Previous Section Back to Table of Contents Lords Hansard Home Page


Asked by Lord Chadlington

The Parliamentary Under-Secretary of State, Ministry of Justice (Lord Bach): In total, in the 12 months ending 30 November 2008, 39 individuals have died in prison custody while awaiting trial or final sentencing.

16 Dec 2008 : Column WA26

Of these, 28 were on remand, seven were awaiting sentencing, two had judgment respited and two were immigration detainees. Furthermore, 29 were apparently self-inflicted and 10 were due to natural causes.

Education: Literacy


Asked by Lord Bates

The Parliamentary Under-Secretary of State, Department for Innovation, Universities and Skills (Lord Young of Norwood Green): The Skills for Life survey in 2003 estimated the literacy and numeracy levels and functional ability of adults in England. For completeness the table below provides the regional breakdown of functional literacy and numeracy levels across England. These data are also publicly available for local areas (and other localities from GORs down to ward level) at

UK RegionPercentage of adults with functional numeracy levels*as at 2003Percentage of adults with functional literacy levels** as at 2003

East Midlands



East of England






North East



North West



South East Region



South West



West Midlands



Yorkshire and the Humber



*The Leitch definition of functional numeracy is adults with entry level 3 or above

** The Leitch definition of functional literacy is adults with level 1 and above

We cannot currently measure change in levels of literacy or numeracy as the Skills for Life survey has not been repeated. However, since 2003 there has been a year-on-year increase in the numbers of people improving their literacy and numeracy skills. Since the launch of the Skills for Life strategy in 2001, 2,276,000 adults have improved their skills and gained first qualifications in literacy, language and numeracy. Over 1 million of those qualifications came in literacy.

Energy: Coal-fired Power Stations


Asked by Lord Truscott

The Minister of State, Department of Energy and Climate Change & Department for Environment, Food and Rural Affairs (Lord Hunt of Kings Heath): In the Government's Energy Markets Outlook, published in

16 Dec 2008 : Column WA27

October 2007, we indicated that the lead time for a coal-fired power station could be expected to be around seven years, of which four to five years would be needed for construction.

Asked by Lord Truscott

Lord Hunt of Kings Heath: The Government published their overall assessment of future security of supply in their Energy Markets Outlook in October 2007, including scenarios for new generation capacity. This is available at energy/ energymarketsoutlook/page41839.html. The 2008 Energy Markets Outlook will be published shortly.

Energy: Generation Capacity


Asked by Lord Truscott

The Minister of State, Department of Energy and Climate Change & Department for Environment, Food and Rural Affairs (Lord Hunt of Kings Heath): We expect around 12 gigawatts of oil- and coal-fired generation to close by 2015, as a result of the large combustion plants directive (LCPD), with a further 7 gigawatts of nuclear plant scheduled to close by 2020.

The market is already responding to the challenge of replacing the plant with significant new generating capacity already in the process of being delivered:

9 gigawatts of new capacity is presently under construction;a further 3 gigawatts has consent; andapplications for consent are outstanding for nearly 4.5 gigawatts more.

However, more is needed and we will ensure the right regulatory framework continues to be in place to bring this forward.

Health: ADHD


Asked by Baroness Masham of Ilton

The Parliamentary Under-Secretary of State, Department for Children, Schools and Families (Baroness Morgan of Drefelin): (a) Schools and local authorities are statutorily required to have regard to the SEN code of practice for children and young people whose ADHD entails special educational needs (SEN). The code says that local authorities should have effective

16 Dec 2008 : Column WA28

arrangements in place to ensure the needs of children and young people with SEN are assessed quickly and matched by appropriate provision, and that schools must do their best to ensure necessary provision is made for pupils with SEN.

(b) Agencies addressing children's needs are encouraged to work closely with parents and carers. For example, schools and local authorities are statutorily required to have regard to the special educational needs (SEN) code of practice; the code stresses the importance of all professionals (in schools, local authorities and other agencies) actively seeking to work with parents, valuing the contribution they make. The code also reminds local authorities that Section 332A of the Education Act 1996 requires them to arrange for the parent of any child in their area with special educational needs to be provided with advice and information about matters relating to those needs.

