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28 Jan 2009 : Column 654W—continued


Mathematics: Teaching Methods

John Bercow: To ask the Secretary of State for Children, Schools and Families whether the innovative Key Stage 3 mathematics lesson materials funded by his Department and the Bowland Trust have been made available to schools. [247401]

Sarah McCarthy-Fry: The DCSF funded the development of the Bowland maths materials and the Bowland Trust funded the production and distribution. The Bowland materials were completed in summer 2008 and distributed to all state schools by the National Strategies in the autumn 2008 term. The materials have now reached all state schools in England. Any school or college in England can either access the materials online or request copies of the five DVDs by completing an online form. Materials are also available for download free of charge for schools in Scotland, Wales and Northern Ireland.

National Assessment Agency: Manpower

Mr. Graham Stuart: To ask the Secretary of State for Children, Schools and Families how many (a) full-time and (b) part-time officials worked at (i) the National Assessment Agency and (ii) the Qualifications and Curriculum Authority in the 2007-08 tax year; how many in each case received bonuses in that year; and if he will make a statement. [251848]

Jim Knight: The number of (a) full-time and (b) part-time officials that worked within the National Assessment Agency (NAA)(1) and the Qualifications and Curriculum Authority (QCA) for the 2007-08 tax year, and the number of bonuses related to that year, is shown in the following table.


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NAA QCA (which includes the NAA)

Full-time Part-time Full-time Part-time

Employees

124

6

483

26

Number who received a bonus

113

6

457

26

Source:
Qualifications and Curriculum Authority (31 March 2008).

Parents: Hearing Impaired

Mr. Gibb: To ask the Secretary of State for Children, Schools and Families what guidance his Department issues to local authorities on the provision of interpreters for deaf parents attending parents' evenings. [251232]

Sarah McCarthy-Fry: The Government recognise the additional difficulties disabled parents face in effectively engaging at school-parent communication events such as parent evenings. The provisions in the Disability Discrimination Act (DDA) and the advice to schools and local authorities are primarily around how schools provide services for disabled pupils. Through practice guidance for schools on parent evenings the Department encourages schools to use a number of ways to enhance the relationship with parents and carers, including asking parents what they want and what would encourage them to come into the school.

The Government committed in the Children's Plan Progress Report published in December 2008 to providing guidance for schools and other settings on working with parents, which will include meeting the specific needs of deaf parents and the implications of the DDA for schools work with parents.

Pre-School Education

Mr. Gibb: To ask the Secretary of State for Children, Schools and Families whether the early years foundation stage specification included guidance on how and when children should learn to grip a pen or pencil. [251051]

Beverley Hughes: The early years foundation stage includes an early learning goal that a child should use a pencil and hold it effectively to form recognisable letters, most of which are correctly formed. Supporting practice guidance suggests a range of activities, appropriate to their age that children can do to develop both the large and fine motor skills needed to hold a pencil and write. The guidance indicates that most children would be able to achieve this goal between 40-60 months of age.

Mrs. Maria Miller: To ask the Secretary of State for Children, Schools and Families what plans the Government have to assess the effects of the introduction of the early years foundation stage on childcare settings. [252059]

Beverley Hughes: We are assessing the effects of the introduction of the early years foundation stage through a variety of different methods, including research and work with our colleagues in the national strategies. The results from this work will be used to identify and address any issues relating to implementation. We have also started work on the independent post-implementation review of the EYFS for 2010.


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Mrs. Maria Miller: To ask the Secretary of State for Children, Schools and Families what estimate his Department have made of the number and proportion of local authorities which did not meet their requirement to provide a sufficient supply of childcare in the latest period for which figures are available. [252073]

Beverley Hughes: Since April 2008 each local authorities must secure, so far as is “reasonably practicable” sufficient childcare to allow parents in their area to work or undertake education or training leading to work.

The sufficiency duty operates progressively, with local authorities looking both to meet gaps identified in sufficiency assessments and to reduce constraints on sufficiency over time. Local authorities will, themselves, be able to test the sufficiency of childcare through their sufficiency assessments and childcare sufficiency will, of course, form part of the normal performance management arrangements for local authorities.

Mrs. Maria Miller: To ask the Secretary of State for Children, Schools and Families with reference to the answer of 16 October 2008, Official Report, column 1495W, on pre-school education, how many and what proportion of children in the 30 per cent. most deprived areas of each local authority were working securely within the 13 assessment areas of the foundation stage profile in each year since 2005. [252076]

Beverley Hughes: Information is only readily available for seven of the 13 assessment scales; these are personal, social and emotional development and communication, language and literacy. Further information on the proportion of children working securely within the additional six assessment scales and for earlier years can be compiled and checked only at a disproportionate cost.

