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Special Educational Needs and Disability (Support) Bill

Special Educational Needs and Disability (Support) Bill. Second reading debate. Bill withdrawn.

Lead member

John Bercow

Answering member

Sarah McCarthy-Fry

Department

Department for Children, Schools and Families

Type

Debates on bills

Date

15 May 2009

Reference

492 c1106-64

House

House of Commons

Community Development

To ask the Secretary of State for Communities and Local Government what the final data are for the educational Key Stage 3 target for the performance of schools in Neighbourhood Renewal Fund areas, as referred to on page 44 of her Department's 2008 Annual Report.

Asked by

John Bercow (Conservative)

Answering body

Communities and Local Government

Type

Written questions

Status

Answered

Date

29 April 2009

Reference

491 c1363W; 271540

House

House of Commons

Schools: Procurement

To ask the Secretary of State for Children, Schools and Families whether his Department has established the support team for the online procurement tool for schools to date.

Asked by

John Bercow (Conservative)

Answering body

Department for Children, Schools and Families

Type

Written questions

Status

Answered

Date

23 February 2009

Reference

488 c466W; 247204

House

House of Commons

Schools: Sport

To ask the Secretary of State for Children, Schools and Families what percentage of 5 to 16 year olds in each School Sport Partnership participated in a minimum of two hours of high quality physical education and sport each week in 2007-08; and if he will make a statement.

Asked by

John Bercow (Conservative)

Answering body

Department for Children, Schools and Families

Type

Written questions

Status

Answered

Tabled on

9 January 2009

For answer on

13 January 2009

Answered on

28 January 2009

The PE and School Sport survey collects data relating to young people's participation in PE and sport. The most recent survey found that an average of 90 per cent. of five to 16-year-olds in England participated in at least two hours high quality PE and sport each week in 2007/08.The following table sets out pupils' participation in each School Sport Partnership. Copies of the full findings of the survey have been placed in the Libraries of both Houses.

