| Non specific crime | ||
| £ | ||
| 3 year funding : | ||
| Organisation | sought | approved |
15 Jun 2011 : Column 854W
| Robbery and burglary | ||
| £ | ||
| 3 year funding : | ||
| Organisation | sought | approved |
| Road traffic crime | ||
| £ | ||
| 3 year funding : | ||
| Organisation | sought | approved |
15 Jun 2011 : Column 855W
|
Sexual and Domestic Abuse and Rape Advice Centre (Burton and District) |
||
|
Southampton Rape Crisis and Sexual Abuse Counselling Service |
Details of unsuccessful applications are provided in the following tables.
| Antisocial behaviour | |
| £ | |
| Organisation | 3 year funding sought |
| Domestic violence | |
| £ | |
| Organisation | 3 year funding sought |
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| Hate crime | |
| £ | |
| Organisation | 3 year funding sought |
| Homicide | |
| £ | |
| Organisation | 3 year funding sought |
15 Jun 2011 : Column 857W
| Non-specific crime | |
| £ | |
| Organisation | 3 year funding sought |
| Road traffic | |
| £ | |
| Organisation | 3 year funding sought |
| Robbery and burglary | |
| £ | |
| Organisation | 3 year funding sought |
| Sexual violence | |
| £ | |
| Organisation | 3 year funding sought |
15 Jun 2011 : Column 858W
15 Jun 2011 : Column 859W
| Violent crime | |
| £ | |
| Organisation | 3 year funding sought |
Education
Child Protection Review
Bill Esterson: To ask the Secretary of State for Education what estimate he has made of the cost of implementing the recommendations of the Munro Report. [59823]
Tim Loughton: The final report of Professor Munro's review of child protection reflects months of careful work and extensive consultation. Her recommendations are wide-ranging. It is important that we consider carefully, with professionals themselves, how best to respond in order to bring about the sustainable, long-term reform needed.
I have therefore established an implementation working group with key individuals from the social work profession, local government, health, police, justice, education and the voluntary sector. This group met for the first time on 25 May and will work with us to develop a response to Professor Munro's report by the summer, informed by their collective expertise and by the experience from the local authorities which are trialling more flexible approaches.
In developing our response, we will consider the costs of options for implementation as well as the benefits to be secured through, for example, reductions in unnecessary bureaucracy and regulation.
The Government have already announced that the Children's Workforce Development Council has been remitted to spend a minimum of £43.9 million on the Social Work Improvement Fund in this financial year. This is an increase on the £23 million distributed through the Social Work Improvement Fund in 2010-11.
Children: Day Care
Steve Baker: To ask the Secretary of State for Education how much each local authority allows in flexible free entitlement grants to attend day care nurseries in 2011-12. [58185]
Sarah Teather: Local authorities, in consultation with their Schools Forums, decide how best to distribute 3-16 funding across their locality. This includes setting funding rates to providers of free early education, including day care nurseries. Local authorities are required to report on financial expenditure through section 251 returns. Data on individual local authority spend for 2011-12 are not yet available, but will be published later in the year.
Children: Protection
Bill Esterson: To ask the Secretary of State for Education what assessment he has made of the effects on the effectiveness of child protection of reductions in support from the public purse for the voluntary sector. [59829]
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Tim Loughton: The Department for Education has not made its own assessment. However I am pleased that as part of the Department's Voluntary and Community Sector grant announced on 25 February, the Department is awarding around £10 million over the two years 2011-12 and 2012-13 to help 17 voluntary organisations tackle the child protection and safeguarding needs of children and young people. This grant is one of a range of funding streams from the Department to the voluntary sector, including a new grant agreement announced on 15 February 2011 to support NSPCC with £11.2 million between 2011-15 for continued investment in ChildLine and the NSPCC HelpLine.
Bill Esterson: To ask the Secretary of State for Education what assessment he has made of the effects on the effectiveness of child protection of reductions in local authority budgets. [59830]
Tim Loughton: It is for local authorities to determine the allocation of their resources and I am sure that in doing so they will be taking into account both their statutory responsibilities and the needs of the most vulnerable children and young people. The Department for Education has not made its own assessment, but I am aware of the research that has been carried out by other organisations. I am pleased that this research suggests that in making difficult decisions, most local authorities are taking steps to protect the most vulnerable children.
Children's Centres
Jonathan Reynolds: To ask the Secretary of State for Education whether community schools may use Sure Start Children's Centres to assist in the delivery of the curriculum. [58762]
Mr Gibb: Community schools may use Sure Start Children's Centres to assist in the delivery of the curriculum. The Government are keen for schools and others to use their professional judgment to decide how to deliver the curriculum to meet the needs of their pupils.
