HC Deb 20 April 2004 vol 420 cc483-4W
Mr. Ben Chapman

To ask the Secretary of State for Education and Skills how many and what percentage of pupils in Wirral South reached the(a) mathematics and (b) English standard in each of the last seven years. [166623]

Mr. Miliband

The results from the 2003 National Curriculum tests showed that 75 per cent. of 11-yearolds in England reached Level 4 in English and 73 per cent. in mathematics. These results represent a significant improvement in standards—of 12 percentage points in English and 11 percentage points in mathematics—since 1997, reflecting the impact of the National Literacy and Numeracy Strategies on primary schools. We remain absolutely committed, through our new Primary Strategy, to supporting schools to achieve the ambitious targets we have set for standards in literacy and numeracy.

The table shows the number and percentage of pupils in Wirral South who have achieved level 4 or above in the Key Stage 2 English and mathematics tests since 1997. The results for Wirral South are well above the national average and have improved significantly since 1997:

Parliamentary constituency have been replaced with permanent accommodation since May 1997; and if he will make a statement. [165328]

Alan Johnson

The Department does not hold data on the replacement of temporary classrooms since 1997. This Government has increased its support for capital investment in schools from under £700 million in 1996–97 to £3.8 billion this year and this will increase further to over £5 billion by 2005–06. The bulk of schools capital is now allocated by formula to Authorities and schools so that they can address their local priorities, including the replacement of decayed temporary accommodation, on which we have set a high priority. Prioritisation of need is through asset management planning, which should be an open, rigorous and consultative process, based on a survey of the needs of all schools, Modern, high-quality mobile or demountable classrooms provide a good environment for teaching and learning where there is short-term need. They might, for instance, be needed to cope with a short-term increase in pupil numbers, or where extensive remodelling or rebuilding of permanent accommodation means providing temporary accommodation on the school site, rather than transporting children elsewhere.