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8 Mar 2010 : Column 40Wcontinued
|Sciences: Key Stage 1 : Task/test and teacher assessment results, percentage of students who achieved at or at or above the given level|
|Level 2||Level 2B( 3)||Level 3|
|Science: Key Stage 1 : Task/test and teacher assessment results, number of students who achieved at or at or above the given level|
|Level 2||Level 2B( 3)||Level 3|
|(1) The assessment of writing changed in 1996 and is not comparable to earlier years|
(2) Figures prior to 2004 are based on task/test assessments.
Figures for 2004 are based on a combination of task/test assessment in non-pilot schools and new post-2004 teacher assessment arrangements in pilot schools.
Figures for 2005 onward are based on post-2004 teacher assessment arrangements. There were no test/task reporting arrangements for science, therefore data prior to 2005 are not available.
Figures from 2004 onwards are not directly comparable with those prior to 2004, and care is needed in interpreting trends in the data.
(3) Prior to 1998 data on sub-levels are not available.
Science data are not reported at sub-level therefore figures for 2B are not available.
(4) All figures are based on final data, with the exception of 2009 which is based on provisional data.
Numbers are rounded to nearest 100.
Percentages are rounded to nearest percentage point.
John Penrose: To ask the Secretary of State for Children, Schools and Families what discussions on what topics he has had with senior personnel at Pearson in the last 12 months. 
Mr. Iain Wright: The Secretary of State and other Ministers have had a number of meetings with senior personnel from Pearson, including its subsidiary Edexcel, over the last 12 months. These meetings covered a range of topics including the establishment of Ofqual, Diplomas and other 14 to 19 qualifications issues.
Robert Key: To ask the Secretary of State for Children, Schools and Families (1) what plans he has to provide specialist teacher training to (a) teachers and (b) trainee teachers to deliver sex and relationships education within the personal, health, social and economic curriculum; 
(2) how many teachers he expects to be trained to teach sex and relationships education under the personal, social, health and economic education provisions proposed in the Children, Schools and Families Bill. 
Mr. Coaker: The majority of schools have been teaching personal, social, health and economic education (PSHEE)-which includes sex and relationships education (SRE)-as a non-statutory subject for many years, through a mix of specialist PSHEE teachers, as well as form tutors.
In general, budgets for teachers' continuing professional development (CPD) are devolved to individual schools and no central records are kept on how much of this money is spent on CPD for individual subjects. However, in recognition of the sensitive and varied topics covered in PSHEE, additional central funding for a national CPD programme has been available to schools for a number of years. This has resulted in around 8,000 teachers having been trained and a further 1,800 are currently in training this year.
When PSHEE becomes compulsory in the national curriculum from September 2011, we would expect most of the teaching to continue to come from existing teachers who will receive supplementary training, either through the national programme identified above, or from locally sourced training paid for from schools' local budgets.
However, in recognition that PSHEE will be compulsory from September 2011, we are working with the Training and Development Agency for schools (TDA), to develop a route through initial teacher training (ITT) to become a specialist PSHEE teacher. From September 2010, we anticipate that 200 trainee teachers a year will be trained to deliver PSHEE as an enhancement to their main subject area.
To enhance PSHEE coverage in all ITT, we are changing the guidance so that providers of ITT will need to ensure that all of their trainees are familiar with the National Curriculum guidance on PSHEE that is relevant to the age ranges they will teach.
Paul Holmes: To ask the Secretary of State for Children, Schools and Families how much has been spent per pupil (a) in each local authority area in the East Midlands and (b) on average in England since 1997. 
Mr. Coaker [holding answer 25 February 2010]: The available information on how much has been spent per pupil in East Midlands and in England since 1997 is shown in the following table.
|School based expenditure per pupil in East Midlands Government office region from 1997-98 to 2007-08|
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