here - United Kingdom Parliament

853W
Written Answers
1 DECEMBER 2010
Written Answers
854W
Pre-School Education: Special Educational Needs
Mrs Hodgson: To ask the Secretary of State for
Education what measures are in place to identify pupils
in pre-school education with special educational needs.
[22918]
Sarah Teather [holding answer 9 November 2010]:
We believe it is vital that children who have special
educational needs and disabilities, including the needs
of pre-school children, are identified as early as possible
if they are to make the most of their education experience.
There are currently provisions in place that impose legal
requirements to identify, assess and make provision for
these pre-school needs, for example through the Special
Educational Needs Code of Practice and the Early
Years Foundation Stage statutory framework. We want
to strengthen the system so that all children are ready to
engage in learning when they start formal schooling.
The Tickell review is considering how young children’s
early learning should best be supported and the forthcoming
Green Paper on Special Educational Needs and Disability
will consider how we can achieve better educational
outcomes and life chances for children and young people
with special educational needs from the early years
through to transition to adult life and employment.
Pupils: Disadvantaged
Paul Maynard: To ask the Secretary of State for
Education how many children who attended (a)
maintained primary schools, (b) Catholic maintained
primary schools, (c) maintained secondary schools
and (d) Catholic maintained secondary schools lived
in (i) the 10% most deprived super output areas
(SOAs), (ii) the 20% most deprived SOAs, (iii) the 30%
most deprived SOAs and (iv) the 10% least deprived
SOAs as measured by the Income Deprivation
Affecting Children Index in the school year 2009-10.
[24895]
Mr Gibb: The requested information is shown in the
following table:
Number of pupils resident in each IDACI decile attending maintained
schools and maintained Catholic schools by phase of education—2010
Primary 1 Secondary 1, 2
IDACI-3
decile of pupil
residence
All
schools
Catholic
schools
All
schools
Catholic
schools
0-10 % most 584,313 75,460 377,687 52,831
deprived
10-20% 498,615 54,953 347,214 40,363
20-30 % 435,191 46,009 329,527 35,685
30-40 % 398,675 39,965 316,620 31,208
40-50 % 379,238 35,948 314,931 27,761
50-60 % 366,354 33,154 312,916 26,264
60-70 % 356,050 28,988 313,310 23,746
70-80 % 357,340 28,745 318,667 24,578
80-90 % 356,608 29,775 319,923 25,228
90-100 % least 348,800 31,941 318,017 27,603
deprived
1
Maintained schools only, includes middle schools as deemed.
2
Secondary includes academies and city technology colleges.
3
Income Deprivation Affecting Children Index 2007.
Source:
School Census 2010
Schools: Holocaust Memorial Day
Mr Amess: To ask the Secretary of State for Education
what arrangements his Department has made to mark
Holocaust Memorial Day in schools in 2011; and if he
will make a statement. [24889]
Mr Gibb: The Department funds the Holocaust
Educational Trust’s Lessons from Auschwitz project,
which provides for two students (aged 16 to 18) from
every school/sixth form college in England to visit
Auschwitz-Birkenau. Many of the students who participate
in the project will be marking Holocaust Memorial Day
in their schools and local communities across the country.
Schools: Reading
Henry Smith: To ask the Secretary of State for Education
what recent assessment he has made of the effects on
attainment levels in reading and mathematics among
the lowest achieving six and seven year olds of the
Every Child a Reader programme; and if he will make a
statement. [23201]
Mr Gibb: We regularly evaluate the progress of the
programme against a range of management information.
Evidence shows that Every Child a Reader has had a
positive impact in raising the attainment of pupils in
the programme, as well as indications of a positive
whole-school effect.
All three Every Child programmes are currently
undergoing robust independent evaluations, to report
in late 2010 or early 2011, which will give a substantive
view of the impact of the programmes.
Schools: Standards
Laura Sandys: To ask the Secretary of State for
Education what recent assessment he has made of
educational standards in secondary schools in (a) South
Thanet constituency and (b) England. [24585]
Mr Gibb: In 2009 (the most recent year for which
constituency level data are available) 52.4% of pupils in
maintained schools in South Thanet achieved five or
more GCSEs at grade A*-C or equivalent including
English and maths, compared to 50.9% in England.
We remain concerned that almost half of young
people are leaving compulsory education without meeting
this standard. That is why we are reforming the school
system to give schools more freedom and introducing
the pupil premium to support children from disadvantaged
backgrounds.
Laura Sandys: To ask the Secretary of State for
Education what recent assessment he has made of
educational standards in primary schools in (a) South
Thanet constituency and (b) England. [24586]
Mr Gibb: In 2009, the most recent year for which
constituency level data are available, 62% of pupils in
maintained schools in South Thanet achieved Level 4
or above in English and maths combined at Key Stage 2,
compared to 72% in England.
We want all children, whatever their background, to
achieve high standards in reading, writing and mathematics.