Tag: Department for Education

The press release issued by the Department for Education on 12 October 2011.

England’s most disadvantaged pupils are set to benefit from an extra £58 each after the Department for Education announced this year’s pupil premium will increase to £488.

Schools receive the extra cash for every child eligible for free school meals (FSMs). The money has been released because fewer-than-expected children have registered for FSMs this year.

Children’s Minister Sarah Teather said:

The pupil premium will benefit poorer pupils, providing extra money directly for those pupils who need it the most.

We know that just 27 per cent of pupils on free school meals get 5 good GCSE grades compared with 54 per cent of non-free school meal pupils. This extra funding will help tackle this inequality and enable schools to provide the extra support they need to reach their full potential.

News of the extra cash comes after ministers recently announced that the total funding available for the pupil premium in 2012 to 2013 will rise to £1.25 billion, double the amount in 2011 to 2012. It will rise again each year until 2014 to 2015 when it will be worth £2.5 billion.

Evidence shows children from low income families generally do not achieve as well as pupils from more advantaged backgrounds. Schools receive this additional funding on top of the existing school budget to support them in reaching their potential and help schools reduce educational inequalities.

Children who have been looked after by local authorities for more than 6 months also qualify for the pupil premium.

Just 12 per cent of these children achieve 5 good GCSE grades, including English and maths, and the government wants them to benefit from the extra funding through the premium.

The funding premium for children of service families will remain at £200 per pupil for 2011 to 2012.

Deputy Prime Minister Nick Clegg recently announced a new £50 million pupil premium summer school programme to help the most disadvantaged pupils make the transition from primary to secondary school.

The scheme will help up to 100,000 pupils per year. They will benefit from two weeks of additional teaching through the scheme.

The press release issued by the Department for Education on 7 October 2011.

The move to give Ofqual new fining powers follows 11 errors in a range of A levels, AS levels and GCSEs in England this summer, affecting almost 140,000 papers.

The size of any fine imposed would have to be in proportion to the seriousness and scale of the error. The maximum penalty would be 10 per cent of an organisation’s turnover. Fines would be paid to the public purse, the Government’s consolidated fund.

The Government hopes the new power will be introduced for next summer’s exams subject to a 12-week consultation, conducted by Ofqual, and to legislation. As well as fining for mistakes in papers, Ofqual would be able to impose fines on boards which committed serious breaches of their conditions of recognition.

Currently the ultimate sanction open to Ofqual is to withdraw exam boards’ recognition. The watchdog can also withdraw an organisation’s right to offer a particular qualification.

Schools Minister Nick Gibb said:

There were significant errors in a number of exam question papers this summer. Pupils work hard for years for their GCSEs and A levels. They do not deserve to be let down by exam boards’ mistakes. It is unacceptably poor practice for even one paper to contain an error. But this summer there were numerous errors.

We want to give Ofqual tougher powers so it has a range of sanctions at its disposal and can take action against exam boards who fall short of the high standards students and parents expect. Giving Ofqual the power to fine would provide a powerful incentive to awarding organisations to comply with their regulatory obligations and improve standards.

It would act as a deterrent and send a clear signal to students and the wider public that the exam boards will face consequences where they get things wrong. Ofqual needs to be able to incentivise good practice by awarding organisations and to take appropriate action when things go wrong. Financial penalties would provide an effective and flexible sanction and would act as a very clear deterrent.

Ofqual is investigating the causes of the errors and is due to publish a report by the end of the year.

The press release issued by the Department for Education on 7 October 2011.

The Government has approved the plans to open a new academy following a request from the Mayor of Hackney to support an expansion of Mossbourne’s excellent provision.

The new school, due to open in September 2014, will be based in Victoria Park, Hackney, on the site of an old school – the former Cardinal Pole Lower School. The local authority is providing the site, with funding for refurbishment paid by the Department for Education.

At capacity, the school will provide 800 new state-funded school places.

Education Secretary Michael Gove said:

Mossbourne Academy’s achievements are extraordinary. Mossbourne demonstrates that any school, whatever the background of pupils, can achieve exceptional results and help students go to the best universities in the world.

Thanks to the dedication and talent of the sponsor, principal and teachers, the fortunes of thousands of children in one of the poorest parts of London have been transformed.

I am delighted that even more pupils in Hackney will now have the chance to go to a Mossbourne Academy.