Children's centres play a valuable role in making integrated services available for young children and their families, particularly for those in greatest need. The Government want to retain a network of children's centres and are giving local authorities and schools greater flexibility to enable them to design services which meet the needs of local communities.
Classroom Assistants: Pay
John Pugh: To ask the Secretary of State for Education (1) what guidance his Department has provided to schools on the payment of salary increases to teaching assistants earning less than £21,000 per annum; [59610]
(2) what estimate he has made of the number of state schools which have not paid salary increases to the teaching assistants and technicians earning below £21,000 in 2011-12. [59609]
Mr Gibb:
No such assessment has been made centrally. Central Government do not have a role in determining salary, or salary increases for school support staff, including teaching assistants and technicians nor have
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they provided guidance to schools in respect of the payment of salary increases for any school support staff.
Matters related to school support staff pay are decided locally by the local authority for community and voluntary controlled schools and the governing body for foundation and voluntary-aided schools. Salaries of school support staff in academies are a matter for individual institutions.
Crown Relocations
Keith Vaz: To ask the Secretary of State for Education how many contracts his Department holds with Crown Relocations; and what the (a) purpose and (b) monetary value of each such contract is. [58646]
Tim Loughton: The Department for Education does not hold any current contracts for Crown Relocations.
Departmental Public Appointments
Nic Dakin: To ask the Secretary of State for Education when he plans to publish the relevant financial and non-financial interests of members of his Department's independent review panels; and if he will make a statement. [58527]
Tim Loughton: The Department does not collect this information. The appointment of members to the Department's independent review panels is based on their professional expertise. Before making the appointment, Ministers would consider the suitability of an appointee particularly where there may be a conflict of interest or if the appointment may have an adverse impact on the review.
Any remuneration given to appointed panel members for their roles on independent reviews is available on the Department's website:
http://www.education.gov.uk/inthenews
English Baccalaureate: GCSE
Mr Graham Stuart: To ask the Secretary of State for Education what estimate he has made of the potential change in takeup of GCSE and A-level courses in each subject attributable to the introduction of the English Baccalaureate. [58816]
Mr Gibb: The effect of the English Baccalaureate will depend on decisions taken by individual schools and pupils. It is one of a number of measures to ensure that pupils are given the chance to take the qualifications that will best help them progress to further education and employment.
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The Government do not require schools to provide them with detailed information on pupils' GCSE choices. However, anecdotal evidence suggests that the English Baccalaureate measure is having a positive effect, with more schools making the combination of subjects open to more pupils. There are a range of information sources, from exam entries to workforce information, which will help us judge the impact of the English Baccalaureate. We will make full use of these in keeping the policy under review.
G4S
Keith Vaz: To ask the Secretary of State for Education how many contracts his Department holds with G4S; and what the (a) purpose and (b) monetary value of each such contract is. [58678]
Tim Loughton: The Department for Education does not hold any current contracts with G4S.
GCSE
Charlotte Leslie: To ask the Secretary of State for Education what number and percentage of children (a) receiving and (b) not receiving free school meals attained five grade A*-C GCSEs, including English and mathematics, excluding equivalents, in each local authority area in each year since 2001. [53964]
Mr Gibb: The data requested for each year since 2004/05 have been placed in the House Libraries.
It is not possible to provide figures for 2000/01 to 2003/04. The National Pupil Database only exists from 2002/03 onwards, and for 2002/03 and 2003/04 information on whether a pupil achieved 5 A*-C grades including English and mathematics was not recorded in a readily accessible form. Generating that information can be produced only at disproportionate cost.
GCSE: Reading Berkshire
Mr Rob Wilson: To ask the Secretary of State for Education (1) how many pupils in each (a) school and (b) local authority ward in Reading achieved five A*-C grades at GCSE including English and mathematics in each year since 1997; [59648]
(2) how many pupils in each (a) school and (b) local authority ward in Reading achieved five A* to C grades at GCSE in each year since 1997. [59709]
Mr Gibb: The information requested for the years 2005/06 to 2009/10 is shown in the following tables. Figures for previous years back to 1996/97 can be provided only at disproportionate cost.