Percentage of pupils who participated in at least two hours of high quality PE and out of hours school sport in a typical week—analysis by Partnership
	Total	Years 1 - 2	Years 3 - 6	Years 7 - 9	Years 10 - 11
Abraham Guest	93	100	100	99	67
Aireville	95	94	100	98	85
Alderman Peel	86	93	93	82	75
Alderman Smith	91	99	97	93	70
All Hallows RC	91	91	93	88	90
All Saints	87	94	98	87	64
Angley	94	100	100	93	82
Angmering	93	95	98	96	78
Anthony Gell	92	100	100	90	77
Archbishop Beck	89	88	95	89	77
Archbishop Lanfranc	89	97	99	88	53
Arrow Vale	95	100	100	97	78
Ash Manor	91	97	98	92	69
Ashington I (Ashington)	88	90	93	90	73
Ashington II (Blyth and Bedlington)	92	100	97	87	79
Ashington III (Cramlington and Seaton Valley)	92	100	98	100	72
Ashton on Mersey	93	99	99	92	75
Ashton Park	89	100	98	80	67
Astley (Tameside)	86	97	99	87	56
Astor of Hever	86	94	90	86	71
Avon Valley	89	90	95	93	68
Aylesford	94	100	100	81	84
Bacons	87	90	96	90	59
Balby Carr	80	94	97	67	58
Barking Abbey	92	100	100	90	68
Barlby	92	98	96	100	68
Barnet East	90	100	100	96	56
Barnet South	88	89	92	100	60
Barnhill	96	100	94	100	90
Barstable	81	92	84	89	49
Baverstock	96	93	99	100	89
Baysgarth	83	90	94	92	46
Beacon/North Wealdon	91	100	100	90	70
Bebington	89	86	94	93	77
Beckfoot	93	94	96	100	77
Benfield	93	98	97	100	72
Benfield II (Newcastle)	90	100	100	90	67
Berry Hill (Stoke on Trent)	86	88	98	92	54
Bexley	94	100	100	100	71
Biddenham	98	100	99	99	90
Biddick	91	100	99	96	63
Biddulph	90	98	97	93	67
Birchwood	93	95	96	100	76
Bishop Barrington	95	99	99	100	78
Bishop Challoner	89	94	92	96	66
Bishop Wand	91	99	100	91	65
Bishops	88	100	96	83	74
Bitterne Park	84	100	100	75	59
Blacon	92	98	99	100	65
Blakeston Community	89	98	99	93	62
Blessed George Napier	95	96	96	100	85
Blessed Trinity (St. Theodores)	90	96	100	89	68
Bognor Regis	85	100	100	72	58
Borden Grammar	81	90	89	73	70
Boston	90	93	98	97	59
Bosworth	87	99	97	80	66
Bowring	89	91	96	100	58
Bracknell Forest/Brakenhale	89	98	97	93	58
Bramcote Hills	92	96	99	100	68
Bridgemary	95	88	99	100	86
Bridlington	94	100	100	99	74
Brierton	93	98	99	94	78
Brighton Hill	94	100	99	97	69
Brinkburn	90	100	98	95	60
Broad Oak / Bury	95	95	99	100	77
Brookfield (Derbyshire)	88	100	100	97	48
Brookfield (Knowsley)	88	98	99	85	65
Brooksbank	80	96	98	71	53
Brookway	86	98	98	82	50
Brownedge St. Marys	91	90	94	100	73
Buckingham	96	99	100	94	89
Bulmershe	95	100	97	100	77
Burleigh	88	85	95	98	63
Burnham Upper	94	92	94	100	88
Burnholme	93	86	98	100	79
Buxton	93	96	96	98	79
Caistor	90	97	100	90	71
Callington	96	100	99	100	78
Calthorpe	93	87	95	100	81
Canterbury	94	98	99	93	84
Capital City Academy (Brent)	88	100	100	79	60
Cardinal Heenan (1)	90	95	97	100	60
Cardinal Langley	86	91	94	97	54
Carisbrooke	85	100	89	78	76
Carr Manor	90	94	96	100	61
Carres	93	99	100	95	76
Carshalton	90	97	98	93	63
Castle (Kent)	86	100	100	85	57
Castle (Somerset)	91	91	94	100	72
Caterham	82	85	76	100	66
Cavendish	95	97	99	100	81
Central Technology	90	98	97	98	59
Chadsgrove	86	100	100	74	65
Charlton	79	75	83	79	72
Charters	91	96	92	98	75
Chasetown	87	90	96	82	76
Cherry Willingham	87	89	99	85	65
Cheshire Oaks	91	99	100	100	57
Cheslyn Hay	88	96	93	95	65
Chessington (Kingston)	92	100	100	93	65
Chesterfield/Sefton	94	99	99	97	78
Chesterton	79	79	90	88	44
Childwall	88	97	99	89	59
Chipping Norton	88	93	98	89	63
Christ College	89	97	98	90	65
Churchill Community	87	100	100	82	53
Cirencester Kingshill	96	100	100	97	86
City Academy (Bristol)	89	82	96	93	80
City of Lincoln	90	98	100	94	60
Cliff Park	88	100	98	80	70
Collegiate/Palatine	91	95	98	99	66
Colmers	98	100	100	97	95
Colne	92	82	90	100	94
Comberton Village	93	98	98	94	74
Consett	89	97	95	86	75
Coopers Company and Coborn	87	99	84	91	77
Copeland	92	100	99	98	66
Copleston	87	96	94	81	72
Corby	92	97	99	100	63
Coseley	83	99	97	80	50
Countesthorpe	84	95	97	85	47
Counthill	94	96	96	100	78
Crown Hills	85	89	87	91	66
Cumberland (Newham)	86	95	97	77	67
Davenant	95	98	99	100	77
Dayncourt	93	95	99	100	69
Deanes	96	96	96	98	93
Denbigh	96	97	100	100	78
Derby Moor	89	97	91	94	71
Devizes	92	96	98	87	84
Dorothy Stringer	90	92	97	95	68
Dr Challoners	89	99	100	86	71
Droitwich Spa	96	100	100	100	76
Earlham	90	98	98	88	73
Easington	87	98	99	91	53
Eastwood	94	98	99	98	76
Ellis Guilford	89	96	99	88	64
Ellowes Hall	93	93	96	99	79
Eltham Green	86	94	99	90	49
Emerson Park	83	100	100	81	47
Enfield	94	100	100	96	70
Epsom and Ewell	82	88	91	82	56
Evesham (South Worcestershire)	88	100	100	93	46
Failsworth	93	92	96	100	79
Farnborough	85	98	99	80	56
Farringdon	92	97	99	94	72
Fearns Community	88	95	98	90	63
Featherstone	90	92	96	93	66
Feltham	92	100	100	89	72
Fleetwood	92	94	95	100	74
Flixton Girls	80	90	96	65	55
Framingham Earl	92	96	98	100	66
Freman	97	100	100	100	85
Furness/Thorncliffe	95	98	100	100	76
Gilesgate (Durham)	88	100	99	95	50
Glenburn	85	89	92	94	54
Golden Hillock	98	100	100	100	88
Grange (Dorset)	90	100	100	98	53
Grange (South Gloucestershire)	89	100	96	81	78
Granville	85	93	89	94	55
Great Baddow	91	99	99	90	74
Great Torrington	90	100	100	97	53
Greenacre	81	91	96	81	55
Hackney Free and Parochial	82	90	93	72	51
Hagley Park	88	96	98	87	63
Hailsham	95	96	100	100	78
Hamble Community	92	100	96	87	84
Hammersmith and Fulham	91	100	100	86	72
Hamstead Hall	92	82	96	99	84
Handsworth Grange	91	100	99	97	59
Hanley Castle	98	87	99	100	100
Hanson	84	92	99	82	44
Harlington	87	88	89	96	69
Harris (Warwickshire East)	97	96	100	97	93
Harris Academy Merton	92	100	100	91	69
Harris Girls	88	99	99	85	54
Harrogate	90	90	95	98	73
Harrow High	85	99	96	82	47
Hartford	91	93	97	99	66
Hartismere	92	95	100	95	69
Hartshead	86	99	98	87	51
Harvey Grammar	87	95	99	91	46
Haverstock	86	95	98	91	48
Haydock	94	98	99	98	79
Haydon Bridge II (North Northumberland)	87	100	100	100	32
Haydon Bridge III (Morpeth and Ponteland)	93	100	100	92	77
Haydon Bridge/Tynedale	92	100	100	97	67
Hayesbrook (Tonbridge)	88	92	99	91	61
Henry Cort	94	100	100	100	69
Herne Bay	93	100	100	98	66
Heysham	99	95	99	99	100
Heywood	92	92	98	95	74
High Ridge/North Lincolnshire	95	98	99	98	81
Hillingdon	84	98	99	84	50
Hinchingbrooke	89	94	97	100	56
Hipperholme and Lightcliffe	91	97	97	99	62
Holden Lane	95	98	97	100	79
Holgate	85	92	99	82	57
Holmfirth High	95	99	99	100	72
Holy Cross	89	92	96	100	57
Houghton Kepier	92	95	99	86	86
Howard	79	85	85	87	51
Hurstmere	85	87	93	86	69
Idsall	96	99	99	100	81
Isleworth and Syon	90	99	99	90	69
Islington CEA	89	92	99	84	66
Ivybridge Community	99	100	100	100	96
John Fisher	97	100	100	100	86
John Madejski	89	92	93	100	56
John Spence	96	100	100	92	90
Joseph Whitaker	93	87	97	100	81
Kelsey Park	87	97	97	81	63
Kenilworth	88	92	98	90	64
Kineton	87	88	98	90	64
King Alfreds (Oxfordshire)	97	99	100	96	89
King Alfreds (Somerset)	94	98	98	97	77
King Arthurs	88	93	95	97	57
King Edmund	90	96	100	89	66
King Edward VI	97	100	100	96	90
King Edward VI Aston	87	79	89	100	74
King Edward VII	90	98	100	84	73
King Edward VII (Leicestershire)	89	94	95	91	67
King George V/South Tyneside	87	100	100	86	63
Kingdown Community	97	98	99	100	89
Kings	95	98	100	100	77
Kings Manor	93	95	98	100	73
Kingsbury	86	95	94	88	59
Kingsbury (Birmingham)	82	92	97	70	68
Kirk Hallam	87	97	97	94	51
Kirkby (Nottinghamshire)	85	100	98	84	51
Kirkby Stephen	88	96	100	87	62
Kirkley	91	98	97	94	71
Knights Academy (Lewisham/Haberdashers)	88	97	98	87	54
Knights Templar	90	89	90	100	79
Knottingley	90	98	99	100	54
Lacon Childe	97	99	99	100	89
Lady Lumleys	96	94	100	100	85
Lakelands	88	75	95	97	73
Lakes	89	97	100	95	58
Lancaster	89	92	94	98	62
Langdon Park	88	90	95	82	77
Langdon School	97	100	100	97	88
Laurence Jackson	83	100	100	85	44
Lea Valley	94	100	100	87	84
Lees Brook	92	98	97	93	77
Leon	92	97	99	85	82
Lewisham	87	95	97	88	51
Leytonstone	93	100	100	92	72
Lode Heath (South Solihull)	89	87	99	92	70
London Nautical/Lambeth	89	94	98	82	65
Longfield	89	94	93	99	60
Longfield Melton	99	99	99	97	100
Longslade	86	95	99	95	40
Lord Williams	79	74	80	92	64
Lordswood Boys	88	90	95	93	70
Lowton/Wigan	89	96	97	92	64
Lymm	97	99	100	100	83
Lyng Hall	85	86	88	84	83
Madeley	94	99	100	99	72
Mandeville	93	99	96	100	71
Manor (Nottinghamshire)	93	89	97	94	89
Manor (Raunds)	90	95	97	94	65
Mark Hall/Harlow	90	88	97	89	78
Marple Hall	92	95	100	95	73
Marriotts	94	96	100	100	76
Mayfield	83	84	92	95	50
Meopham	86	92	97	87	60
Middlecott	93	100	99	85	88
Minster (Herefordshire)	95	99	100	90	88
Mountbatten	92	98	99	94	72
Mounts Bay	87	87	94	91	68
Mowbray	96	100	100	100	88
Netherhall (Cambridgeshire)	93	94	95	100	76
Netherhall (Cumbria)	85	100	97	85	56
Newmarket	91	90	97	100	66
Newsome High	87	98	98	79	65
Nicholas Breakspear	94	92	99	98	82
Ninestiles	87	85	95	99	56
Norden	87	80	93	96	67
Norlington Boys	89	100	98	90	59
Northampton Academy	94	95	99	92	87
Northfield	92	97	97	99	69
Northfields Technology	82	99	92	71	62
Oakbank	88	91	96	90	63
Oasis Academy Wintringham	91	90	92	98	78
Oldbury College	83	88	93	79	64
Oldfield (5)	95	100	100	93	85
Oldfield (9)	90	93	100	94	68
Our Lady (Manchester)	79	91	96	70	42
Our Lady and St. Chad	90	100	100	84	64
Our Ladys Lancashire	90	95	98	98	60
Outwood Grange	94	100	100	100	72
Paignton	90	100	99	93	65
Park High (Wirral)	91	100	99	89	68
Park House	96	99	98	100	86
Parklands	88	99	100	96	51
Pendle	89	94	95	99	62
Penryn	95	92	97	100	87
Pensby	87	98	98	92	51
Perins	91	98	100	92	66
Phoenix	95	97	100	97	78
Pickering High	94	100	100	94	78
Pindar	88	96	87	96	73
Plymstock	92	94	98	97	75
Poltair	98	95	99	100	93
Portchester Boys	90	93	98	94	68
Portway	91	94	96	90	76
Priesthorpe	90	100	100	97	57
Priory (Barnsley)	91	99	100	98	61
Priory (Bromley)	92	99	100	97	67
Priory (Portsmouth)	88	100	94	88	69
Queen Elizabeths (Dorset)	92	100	95	94	73
Queen Elizabeths Girls	96	100	100	98	84
Queens	91	93	96	97	70
Radcliffe	99	100	100	100	96
Ramsey	95	98	100	100	75
Rawlett	88	90	92	95	69
Rawmarsh	87	100	100	79	66
Redborne	96	100	100	94	89
Redbridge Community	84	95	96	82	51
Retford Oaks	86	89	97	89	60
Rickmansworth	92	96	97	95	73
Risedale	93	96	100	92	79
Roade	91	93	95	98	68
Robert Sutton	86	85	98	96	55
Rodillian	93	93	99	96	76
Roseberry	98	100	98	100	95
Rossington	82	97	97	73	57
Rossmore	95	100	100	94	84
Roundwood Park	92	98	99	90	79
Royal Alexandra and Albert	89	97	99	89	59
Rush Croft	96	100	98	100	79
Ruskin	92	91	97	100	71
Rutland	88	96	99	77	65
Rye Hills	92	100	93	95	81
Saffron Walden	93	87	99	100	77
Saints Peter and Paul (Halton)	87	93	92	91	65
Samuel Cody	89	99	99	87	63
Sandbach	94	94	97	100	79
Sandown	88	95	94	91	65
Sandy Upper	94	100	99	100	68
Sedgefield	91	98	98	93	68
Sele	95	100	100	96	77
Selhurst High	90	86	97	90	80
Shaftesbury	98	100	100	100	89
Sharnbrook Upper	94	100	100	100	69
Shelfield	88	83	97	97	66
Shenfield	90	100	100	100	59
Shoeburyness (Southend/Thorpe Bay)	100	100	100	100	100
Siddal Moor	94	94	97	93	89
Sion-Manning	92	97	99	86	78
Sir Frederic Osborn	93	91	97	100	75
Sir John Hunt	90	94	99	93	62
Sir William Borlase	90	93	99	93	69
Skegness Grammar	91	97	96	98	69
Smestow	86	94	94	87	59
Smiths Wood	89	73	83	100	91
South Dartmoor	89	99	100	87	63
South Hunsley	88	93	95	97	60
South Wigston	88	98	97	87	65
Southfield	94	89	95	100	86
Southfields/Ernest Bevin	88	93	96	91	60
Spalding High	92	100	100	96	68
Spen Valley	91	95	93	87	89
St. Aidans	92	100	100	99	62
St. Ambrose Barlow	89	100	99	85	65
St. Bedes/Blackburn with Darwen	89	91	93	95	70
St. Edmunds	96	100	100	96	86
St. James	78	93	92	76	28
St. John Fisher	80	88	98	63	49
St. Josephs	90	95	98	93	67
St. Lukes (Exeter)	98	100	100	100	89
St. Lukes (Swindon)	86	83	92	90	69
St. Marys (Hull)	84	100	100	76	59
St. Marys (Leeds)	91	93	99	98	69
St. Pauls	92	99	98	100	65
St. Thomas More Catholic	95	96	100	100	75
Stafford	84	96	98	83	53
Stanground	86	86	94	94	57
Stanley	91	99	99	92	70
Staunton Park	87	99	100	81	62
Stockport	83	97	99	79	50
Stopsley	92	98	96	99	67
Stowmarket	85	100	97	79	55
Streetly	91	86	95	99	78
Sudbury	89	97	96	87	73
Sundorne	94	96	100	99	75
Sutton High	90	100	100	93	59
Swadelands	83	92	100	76	49
Swan Valley	94	96	97	99	78
Swanwick Hall	86	97	96	88	57
Taverham	99	100	100	100	98
Testwood	93	99	96	97	78
Theale Green	86	92	92	99	54
Therfield	87	91	96	88	65
Thirsk	93	96	98	100	70
Thomas Bennett	86	98	98	90	47
Thomas Keble	89	90	96	95	65
Thornleigh Salesian	89	88	96	98	60
Thornton Grammar	83	98	96	74	45
Thorpe St. Andrew	95	100	100	100	71
Thurstable	95	99	100	95	83
Tibshelf	90	100	97	87	72
Tongs	95	94	98	100	83
Tower Hamlets	85	100	97	77	53
Toynbee	88	96	97	90	62
Tulketh (Preston)	86	80	94	94	65
Tupton Hall	90	97	98	100	57
Turnford	97	97	98	100	90
Ursuline College	84	98	100	73	61
Vandyke Upper	100	100	100	100	100
Wallingford	93	98	99	91	79
Wayland	99	96	100	100	97
Weald	80	91	96	74	42
Wentworth	86	93	95	82	70
West London Academy	96	100	100	97	82
Westbourne	90	100	96	90	72
Westcroft	99	100	100	100	96
Westfield (Points Sheffield)	79	97	92	78	39
Westminster	93	96	97	99	71
Wexham	87	76	89	96	80
Wey Valley	93	98	99	89	84
Wheldon	94	100	99	100	75
Whickham	86	98	98	87	52
Whitecross	95	99	99	100	79
Whitton (Richmond)	93	100	97	92	76
Wickersley	87	93	97	87	62
Willenhall	91	98	98	93	67
William Beamont (Warrington)	94	100	97	99	78
William de Ferrers	87	99	100	92	45
William Edwards	91	93	99	81	84
William Parker	90	96	97	90	72
Wilmslow	92	96	99	98	68
Wilson Stuart	91	95	99	100	60
Windsor (Dudley South)	91	100	99	100	55
Windsor Boys and Girls	94	100	100	97	74
Winston Churchill	87	95	97	79	73
Wisewood (Arches)	83	92	93	83	54
Witchford	87	97	98	79	64
Wolverley	97	100	99	100	87
Wood Green (Sandwell)	88	89	96	91	64
Woodcote	86	100	99	88	48
Woodhey	91	99	100	95	68
Woodlands (Coventry)	88	89	92	99	63
Woodside High	87	94	88	94	66
Worden	87	96	100	79	69
Wright Robinson (Manchester East)	91	89	92	98	81
Wye Valley	95	98	98	89	90
Wyvern	90	98	96	94	68
York High	95	100	100	98	74