Sir Michael Wilshaw, Principal of Mossbourne Academy, said:

I am delighted at this news, we are proud at Mossbourne that children in a deprived and disadvantaged part of London are doing exceptionally well and achieving the highest levels.

It is important therefore that we extend our influence and good practice. Therefore I am delighted that a new school sponsored by the Mossbourne Trust will be opening in South Hackney in the next couple of years.

I am sure it will be equally successful.

Jules Pipe, Mayor of Hackney, said:

I am delighted that the Secretary of State has agreed to this proposal. We will begin immediately the work with Mossbourne and the Department to support the expansion of their academy by four forms of entry in South Hackney. They have demonstrated how effective their model is and how well pupils can do.

Mossbourne Community Academy opened in 2004. It was built on the site of Hackney Downs School, which was closed in 1995 because it was failing. 41 per cent of pupils at Mossbourne are eligible for Free School Meals. In addition 23 per cent have been identified as having special educational needs.

Its achievements include:

82 per cent of pupils getting five good GCSEs including English and Maths this year.
Ofsted rating it ‘outstanding’ in two consecutive inspections.
11 pupils being offered places at Oxbridge this year.

The press release issued by the Department for Education on 6 October 2011.

English and maths for all students until they achieve good grades

Schools Minister Nick Gibb today set out proposals to overhaul post-16 education and give students the best chance to go on to university or skilled employment.

Consultations launched today by the Department for Education and the Young People’s Learning Agency (YPLA) recommend that:

• the complex funding system should be simplified and made fairer so it works in favour of students. Schools and colleges will be funded on a per student basis rather than per qualification
• All students aged 16 to 19 without a grade C or better in GCSE English and maths should continue to study those subjects. This year’s annual skills survey from the CBI found that more than two-fifths of employers were not satisfied with the basic literacy of school and college leavers.

More than a third were unhappy with levels of numeracy.

The reforms follow recommendations made by Professor Alison Wolf in her review of vocational education. She said more than 300,000 16- to 19-year-olds were on courses which did not benefit them.

Schools Minister Nick Gibb said:

The current funding system is plagued by perverse incentives that have diverted some students towards weaker qualifications.

Every student should be taking courses which give them the best chance of succeeding in life.

The current system incentivises schools and colleges to load too many students with low-quality, small or easy qualifications, often in random combinations, that employers do not value.

These reforms will ensure young people are given the information they need to take the courses that benefit them, and that all courses available broaden rather than narrow their options.

It is time the system was fairer and simpler – and worked in favour of young people.

He added:

Too many young people are dropping English and maths before they have secured a good grounding. These vital subjects are critical to the economy and as a country we need all our young people to be fluent and comfortable in these basic skills.

 Funding

The proposed 16 to 19 funding formula would see schools and colleges paid on a per student basis. Currently further education colleges, sixth-form colleges and school sixth forms are paid by the number of qualifications a student takes. Professor Wolf said this meant some schools or colleges maximised income by “piling up” young people with low-quality qualifications which did not offer progression.

The existing ‘success payments’ system would also be amended to discourage providers from placing students on courses that are easy to pass but which do not lead to skilled employment or further education. The funding for disadvantaged students would be adapted so that it aligns with the principles of the pre-16 pupil premium.

 Programme of study

The consultation sets out the characteristics of high-quality study programmes for 16- to 19-year-old students.

It says programmes:

• should not be wholly occupational and should include at least 1 qualification of substantial size which offers progression either into university or into skilled employment
• should consist of tutorial time and high-quality work experience where appropriate
• should include compulsory English and maths for students who do not have a good GCSE (grade C or better) in these subjects. Around one-fifth of young people get a ‘near miss’ (a D grade) each year in each subject – they will be given extra help to retake their GCSE at the first opportunity. Others will be given more intensive help over a longer period (and will possibly take other qualifications as stepping stones to the GCSE). Some, for whom GCSE success is further off, will take other qualifications. The remainder will continue studying the subjects even if they do not gain qualifications

The chairman of the YPLA, Les Walton, said:

Our stakeholders have been calling for these reforms for a number of years and I am delighted that through our work with the department we are able to present these proposals to the wider sector. The system can be fairer, more simple and transparent. It will require all partners to work differently and it is vitally important that we do this to ensure the best futures for all our young people.

