all pupils in nursery, primary and secondary schools in special measures are also shown for information.
| Table A: Number and percentage of pupils with statements of special educational needs, and all pupils, attending nursery, primary and secondary schools which were in special measures at the end of each academic year since 1997/98 | ||||||
| Pupils with statements of special educational needs | All pupils | |||||
| In schools in special measures at the end of the academic year | In all schools | Percentage in schools in special measures | In schools in special measures at the end of the academic year | In all schools | Percentage in schools in special measures | |
| Source: Figures are based on School Census (pupil level) data from the Department for Children, Schools and Families. | ||||||
Special measures is an Ofsted category, defined in the Education Act 2005, meaning that a school is failing to give its pupils an acceptable standard of education and the persons responsible for leading, managing or governing the school are not demonstrating the capacity to secure the necessary improvement. Please be aware that the framework for inspecting maintained schools has been revised throughout the period in question, most recently in September 2005. As a result, there has been no consistent “inadequate” category over this period. These tables are, therefore, limited to those maintained schools placed in special measures, as this category has been in place throughout the period in question.
Pupil numbers have been calculated using information from the Department for Children, Schools and Families' School Census (pupil-level) on pupils registered at one school only, and on pupils registered at two schools, but using their main school as recorded on the census. The census is taken in January of each year.
A copy of this reply has been sent to Vernon Coaker MP, Minister of State for Schools and Learners, and will be placed in the library of both Houses.
Special Educational Needs: Finance
Anne Main: To ask the Secretary of State for Children, Schools and Families pursuant to the statement of 30 June 2009, Official Report, columns 165-80, on 21st century schools, whether he plans to make additional funding allocations in respect of children with additional needs who are not dyslexic. [284064]
Ms Diana R. Johnson: We want all children to have an equal chance to succeed, but children from disadvantaged backgrounds need extra support from their school to make that a reality. The current formula for the distribution of the dedicated schools grant includes an element to recognise the pressures faced by those local authorities with high deprivation. For 2009-10 the DSG included £3 billion for deprivation.
We are undertaking a review of the dedicated schools grant to develop a new funding formula which would be available for use from April 2011. The aim of the review is to develop a funding formula which distributes resources in line with relative need, recognising the different costs of educating particular groups of pupils and providing education in different areas. Our aim is to support schools and LAs in raising the educational achievement of all pupils and narrow achievement gaps, particularly those from low income and disadvantaged backgrounds.
As part of this review we are investigating how best to provide funding for additional educational needs (AEN) and have commissioned research to investigate such issues as the different types of AEN in terms of level of incidence and severity; the best measures for identifying pupils likely to under-achieve and the potential role of financial incentives in tackling deprivation.
The review is ongoing and it would not be appropriate at this stage to pre-empt its outcome. We expect to go out to consultation on proposals for a new funding formula in early 2010, after which proposals will be further developed in the light of the consultation responses.
Specialised Diplomas
Michael Gove: To ask the Secretary of State for Children, Schools and Families how many people have entered for (a) the foundation, (b) intermediate and (c) higher diploma in (i) construction and the built environment, (ii) business administration and finance, (iii) creative and media, (iv) engineering and (v) environmental and land-based studies in each local authority area. [249104]
Mr. Iain Wright: The latest information for Diplomas in Construction and the Built Environment, Creative and Media, and Engineering are in the following table. In 2008, Diplomas were available in around two thirds of local authorities, as listed in the table. Most of these local authorities have been approved to deliver one or two Diploma lines. Young people have yet to enrol in the Business Administration and Finance or the Environmental and Land-Based Diplomas as these are not being taught for the first time until September 2009.
| LA | Line | Foundation (L1) | Higher (L2) | Advanced (L3) |
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