§ Mr. WillisTo ask the Secretary of State for Education and Skills which local education authorities have(a) middle schools, (b) planned re-organisation that revives middle schools and (c) signified their agreement to his plans for middle schools. [164499]
§ Mr. MilibandThe following local education authorities have middle schools
Bedfordshire, Cambridgeshire, Devon, Dorset, Harrow, Hertfordshire, Isle of Wight, Kent, Kirklees, Leicestershire, Milton Keynes, Newcastle upon Tyne, Norfolk, North Tyneside, North Yorkshire, Northamptonshire, Northumberland, Poole, Somerset, Staffordshire, Suffolk, West Sussex, Wiltshire, Windsor and Maidenhead, Worcestershire.The Isles of Scilly, Hammersmith and Fulham, Nottinghamshire, Sheffield, and Surrey also have individual "all-through" schools, which cater for primary and secondary pupils, and are classified as middle schools under the 1996 Education Act
The Department has not been informed of any planned reorganisations which would involve the introduction of new middle school provision.
The Secretary of State has no plans for middle schools. The organisation of school provision is a local matter. Local education authorities have overall responsibility for ensuring that there are sufficient schools to meet local needs and final decisions on proposals to change the pattern of provision would be made by the local School Organisation Committee (SOC) or schools adjudicator.
§ Mr. WillisTo ask the Secretary of State for Education and Skills what his Department's policy is on the viability of middle schools within his plans for secondary education. [164500]
§ Mr. MilibandThe organisation of school provision, including the viability of schools, is a local matter. The Department does not promote a particular organisational model since this depends on the needs and circumstances of an area. Our plans for transforming secondary education remain fixed on improving teaching and learning supported by a drive for building strong school leadership teams; specialism and collaboration; reforming the school workforce and developing partnerships beyond the classroom. Whatever the pattern of local school provision, our aim is that all schools should be equipped to personalise learning to ensure high expectations for all, based on a sound knowledge and understanding of each child's learning needs.