The Department for Education is also seeking views on the provision of high-quality work experience for those aged 16 to 19, and on the proposed removal of the duty on schools to provide work-related learning for 14- to 16-year-olds. Professor Wolf said in her report that “the blanket requirement to give all KS4 pupils ‘work experience’… has served its time”. She said it was expensive and too often did not involve going to a workplace. Schools providing high-quality experience would still be able to provide it.

Professor Wolf said:

The government’s proposals recognise that maths and English are the most important vocational as well as the most important academic skills of all, and critical to young people’s success in life. The proposed funding reforms should enable innovation and responsiveness to local needs and demand and I look forward to watching new high-quality programmes for 16- to 19-year-olds develop in the years ahead.

A revised funding formula would support the policy objectives of:

• raising the age for compulsory participation in education
• eliminating the attainment gap between young people from poorer and more affluent backgrounds
• removing any undue incentives that funding may exert over the curriculum

The consultations close on January 4.

 Notes to editors

1. The independent Wolf review into vocational education was published in March this year.
2. The government response to Wolf was published in May this year.
3. Professor Alison Wolf is the Sir Roy Griffiths Professor of Public Sector Management at King’s College London, and specialises in the relationship between education and the labour market. She has been a specialist adviser to the House of Commons select committee on education and skills; is an academic member of the Council of King’s College London; writes widely for the national press and is a presenter for Analysis on BBC Radio 4.
4. The Young People’s Learning Agency was established by the Apprenticeships, Skills, Children and Learning Act 2009 and launched in April 2010. It is sponsored by the Department for Education and exists to support the delivery of training and education to all 16- to 19-year-olds in England, and oversees funding of academies.
5. In England, more than 1.6 million young people are in some form of education, the highest ever number, with 91.6% of 16- and 17-year-olds participating in education or work-based education and training at the end of 2010. Participation of 16-year-olds alone stands at 96.1%. In 2010, 4 out of 5 young people aged 19 were qualified to at least level 2 and more than half of all young people were qualified to level 3.
6. At the end of 2010, 141,800 16- to 18-year-olds were not in education, employment or training (NEET). This is 7.3% of all 16- to 18-year-olds.
7. The pre-16 pupil premium has been introduced to provide schools with extra funding to spend on interventions that can support the attainment of disadvantaged pupils. The Government remains committed to full participation in education and training for 16- and 17-year-olds, to raising the participation age to 17 in 2013 and to 18 in 2015. The question for post-16 funding is how it can be most effectively used to better support young people’s prospects, which are too often determined by home background and circumstance.
8. In 2010 only 55% of young people managed a C or better in GCSE English and maths. Of those who did not achieve this level by age 16, only 24% in English and 17% in maths went on to reach this level by age 19.

The press release issued by the Department for Education on 4 October 2011.

1000th school converts to academy status

Nearly 1.2 million children in England now attend academies – schools with the freedom to meet the needs of their pupils, rather than answering to local or national politicians and bureaucrats. This means one in three secondary pupils are taught in academies.

Today, Schools Minister Lord Hill opens the 1,000th school to choose academy status. Smarden Primary School in Ashford, Kent, is becoming part of the Kemnal Academies Trust and joins more than 1,300 academies already open across the country.

The Academies programme has expanded rapidly in the last twelve months. In July 2010 the Academies Act made it possible for any good school to apply to become an academy. Since then more than 1500 have applied with 1031 set to be open by the end of this week.

In addition, there are 319 sponsored academies, turning around schools that were previously underperforming. The Government is increasing the number of sponsored academies with 116 opening since the election. More will open this year than ever before.

More than 40 per cent of all secondary schools are now open or in the process of opening as academies.

Education Secretary Michael Gove said:

There are now more than 1,300 academies open. One thousand have opened in the last year. One million children are now educated in academies.

They benefit from longer school days, smaller class sizes, better paid teachers, more personalised learning, improved discipline and higher standards all round.

Sheila Todd, Headteacher of Smarden Primary School, said:

Smarden Primary School has converted to academy status to further improve our children’s progress, attainment and achievement.

We have taken advantage of the freedoms and opportunities given to academy schools by working in close partnership with both primary and secondary schools to make a difference to pupils across The Kemnal Academies Trust.

Academies benefit from greater freedoms to innovate and raise standards. These include:

• freedom from local and central government control
• the ability to set their own pay and conditions for staff
• freedoms around the delivery of the curriculum
• freedom to change the lengths of terms and school days.

