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Mr. Sanders: To ask the Secretary of State for Children, Schools and Families what proportion of pupils in (a) academies and (b) other schools did not achieve five A* to C GCSE grades in 2008. 
Mr. Coaker: The proportions of pupils achieving at least five A*-C grades at GCSE and equivalent by school type are given in table 6 of the statistical first release on GCSE and equivalent results in England, 2007/08 (revised), accessible via:
Tim Loughton: To ask the Secretary of State for Children, Schools and Families (1) how many and what proportion of pupils who attended independent schools have been entered for GCSE Latin in each year since 1997; 
|Number and proportion of students in all schools and in independent schools entered for GCSE Latin in each year since 1997|
|All schools||Independent schools|
| Source: Attainment and Achievement Tables (AATs).|
Mr. Amess: To ask the Secretary of State for Children, Schools and Families (1) when information on how to obtain an abortion was first included in school sex education lessons; at what age pupils are provided with such information; whom he consulted on the matter; what recent representations he has received (a) in favour of and (b) against the current policy; and if he will make a statement; 
(2) what research his Department (a) has commissioned, (b) plans to commission and (c) has evaluated on the effectiveness of teaching sex education in schools; and if he will make a statement. 
Ms Diana R. Johnson: Apart from the statutory elements of Sex and Relationships Education (SRE) that are included in National Curriculum Science, schools currently have flexibility to decide the content of SRE provided within Personal, Social and Health Education (PSHE). DCSF has provided a non-statutory programme of study indicating what it believes it is appropriate to include within PSHE which-in Key Stage 4 (age 14 to 16)-includes 'informing pupils about where they can go to obtain health information'. This would include information, advice and treatment on contraception and sexual health issues. Subject to public consultation, the Government intend to make PSHE (and the programme of study that underpins it) statutory. First and foremost, however, the principal aim of SRE is to encourage young people to delay early sexual activity. Within secondary schools pupils are taught the skills to enable them to avoid being pressurised into unwanted or unprotected sex, and given factual information to enable them to negotiate safer sex when they do become sexually active. However, we make it clear in our "Sex and Relationship Education Guidance" (July 2000) to schools that any programme of study must be tailored to the age and the physical and emotional maturity of the children.
As part of the Children's Plan we gave a commitment to review best practice in effective sex and relationship education (SRE) and how it is delivered in schools. Importantly, we involved young people fully in the review, many of whom told us that they did not have the knowledge they needed to make safe and responsible choices about relationships and sexual health.
International evidence, as well as evidence from local areas that have made most progress in reducing under-18 conception rates since the Teenage Pregnancy Strategy was launched, shows that comprehensive, age-appropriate SRE, alongside easy access to contraceptive and sexual health services, brings down rates.
In response to the review recommendations, we announced our intention, subject to public consultation, to make SRE compulsory as part of statutory Personal Social Health and Economic (PSHE) education. This will ensure that as well as receiving factual information, children and young people will have the opportunities to develop the skills they need to deal with the real life situations they face.
We asked Sir Alasdair Macdonald to conduct an independent review of how the principle that PSHE should have statutory status can be translated into a practicable way forward. Following the publication of Sir Alasdair's review in April there is now a full public consultation on his recommendations, including the programmes of study to be included within statutory PSHE. This is scheduled to be completed by the end of the summer term, following which the Qualifications and Curriculum Authority will analyse the results and report to Ministers.
Adam Afriyie: To ask the Secretary of State for Children, Schools and Families what assessment he has made of the effect of Learning Grid programmes on the teaching of science, technology, engineering and mathematics subjects in schools; what funding his Department has provided for the Learning Grid in each year since it was founded; and what the Government's future plans for the Learning Grid are. 
Ms Diana R. Johnson: The Department has not provided any funding for the Learning Grid or made any assessment of the impact that the Learning Grid has had upon teaching of STEM subjects in schools. Similarly, because the Department is not involved in funding or managing the work of the Learning Grid, we do not have any plans for its future development or sustainability.
Mr. Clifton-Brown: To ask the Secretary of State for Children, Schools and Families how many people will work on the Manufacturing the Future programme in schools when the programme becomes operational; how many are working to prepare the programme; when the programme will start; how much has been spent on preparing the programme; and how much funding has been allocated for the programme in total. 
A part of the Manufacturing the Future programme focuses on presenting young people in schools and colleges, with positive images of the wide range of good careers in the Manufacturing sector. STEMNET (the Science, Technology, Engineering and Mathematics Network) has been tasked with preparing a set of six product based case studies, which will be resources for teachers, to demonstrate the breadth of careers within the manufacturing sector. The products have been carefully selected as being of genuine interest to young people,
particularly teenagers. STEMNET began this work in January 2009, and will complete it in July 2009, with the expectation that the resources will be posted to every UK secondary school during September 2009. A total of £54,000 has been allocated to this particular project. This will pay for six individual products to be featured, each of which contains a number of 'real-life' examples of the people who have used STEM and related skills in their manufacture.