Date

28 January 2009

Reference

487 c662-70W; 247475

House

House of Commons

Schools: Inspections

To ask the Secretary of State for Children, Schools and Families what assessment he has made of the outcomes of the evaluation of reduced-tariff inspections of schools; and if he will make a statement.

Asked by

John Bercow (Conservative)

Answering body

Ofsted

Type

Written questions

Status

Answered

Date

26 January 2009

Reference

487 c168W;487 c168-9W; 247456

House

House of Commons

Schools: Standards

To ask the Secretary of State for Children, Schools and Families (1) how many schools were in special measures on 1 December 2008;

Asked by

John Bercow (Conservative)

Answering body

Department for Children, Schools and Families

Type

Written questions

Status

Answered

Date

20 January 2009

Reference

486 c1426W; 247454

House

House of Commons

Schools: Standards

(2) how many schools were classed as requiring significant improvement on 1 December 2008.

Asked by

John Bercow (Conservative)

Answering body

Department for Children, Schools and Families

Type

Written questions

Status

Answered

Date

20 January 2009

Reference

486 c1426W; 247455

House

House of Commons

New National Challenge Programme

To ask the Secretary of State for Children, Schools and Families what plans he has for the launch of the New National Challenge Programme; and if he will make a statement.

Asked by

John Bercow (Conservative)

Answering body

Department for Children, Schools and Families

Type

Written questions

Status

Answered

Date

20 January 2009

Reference

486 c1425W; 247477

House

House of Commons

Schools: Accountancy

To ask the Secretary of State for Children, Schools and Families (1) what assessment he has made of the effectiveness of the implementation of the 2006-07 Consistent Financial Reporting Framework to support improved financial reporting and benchmarking by schools;

Asked by

John Bercow (Conservative)

Answering body

Department for Children, Schools and Families

Type

Written questions

Status

Answered

Tabled on

9 January 2009

For answer on

13 January 2009

Answered on

20 January 2009

Consistent financial reporting provides a detailed breakdown of the income and expenditure of each maintained school in England. It was introduced in 2002-03 and has subsequently undergone only minor revisions.The data underpins the schools financial benchmarking website. The site provides schools with the tools to compare their expenditure with that of similar schools. They can then tailor their spending and re-allocate resources to ensure that education spending reflects local educational policy and priorities and is effective in delivering them. During the 2007/08 academic year the site was accessed by over 10,000 schools and it is also used by local authorities.There may be occasions where a school might want to contact another about its data, clarify their expenditure and discuss ways to address particular problems. In order to facilitate this, charts are now labelled with school names and their unique seven digit local authority and establishment number. Where names and number labels do not appear, the data has been suppressed in line with data protection rules to ensure that salary information for individuals cannot be identified. School names are only made available for registered users of the website, specifically schools and local authorities. Other users may access benchmarking information under 'guest user' terms but named data will not be visible to further protect the anonymity of individuals and schools.In October and November 2008 the Department's efficiency and value for money team included CFR and benchmarking presentations in six regional conferences. These conferences were aimed at local authority education finance staff and auditors. Overall, participants were very positive about the effectiveness of the benchmarking website and CFR. They particularly welcomed the ease with which they were able to access information to allow comparison and to identify and flag up important resource trends.

Date

20 January 2009

Reference

486 c1425W; 247202

House

House of Commons

Schools: Accountancy

(2) whether the functionality to allow schools to be identified by name on the school financial benchmarking website has been implemented.

Asked by

John Bercow (Conservative)

Answering body

Department for Children, Schools and Families

Type

Written questions

Status

Answered

Tabled on

9 January 2009

For answer on

13 January 2009

Answered on

20 January 2009

Date

20 January 2009

Reference

486 c1425W; 247452

House

House of Commons

Schools: Finance

To ask the Secretary of State for Children, Schools and Families what Supporting Schools Financial Management and Value for Money support seminars were held in 2008.

Asked by

John Bercow (Conservative)

Answering body

Department for Children, Schools and Families

Type

Written questions

Status

Answered

Date

19 January 2009

Reference

486 c1140-1W; 247462

House

House of Commons

Schools: Finance

To ask the Secretary of State for Children, Schools and Families on what date the evaluation of the Financial Management standard in secondary schools was published.

Asked by

John Bercow (Conservative)

Answering body

Department for Children, Schools and Families

Type

Written questions

Status

Answered

Date

19 January 2009

Reference

486 c1141W; 247463

House

House of Commons

Schools: Standards

To ask the Secretary of State for Children, Schools and Families how many interim executive boards were established in (a) 2007 and (b) 2008.

Asked by

John Bercow (Conservative)

Answering body

Department for Children, Schools and Families

Type

Written questions

Status

Answered

Date

19 January 2009

Reference

486 c1141W; 247416

House

House of Commons

Schools: Standards

To ask the Secretary of State for Children, Schools and Families what assessment he has made of the findings contained in Ofsted's report on schools that have successfully emerged from special measures.

Asked by

John Bercow (Conservative)

Answering body

Department for Children, Schools and Families

Type

Written questions

Status

Answered

Date

19 January 2009

Reference

486 c1141-2W; 247458

House

House of Commons

Schools: Standards

To ask the Secretary of State for Children, Schools and Families what assessment he has made of the progress made under the school efficiency measurement pilots; and if he will make a statement.

Asked by

John Bercow (Conservative)

Answering body

Department for Children, Schools and Families

Type

Written questions

Status

Answered

Date

19 January 2009

Reference

486 c1141W; 247203

House

House of Commons

Schools: Buildings

To ask the Secretary of State for Children, Schools and Families what assessment he has made of progress to date in regional pathfinders established under the Primary Capital programme.

Asked by

John Bercow (Conservative)

Answering body

Department for Children, Schools and Families

Type

Written questions

Status

Answered

Date

19 January 2009

Reference

486 c1140W; 247197

House

House of Commons

Schools: Transport

To ask the Secretary of State for Children, Schools and Families whether the specification for the Home to School Transport ICT solution has been developed alongside the process to appoint a solution supplier.

Asked by

John Bercow (Conservative)

Answering body

Department for Children, Schools and Families

Type

Written questions

Status

Answered

Date

15 January 2009

Reference

486 c936W; 247205

House

House of Commons

Schools: Standards

To ask the Secretary of State for Children, Schools and Families how long on average a school placed in special measures spent under those measures in the latest period for which information is available.

Asked by

John Bercow (Conservative)

Answering body

Department for Children, Schools and Families

Type

Written questions

Status

Answered

Date

14 January 2009

Reference

486 c849-50W; 247415

House

House of Commons

Schools: Discipline

To ask the Secretary of State for Children, Schools and Families how many behaviour and attendance consultants there are in maintained schools.

Asked by

John Bercow (Conservative)

Answering body

Department for Children, Schools and Families

Type

Written questions

Status

Answered

Date

5 November 2008

Reference

482 c591W; 231362

House

House of Commons

Safer School Partnerships

To ask the Secretary of State for Children, Schools and Families what progress has been made by schools in establishing safer school partnerships with local police.

Asked by

John Bercow (Conservative)

Answering body

Department for Children, Schools and Families

Type

Written questions

Status

Answered

Date

4 November 2008

Reference

482 c435-6W; 231364

House

House of Commons

Schools: Disabled

To ask the Secretary of State for Children, Schools and Families how many schools in England have produced an accessibility plan in compliance with section 280 of the Disability Discrimination Act 2005.

Asked by

John Bercow (Conservative)

Answering body

Department for Children, Schools and Families

Type

Written questions

Status

Answered

Date

3 November 2008

Reference

482 c197W; 231387

House

House of Commons

Untitled Written question

To ask the Secretary of State for Children, Schools and Families, how many schools in England and Wales have produced a disability equality scheme since the coming into force of the Disability Discrimination Act 2005.