As of today:

• 1,350 schools are now academies across England. By the end of this week 1,031 schools will have converted from local authority control since the new Government. 319 are sponsored academies – of which 116 have opened since May 2010 and 45 more are expected to open later this academic year.
• There are 101 chains of converter academies with a total of 289 schools. On average there are around three schools working together to improve education for their pupils making up these chains.
• Nearly 1.2 million pupils are now attending academies – this means around one in seven pupils in state maintained schools are now attending Academies and one in three pupils in secondary schools.

Strong schools that convert to academy status are expected to support other local schools that could benefit from improvement and the Government is targeting the 200 worst primary schools in the country and turning them into academies next year. The government is also seeing a range of other academy models coming through – including schools that converted at the start of the programme who are now becoming academy sponsors and running a chain of schools. These schools recognise that, by working in partnership with good or outstanding schools, they will be able to gain the knowledge, teaching and leadership expertise they need to raise standards faster.

The press release issued by the Department for Education on 29 September 2011.

Teacher assessment scores published today show that thousands of 7-year-olds have fallen behind in the 3Rs after just three years of school.

Schools Minister Nick Gibb said although many children were well taught and making the grade in the key subjects of reading, writing and maths, too many were struggling.

The provisional statistics show that:

• More than 83,000 seven-year-olds have a reading age no better than a five-year-old.
• Almost 106,000 cannot write to the level expected of a seven-year-old.
• More than 58,000 fail to make the grade in maths.
• There is a marked difference between the poorest children and the rest.
  • Only 73 per cent of all pupils on free school meals achieve the expected standard in reading, compared to 88 per cent not on free school meals.
  • Only 56 per cent of white British boys eligible for free school meals achieved the expected level in writing, compared with 81 per cent overall.
• Overall there has been a flat-lining over the last five years in basic attainment in all subjects.
  • The proportion of seven-year-olds achieving at least the expected level is the same as 2007 in maths, and one percentage point up in reading and in writing.
  • The proportion working above the expected level is the same as 2007 in reading and in writing, and down two percentage points in maths.

Key figures

		2009			2010			2011
	Boys	Girls	All	Boys	Girls	All	Boys	Girls	All
Reading
Level 2 or above	80	88	84	81	89	85	82	89	85
Level 3 or above	22	30	26	22	30	26	22	30	26
Writing
Level 2 or above	75	87	81	75	87	81	76	87	81
Level 3 or above	9	16	12	8	16	12	9	17	13
Speaking and Listening
Level 2 or above	84	90	87	84	90	87	84	91	87
Level 3 or above	18	25	21	18	25	21	18	25	21
Maths
Level 2 or above	88	91	89	88	91	89	88	91	90
Level 3 or above	23	19	21	23	18	20	23	18	20
Science
Level 2or above	87	91	89	87	90	89	87	90	89
Level 3 or above	23	21	22	22	20	21	21	19	20

2011 data is provisional.

Schools Minister Nick Gibb said:

These figures show that many children are doing well. But it is worrying that there are still so many who are behind just three years into their school careers.

Success in later life is founded on an understanding of the 3Rs in the first few years of school. Problems must be identified at a young age and rectified before it is too late.

For instance, in reading, it is the method of systematic synthetic phonics which is proven to help all pupils improve, especially the weakest. That is why from next summer teachers will check how six-year-olds are reading, and will then be able to give extra help to those who need it so they become strong readers.

He added:

The overriding objective of the government is to close the attainment gap between those from poorer and wealthier backgrounds.

Today’s Key Stage 1 figures revealing that a third of boys eligible for free school meals are not reaching the expected level in reading, demonstrates the scale of the challenge and why tackling poor reading is such an urgent priority.

Our focus on improving the teaching of reading in reception and Year 1 of primary school, with an emphasis on systematic synthetic phonics, and the age six reading check are all designed to improve reading, particularly among children from poorer backgrounds.

Level 2 or above: percentage of pupils on free school meals compared with all other pupils

	2011
	FSM pupils	All other pupils	Attainment gap
Reading	73	88	15
Writing	67	85	18
Mathematics	81	92	11

Percentage of boys on free school meals achieving Level 2 or above

	2007	2008	2009	2010	2011
Reading	63	63	65	66	67
Writing	56	56	58	59	59
Maths	78	77	77	77	78
Science	75	75	75	76	76

 Local authority data

In Tower Hamlets, in inner-city east London, more than 47 per cent of pupils are eligible for free school meals, two-and-a-half times above the national average – yet 85 per cent achieve at least the expected level in reading.

