§ Mr. Chaytor
To ask the Secretary of State for Education and Skills what assessment he has made of the relationship between SATS scores and the results of teacher assessment at Key Stage Two. 
§ Mr. Miliband
[holding answer 11 September 2003]: Testing of all pupils at the end of each key stage of education provides objective evidence, against a national standard, of what children have learned in the core subjects. Teacher assessment: is an important part of the overall statutory assessment framework and covers the full range and scope of the programmes of study, taking into account evidence of achievement in a range of contexts, including that gained through discussion and observation.1148W
The evidence from both types of assessment, together provides, valuable information to support the future learning of each pupil.
The results from teacher assessment and tests are broadly consistent, but they are derived from different sources of evidence of a pupil's attainment.
§ Mrs. Gillan
To ask the Secretary of State for Education and Skills how many teachers he estimates will lose their jobs in(a) the Chesham and Amersham constituency and (b) Buckinghamshire as a result of the financial problems encountered by schools in England in the next school year; and how many (i) teaching and (ii) other staff posts he estimates will remain unfilled for the same reason. 
§ Mr. Miliband
My right hon. Friend has made no such estimate. Provisional statistics on teacher and support staff numbers and teacher vacancies at January 2003 were published in April in Statistical First Release 10/2003. Statistics released on 9 September provided regional and LEA level breakdowns of these figures. Provisional national figures for January 2004 are due to be published next April. As I made clear in my reply to the hon. Member of 8 September 2003,Official Report, column 112w, the broad assessment of changes in teaching staff numbers made by my Department in liaison with local education authorities (LEAs) in May this year did not provide a definitive picture.
§ Mr. Hancock
To ask the Secretary of State for Education and Skills if he will list the subjects which have missed targets for teacher training recruitment in the last year for which figures are available. 
§ Mr. Miliband
My Department has moved from a system which obliges teacher training providers to aim for a particular intake target to one that incentivises them to recruit as many good candidates as they can in the areas where new teachers are needed most. That is why 4,000 more conventional teacher training places and over 5,000 more employment-based training places will be funded in 2003/04 than were being funded in 1996/97. The table shows the number of conventional teacher training places funded in 2002/03 by subject and phase; the number of entrants who took up these places; and the number of recruits to employment-based teacher training in that year. Numbers of funded employment-based training places are not specified in advance by subject or phase.
2002/03 Initial teacher training places Entrants to initial teacher training Entrants to employment based teacher training Primary 14,000 14,451 1,659 Secondary Mathematics 1,940 1,673 382 English and drama 2,350 2,479 649 Science 2,850 2,701 506 Modern Foreign Languages 2,050 1,732 221 Technology1 2,500 2,404 653 History 950 985 79 Geography 1,100 946 59 Physical Education 1,200 1,325 138 Art 850 885 82 Music 700 596 68 Religious Education 700 576 62 Citizenship 200 185 15
2002/03 Initial teacher training places Entrants to initial teacher training Entrants to employment based teacher training Other 300 174 100 Secondary Reserve 100 — — Total secondary 17,790 16.661 3,014 Overall Total 31,790 31,112 4,673 Fast Track n/a 117 n/a Total (including Fast Track) 31,790 31,229 4,673 1 Technology includes design and technology, business studies and information technology