| Achievements at GCSE and equivalent for pupils (1,2) at the end of key stage 4 by ward (3) in Reading local authority— Years: 2005/06 to 2009/10—Coverage: Maintained schools (including Academies and CTCs) (4) | ||||
|
|
|
Total number of pupils at the end of KS4 | Number of pupils achieving 5+ A*-C grades | Number of pupils achieving 5+ A*-C grades including English and maths GCSEs |
15 Jun 2011 : Column 863W
15 Jun 2011 : Column 864W
| n/a = Not applicable. (1) Pupils at the end of key stage 4 in each academic year. (2) In 2010 iGCSEs, accredited at time of publication, have been counted as GCSE equivalents and also as English and mathematics GCSEs. (3) Census Area Statistics (CAS) wards were created for 2001 Census outputs. The Department reports using the CAS Wards because they allow us to report ward level data on a consistent geographic basis. One of the weaknesses associated with reporting data using administrative wards is that the boundaries for administrative wards can change on a frequent basis. This makes it difficult to compare data at ward level over time. (4) School figures include all schools, whilst ward figures include maintained schools (including CTCs and academies) only. For this reason, data for some schools is not included in the ward table, and also pupil numbers in schools do not always sum up to the total number of pupils in the ward. (5) Figures not shown in order to protect confidentiality. Source: National Pupil Database (final data) | ||||
15 Jun 2011 : Column 865W
15 Jun 2011 : Column 866W
| Achievements at GCSE and equivalent for pupils (1, 2 ) at the end of key stage 4 by school in Reading local authority— Years: 2005/06 to 2009/10—Coverage: All schools (3) | |||||
|
|
|
|
Total number of pupils at the end of KS4 | Number of pupils achieving 5+ A*-C grades | Number of pupils achieving 5+ A*-C grades including English and maths GCSEs |
15 Jun 2011 : Column 867W
15 Jun 2011 : Column 868W
15 Jun 2011 : Column 869W
15 Jun 2011 : Column 870W
| n/a = Not applicable. (1) Pupils at the end of key stage 4 in each academic year. (2) In 2010 iGCSEs, accredited at time of publication, have been counted as GCSE equivalents and also as English and mathematics GCSEs. 3. School figures include all schools, whilst ward figures include maintained schools (including CTCs and academies) only. For this reason, data for some schools is not included in the ward table, and also pupil numbers in schools do not always sum up to the total number of pupils in the ward. (4) Figures not shown in order to protect confidentiality. Source: School and College Performance Tables (final data) | |||||
Home Education
Kevin Brennan: To ask the Secretary of State for Education how many hours per week of home tuition was provided on average to pupils under alternative provision in each local authority area in the latest period for which figures are available. [58582]
Mr Gibb [holding answer 9 June 2011]:The Department for Education does not collect data on this issue. It is for local authorities to determine whether a pupil should have home tuition and, if so, the number of hours that is appropriate for that pupil. Department for Education guidance sets out that pupils who cannot attend school because of ill-health should receive a minimum of five hours home tuition each week but that they should be offered as many hours as they can cope with, up to full-time education.
We have taken measures to commence section 3A of the Children, Schools and Families Act 2010 from September 2011. This section re-defined the section 19 duty, to the effect that the education should be full-time for all pupils in alternative provision, unless there are reasons which relate to the physical or mental health of the child which would mean that this would not be in the child's best interests. Until now, only permanently excluded pupils have had an entitlement to full-time provision.
IBM
Keith Vaz: To ask the Secretary of State for Education how many contracts his Department holds with IBM; and what the (a) purpose and (b) monetary value of each such contract is. [58692]
Tim Loughton: The Department does not hold a current contract with IBM but it did make a payment of £97,563 to them in this financial year for a licence agreement to use their software for the majority of the Department's analytical requirements.
Primary Education: Admissions
Jonathan Reynolds: To ask the Secretary of State for Education what powers the governors of a state primary school have to increase the intake of that school; and if he will make a statement. [58289]
Mr Gibb: Whether the governors of a maintained school have the power to increase its intake will depend on the category of the school concerned. School admission arrangements are set and applied locally by the relevant admission authority. For community and voluntary controlled schools the admission authority is usually the local authority (LA), for foundation and voluntary aided schools it is the governing body and for Academies it is the Academy Trust.
Under the Code currently in force, all schools must have a published admission number (PAN) for each ‘relevant age group’ in which pupils are, or would normally be, admitted to the school. The PAN forms part of the admission arrangements for the school and, as such, must be consulted on with their local community. Admission authorities of maintained schools must set admission numbers with regard to the capacity assessment for the school. Once an admission number has been set by the admission authority, maintained schools should not admit children above the PAN without the agreement of the local authority.
My right hon. Friend the Secretary of State for Education launched a 12 week consultation on 27 May 2011 on a revised Schools Admission and Appeals Codes. As part of that consultation, we intend to make it easier for all schools, particularly those that are popular with parents, to increase their PAN, and thereby offer more places to parents.