Asked by

John Bercow (Conservative)

Answering body

Department for Children, Schools and Families

Type

Written questions

Status

Answered

Date

29 October 2008

Reference

481 c1159W;481 c1157W; 231354

House

House of Commons

Schools: Disabled

(4) what steps he has taken to monitor (a) schools' and (b) local authorities' compliance with their general duty to promote disability equality.

Asked by

John Bercow (Conservative)

Answering body

Department for Children, Schools and Families

Type

Written questions

Status

Answered

Date

29 October 2008

Reference

481 c1159W;481 c1157W; 231393

House

House of Commons

Schools: Disabled

(3) what steps he has taken to monitor schools' compliance with their duty to prepare and publish a disability equality scheme;

Asked by

John Bercow (Conservative)

Answering body

Department for Children, Schools and Families

Type

Written questions

Status

Answered

Date

29 October 2008

Reference

481 c1159W;481 c1157W; 231392

House

House of Commons

Schools: Disabled

To ask the Secretary of State for Children, Schools and Families (1) how many schools in England and Wales have produced a disability equality scheme since the coming into force of the Disability Discrimination Act 2005; (2) how many maintained schools have been prosecuted for breaches of the disability equality...

Asked by

John Bercow (Conservative)

Answering body

Department for Children, Schools and Families

Type

Written questions

Status

Answered

Date

29 October 2008

Reference

481 c1159W;481 c1157W; 231389

House

House of Commons

Schools: Standards

To ask the Secretary of State for Children, Schools and Families what estimate he has made of the number of classrooms in maintained schools which were out of action due to their state of disrepair at the latest date for which figures are available.

Asked by

John Bercow (Conservative)

Answering body

Department for Children, Schools and Families

Type

Written questions

Status

Answered

Date

2 June 2008

Reference

476 c559-60W; 206932

House

House of Commons

Schools: Cricket

To ask the Secretary of State for Children, Schools and Families what recent assessment he has made of the adequacy of support for cricket in state schools.

Asked by

John Bercow (Conservative)

Answering body

Department for Children, Schools and Families

Type

Written questions

Status

Answered

Date

21 May 2008

Reference

476 c293W; 206926

House

House of Commons

Schools: Computers

To ask the Secretary of State for Children, Schools and Families what recent estimate he has made of the proportion of children in maintained schools who have access to computers at school.

Asked by

John Bercow (Conservative)

Answering body

Department for Children, Schools and Families

Type

Written questions

Status

Answered

Date

21 May 2008

Reference

476 c293W; 206931

House

House of Commons

Schools: Admissions

To ask the Secretary of State for Children, Schools and Families how many fully subscribed schools in England (a) applied for and (b) received capital funding from their local authority for expansion (i) between 1997 and 2006, (ii) between 2006 and January 2008 and (iii) since January 2008.

Asked by

John Bercow (Conservative)

Answering body

Department for Children, Schools and Families

Type

Written questions

Status

Answered

Date

12 May 2008

Reference

475 c1422-3W; 201590

House

House of Commons

Schools: Admissions

To ask the Secretary of State for Children, Schools and Families how many parental representations made to local authorities have been referred to his Department since the publication of Expanding a Maintained Mainstream School or Adding a Sixth Form: A Guide for Local Authorities and Governing Bodies in March 2008;...

Asked by

John Bercow (Conservative)

Answering body

Department for Children, Schools and Families

Type

Written questions

Status

Answered

Date

28 April 2008

Reference

475 c233W; 201592

House

House of Commons

Schools: Admissions

To ask the Secretary of State for Children, Schools and Families what estimate he has made of the number of fully subscribed schools which have not been approved for expansion on the grounds of (a) neighbouring schools having surplus places and (b) unavailability of local authority capital funding.

Asked by

John Bercow (Conservative)

Answering body

Department for Children, Schools and Families

Type

Written questions

Status

Answered

Date

28 April 2008

Reference

475 c232-3W; 201591

House

House of Commons

Employment Choices

Given the finding of the Stonewall school report that no less than two thirds of lesbian, gay and bisexual young people have suffered bullying, will the Under-Secretary of State join me in congratulating Stonewall on the magnificent campaign that it is waging across the whole country, working through no fewer than 5,000 secondary schools, on the theme, ““Some people are gay. Get over it!””? It is a good campaign that is making progress, and it has elicited a very positive response. We need to see more of that.

Asked by

John Bercow (Conservative)

Answering body

Department for Children, Schools and Families

Oral questions - Supplementary

Status

Answered

Date

17 March 2008

Reference

473 c608-9

House

House of Commons

CHILDREN WITH COMMUNICATION PROBLEMS AND THE COMMUNICATION TRUST

That this House welcomes the creation of the Communication Trust, supported by Afasic, the Council for Disabled Children, I CAN and the BT Better World Campaign; notes that one in 10 children in the UK has communication problems that require specialist help, representing approximately three children in every classroom, with...

Primary sponsor

John Bercow (Conservative)

Type

Early day motions

Date

19 November 2007

Reference

295

House

House of Commons

Language Units

I thank the Secretary of State for that helpful reply, and I declare an interest, both as a vice-president of the charity Afasic, and as the parent of a child who is in a language unit—which, I am pleased to say, is not threatened with closure, and is doing an excellent job. Given that parents in Oxfordshire, Surrey and East Sussex have expressed concern about their local language units facing the threat of summary closure, without provision of comparable quality having been made elsewhere, will the Secretary of State accept that the Government need urgently and publicly to remind local education authorities of their responsibilities, and parents of their rights? Will he simply undertake to monitor the number, size and location of language units across the country, in the interests of some of our most vulnerable children?

Asked by

John Bercow (Conservative)

Answering body

Department for Children, Schools and Families

Oral questions - 1st Supplementary

Status

Answered

Date

26 July 2007

Reference

463 c1039-40

House

House of Commons

Language Units

What assessment he has made of the impact of the closure of language units attached to mainstream schools; and if he will ensure that full consultation with affected parties is required before such closures may be implemented.

Asked by

John Bercow (Conservative)

Answering body

Department for Children, Schools and Families

Oral questions - Lead

Status

Answered

Date

26 July 2007

Reference

463 c1039; 152582

House

House of Commons

Sport and Physical Activity

Given that it is now 30 years since Virginia Wade won the women’s singles title at Wimbledon, and that very belatedly indeed the All England Club has recognised the unanswerable ethical case for equal prize money, in what way is the right hon. Lady using her very considerable powers of influence to encourage far more women to take up the game of tennis and to increase access to the sport for girls at state schools, and thereby perhaps to maximise the chance that before too long we might have another ladies’ Wimbledon winner?

Asked by

John Bercow (Conservative)

Answering body

Department for Culture, Media and Sport

Oral questions - Supplementary

Status

Answered

Date

21 May 2007

Reference

460 c965

House

House of Commons

Pupil Behaviour

Of course it is vital to distinguish between the disruptive child and the disabled child. Given that a number of children with disabilities, including those with the hidden disability of speech, language and communication impairment, have often been inappropriately physically restrained by staff who wrongly think that they are simply being naughty, will the Secretary of State heed the pleas of TreeHouse, the National Autistic Society and the Advisory Centre for Education—not to mention parents—who want the guidance on physical restraint to be made statutory, compliance with it to be monitored and training provided to staff so that they may effectively and fairly implement it?

Asked by

John Bercow (Conservative)

Answering body

Department for Education and Skills

Oral questions - Supplementary

Status

Answered

Date

26 April 2007

Reference

459 c1027-8

House

House of Commons

Cricket

Given the right hon. Gentleman's commitment to promoting the sport, what discussions has he had with formerly or currently successful professional cricketers about the possibility of their devoting just a tiny fraction of their spare time to acting as ambassadors for the sport in schools to encourage its take-up or the continued pursuit and development of interest in it?

Asked by

John Bercow (Conservative)

Answering body

Department for Culture, Media and Sport

Oral questions - Supplementary

Status

Answered

Date

24 April 2006

Reference

445 c350

House

House of Commons

School Nurses

To ask the Secretary of State for Education and Skills which primary care trust areas have at least one full-time year-round qualified school nurse.

Asked by

John Bercow (Conservative)

Answering body

Department of Health

Type

Written questions

Status

Answered

Date

21 March 2006

Reference

53585; 444 c223W;444 c223W

House

House of Commons

Ofsted

To ask the Secretary of State for Education and Skills if she will make a statement on the use of the contractual value added measure by Ofsted.

Asked by

John Bercow (Conservative)

Answering body

Department for Education and Skills

Type

Written questions

Status

Answered

Date

7 March 2006

Reference

443 c1453-4W;443 c1453-4W; 53499

House

House of Commons

School Finance

To ask the Secretary of State for Education and Skills which schools will receive extra targeted financial help in 2006–07 because they have the highest numbers of pupils who have fallen behind.

Asked by

John Bercow (Conservative)

Answering body

Department for Education and Skills

Type

Written questions

Status

Answered

Date

7 March 2006

Reference

53555; 443 c1463W;443 c1464W

House

House of Commons

Home-School Agreements

To ask the Secretary of State for Education and Skills if she will list the schools which use home-school agreements in each local education authority.

Asked by

John Bercow (Conservative)

Answering body

Department for Education and Skills

Type

Written questions

Status

Answered

Date

7 March 2006

Reference

443 c1437W;443 c1437-8W; 53493

House

House of Commons

Adult Education

To ask the Secretary of State for Education and Skills if she will list schools which offer parents access to adult and family learning opportunities.

Asked by

John Bercow (Conservative)

Answering body

Department for Education and Skills

Type

Written questions

Status

Answered

Date

1 March 2006

Reference

53597; 443 c748W;443 c748W

House

House of Commons

Disability Equality Schemes

To ask the Secretary of State for Education and Skills how many schools in England have published disability equality schemes.