The top local authorities for percentage of pupils achieving Level 2 or above in reading are:

• Rutland, and Windsor and Maidenhead (92 per cent)
• Richmond-upon-Thames, Solihull, Bath and North East Somerset, Wokingham, and West Berkshire (91 per cent)
• Kingston-upon-Thames, and Northumberland (90 per cent)

The top local authorities for percentage of pupils achieving Level 2 or above in writing are:

• Rutland (91 per cent)
• Windsor and Maidenhead (90 per cent)
• Richmond-upon-Thames (89 per cent)
• Bath and North East Somerset, West Berkshire, and Wokingham (88 per cent)
• Solihull, Central Bedfordshire and Northumberland (87 per cent)

The top local authorities for percentage of pupils achieving Level 2 or above in maths are:

• Isle of Wight, and Windsor and Maidenhead (95 per cent)
• Wokingham, Richmond-upon-Thames, Rutland, Bath and North East Somerset, Solihull, and West Berkshire (94 per cent)
• Surrey, Hampshire, Derbyshire and Central Bedfordshire (93 per cent)

Progress statistics

The Department for Education also today published statistics showing the progress made by pupils between Key Stage 1 and Key Stage 2, the end of primary school.
They show that:

• In English, 83 per cent of pupils made the expected progress of two levels or more. This is the same as in 2010.
• In maths, 82 per cent made at least the expected progress. This is the same as in 2010.

Schools Minister Nick Gibb said:

As with basic attainment, these figures show that most pupils are making good progress – but there is more to do.

The progress children make is vital. We want schools to be developing all pupils’ knowledge and abilities, from whatever position they start.

Our new fair floor standards recognise the importance of progress and encourage schools to think about the performance of all their pupils, rather than focusing only on those who could help the school rise above the attainment threshold.

For the first time this year’s performance tables will include information on progression of groups of pupils with different attainment levels so parents and others can see how children of different abilities are stretched and catered for.

The press release issued by the Department for Education on 27 September 2011.

Schools Minister Nick Gibb responds to today’s Independent front page on proposals by the AQA (Assessment and Qualifications Alliance) to rank all A-level students according to the schools they attend.

Schools Minister Nick Gibb said:

Universities are in charge of deciding their own admissions policies. But this proposal risks confusing employers, teachers and pupils by giving different values to the same A-levels and would undermine the integrity of public exams.

All pupils who work hard and achieve high standards deserve to have their qualifications recognised. The key to widening access to university is by ensuring more young people are achieving good grades in the right subjects – regardless of background.

That’s why we are stepping in to drive up standards in failing schools; raising teacher quality and training; strengthening exams and curriculum; and targeting investment at those who need the most support through the Pupil Premium.

The press release issued by the Department for Education on 22 September 2011.

The Department for Education today launched a consultation on proposals to allow schools to appoint the talented and experienced teachers they need.

The changes would see bureaucracy reduced so that fully qualified teachers from the United States, Canada, Australia and New Zealand and further education teachers are more easily permitted to teach in schools as qualified teachers without further training or assessment, or serving statutory induction.

Evidence from around the world shows that the most important factor in fostering excellence in schools is the quality of its teachers.

Currently:

• Teachers from the European Economic Area can teach in England’s schools. But those from the US, Canada, Australia and New Zealand are not allowed to work here as qualified teachers without further training and assessment. The National Academic Recognition Information Centre (NARIC) reported in 2003 that teacher training systems in those countries are equivalent to those in the United Kingdom. Schools will be able to appoint these teachers if they cannot otherwise find the high-quality teachers they need.
• Further education teachers with Qualified Teaching and Learning Skills (QTLS) status can only be appointed in schools as unqualified teachers on a temporary basis. Professor Alison Wolf recommended in her review of vocational education earlier this year that this restriction be lifted because it was making it more difficult for schools to provide high-quality vocational teaching. The recommendation was accepted immediately by Education Secretary Michael Gove.

Subject to the consultation, heads will be given greater freedom to appoint teachers with the right skills, special qualifications or experience in order to provide a broad curriculum for their pupils.

Schools Minister Nick Gibb said:

We want to put qualified teachers from the USA, Canada, Australia and New Zealand on an equal footing with qualified teachers from the European Economic Area, who can already teach in this country without needing further qualifications.

These are important deregulatory proposals that will make it easier for many highly talented teachers to remain in the classroom.