Research
Chris Ruane:
To ask the Secretary of State for Education pursuant to the answer of 24 May 2011, Official Report, columns 628-32W, on research, whom he has consulted on the decision to reduce funding for (a) the Longitudinal Study of Young People in England, (b) the National Evaluation of Sure Start
15 Jun 2011 : Column 871W
Impact Study and
(c)
the Understanding Society programme. [58313]
Mr Gibb: The Department engages in an analytical planning process that involves consultation with a range of interested parties in the wider research and academic communities. Prioritising funding for longitudinal data collections is included in that process and each of the studies highlighted will have been considered in this process.
The Longitudinal Study of Young People in England
The Economic and Social Research Council (ESRC) was consulted about the Department's decision to stop funding the Longitudinal Study of Young People in England. The Department made the decision because the age of the cohort (now 20 to 21 years old) takes it outside the remit of the Department. Discussions are continuing with the ESRC about maintaining contact with the cohort in the longer term and adding more information via data linkage.
The National Evaluation of Sure Start Impact Study
Funding for the National Evaluation of Sure Start (NESS) Impact Study has not been reduced. The existing contract was intended to support the completion of assessments of the children at seven years old. The Department has decided not to continue the study beyond this survey of children at seven years of age, as it was designed to look at the impact of the former Sure Start Local Programmes. The current Sure Start Children's Centre model is different from the earlier programmes and the Department is continuing to fund the new Evaluation of Children's Centres in England (ECCE).
The Department felt that it was important to support the initial development of Understanding Society. However, there had been a commitment that this funding would be ongoing.
Schools: Admissions
Fiona Bruce: To ask the Secretary of State for Education if he will assess the merits of extending the exception in paragraph 2.44 of the Schools Admission Code to include ministers of religion. [59405]
Mr Gibb: Paragraph 2.44 of the School Admissions Code requires school admission authorities to treat the children of UK service personnel and other Crown servants posted overseas as being resident in their area as soon as they have proof of posting. This is to ensure that such children do not suffer any disadvantage in the admissions system as a result of their frequent mobility. My right hon. Friend the Secretary of State for Education launched a 12 week consultation that will run until 19 August, and we will consider any evidence submitted through that consultation as to the merits of extending the exception to include ministers of religion.
Schools: Hearing Impairment
Nicky Morgan: To ask the Secretary of State for Education what assessment he has made of the level of provision of video relay services in schools for the hearing impaired. [58822]
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Sarah Teather: The Department for Education has not made an assessment of the level of provision of video relay services in special schools for pupils with hearing impairments. It is for individual schools to decide whether video relay service, or other assistive technologies and forms of support, might be the most appropriate means for facilitating communication and learning in the classroom for individual pupils.
Nicky Morgan: To ask the Secretary of State for Education what estimate he has made of the number of deaf pupils in schools in England. [58824]
Sarah Teather: The available information is shown in the following table.
This includes pupils with a hearing impairment ranging from those with a mild hearing loss to those who are profoundly deaf. It is not possible to differentiate between types of hearing impairment.
| Maintained nursery, maintained primary, state-funded secondary and special schools and pupil referral units (1, 2, 3) —Number of pupils whose type o f special educational needs (SEN) is hearing impairment (4, 5, 6) —As at January 2010 in England | |||
| Number of pupils with hearing impairment (4, 5, 6) | |||
|
|
School Action Plus | Statement of SEN | Total |
| (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) Includes solely registered pupils. In pupil referral units, includes pupils registered with other providers and further education colleges. (5) Pupils at School Action Plus and those with a statement of SEN provided information on their primary need and, if appropriate, secondary need. (6) Includes pupils with a hearing impairment ranging from those with a mild hearing loss to those who are profoundly deaf. It is not possible to differentiate between types of hearing impairment. Notes: 1. Pupil numbers have been rounded to the nearest 5. 2. There may be discrepancies between the sum of constituent parts and their totals. Source: School Census | |||
Schools: Work Experience
Philip Davies: To ask the Secretary of State for Education how many (a) state schools and (b) academies have operated work experience programmes for whole year groups in each of the last three years. [58833]
Mr Gibb: These data are not collected centrally or locally.
However, the Education Business Partnership services annual data return does provide information on type and duration of work experience placements for young people. In academic year 2009/10, the latest year for which data are available, some 527,000 pupils undertook around 532,000 work experience placements (the figures indicating that some pupils undertook more than one placement).
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The majority of placements were for Year 10 students (78.4%) with Year 11 students accounting for 17.1% of placements and 4.5% of placements being for post-16 students. Over half (55%) of students undertook work experience placements lasting 10 days or more.
