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Bubble wrap-'Sealed Air'
Mr. MacNeil: To ask the Secretary of State for Children, Schools and Families how much his Department spent on wages for (a) special advisers and (b) communications or press officers in each year since 2003. 
To ask the Secretary of State for Children, Schools and Families how much funding has
been allocated by (a) his Department and (b) other departments to the Teachers' International Professional Development Programme in each year since 2000. 
Mr. Coaker: The Teachers International Professional Development (TIPD) programme is funded by the Department for Children, Schools and Families and the Department for International Development. Information on the funding allocated by each Department for the period 2000-01 to 2010-11 is provided in the following tables:
|2006-07||2007-08||2008-09||2009-10||2010-11||Department t otal|
Mr. Syms: To ask the Secretary of State for Children, Schools and Families how many pupils in the Poole unitary authority area were given places on the Young, Gifted and Talented Programme in the latest period for which figures are available. 
|Maintained primary( 1) and state-funded secondary( 1,)( )( 2) schools: number( 3) and percentage of gifted and talented pupils. As at January 2009. In the unitary authority of Poole|
|Maintained primary schools||State-funded secondary schools||Primary and secondary schools|
|Number of gifted and talented pupils||Percentage of gifted and talented pupils||Number of gifted and talented pupils||Percentage of gifted and talented pupils||Number of gifted and talented pupils||Percentage of gifted and talented pupils|
|(1) All data include middle schools as deemed.|
(2) All data include City Technology Colleges and Academies.
(3) All data show solely registered pupils only.
Pupil numbers have been rounded to the nearest 10.
Mr. Austin Mitchell: To ask the Secretary of State for Children, Schools and Families if he will set out, with statistical information related as directly as possible to Great Grimsby constituency, the effects of his Department's policies on that constituency since 1997. 
Mr. Coaker: Since 1997 the Government have transformed education and child care with improved outcomes for children and young people. Figures showing the performance at key stage 2, and at GCSE and equivalents in Great Grimsby are given in the following tables:
|Key stage 2 results of 11-year-old pupils attending schools in the Great Grimsby constituency|
|Percentage of pupils gaining level 4 and above( 1)||1997||2009( 2)||Percentage point improvement 1997 to 2009|
|(1 )Includes pupils attending all maintained schools (including academies and city technology colleges).|
(2 )Revised data.
School and College Achievement and Attainment Tables.
|GCSE and equivalents( 1) results for pupils( 2) attending schools( 3) in the Great Grimsby constituency|
|Percentage of pupils gaining||1997||2009( 4)||Percentage point improvement 1997 to 2009|
|(1 )From 2004 results incorporate GCSEs, GNVQs and a range of other qualifications approved pre-16. Prior to 2004 results are based on GCSEs and GNVQs only.|
(2 )From 2006 figures are for pupils at the end of key stage 4. Prior to 2006 results are based on pupils aged 15.
(3 )Includes pupils attending all maintained schools (including academies and city technology colleges) and from 2000 does not include pupils recently arrived from overseas.
(4 )Revised data.
(5 )England figures also include independent schools as well as hospital schools and PRUs.
School and College Achievement and Attainment Tables.
The information available at constituency level includes the number of specialist schools, number of operational academies, number of teaching assistants and other support staff, number of teachers and pupil:teacher ratios. Where information is not available at constituency level it has been provided at local authority level including the number of free early education places taken up by three and four-year-olds, number of full-time and part-time entrants to higher education institutions aged 18 to 20, average A level point score per candidate and per entry together with percentage of people of working age qualified to at least level 2 and percentage of people of working age qualified to level 4 and above.
Mr. Syms: To ask the Secretary of State for Children, Schools and Families how many staff his Department, its predecessors and its agencies have appointed who were later discovered to be illegal immigrants since 2005. 
Ms Diana R. Johnson: The Department was created in June 2007 and no members of staff have been employed and later discovered to be illegal immigrants. The Department does not hold records for its predecessor Departments and has no agencies.
Mr. Sheerman: To ask the Secretary of State for Children, Schools and Families (1) whether he plans to take steps to encourage schools to continue to provide teaching in Mandarin for pupils in years 10 and 11; 
Ms Diana R. Johnson: Mandarin language skills are becoming increasingly important for the future of our economy and we wish to encourage schools to offer the language where possible. Languages will become compulsory for 7 to 11-year-olds from September 2011. The choice of which languages to teach is for schools to make. We are funding the development of the primary schools workforce to prepare for compulsory language learning, including beginning in 2010/11 a primary initial teacher training programme with a Mandarin specialism.
Languages remain compulsory for 11 to 14-year-olds. Since 2008 we have widened the range of languages secondary schools can offer by lifting the requirement that schools must teach first a working language of the European Union. Research shows that 16 per cent. of secondary schools are now offering Mandarin Chinese either within or outside curriculum time, up from 9 per cent in 2007.
Languages have not been compulsory for 14 to 16-year-olds since 2004. Since then, languages have been an entitlement subject and schools must offer the opportunity to learn a language to all pupils who wish to do so. While the overall numbers of entries by pupils for a GCSE in a language have declined, the number of pupils in England entered for a GCSE in Mandarin has increased by some 70 per cent. from 1,444 in 2002 to 2,448 in 2009.
Finally, we will shortly be beginning a project to capture good practice in teaching Mandarin and about China, including bringing together in one place existing resources and considering what more might be done to promote further teaching of the language and culture of China.
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