The latest published foundation stage profile results for children working securely in these seven scales, in the 30 per cent. most deprived areas within each local authority, can be found in table D of the additional information for statistical release 25-2008:

Pre-School Education: Labour Turnover

Mrs. Maria Miller: To ask the Secretary of State for Children, Schools and Families what estimate he has made of the average staff turnover rate in daycare settings in England in the last 12 months. [252071]

Beverley Hughes: The Childcare and Early Years Providers Survey collects information on turnover rates for child care and early years providers in England. The data in table 1 are from the 2007 Childcare and Early Years Providers Survey. The information is not available for the past 12 months, therefore the average turnover rate for 2007 has been provided. The turnover rate gives the number of staff that have left as a proportion of all staff who would have been employed at the start of the 12 month period covered by the survey.


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Table 1: Turnover rate for child care and early years providers

2007 (percentage)

Full day care

15

Full day care in children's centres

11

Sessional

11

After school clubs

23

Holiday clubs

22

Nursery schools

5

Primary schools with nursery and reception classes

6

Primary schools with reception but no nursery classes

5


Pre-School Education: Manpower

Mrs. Maria Miller: To ask the Secretary of State for Children, Schools and Families what estimate he has made of the number of people who worked in the childcare sector in each year since 1997. [252072]

Beverley Hughes: The Childcare and Early Years Providers Survey collects information on the number of people working in the childcare sector in England. The data in the following table are from the 2007 and 2001 Childcare and Early Years Providers Surveys. The information is not available for years preceding 2001.

Table 1: Number of staff working in childcare providers
Number of paid and unpaid staff

2007 2006 2005 2003 2001

Full day care

165,200

159,300

148,200

124,200

106,500

Full day care in children's centres

14,000

10,500

n/a

n/a

n/a

Sessional

64,500

75,100

77,100

90,800

109,500

After school clubs

50,400

54,500

n/a

29,500

32,200

Holiday clubs

51,200

68,200

n/a

26,600

n/a

n/a = Data were not collected from these providers during these years.
Note:
1. An individual may work for more than one provider.
2. Base: Childcare providers 2007, 2006, 2005, 2003, 2001. Staff in early years provision in maintained schools are not included.

Pre-School Education: Teachers

Mrs. Maria Miller: To ask the Secretary of State for Children, Schools and Families what funding his Department provides for the training of childcare staff to level 3. [252067]

Beverley Hughes: Funding is provided to local authorities to improve the quality of practice and the capability of the workforce in early years settings within the Outcomes, Quality and Inclusion strand of the Sure Start, Early Years and Childcare Grant. This funding may be used to support the continuous professional development of staff, helping more of them to build up to Level 3.

For the CSR period April 2008 to March 2011 this funding for outcomes, quality and inclusion totalled £438 million. This funding is not exclusively for staff training but, as its name suggests, is to raise quality in general. As funding in main revenue is not ring-fenced, the authority is free to decide how much to spend on each area supported by the grant, in line with local priorities.


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Primary Education

Dr. Kumar: To ask the Secretary of State for Children, Schools and Families what plans he has to amend the primary education syllabus to reduce the workload of (a) children and (b) teachers. [248134]

Sarah McCarthy-Fry: My right hon. Friend, the Secretary of State for Children, Schools and Families, appointed Sir Jim Rose to undertake an independent review of the primary curriculum. The review is looking at amending primary curriculum programmes of study with a view to reducing the level of prescription, where possible, in order to make the primary curriculum more manageable for schools.

Sir Jim Rose's interim report was published on 8 December 2008, this can be viewed at:

We look forward to receiving his final report in the spring.

Pupils: Diabetes

Mr. Leech: To ask the Secretary of State for Children, Schools and Families what guidance his Department issues to schools on administering of insulin to pupils with diabetes during school hours; what steps it takes to ensure that the guidance is adhered to; and if he will make a statement. [251036]

Sarah McCarthy-Fry: This Department issued, in 2005, guidance entitled 'Managing Medicines in Schools and Early Years Settings'. This guidance was published jointly with the Department of Health, and specifically addresses what schools can do to help children with diabetes and other medical conditions.

Although there is no legal duty on schools to administer medication, or to support a child with self-medication, the guidance encourages schools to develop policies on the management of pupils' medicines and supporting pupils with medical needs. It also encourages schools to draw up, in consultation with parents and medical professionals, individual health care plans for children with medical needs.

Pupils: Mental Health Services

Mrs. Hodgson: To ask the Secretary of State for Children, Schools and Families how many children of (a) primary and (b) secondary school age in each local authority area have been referred to an educational (i) psychiatrist and (ii) psychologist in the last 12 months. [250709]

Beverley Hughes: This information is not collected centrally.

Pupils: Per Capita Costs

Mr. Kidney: To ask the Secretary of State for Children, Schools and Families how much Government funding was provided per (a) primary and (b) secondary school pupil in each local authority area in 2007-08. [252087]

Jim Knight: The per pupil revenue funding figures for each local authority for 2007-08 and 2008-09 are shown in the following table. Since 2006-07 the Dedicated Schools Grant (DSG) is the main source of school funding. As the DSG is distributed through a single guaranteed unit of funding and is distributed from
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central Government. A primary/secondary split is not available. The figures in the table are for all funded pupils aged 3-19 and are provided in cash terms:


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