Teachers: Arts
Gloria De Piero: To ask the Secretary of State for Education how many (a) music, (b) art and (c) drama teachers were working in schools in the academic year (i) 2009-10 and (ii) 2010-11; and how many he expects to be working in schools in 2011-12. [58502]
Mr Gibb [holding answer 9 June 2011]: Information on the qualifications and deployment of teachers in the secondary sector was collected in the annual School Workforce Census, which took place in November 2010 for the first time. The number of teachers reported to be teaching music, drama and art in November 2010 is given in the table.
| Number (headcount) of music, art and drama teachers (1) in all publicly funded secondary schools— Position in November 2010—Coverage: England | ||
| Subject | Headcount of in-service teachers | Of these, teachers holding a relevant (2) post A-level qualification |
| Base: 158,004 teachers to years seven-13 (unweighted headcount). (1) Teachers were counted once against each subject that they were teaching, regardless of the amount of time they spend teaching the subject. (2) A full list of what was deemed as a 'relevant' qualification subject for each curriculum subject taught can be found on the School Workforce Statistical First Release website here. Note: 1. Numbers have been rounded to the nearest 100. Source: School Workforce Census | ||
In previous years information on the deployment of teachers was collected via the Secondary Schools Curriculum and Staffing Survey (SSCSS), an occasional survey most recently run in 1992, 1996, 2002 and 2007. However, due to low sample sizes and variations in the methodology used to collect information in each of the SSCSS surveys, the numbers of teachers between years are not directly comparable.
The number of teachers that schools employ in future years will, as now, be a matter for them to decide, according to local needs and subject to statutory requirements on class sizes where appropriate. For funding purposes, the Department has produced overall estimates of teaching posts in state schools and academies in England.
The Government do not produce estimates of the future numbers of teaching posts in particular subjects. Estimates of the proportion of teachers working in secondary schools who will be qualified in different subjects are however produced as part of the Department for Education's teacher supply and demand modelling process.
Estimates for the future number of specialist music teachers in state funded secondary schools indicate that there will be a decrease of around 100 by 2011/12. A similar decrease is expected in the number of specialist
15 Jun 2011 : Column 874W
art teachers. This is in line with a decreasing requirement for secondary teachers as a result of the ongoing decline in secondary pupil numbers.
Separate forecasts have not been made for drama teachers. For the purposes of teacher supply modelling, English and drama are treated as one subject category.
Health
Action on Smoking and Health: Finance
Philip Davies: To ask the Secretary of State for Health whether funding allocated to Action on Smoking and Health by his Department may be used for lobbying purposes by that body. [59718]
Anne Milton: Action on Smoking and Health (ASH) has received funding from the Department in the past, through the Department's ‘Section 64 General Scheme of Grants to voluntary and Community Organisations’. ASH received these grants specifically to carry out defined projects.
None of this funding was, or could be used, for lobbying purposes.
Art Therapy
Dan Jarvis: To ask the Secretary of State for Health how many art therapists were engaged to work in NHS hospitals in each of the last three years; and what estimate he has made of the number of such therapists engaged to work in hospitals in each of the next three years. [59566]
Mr Simon Burns: It is not possible to split the NHS Information Centre Workforce Census figures between hospital and non-hospital based staff. The following table gives the number of qualified art, music, and drama therapists employed in NHS trusts and primary care trusts (PCTs) in the years requested, as it is not possible to isolate art therapy staff from this group.
| National Health Service Hospital and Community Health Services: qualified art, music, drama therapy staff employed in England by organisation type as at 30 September 2010 | |||
| Headcount | |||
|
|
2008 | 2009 | 2010 |
| Notes: 1. It is not possible to split Workforce Census figures between hospital and non-hospital based staff. It is generally assumed that those staff based in NHS Trusts are engaged in more hospital based work. 2. It is not possible to isolate art therapy staff from the art, music, drama therapy area of work. 2010 headcount totals are unlikely to equal the sum of components. 3. Staff may work in both a PCT and a trust, therefore they will be counted once in a trust and once in a PCT, however for the headcount figure for England they will only be counted once. 4. The new headcount methodology for 2010 data is not fully comparable with previous years data due to improvements that make it a more stringent count of absolute staff numbers. Further information on the headcount methodology is available in the Census publication at: www.ic.nhs.uk/webfiles/publications/010_Workforce/nhsstaff0010/Census_Bulletin_March_2011_Final.pdf. Source: The NHS Information Centre for health and social care 2010 Non-Medical Workforce Census. | |||
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It is for local NHS organisations, with their knowledge of the health needs of their local populations to employ the staff required that best meets those needs in future years.