Asked by

John Bercow (Conservative)

Answering body

Department for Education and Skills

Type

Written questions

Status

Answered

Date

27 February 2006

Reference

53580; 443 c523W;443 c522W

House

House of Commons

Pupil Exclusion

To ask the Secretary of State for Education and Skills what the (a) shortest and (b) longest fixed period is for a pupil exclusion, short of permanent exclusion.

Asked by

John Bercow (Conservative)

Answering body

Department for Education and Skills

Type

Written questions

Status

Answered

Date

27 February 2006

Reference

53570; 443 c568W;443 c568W

House

House of Commons

Outreach Workers

To ask the Secretary of State for Education and Skills which schools employ dedicated home-school outreach workers, broken down by local education authority.

Asked by

John Bercow (Conservative)

Answering body

Department for Education and Skills

Type

Written questions

Status

Answered

Date

27 February 2006

Reference

443 c563W;443 c563W; 53575

House

House of Commons

Safer School Partnerships

To ask the Secretary of State for Education and Skills pursuant to the White Paper Higher Standards, Better Schools for All, how many (a) safer school partnerships and (b) children's trusts have been set up.

Asked by

John Bercow (Conservative)

Answering body

Department for Education and Skills

Type

Written questions

Status

Answered

Date

27 February 2006

Reference

443 c572W;443 c572W; 53577

House

House of Commons

School Admissions

To ask the Secretary of State for Education and Skills when she will issue best practice guidance to assist promoters of new schools in designing admission policies.

Asked by

John Bercow (Conservative)

Answering body

Department for Education and Skills

Type

Written questions

Status

Answered

Date

27 February 2006

Reference

53609; 443 c573W;443 c573W

House

House of Commons

Expertise Sharing

To ask the Secretary of State for Education and Skills if she will list examples of the sharing of expertise between special and mainstream schools, referred to on page 55 of the White Paper Higher Standards, Better Schools for All.

Asked by

John Bercow (Conservative)

Answering body

Department for Education and Skills

Type

Written questions

Status

Answered

Date

27 February 2006

Reference

53557; 443 c531W;443 c531W

House

House of Commons

Setting

To ask the Secretary of State for Education and Skills what independent research she has evaluated on best practice in setting by ability in schools; and if she will make a statement.

Asked by

John Bercow (Conservative)

Answering body

Department for Education and Skills

Type

Written questions

Status

Answered

Date

27 February 2006

Reference

443 c584W;443 c584W; 53539

House

House of Commons

Learning Support

To ask the Secretary of State for Education and Skills where the (a) multi-agency behaviour and education support teams and (b) in-school learning support units are based.

Asked by

John Bercow (Conservative)

Answering body

Department for Education and Skills

Type

Written questions

Status

Answered

Date

27 February 2006

Reference

53588; 443 c551-2W;443 c551-2W

House

House of Commons

Special Educational Needs

To ask the Secretary of State for Education and Skills what steps she is taking to promote more effective (a) measurement of and (b) accountability for progress made by pupils with special educational needs across a wide range of abilities.

Asked by

John Bercow (Conservative)

Answering body

Department for Education and Skills

Type

Written questions

Status

Answered

Tabled on

15 February 2006

For answer on

27 February 2006

Answered on

27 February 2006

The Special Educational Needs (SEN) Code of Practice provides practical advice to local authorities, maintained schools and other settings on their statutory duties to identify, assess and make provision for children's SEN. The code helps these bodies make effective decisions but it does not, and could not, tell them what to do in each individual case. The code sets out a graduated approach to providing support. This involves regular reviews of the impact, on a child's progress, of support that is additional to or different from that which is provided as part of the school's usual differentiated curriculum offer and strategies.The SEN Code states that all children with SEN should be offered full access to a broad, balanced and relevant education, including the National Curriculum (NC). Pupil progress is assessed at the end of each key stage against the NC levels and this applies to pupils both with and without SEN. Pupils working below level 1 of the NC can be assessed using the Qualifications and Curriculum Authority guidance: ““Planning, teaching, and assessing the curriculum for pupils with learning difficulties””, which provides eight level descriptions leading up to NC level 1.The development of the New Relationship with Schools brings a focus on how well schools meet the needs of all their pupils. All schools will carry out an annual self-evaluation and publish a single plan setting out their priorities for improvement in which they will need to show how all their pupils are achieving. This process will highlight any gaps in achievement between different groups of children, which will then be discussed with a locally appointed School Improvement Partner.

Date

27 February 2006

Reference

53556; 443 c587-9W;443 c587-9W

House

House of Commons

Thomas Telford School

To ask the Secretary of State for Education and Skills what level of financial sponsorship is provided to Thomas Telford School by (a) the Mercers' Company and (b) Tarmac plc.

Asked by

John Bercow (Conservative)

Answering body

Department for Education and Skills

Type

Written questions

Status

Answered

Date

14 February 2006

Reference

47765; 442 c1942W;442 c1942W

House

House of Commons

Schools

To ask the Secretary of State for Education and Skills what estimate she has made of the number of additional (a) secondary and (b) primary schools that will be required in Aylesbury Vale to meet planned expansion of housing.

Asked by

John Bercow (Conservative)

Answering body

Department for Education and Skills

Type

Written questions

Status

Answered

Date

13 February 2006

Reference

43305; 442 c1571W;442 c1571W

House

House of Commons

Dedicated Choice Advisers

To ask the Secretary of State for Education and Skills which organisation will employ the dedicated choice advisers referred to on page eight of the White Paper, Higher Standards, Better Schools for All.

Asked by

John Bercow (Conservative)

Answering body

Department for Education and Skills

Type

Written questions

Status

Answered

Date

7 February 2006

Reference

442 c1132W;442 c1132W; 46452

House

House of Commons

Independent Schools

To ask the Secretary of State for Education and Skills what the total annual financial saving is to independent schools as a result of their charitable status.

Asked by

John Bercow (Conservative)

Answering body

Treasury

Type

Written questions

Status

Answered

Date

6 February 2006

Reference

47763; 442 c1008W;442 c1008W

House

House of Commons

Catch-up Classes

To ask the Secretary of State for Education and Skills in what subjects she proposes to provide catch-up classes as referred to on page 21 of the White Paper Higher Standards, Better Schools for All.

Asked by

John Bercow (Conservative)

Answering body

Department for Education and Skills

Type

Written questions

Status

Answered

Date

6 February 2006

Reference

47762; 442 c998-9W;442 c998-9W

House

House of Commons

New School Providers

To ask the Secretary of State for Education and Skills whether her Department will impose limits on the number of new school providers in any given local authority area.

Asked by

John Bercow (Conservative)

Answering body

Department for Education and Skills

Type

Written questions

Status

Answered

Date

2 February 2006

Reference

46454; 442 c683W;442 c683W

House

House of Commons

Vocational Education

To ask the Secretary of State for Education and Skills if she will make a statement on her policy to extend vocational curriculum options for children aged 14-to-16 years.

Asked by

John Bercow (Conservative)

Answering body

Department for Education and Skills

Type

Written questions

Status

Answered

Tabled on

30 January 2006

For answer on

1 February 2006

Answered on

2 February 2006

The 14-to-9 Education and Skills White Paper and the Implementation Plan (published December 2005) lay out detailed proposals for changes to the 14-to-19 curriculum. Key to these changes is the introduction of specialised diplomas, which will be available to young people from age 14, in 14 sector-related lines of learning. Specialised diplomas will provide young people with the skills and knowledge they need to progress into skilled employment, training and further or higher education; the diplomas will have a significant focus on applied learning. Employers are leading on the content development of the specialised diplomas, to ensure that these qualifications teach young people skills that have real currency in the labour market. The first five diplomas will be piloted from 2008; all 14 lines will be available from 2010, and there will be a national entitlement to a diploma course from 2013.The 14-to-19 Education and Skills White Paper also proposed a work-focused programme to motivate 14-to-16 year-olds with relatively low attainment, who are at serious risk of disaffection, building on the lessons of the Entry to Employment programme for 16-to-19 year-olds. Pilots are to start from 2006–7, and the White Paper suggested a figure of up to 10,000 young people on the programme from 2007–8.The Young Apprentices programme, which provides an opportunity for 14-to-16 year olds to gain a taste of ‘real work' through two days a week (or equivalent) work experience, and to pursue qualifications that relate to particular occupational sectors, as well as following core national curriculum subjects, will continue to run. So too will the Increased Flexibility Programme, in which 14-to-16 year olds have the opportunity to study off-site at a college or training provider for one or two days a week throughout Key Stage 4. The pupils may work towards vocational and work related qualifications, and so develop their knowledge and understanding in a work context. GCSEs in vocational subjects will also continue to be offered: there are currently eight titles available, each of which is a double award. A further six titles are being developed; in some cases, these will be single, rather than double, awards.In addition to these specific learning programmes, from September 2004 there has also been a statutory requirement for all pupils to undertake some work-related learning at Key Stage 4, through planned activity that uses the context of work to develop knowledge, skills and understanding useful for work.

Date

2 February 2006

Reference

47761; 442 c691-2W

House

House of Commons

Truancy

To ask the Secretary of State for Education and Skills how many pupils played truant from (a) primary and (b) secondary schools in each of the last five years.

Asked by

John Bercow (Conservative)

Answering body

Department for Education and Skills

Type

Written questions

Status

Answered

Tabled on

24 January 2006

For answer on

26 January 2006

Answered on

2 February 2006

The information requested on unauthorised¹ absence is shown in the table."¹ Unauthorised absence includes other forms of absence such as lateness, holidays during term time not authorised by the school, absence where reason is not yet established and truancy. Truancy forms only one part of the unauthorised figures."

