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John Battle: To ask the Secretary of State for Children, Schools and Families how many children with emotional, behavioural and social difficulties there are in (a) Leeds, West constituency, (b) West Yorkshire and (c) England. 
|Maintained primary( 1) , State-funded secondary( 1, 2) and special schools( 3) : Number of pupils( 4) with behaviour, emotional and social difficulties( 5) -January 2009 in Leeds West parliamentary constituency, West Yorkshire and England|
|Maintained primary||State-funded secondary||All special|
|(1) Includes middle schools as deemed.|
(2) Includes City Technology colleges and academies.
(3) Includes maintained and non-maintained special schools. Excludes general hospital schools.
(4) Headcount of solely registered pupils only.
(5) Pupils at School Action Plus and those pupils with a statement of Special Educational Needs provided information on their primary need and, if appropriate, their secondary need. Information on primary need only is given here.
Pupil numbers have been rounded to the nearest 10.
Mr. Laws: To ask the Secretary of State for Children, Schools and Families how many and what proportion of rural secondary schools (a) are offering new diploma courses, (b) will offer new diploma courses starting in September 2010 and (c) have joined consortia to offer new diploma courses in each of the next four years; and if he will make a statement. 
Mr. Iain Wright: We do not collect information about 14-19 delivery at an institutional level. However, from the Department's School and College Database, over 95 per cent. of rural schools are involved in consortia approved to deliver Diplomas from 2010.
Mr. Don Foster: To ask the Secretary of State for Children, Schools and Families how many (1) places were available in each region for people to train as dance teachers in each of the last 10 years; 
Mr. Coaker: The Department sets national targets for initial teacher training (ITT) recruitment. Table 1 shows the number of ITT places in each of the last 10 years. This information is not available at regional level.
Table 2 shows the number of places allocated to ITT providers (based on the region of the provider) for courses specialising in the requested subjects is shown in the table. This information is only available from 2003/04 onwards. The sum of the allocation targets may not be the same as sector level departmental targets.
|Table 1: Initial teacher training, number of places( 1) + , 2000/01 to 2009/10, England|
|(1 )Number of places prior to 2008/09 include school centred ITT but excludes employment based routes ITT (EBITT). Targets for 2008/09 onwards include EBITT, but exclude Teach First.|
(2 )'Other' includes classics, dance, economics, media, performing arts, social sciences and social studies. For 2008/09 onwards also includes diploma subjects.
(3 )Number of places for individual technology subjects is not available before 2004/05.
(4 )Places for vocational subjects in 2006/07 onwards are included with the allocation for related academic subject: Science includes places for applied science; design and technology includes both manufacturing and engineering; ICT includes applied ICT; business studies includes applied business; geography includes leisure and tourism; art includes applied art and other includes health and social care. In 2003/04 the margin of flexibility included places for a vocational subjects pilot. In 2004/05 places for vocational subjects were shown separately.
(5 )The margin of flexibility/secondary reserve constituted places that the TDA could allocate to any secondary subject, to support providers whose baselines would otherwise be below economic levels; to ensure the appropriate denominational balance and to help providers with a high proportion of places in shortage subjects and who therefore had particular uncertainty of income.
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