Professor Alison Wolf said:

During my Review I found no support or acceptable rationale for the current situation, which refuses recognition to QTLS in schools.

The sooner this is changed the better; and I am delighted that the government proposes to make it easier for schools to hire the best person for the job.

Toni Fazaeli, chief executive of the Institute for Learning (IfL), said:

Some 5,000 further education teachers made the case for QTLS to be recognised for teaching in schools, on a par with QTS, as their contribution to the Wolf review. IfL has consistently made the case for our members’ professionalism and the professional status of QTLS to be recognised for teaching in schools’ settings as well as further education, so that young people have access to expert vocational teaching wherever they learn.

Recognising QTLS status and certain overseas teaching qualifications will require a change in the law. Subject to the public consultation and parliamentary process, we anticipate that revised regulations will come into effect from April 2012. Until these changes are made, the existing regulations will remain in force. The consultation will close on 16 December.

Professor Wolf’s review of vocational education.

What we are consulting on:

1. Teachers with Qualified Teacher Learning and Skills (QTLS) status will have qualified teacher status and will therefore be able to teach in schools as qualified teachers on a permanent basis.
2. Teachers with QTLS status will be required to maintain their membership of the Institute for Learning (IfL).
3. Teachers with QTLS status will not be required to complete a statutory induction period in schools.
4. Qualified teachers from the US, Canada, Australia and New Zealand will have qualified teacher status. This means that they will be able to teach in schools as qualified teachers on a permanent basis without undertaking additional training or assessment.
5. Qualified teachers from the US, Canada, Australia and New Zealand will not be required to complete a statutory induction period in England.

The press release issued by the Department for Education on 21 September 2011.

The government has announced today (21 September 2011) that 20 pathfinders, covering 31 local authorities and their primary care trust (PCT) partners, will test out the main proposals in the SEN and disabilities green paper.

The consultation on the SEN and disabilities green paper received 2,378 responses – 26 per cent were from parents and parents’ organisations.

Children’s Minister, Sarah Teather, said:

We’re proposing the biggest reforms in 30 years to help disabled children and those with special educational needs so we need to make sure we get them right. It’s good to see that the overall response from parents, teachers and professionals is supportive of our vision for change.

There are some interesting responses that will help us shape future policy decisions. For example, we can see that people think there should be a greater emphasis on meeting particular needs that emerge in school, just as much as identifying development problems in the early years.

I’m looking forward to seeing how the pathfinders progress over the next few months to test out how we can make our proposed changes a reality.

The pathfinders will all test some core elements of reform, including:

• a single education, health and care plan from birth to 25 years old, focusing on whether outcomes for disabled children and their parents have been improved
• personal budgets for parents of disabled children and those with SEN so they can choose which services best suit the needs of their children
• strong partnership between all local services and agencies working together to help disabled children and those with SEN
• improved commissioning, particularly through links to health reforms
• the role of voluntary and community sector organisations and parents in a new system
• the cost of reform.

Pathfinders will also test some optional elements, including:

• whether a national funding framework would help parents understand what level of funding is available to support their child’s needs
• better support to help parents through the process
• support to vulnerable children through the new process
• and the impact of reforms on children aged 16 to 25, or children in the early years.

The pathfinders will receive up to £150,000 per local authority per year.

The press release issued by the Department for Education on 19 September 2011.

The total funding available for the Pupil Premium is set to double and will rise to £1.25bn in 2012-13.

The Pupil Premium began to be allocated to schools this year and is targeting funding at pupils from low income families who generally do not achieve as well as pupils from more advantaged backgrounds. Government funding will support them in reaching their potential and help schools reduce educational inequalities.

Children’s Minister Sarah Teather confirmed that the total funding available for the Pupil Premium will be £1.25bn in 2012-13. This is a rise from £625m in 2011-12, and will rise again each year until 2014-15 when it will be worth £2.5bn.

Children’s Minister Sarah Teather said:

The amount the Government is making available through the Pupil Premium will double next year and I am delighted to announce this increase. It shows this Government’s commitment to reforming funding for schools to make it fairer for the most deprived children.

It is our responsibility to close the gulf in achievement, where the poorest children are almost three times less likely to leave school with five good GCSEs than their richer classmates.

This extra funding will help tackle inequality and make sure thousands of children get the extra support they need to succeed and reach their potential.

Per pupil allocations and how the Pupil Premium will be distributed in 2012-13 has not yet been finalised. This will be announced in due course.