(c) In September 2008, my department published data on attainment of pupils at school action plus and with statements, during the 2006-07 academic year, at key stages 2 and 4 by primary type of SEN. The proportions of children with BESD (which would include children with ADHD) achieving expected levels of attainment, compared with children with no identified SEN, are shown in a table at annexe 1.

In September 2008, the National Institute for Health and Clinical Excellence (NICE) issued a clinical guideline which healthcare professionals are expected to take fully into account when exercising their clinical judgment. The guideline is clear that diagnosis of ADHD should only be made by a specialist psychiatrist, paediatrician or other appropriately qualified healthcare professional with training and expertise in ADHD, and gives guidance to professionals on appropriate treatment and multiagency interventions.

All schools have responsibility for ensuring teachers and other staff receive the training and development necessary to manage particular needs. We are strengthening coverage of SEN and disability issues within initial teacher training. In June 2008 we launched new units for primary undergraduate initial teacher training courses. These include material for sessions entitled “Introducing behavioural, emotional and social difficulties” and “Planning for pupils with behavioural, emotional and social difficulties”. Around £500,000 has been pledged to support incorporation into existing courses. Similar material is in preparation for secondary undergraduate initial teacher training courses and postgraduate certificate in education primary and secondary courses, for release in 2009.

The national strategies make available to teachers a continuing professional development (CPD) scheme, which includes study materials on addressing BESD. The department has also commissioned the national strategies to produce and disseminate inclusion development programme CPD materials to build school workforce confidence in addressing a range of special educational needs. These materials currently focus on communications difficulties and dyslexia. In 2009 they will focus on autism, and in 2010 they will focus on BESD, including ADHD.

Guidance on educating children and young people experiencing behavioural, emotional and social difficulties (BESD) was published in May 2008. It is designed to

16 Dec 2008 : Column WA29

help school staff and local authority officers consider what support and provision are most likely to help remove barriers to achievement, health and emotional well-being for those children who are experiencing persistent behavioural, emotional and social difficulties—including children with ADHD. The guidance reminds school staff of advice contained in our 2001 guidance on Promoting Children's Mental Health within Early Years and Schools Settings. This sets out general information on how mental health problems present in children and practical suggestions on what classroom interventions can support children in addressing associated difficulties.

Annexe 1 Proportions of children achieving expected levels of attainment at key stages 2 and 4, 2006-07 academic year
KS2 English level 4 and aboveKS2 Maths level 4 and aboveKS2 Science level 4 and aboveKS4 5A*-C including English and Maths

Children with BESD, at school action plus





Children with BESD, with statements





Children with no identified SEN





Source: DCSF: National Curriculum Assessment, GCSE and Equivalent Assessment and Post-16 Assessment by Pupil Characteristics, in England 2006-07

Northern Ireland Office: Bonuses


Asked by Lord Laird

Baroness Royall of Blaisdon: Individuals' objectives against which bonuses are awarded are set out in their personal performance agreements, which are agreed with their line manager. These reflect the departmental objectives set out in the Comprehensive Spending Review 2007, a copy of which can be found at www.nio. Copies of performance agreements for each individual staff member from grade D2 to A could only be provided at disproportionate cost.

Asked by Lord Laird

Baroness Royall of Blaisdon: All officials in the Northern Ireland Office are expected to reflect the principles of equality of opportunity, parity of esteem

16 Dec 2008 : Column WA30

and equity of treatment in all aspects of their work. This does not form a separate criterion in relation to the award of bonuses.

Northern Ireland Office: Taxis


Asked by Lord Laird

16 Dec 2008 : Column WA31

Baroness Royall of Blaisdon: Much of the information requested constitutes personal data which if released would breach the first principle of the Data Protection Act 1998, namely the fair and lawful processing of personal data. As none of the conditions in Schedule 2 to the Data Protection Act is met to authorise fair and lawful disclosure, the information requested is not available for release.

Northern Ireland Parades Commission

Next Section Back to Table of Contents Lords Hansard Home Page