Pupils with at least one session of unauthorised absence in maintained schools
	Number of pupils absent
	Primary	Secondary
2001	591,393	541,968
2002	564,445	566,644
2003	564,664	631,669
2004	567,503	696,600
2005	583,859	774,347

Date

2 February 2006

Reference

46441; 442 c690W

House

House of Commons

Trust Schools

To ask the Secretary of State for Education and Skills whether trust schools will be entirely self-governing in respect of sex education.

Asked by

John Bercow (Conservative)

Answering body

Department for Education and Skills

Type

Written questions

Status

Answered

Date

2 February 2006

Reference

47764; 442 c690W;442 c690W

House

House of Commons

New School Providers

To ask the Secretary of State for Education and Skills whether the delivery of education to a specified number of pupils will be a pre-requisite of the authorisation of a new school provider.

Asked by

John Bercow (Conservative)

Answering body

Department for Education and Skills

Type

Written questions

Status

Answered

Date

2 February 2006

Reference

46437; 442 c683W;442 c683W

House

House of Commons

Extended Schools

To ask the Secretary of State for Education and Skills what assessment she has made of the requirement for extended schools referred to on page 10 of the White Paper, ““Higher Standards, Better Schools for All””.

Asked by

John Bercow (Conservative)

Answering body

Department for Education and Skills

Type

Written questions

Status

Answered

Date

1 February 2006

Reference

46446; 442 c500W;442 c500W

House

House of Commons

Parenting Contracts/Orders

To ask the Secretary of State for Education and Skills how many parenting (a) contracts and (b) orders have been applied in schools in each of the last five years.

Asked by

John Bercow (Conservative)

Answering body

Department for Education and Skills

Type

Written questions

Status

Answered

Date

30 January 2006

Reference

46626; 442 c88W;442 c88W

House

House of Commons

Dedicated Choice Advisers

To ask the Secretary of State for Education and Skills how the entitlement of access of the least well-off parents to the dedicated choice advisers referred to on page 8 of the White Paper, Higher Standards, Better Schools for All will be determined.

Asked by

John Bercow (Conservative)

Answering body

Department for Education and Skills

Type

Written questions

Status

Answered

Date

30 January 2006

Reference

46435; 442 c71-2W;442 c71-2W

House

House of Commons

National Complaints Service

To ask the Secretary of State for Education and Skills if she will make a statement on the proposed powers of the National Complaints Service from Ofsted referred to on page 9 of the White Paper, ““Higher Standards, Better Schools for All””.

Asked by

John Bercow (Conservative)

Answering body

Department for Education and Skills

Type

Written questions

Status

Answered

Date

30 January 2006

Reference

46447; 442 c85W;442 c85W

House

House of Commons

School Admissions

To ask the Secretary of State for Education and Skills if she will list the schools and academies that use banding in their admissions policies.

Asked by

John Bercow (Conservative)

Answering body

Department for Education and Skills

Type

Written questions

Status

Answered

Date

30 January 2006

Reference

46436; 442 c91-2W;442 c91-2W

House

House of Commons

Grouping/Setting

To ask the Secretary of State for Education and Skills in how many subjects she envisages more grouping and setting referred to on page 10 of the White Paper, ““Higher Standards, Better Schools for All””.

Asked by

John Bercow (Conservative)

Answering body

Department for Education and Skills

Type

Written questions

Status

Answered

Date

30 January 2006

Reference

46438; 442 c79W;442 c79W

House

House of Commons

New School Providers

To ask the Secretary of State for Education and Skills who will be authorised to approve or reject the establishment of new schools as proposed in the White Paper, ““Higher Standards, Better Schools for All””.

Asked by

John Bercow (Conservative)

Answering body

Department for Education and Skills

Type

Written questions

Status

Answered

Date

30 January 2006

Reference

46443; 442 c86W;442 c86W

House

House of Commons

Teachers

To ask the Secretary of State for Education and Skills how many teachers in maintained schools in England have left the profession in each year since 1998.

Asked by

John Bercow (Conservative)

Answering body

Department for Education and Skills

Type

Written questions

Status

Answered

Date

30 January 2006

Reference

46444; 442 c100W;442 c100W

House

House of Commons

National Training Programme

To ask the Secretary of State for Education and Skills how the national training programme, referred to on page 10 of the White Paper, ““Higher Standards, Better Schools for All””, will be funded.

Asked by

John Bercow (Conservative)

Answering body

Department for Education and Skills

Type

Written questions

Status

Answered

Date

30 January 2006

Reference

46439; 442 c86W;442 c86W

House

House of Commons

Parent Councils

To ask the Secretary of State for Education and Skills if she will prescribe the powers of parent councils in (a) trust schools and (b) non-trust schools.

Asked by

John Bercow (Conservative)

Answering body

Department for Education and Skills

Type

Written questions

Status

Answered

Date

30 January 2006

Reference

46448; 442 c88W;442 c88W

House

House of Commons

Failing Schools

To ask the Secretary of State for Education and Skills if she will list the 242 schools deemed at the start of January to be failing, which are referred to on page 15 of the White Paper, ““Higher Standards, Better Schools for All””.

Asked by

John Bercow (Conservative)

Answering body

Department for Education and Skills

Type

Written questions

Status

Answered

Date

30 January 2006

Reference

46421; 442 c78W;442 c78W

House

House of Commons

Aylesbury Vale

To ask the Secretary of State for Education and Skills what assessment she has made of the policy implications for her Department of the growth in population in Aylesbury Vale.

Asked by

John Bercow (Conservative)

Answering body

Department for Education and Skills

Type

Written questions

Status

Answered

Date

23 January 2006

Reference

39673; 441 c1881W

House

House of Commons

School Nursing/Health Visiting

To ask the Secretary of State for Health if she will make a statement on the development of (a) school nursing and (b) health visiting services.

Asked by

John Bercow (Conservative)

Answering body

Department of Health

Type

Written questions

Status

Answered

Date

16 January 2006

Reference

441 c1074W; 39442

House

House of Commons

Alcohol Misuse

To ask the Secretary of State for Health what steps she is taking to provide (a) screening, (b) education and (c) early intervention for children and young people at risk of alcohol misuse.

Asked by

John Bercow (Conservative)

Answering body

Department of Health

Type

Written questions

Status

Answered

Tabled on

19 December 2005

For answer on

9 January 2006

Answered on

16 January 2006

The Department for Education and Skills have lead responsibility for ensuring that school pupils are educated about the effects of drinking. Alcohol education must be addressed at key stages two, three and four within the science curriculum.Alcohol education is a statutory part of the national curriculum, which requires all children to learn about the risks of alcohol. This sits within a broader programme of drug education since many of the attitudes and skills to enable young people to make informed choices will be the same.The guidance requires schools to emphasise alcohol education within their drug education programmes. It makes clear that the message should be about promoting sensible drinking and reducing the harm related to alcohol misuse. The guidance encourages schools to look at the influence of the media on attitudes towards alcohol.The Qualifications and Curriculum Authority (QCA) has developed drug, alcohol and tobacco education schemes of work as part of the education training package for teachers. We are now working with QCA on end of key stage assessment materials that would help teachers assess progress in personal social and health education including alcohol education.Blueprint is the largest research programme ever run in this country to evaluate the effectiveness of a multi-component approach to school-based drug education. The programme covered illegal drugs, legal drugs such as alcohol and tobacco, and medicines.The programme was delivered in spring term 2004 and 2005 to 4,500 young people in 23 schools. Full results of the research will be available in 2008 although the intention is to use the experience of the programme to inform practice in the interim.The Department plans to commission a programme of trailblazer pilots for alcohol screening and brief interventions mainly aimed at adults but including young adults. Although the contract has still to be finalised, we have selected a consortium led by St. George's Medical School (University of London) and Newcastle University to operate these pilots and extract the learning from them to apply to a larger roll-out programme planned for the future.These trailblazer pilots will operate in three settings; primary care, accident and emergency (A&E) and criminal justice settings. This gives the best spread of settings to offer screening and brief interventions across the whole adult population. Young adults, particularly young men, are less likely to attend their general practice than their older counterparts but their drinking behaviour is more likely to bring a number of them into contact with A&E and the criminal justice system.

Date

16 January 2006

Reference

39430; 441 c1055-6W

House

House of Commons

Healthy Schools

To ask the Secretary of State for Education and Skills if she will list the schools which have achieved healthy schools status, broken down by local education authority.

Asked by

John Bercow (Conservative)

Answering body

Department for Education and Skills

Type

Written questions

Status

Answered

Date

16 January 2006

Reference

39443; 441 c1009W

House

House of Commons

Under-achievement

To ask the Secretary of State for Education and Skills what assessment she has made of the impact of the home literacy environment upon underachievement (a) nationally and (b) by children from low socio-economic backgrounds.

Asked by

John Bercow (Conservative)

Answering body

Department for Education and Skills

Type

Written questions

Status

Answered

Tabled on

3 November 2005

For answer on

7 November 2005

Answered on

28 November 2005

There is strong evidence on the importance of the home literacy environment for the achievement of children from all social backgrounds. Family learning schemes set up by the Adult Literacy and Basic Skills Agency in the mid 1990's, which focused on families with parents with poor literacy skills, resulted in sustained, statistically significant improvements in writing for both parents and children, and associated increases in their levels of confidence¹.More generally, parental involvement in the form of at-home good parenting, which includes encouragement and participation in learning, has a significant positive effect on children's achievement. This is true even after all other factors shaping attainment have been taken into account. The impact is evident across all social classes and all ethnic groups. Good parenting helps shape the child's self concept as a learner and encourages high aspirations².The Effective Provision of Pre-School Education Study found that the children whose parents actively engaged them in educational activities did better at the end of key stage 1³. Seventy per cent. of parents read to their children and almost three quarters think their role in their children's education is important4. However, the Skills for Life Survey showed that parents with lower literacy levels are much less likely to help and less likely to be confident in helping their children with reading5In the light of such evidence the Department is actively supporting the development of literacy provision for adults, including family learning, within its Skills for Life programme. Other steps being taken to improve the home literacy environment for parents and their children from low socio-economic backgrounds in particular are outlined in my response to PQ no. 26092."¹ Assessments include: Brooks et al ““Family literacy work”” Basic Skills Agency 1996.""² Desforges, C & Abouchaar A ““The Impact of Parental Involvement, Parental Support and Family Education on Pupil Achievement and Adjustment: A Literature Review””. Research Report 433 DfES 2003.""³ Sylva, K et al ““The Effective Provision of Pre-School Education (EPPE) Project: Final Report”” Sure Start/loE 2004.""4 Moon et al ““Parental Involvement in Children's Education”” Research Report 589 DfES 2004.""5 Williams et al ““The Skills for Life Survey: A national needs and impact survey of literacy, numeracy & ICT”” Research Report 490 DfES 2003."