Mrs. Maria Miller: To ask the Secretary of State for Children, Schools and Families how many and what proportion of children from the (a) 10 and (b) 20 per cent. most deprived local authorities who did not attain the national standard in (a) English, (b) mathematics and (c) science in Key Stage 1 assessment achieved the national standard in Key Stage 2 assessments in each year since 1997. 
Ms Diana R. Johnson: In November 2006 the Department launched the Learning Outside the Classroom Manifesto with the aim that every young person should experience the world beyond the classroom as an essential part of learning and personal development, whatever their age, ability or circumstances. The Manifesto partnership is steered by a National Advisory Group (NAG) made up from representatives from each of the eight Manifesto sectors, specialist advisers, and user representatives. Adventurous Activities are included as one of the eight sector partnerships.
produced on-line training, resources and guidance available for schools, youth clubs and early years settings to help them plan and implement a successful all types of learning outside the classroom experiences for their learners.
launched a new Quality Badge to bring together existing badges combining the essential elements of provision-learning and safety-into one easily recognisable and trusted Badge for all types of Learning Outside the Classroom provider organisations.
launched a new Independent Council for Learning Outside the Classroom to promote and champion learning outside the classroom, and to become a leading voice, influencing and challenging relevant policy and practice. By raising the profile of learning outside the classroom, the Council will promote its benefits and aim to increase the number of quality learning experiences outside the classroom.
In addition, between 2004 and 2008, the Department has provided opportunities for nearly 35,000 young people to take part in a range of adventurous and curriculum-focused residential courses. This formed part of the London Challenge's £7.4 million New Views project to widen young Londoner's experiences and raise their aspirations.
Dr. Stoate: To ask the Secretary of State for Children, Schools and Families what funding is available to maintained primary schools to meet the cost of providing a free school meal service for all their pupils. 
Ms Diana R. Johnson: Funding for the provision of school meals, including free school meals is given to all local authorities via their Standards Fund allocation. It is for individual local authorities to decide how much funding to allocate to school meal provision. Where a primary school chooses to manage its own budget for school meals, it is also responsible for deciding how much to allocate.
Schools must provide free school meals to pupils from families that meet the national eligibility criteria and who have registered to receive them. In addition, local authorities may choose to provide free meals for all pupils or a particular phase of pupils such as primary pupils, if they choose to do so. This department and the Department of Health are jointly funding pilots with three local authorities to evaluate the benefits of extending eligibility to free school meals within England.
Mr. Laws: To ask the Secretary of State for Children, Schools and Families on what date Dr. Ken Boston offered his resignation from the Qualifications and Curriculum Authority; and on what date it was accepted. 
Mr. Iain Wright: Dr. Ken Boston offered his resignation to the board of QCA on 12 December 2008. QCA announced his resignation the following day. A full investigation and review by the board of QCA was then undertaken. QCA announced the acceptance of his resignation and termination of employment on 1 April 2009.
Mr. Jack: To ask the Secretary of State for Children, Schools and Families when the measures to regulate childcare for children under eight years old contained in the Safeguarding Vulnerable Groups Act 2006 will be implemented; and whether they will apply to children's crèches. 
Dawn Primarolo: A person who is barred from working with children is already barred from working in child care for under-8s, including in a crèche, under current barring schemes. From October 2009, the Independent Safeguarding Authority (ISA) will bar unsuitable persons from "regulated activity" under the Safeguarding Vulnerable Groups Act 2006, replacing current barred lists. Working with under-8s, or with children in a crèche, will both be included in regulated activity. From July 2010, we will start to phase in a duty for staff to register with the ISA under the Act. That duty will also apply to those working in regulated activity with children, including in children's crèches.
Mr. Laws: To ask the Secretary of State for Children, Schools and Families what proportion of (a) primary and (b) secondary schools in each local authority area had (i) no kitchen facilities for producing school meals and (ii) no daily access to hot school meals for pupils in the latest period for which figures are available; and if he will make a statement. 
Bob Spink: To ask the Secretary of State for Children, Schools and Families what his most recent assessment is of levels of compliance with his Department's guidance to schools on measures to accommodate (a) religious and (b) cultural beliefs. 
Mr. Coaker: The Department does not undertake assessment of the levels of compliance with guidance to schools on measures to accommodate religious or cultural beliefs. However, Ofsted, as part of its inspection framework does monitor the extent to which the school promotes equality and tackles discrimination.
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