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Michael Gove: To ask the Secretary of State for Children, Schools and Families how many school pupils were studying for (a) biology, (b) chemistry and (c) physics GCSEs at the latest date for which figures are available, broken down by index of multiple deprivation decile. 
Mr. Laws: To ask the Secretary of State for Children, Schools and Families what assessment he has made of the attainment gap at Key Stage 4 between children in (a) the 10 per cent. most deprived and (b) the 10 per cent least deprived local authorities; what this gap was in each year since 1997; and if he will make a statement. 
Michael Gove: To ask the Secretary of State for Children, Schools and Families how many eligible pupils did not obtain level 4 in a combination of reading, writing and mathematics tests in Key Stage 2 tests in 2007, broken down by index of multiple deprivation decile. 
National figures for pupils achieving level 4 or above in a combination of reading, writing and mathematics can be found in DCSF: National Curriculum Assessments at Key Stage 2 in England, 2007 (Provisional) found at:
National and Government Office Region level figures of pupils achieving level 4 or above in English, Mathematics and Science broken down by index of multiple deprivation decile can be found in DCSF: National Curriculum Assessment, GCSE and Equivalent Attainment and Post-16 Attainment by Pupil Characteristics, in England 2006/07 found at:
Mr. Laws: To ask the Secretary of State for Children, Schools and Families what plans he has to publish the research conducted by KPMG on the funding gap between school sixth forms and further education colleges, as referred to on page 37 of the Learning and Skills Council Statement of Priorities, 2008-09 to 2010-11; and if he will make a statement. 
As set out in the Learning and Skills Council's Statement of Priorities (November 2007), a common 16-18 funding approach for schools, colleges
and providers will be introduced from 2008/09. This will support better partnership and collaboration between institutions and is key to the successful delivery of the 14-19 reforms.
Michael Gove: To ask the Secretary of State for Children, Schools and Families how many pupils had registered to study for diplomas from September 2008 at the latest date for which figures are available. 
Jim Knight: Students register for diplomas, as they do other qualifications, over a period of time between March and September. Schools and colleges will continue to revise numbers of students choosing particular courses between now and September.
|Maintained Specialist Schools, April 2008|
Mr. Laws: To ask the Secretary of State for Children, Schools and Families what financial contribution his Department and its predecessors made (a) directly and (b) indirectly to the Specialist Schools and Academic Trust in each financial year since 2001-02; and if he will make a statement. 
The DCSF funds SSAT through a range of grants and contracts to support the Specialist Schools and Academies Programmes and a range of other activities designed to raise pupil achievement.
The total financial contribution made to SSAT over the last six years for which we have final information is: £2.395 million in 2001-02; £4.371 million in 2002-03; £11.326 million in 2003-04; £17.796 million in 2004-05; £24,350 million in 2005-06; and £35.152 million in 2006-07. Once accounts are finalised, we expect the contribution for 2007-08 will be in the region of £44 million. Within each grant and contract funded by the Department, a proportion of funding will cover the associated direct and indirect delivery costs, as appropriate for each programme.
Lynne Featherstone: To ask the Secretary of State for Children, Schools and Families how much funding his Department provided for supplementary schools in each of the last five years; what funding it plans to provide in the next three years; and if he will make a statement. 
Jim Knight: The Department does not provide direct funding to supplementary schools. However, last year, in partnership with the Paul Hamlyn Foundation, the Department contributed £596,000 towards funding the establishment of a National Resource Centre for Supplementary Education. This funding was initially planned to end on 31 March this year but as announced to the House on 26 February the Department has extended it to ensure that the centres valuable work continues. In 2008-09 the Department will make available a grant of £350,000 and up to a similar amount in 2009-10 with arrangements to give the centre an incentive to become self-sufficient as early as possible. One key aim of the centre is to promote links between supplementary schools, local authorities and mainstream schools.
|Supply teaching staff||Agency supply teaching staff||Total|
Prior to 2002/03 expenditure on supply teachers was not separately identifiable and so this data is not available. Data for the period 2007/08 has yet to be fully collated and so too is omitted from the aforementioned table.
The Departments Educational Procurement Centre (EPC) is currently undertaking a Temporary Workers in Education project. This aims to provide schools (initially in London) with an accessible, quality driven
electronic one stop shop for their temporary staff requirements. Two key benefits of this project will be safeguarding and efficiencies. All participating agencies will hold the DCSF Recruitment Employment Confederation (REC) Quality Mark, thereby meeting the requirements of the Safeguarding Children and Safer Recruitment in Education guidance. All London boroughs will be able to benefit from a safe and value adding quality central service, reducing their own resourcing requirement in relation to temporary staff and allow them to redirect to other needs.
Mr. Laws: To ask the Secretary of State for Children, Schools and Families what plans he has to enhance continuing professional development opportunities for teachers; and if he will make a statement. 
Jim Knight: Ongoing engagement in effective Continuing Professional Development (CPD) that makes a positive difference to teachers' effectiveness is essential if we are to achieve our aim of a world class work force.
Working with Social Partners and the Training and Development Agency for Schools (TDA) we will introduce a new qualification, the Masters in Teaching and Learning (MTL), which will offer enhanced professional development for teachers. Building on the current performance management arrangements, we will continue to explore with Social Partners how we
might frame an entitlement to CPD. Alongside this we will continue to invest in the National Strategies and other subject-specific priorities such as science and mathematics.
Mr. Laws: To ask the Secretary of State for Children, Schools and Families what proportion of teachers in each local authority area in London are not British nationals; and what the equivalent figures are for each year since 1997. 
Mr. Laws: To ask the Secretary of State for Children, Schools and Families what proportion of teachers left the profession within (a) one year, (b) two years and (c) five years of joining in the latest period for which figures are available; what information his Department holds on the levels of qualifications of those teachers; and if he will make a statement. 
Jim Knight: The readily available information relates to the percentage of newly qualified teachers who remained in local authority maintained service a number of years after qualification. This information is provided in the following table:
|Percentage of full and part-time( 1) secondary teachers that qualified in a particular year and were still in service in the maintained sector in England a number of years later|
|Percentage in full or part-time service the following number of years later|
|Year qualified( 2)||Newly qualified entrants||First year in service( 3)||1 year||2 years||3 years||4 years||5 years||6 years||7 years||8 years|
|(1) Teachers in part-time service are under-recorded on the DTR by between 10 and 20 per cent. and therefore these figures may be slightly underestimated. (2) Calendar year in which the teachers qualified. (3) Financial year during which the teachers entered service. Notes: 1. Figures relating to 2004-05 and 2005-06 are provisional; entrant numbers rounded to nearest 100. 2. The length of service may not have been continuous; for example, not all of those shown as teaching eight years after entering service in 1997-98 may have taught continuously for eight years, some may have taken periods of time outside of the maintained sector. Source: Database of Teacher Records (DTR).|
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