Date

28 November 2005

Reference

26091; 440 c192-3W;440 c192-3W

House

House of Commons

Truancy

Given that one way to minimise the incidence of truancy is to maximise the number of interesting and productive lessons, will the Minister confirm that in future there will be no place whatever in our schools for the advice of Kimberley, Meek and Miller on the teaching of reading, for those three academics are on the record as saying: "Within the psychosemiotic framework the shared reading lesson is viewed as an ideological construct"—

Asked by

John Bercow (Conservative)

Answering body

Department for Education and Skills

Oral questions - Supplementary

Status

Answered

Date

24 November 2005

Reference

439 c1653

House

House of Commons

Positive Learning Environment

To ask the Secretary of State for Education and Skills what steps are being taken by her Department to foster a positive learning environment for pupils (a) within schools, (b) at home and (c) within the community.

Asked by

John Bercow (Conservative)

Answering body

Department for Education and Skills

Type

Written questions

Status

Answered

Tabled on

3 November 2005

For answer on

7 November 2005

Answered on

23 November 2005

The Department is taking a range of steps to ensure a positive learning environment for pupils.We are supporting schools in making sure that each classroom is a positive and orderly place where pupils are free to learn. Our National Primary and Secondary Strategies are improving the quality of teaching and learning in schools. We are also implementing a complementary and comprehensive programme of measures to strengthen schools' capacity to improve pupils' behaviour and attendance, which includes access to high-quality training for all school staff and extra support for schools facing the greatest challenges. In addition, we are currently considering the recommendations made in the recently published report by the Practitioners' Group to determine what else can be done to promote good behaviour in schools.The Department's Extended Schools' programme aims to promote, encourage and develop links between schools and their communities, effectively making the school the heart of the community.We want to help parents and schools to work well together and raise children's achievement. It is crucial we ensure that the importance of parental involvement is embedded throughout the education chain to establish a culture of parental involvement and encourage a positive, two-way partnership.To enable this, we are actively encouraging parents to become more closely involved in their children's education and learning at home and at school by providing information for parents such as the Learning Journey guides and the Parents Centre website; and materials for schools such as the Involving Parents, Raising Achievement toolkit.The family learning programmes funded by the Learning and Skills Council enable parents and their children to improve their literacy, language and numeracy skills together.All these measures support the creation of a positive learning environment in schools, at home and in the community, as they all include an emphasis on work with parents and raising awareness of children and young people's position and responsibilities in the communities in which they live.

Date

23 November 2005

Reference

26173; 439 c2094-5W;439 c2093-4W

House

House of Commons

Under-achievement

To ask the Secretary of State for Education and Skills what percentage of children from low socio-economic backgrounds have achieved five A-C grade GCSEs in each of the last five years; and how this compares with national results.

Asked by

John Bercow (Conservative)

Answering body

Department for Education and Skills

Type

Written questions

Status

Answered

Tabled on

3 November 2005

For answer on

7 November 2005

Answered on

22 November 2005

The Department does not collect details of the socio-economic group of pupils. However, one commonly used measure of low socio-economic status is eligibility for free school meals (FSM).Figures are given in the following table.

Percentage of 15-year-old pupils achieving five or more A*-C grades at GCSE and equivalent by eligibility for free school meals (FSM) in 2002, 2003 and 2004⁽⁶³⁾
	2002			2003			2004
	Pupils	Percentage	Pupils	Percentage	Pupils	Percentage
Non FSM	477,798	53.7	493,336	55.2	508,060	56.1
FSM	80,626	23.0	81,278	24.4	82,738	26.1
Unclassified	2,967	—	1,470	—	976	—
All pupils	561,391	49.0	576,084	50.7	591,774	51.9
Note: These figures are for maintained schools only and are not directly comparable with the national attainment figures that underpin the Department's PSA targets.
⁽⁶³⁾ Pupils aged 15 at the beginning of the academic year (i.e. 31 August).
⁽⁶⁴⁾ Figures for 2002 and 2003 include GCSEs and GNVQs only. Figures for 2004 include GCSEs and other approved qualifications.
⁽⁶⁵⁾ Attainment figures by pupil characteristics have been derived from the Annual School Census (ASC) since 2002.

Date

22 November 2005

Reference

26036; 439 c1962-4W;439 c1964W

House

House of Commons

Under-achievement

To ask the Secretary of State for Education and Skills what assessment she has made of the potential impact of introducing banding to admission procedures upon under-achievement by children from low socio-economic backgrounds.

Asked by

John Bercow (Conservative)

Answering body

Department for Education and Skills

Type

Written questions

Status

Answered

Date

15 November 2005

Reference

26055; 439 c1134W;439 c1134W

House

House of Commons

Education

To ask the Secretary of State for Education and Skills how many schools are part of education improvement partnerships.

Asked by

John Bercow (Conservative)

Answering body

Department for Education and Skills

Type

Written questions

Status

Answered

Date

14 November 2005

Reference

27186; 439 c936W;439 c936W

House

House of Commons

Education

To ask the Secretary of State for Education and Skills what improvements to the data collection system have been made as part of the New Relationship with Schools.

Asked by

John Bercow (Conservative)

Answering body

Department for Education and Skills

Type

Written questions

Status

Answered

Date

14 November 2005

Reference

27187; 439 c936-7W;439 c936-7W

House

House of Commons

Positive Learning Environment

To ask the Secretary of State for Education and Skills what steps are being taken by her Department to promote a pro-achievement ethos, culture and environment within (a) schools and (b) communities.

Asked by

John Bercow (Conservative)

Answering body

Department for Education and Skills

Type

Written questions

Status

Answered

Tabled on

3 November 2005

For answer on

7 November 2005

Answered on

14 November 2005

The Government have introduced a wide range of reforms which have promoted substantial improvements in achievement rates since 1997. These include our Specialist Schools policy which enables some of our best schools to drive innovation and play a leading role in the system; the introduction of Academies to raise attainment in communities in the areas of greatest need; and the targeted challenge and support provided through the National Strategies to raise achievements in the core subjects. These reforms have been supported by an unprecedented level of investment in better teachers' pay; in more support staff; in new computers and other equipment; and in new school buildings.Real improvements have followed. Compared with 1997, around 84,000 more 11-year-olds started secondary school this year with the basic literacy and numeracy skills to do well; and 50,000 more 14-year-olds achieved the target standard in English and mathematics this year than did so in 2001, when the Key Stage 3 Strategy was introduced. Schools in the most deprived communities have achieved faster than average improvements, especially in the proportion of good passes at GCSE, thanks to programmes such as London Challenge and Excellence in Cities which has also promoted collaboration between schools to raise standards.The Schools White Paper published last month sets out our plans to improve the school system further, in particular by putting parents and the needs of their children at the heart of it, freeing up schools to innovate and succeed, bringing in new dynamism and external support and ensuring that failure or coasting is not an option for any school.

Date

14 November 2005

Reference

26175; 439 c946W;439 c946W

House

House of Commons

Teaching Standards

To ask the Secretary of State for Education and Skills what percentage of schools have had unsatisfactory standards of teaching in each of the last five years.

Asked by

John Bercow (Conservative)

Answering body

Department for Education and Skills

Type

Written questions

Status

Answered

Tabled on

3 November 2005

For answer on

7 November 2005

Answered on

14 November 2005

This is a matter for Ofsted. HM Chief Inspector, David Bell, has written to the hon. Member and a copy of his letter has been placed in the House Libraries.Letter from David Bell to Mr. John Bercow, dated 7 November 2005:"Your recent parliamentary question has been passed to me, as Her Majesty's Chief Inspector, for reply.""Attached is a table which shows the percentage of schools judged to have the unsatisfactory/poor teaching, for the academic years 2000/01 to 2004/05.""A copy of this reply has been sent to Jacqui Smith and will be placed in the Library of both Houses."

Table 1: Percentage of schools with unsatisfactory/poor teaching: 2000/01 to 2004/05
	Percentage of primary schools	Percentage of secondary schools
2000/01	4	4
2001/02	3	4
2002/03	3	5
2003/04	3	9
2004/05	3	5
Note: Framework changes occurred in January 2000 and September 2003. These changes mean that the data are not fully comparable from one framework to another.

Date

14 November 2005

Reference

26084; 439 c953W;439 c953W

House

House of Commons

Under-achievement

To ask the Secretary of State for Education and Skills what assessment she has made of the impact of low level classroom disruption on under-achievement (a) nationally and (b) by children from low socio-economic backgrounds.

Asked by

John Bercow (Conservative)

Answering body

Department for Education and Skills

Type

Written questions

Status

Answered

Date

14 November 2005

Reference

26040; 439 c955W;439 c955W

House

House of Commons

Under-achievement

To ask the Secretary of State for Education and Skills what assessment she has made of the capacity of schools to provide mentoring for pupils from low socio-economic backgrounds.

