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2 Feb 2010 : Column 300W—continued
A copy of this reply has been sent to Vernon Coaker MP, Minister of State for Schools and Learners, and placed in the library of both Houses.
Mr. Hoyle: To ask the Secretary of State for Children, Schools and Families what criteria Ofsted uses in appointing school inspectors; and if he will make a statement. [311006]
Mr. Coaker [holding answer 18 January 2010]: This is a matter for Ofsted. HM Chief Inspector, Christine Gilbert, has written to my hon. Friend and a copy of her reply has been placed in the Libraries.
Letter from Christine Gilbert, dated 20 January 2010:
Your recent parliamentary question has been passed to me, as Her Majesty's Chief Inspector, for response.
There are two types of inspectors for schools: Her Majesty's Inspectors (HMI), who work directly for Ofsted; and additional inspectors (AIs), who are employed by Ofsted's inspection service providers (ISPs).
All inspectors are required to be fit, proper, competent and effective for undertaking their inspection duties. They must have credibility and up-to-date professional knowledge and will normally have gained a degree or an equivalent qualification. They are expected to have appropriate experience, usually drawn from a number of years as a senior manager in an education setting or service such as a headteacher or a local authority adviser. In addition, they need to have competence in the use of IT and a clear enhanced criminal records bureau (CRB) check that is refreshed every three years. Prior to appointment, all inspectors must provide employers' references and participate in a medical assessment to ensure they are fit for the work they are to undertake.
Inspectors must be able to: gather, analyse and interpret relevant evidence; make objective, fair and evidence-based judgements; communicate clearly both orally and in writing; display high levels of professional conduct; lead others and manage their work effectively to achieve high-quality outcomes.
All inspectors must uphold the highest professional standards and follow the code of conduct for inspectors at all times.
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.
Schools: Leeds
John Battle: To ask the Secretary of State for Children, Schools and Families what the average (a) revenue and (b) capital expenditure was per (i) primary and (ii) secondary pupil in schools in Leeds local education authority areas (A) in cash terms and (B) at current prices in each year since 1992-93. [306595]
Mr. Coaker: The available information on the average revenue expenditure per primary and secondary pupil in schools in Leeds local education authority areas are shown in the table.
Capital allocations are made at local authority and school level, and are prioritised by local authorities between schools in accordance with local asset management plans. Accordingly, the Department does not maintain central records of the average primary and secondary school capital spend. Capital allocations to Leeds (a) in cash terms and (b) current prices in each year since the first year in which records are available, are set out in the table:
| £ million | ||
| Cash | Current | |
| Notes: 1. Index used: RPI 1987=100 all items, mid point in year 2. The allocations of £310.4 million and £171.7 million in 2005-06 and 2006-07 include £143.5 million and £42.2 million respectively for a Building Schools for the Future project. | ||
Mr. Fabian Hamilton: To ask the Secretary of State for Children, Schools and Families how much has been spent on new school buildings in Leeds North East constituency since 1997. [314655]
Mr. Coaker: School capital allocations are allocated at local authority level. Accordingly, no central records are maintained which distinguish between parliamentary constituencies. Similarly as the local authority determines the proportion of resources spent on new school buildings or refurbishment, records are not kept centrally on new school buildings since 1997. School capital allocations to Leeds since 1997 are set out in the following table. Actual expenditure in any financial year may differ due to (a) procurement timing differences (b) other resources that may be available locally (c) priorities set locally.
| £ million | |
The high allocation figures during the period 2005-06 to 2007-08 include Building Schools for the Future allocations of £352.5 million. The funding spike of £51.5 million in 2009-10 includes a fiscal stimulus advance of £ 5.7 million, brought forward from 2010-11.
Snow and Ice
Bob Spink: To ask the Secretary of State for Children, Schools and Families what estimate he has made of the costs to his Department arising from the severe weather conditions in the period 4 January to 18 January 2010; and if he will make a statement. [313582]
Mr. Coaker: The Department does not anticipate any costs arising from the recent severe weather.
There is no duty upon schools or local authorities to report to the Department any costs that they may incur.
Social Services: Doncaster
Tim Loughton: To ask the Secretary of State for Children, Schools and Families on what dates (a) he, (b) his predecessors and (c) Ministers in his Department and its predecessors have visited Doncaster since 1 January 2004. [314910]
Ms Diana R. Johnson: The following Ministers (past and present) of the Department of Children, Schools and Families and its predecessor Departments have made visits to the Doncaster area since 1 January 2004.
| Name | Date(s) of visit |
Teachers: Salford
Hazel Blears: To ask the Secretary of State for Children, Schools and Families how many (a) teachers and (b) teaching assistants there were in Salford schools (i) in 1997 and (ii) at the latest date for which information is available. [313325]
Mr. Coaker: The information requested is published in tables 19 and 26 of the Statistical First Release (SFR) "School Workforce in England (including Local Authority level figures) January 2009 (Revised)" published on 29 September 2009. The SFR is available at the following web link:
Teachers: Training
Andrew Rosindell: To ask the Secretary of State for Children, Schools and Families (1) how much his Department spent on teacher training for graduates with a degree result lower than second class since 1997; [312914]
(2) what the lowest degree score required for graduates is to receive tax-payer funded teacher training for (a) primary and (b) secondary school teaching; [312915]
(3) how many graduates with a degree classed lower than second class have received government funding for teacher training since 1997. [312916]
Mr. Coaker: The number of postgraduate teacher trainees in their first year of initial teacher training courses with a degree classification lower than second class is given in the table.
| Postgraduate trainees in their first year of ITT courses by classification of their first degree: Years: 1998/99 to 2007/08-Coverage: England | ||||
| Number of first year trainees | ||||
| 2:2 and above | Third and Pass | Unclassified | Total | |
| Notes: 1. Figures up to and including 2000/01 are mainstream only. This includes universities and other higher education institutions, SCITT and Open University but excludes employment based routes. 2. Figures for 2001/02 and later include trainees on both mainstream and employment based routes to initial teacher training. 3. Includes only those trainees whose qualification on entry was a UK degree. 4. Those training through the Fast Track programme (which ran between 2001/02 and 2005/06) are included. 5. Unclassified includes those cases for whom degree classification was not known or was undefined. 6. Numbers have been rounded to the nearest 10. Source: TDA's Performance Profiles | ||||
Initial teacher training funding is based on allocated places split between the routes into teaching and subject specialism. Information on the amount of direct Government funding relating to trainees by degree class is not held centrally and could be obtained only at disproportionate cost. Most teacher trainees will receive some element of Government funding for their training either through their initial teacher training place being funded by the Training and Development Agency for Schools or being in receipt of a financial incentive or other support.
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