Asked by

John Bercow (Conservative)

Answering body

Department for Education and Skills

Type

Written questions

Status

Answered

Tabled on

3 November 2005

For answer on

7 November 2005

Answered on

11 November 2005

The Excellence in Cities Programme introduced Learning Mentor support to schools and colleges, with the funding targeted towards disadvantaged groups and areas of under achievement (through around 60 full partnerships and 78 smaller clusters).The Excellence in Cities programme was specifically introduced to tackle years of underachievement in our most socially and economically disadvantaged areas. The additional support and funding provided by the Excellence in Cities programme has significantly increased the capacity of schools in deprived areas to address the socio economic factors of under attainment. Partnership working has allowed schools to target resources and strategies to raise attainment across whole communities. Strands such as Gifted and Talented, Learning Mentors, Learning Support Units, City Learning Centres, Aimhigher and Study Support have, among other things, pioneered personalised learning programmes; tackled barriers to learning; extended study opportunities for pupils, providing access to state of the art ICT; enabled ICT led innovation in the delivery of the curriculum; fostered new approaches to teaching and learning; kept at risk pupils in school and engaged in the curriculum; and enhanced continuing professional development for teachers.This funding will become part of mainstream provision from 1 April 2006 as an element of the ring fenced and index linked Dedicated Schools Grant. The Dedicated Schools Grant will be available to all schools and will enable Learning Mentor and other related provision to spread more broadly, reflecting local need.It is important to bear in mind that there are additional forms of mentoring provided within schools which are not provided by school learning mentors (employed by the school/local authority) e.g. peer and voluntary mentoring. There is also the work carried out by the Mentoring and Befriending Foundation http.www.mandbf.org.uk/.

Date

11 November 2005

Reference

26060; 439 c810W;439 c810W

House

House of Commons

Under-achievement

To ask the Secretary of State for Education and Skills what steps are being taken by her Department to improve the home literacy environment for children from low socio-economic backgrounds.

Asked by

John Bercow (Conservative)

Answering body

Department for Education and Skills

Type

Written questions

Status

Answered

Date

10 November 2005

Reference

26092; 439 c742W;439 c742W

House

House of Commons

Under-achievement

(2) what assessment she has made of the capacity of schools to provide extended schooling;

Asked by

John Bercow (Conservative)

Answering body

Department for Education and Skills

Type

Written questions

Status

Answered

Tabled on

3 November 2005

For answer on

7 November 2005

Answered on

10 November 2005

Since 2002 my Department has supported three evaluations of extended schools. The reports of these evaluations have shown that it is likely that extended services accessed through schools generate a range of educational benefits for pupils, families and communities in disadvantaged areas. These include: raised pupil attainment; improved pupil attendance, behaviour and attitudes towards learning; and increased parental involvement in their children's education. Access to extended services at or through schools can reduce barriers to learning through multi-agency working to support vulnerable children and families, help develop learning cultures in deprived communities, and support non-working parents back into work, so reducing child poverty.The latest of these reports, of the first year of the evaluation of full service extended schools, was published on 29 September 2005. The evaluation involved schools in areas of disadvantage and shows that there is considerable anecdotal evidence of positive outcomes from extended services accessed through schools. Although this does not yet amount to robust evidence of effectiveness it suggests that there will be longer term and wide-ranging outcome for pupils and families from low socio-economic backgrounds. Furthermore, the schools involved in the evaluation said that the extended schools initiative allowed them to address issues previously beyond their reach, such as drug problems and malnutrition, but which affect their pupils' achievement and other outcomes. This evaluation will continue until 2007 by which time we hope to have more substantial evidence on impacts.We know, through a base line survey of extended services in schools published in September 2005, that the vast majority of schools, 95 per cent. of secondary and 87 per cent. of primary schools, are already offering after schools activities or childcare. The extended schools agenda is not about increasing the workload of existing school staff or schools providing all these services directly themselves on the school site. The evaluation of extended schools has shown that when managed properly the provision of extended services could free heads and teachers to concentrate on their core business. Schools are being encouraged to work with existing providers from both the private and voluntary sectors, other children's services and other nearby schools to deliver extended services and to make good use of their expertise and skills.A package of support is in place to support schools develop extended services. We have made available £680 million over the period 2006–08 to local authorities and schools. This is additional to the £160 million we have provided to date. This funding can be used flexibly by local authorities and schools to help overcome barriers to developing extended services. The National Remodelling Team has been appointed to work with local authorities and schools to help them develop extended services and in a way that is consistent with school workforce reform.By 2010 we want all schools to provide a varied range of study support activities with half of all primary schools and a third of all secondary schools doing so by 2008. Funding for a school's or local authority's study support (out of school hours learning) programme is available through their base budgets, and the School Development Grant. Furthermore, the recently published White Paper: ““Higher Standards, Better Schools for All””, announced that £335 million has been earmarked for 2007–08 to support the personalised learning agenda, of which study support will form an intrinsic part. Helping children from deprived families is a priority for this funding.The Government are also implementing the national school sport strategy. The strategy is delivering an ambitious public service agreement target to increase the percentage of 5–16 year olds who spend a minimum of two hours a week on high quality PE and school sport within and beyond the curriculum to 75 per cent. by 2006 and then 85 per cent. by 2008. The long-term ambition, by 2010, is to offer all children at least four hours of sport every week. This will comprise at least two hours of PE and sport at school and at least an additional 2–3 hours of sport beyond the school day (delivered by a range of school, community and club providers). In the five years to 2008 over £1.5 billion is being invested to implement the strategy. The 2004/05 school sport survey results found that overall, 69 per cent. of pupils were participating in at least two hours of high quality PE and school sport a week. The results were published on 2 September 2005 and copies have been placed in the House Libraries.

Date

10 November 2005

Reference

26062; 439 c740-2W;439 c740-2W

House

House of Commons

Under-achievement

To ask the Secretary of State for Education and Skills (1) what assessment she has made of the potential impact of the provision of extended schooling upon under achievement by children from low socio-economic backgrounds;

Asked by

John Bercow (Conservative)

Answering body

Department for Education and Skills

Type

Written questions

Status

Answered

Tabled on

3 November 2005

For answer on

7 November 2005

Answered on

10 November 2005

Date

10 November 2005

Reference

26061; 439 c740-2W;439 c740-2W

House

House of Commons

Under-achievement

To ask the Secretary of State for Education and Skills what representations she has received on tackling the impact of socio-economic status upon educational performance.

Asked by

John Bercow (Conservative)

Answering body

Department for Education and Skills

Type

Written questions

Status

Answered

Date

10 November 2005

Reference

26033; 439 c740W;439 c740W

House

House of Commons

Under-achievement

(3) what steps are being taken by her Department to improve the (a) availability and (b) accessibility of extra-curricular activities, including sports for children from low socio-economic backgrounds.

Asked by

John Bercow (Conservative)

Answering body

Department for Education and Skills

Type

Written questions

Status

Answered

Tabled on

3 November 2005

For answer on

7 November 2005

Answered on

10 November 2005

Date

10 November 2005

Reference

26046; 439 c740-2W;439 c740-2W

House

House of Commons

Education Initiatives

To ask the Secretary of State for Education and Skills if she will make a statement on the operation of the school improvement partner scheme.

Asked by

John Bercow (Conservative)

Answering body

Department for Education and Skills

Type

Written questions

Status

Answered

Date

10 November 2005

Reference

27188; 439 c717W;439 c717W

House

House of Commons

Education Initiatives

To ask the Secretary of State for Education and Skills what changes in the Ofsted inspection process are to be introduced as part of the New Relationship with Schools.

Asked by

John Bercow (Conservative)

Answering body

Department for Education and Skills

Type

Written questions

Status

Answered

Date

10 November 2005

Reference

27189; 439 c717W;439 c717W

House

House of Commons

Building Schools for the Future

To ask the Secretary of State for Education and Skills if she will list the Building Schools for the Future projects which are in progress.

Asked by

John Bercow (Conservative)

Answering body

Department for Education and Skills

Type

Written questions

Status

Answered

Date

10 November 2005

Reference

27191; 439 c712-4W;439 c712-4W

House

House of Commons

Teaching Standards

To ask the Secretary of State for Education and Skills what steps are being taken by her Department to improve teachers' authority in the classroom.

Asked by

John Bercow (Conservative)

Answering body

Department for Education and Skills

Type

Written questions

Status

Answered

Date

9 November 2005

Reference

26212; 439 c622-3W;439 c622-3W

House

House of Commons

Parenting Contracts

To ask the Secretary of State for Education and Skills (1) what action is being taken by her Department to ensure that parenting contracts are effective;

Asked by

John Bercow (Conservative)

Answering body

Department for Education and Skills

Type

Written questions

Status

Answered

Date

9 November 2005

Reference

26041; 439 c603W;439 c603W

House

House of Commons

Parenting Contracts

(2) what assessment she has made of the contribution of parenting contracts to school discipline;

Asked by

John Bercow (Conservative)

Answering body

Department for Education and Skills

Type

Written questions

Status

Answered

Date

9 November 2005

Reference

26042; 439 c603W;439 c603W

House

House of Commons

Parenting Contracts

(3) what action is being taken by her Department to improve parental responsibility for pupil behaviour in school.

Asked by

John Bercow (Conservative)

Answering body

Department for Education and Skills

Type

Written questions

Status

Answered

Date

9 November 2005

Reference

26045; 439 c603W;439 c603W

House

House of Commons

Librarians' tools

Type

House

Session

Year

Department

Member

Primary member

Answering member

Legislative stage

Legislation

Subject

Publisher

	Number of schools requiring special measures at 31 August 2008	Number of schools requiring significant improvement at 31 August 2008
Primary	157	168
Secondary	50	70
Special	14	2
Pupil referral unit	12	1
Total	233	241

	Number of months spent in special measures
Phase	2007/08	1997/98
Primary	18	23
Secondary	20	28
Note:
Pupil referral units and special schools not shown in view of the small numbers involved (seven during 2007/08).