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512519

registered interest
date	13/04/2016
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Academies: Governing Bodies
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, with reference to paragraph 3.30 of Educational excellence everywhere, Cm 9230, when she plans to amend the academy articles of association models to remove the requirement for new academy trusts and school governing boards to elect parent governors; and if she will take steps to enable existing academies to make that change.
tabling member constituency	Scunthorpe
tabling member printed	Nic Dakin
uin	33823
answer	answer is ministerial correction date of answer 22/04/2016 answer text <p>The model articles of association give multi-academy trust (MAT) boards the freedom to appoint a local governing body. The board is also free to decide on what, if any, governance functions they delegate to subsidiary governance structures at the level of either individual schools or clusters of schools. Whatever arrangements MATs use, they must set out and publish on their website their chosen arrangements in a clear scheme of delegation.</p><p>The White Paper <em>Educational Excellence Everywhere</em> outlines our intention to place a new expectation on all academies to put in place specific arrangements to engage with all parents in a meaningful way to listen to their views and feedback. To enable a move to fully skills-based governance, the White Paper also announces an end to our requirement on new and existing trusts to reserve places on the board for elected parents.</p> answering member constituency Crewe and Nantwich answering member printed Edward Timpson grouped question UIN 33914 question first answered 22/04/2016 09:41:16 answering member 1605 label Biography information for Edward Timpson previous answer version 55889 answering member constituency Crewe and Nantwich answering member printed Edward Timpson answering member 1605 label Biography information for Edward Timpson
tabling member	4056 label Biography information for Nic Dakin

512520

registered interest
date	13/04/2016
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Academies: Directors
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, with reference to paragraph 3.35 of Educational excellence everywhere, Cm 9230, if she will issue guidance on levels of remuneration for non-executive academy trust directors.
tabling member constituency	Scunthorpe
tabling member printed	Nic Dakin
uin	33824
answer	answer is ministerial correction date of answer 22/04/2016 answer text <p>Academy trusts are independent charities and must comply with charity law. This means that trust directors can only receive payment for carrying out trustee duties with Charity Commission authorisation.</p><p>The Charity Commission will only authorise payment to academy trustees where it has been clearly shown to be in the charity’s interests. They will consider issues such as the reasons for payment, whether conflicts of interests are managed appropriately, whether the Principal Regulator (for academies this is the Secretary of State for Education) is agreeable and whether payment of any trustees is in the longer-term interests of the charity. These arrangements are set out in the Department’s Governance Handbook, available on GOV.UK at: <a href="http://www.gov.uk/government/publications/governance-handbook" target="_blank">www.gov.uk/government/publications/governance-handbook</a>. It is up to trusts to decide on the level of any such remuneration.</p><p>Academy trusts operate under a robust accountability system which holds them to account for the results they achieve and their use of resources. This includes a requirement to publish audited accounts each year allowing the wider public chance to hold academy trusts to account to help make sure that spend is securing better outcomes for pupils.</p> answering member constituency Crewe and Nantwich answering member printed Edward Timpson question first answered 22/04/2016 09:40:22 answering member 1605 label Biography information for Edward Timpson previous answer version 55892 answering member constituency Crewe and Nantwich answering member printed Edward Timpson answering member 1605 label Biography information for Edward Timpson
tabling member	4056 label Biography information for Nic Dakin

512521

registered interest
date	13/04/2016
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Maintained Schools: Governing Bodies
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, with reference to paragraph 3.35 of Educational excellence everywhere, Cm 9230, what powers she has to require local authority maintained schools to provide details of everyone involved in governance for a new database; and when she plans to bring forward legislative proposals to bar unsuitable individuals from being governors of maintained schools.
tabling member constituency	Scunthorpe
tabling member printed	Nic Dakin
uin	33825
answer	answer is ministerial correction date of answer 21/04/2016 answer text <p>The Education Act 2002 gives the Secretary of State the power to give guidance to maintained schools governing bodies about their constitution. She also has a number of other information gathering powers in legislation. We expect to use this combination to make provision for the database by 1 September 2016. We also intend to bring forward legislation on barring unsuitable individuals from being governors of maintained schools at the earliest opportunity.</p> answering member constituency Crewe and Nantwich answering member printed Edward Timpson question first answered 21/04/2016 09:59:04 answering member 1605 label Biography information for Edward Timpson previous answer version 55893 answering member constituency Crewe and Nantwich answering member printed Edward Timpson answering member 1605 label Biography information for Edward Timpson
tabling member	4056 label Biography information for Nic Dakin

512529

registered interest
date	13/04/2016
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Academies: Governing Bodies
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, with reference to paragraph 3.28 of Educational excellence everywhere, Cm 9230, when she plans to amend the model articles of government of academies to require each school in a multi-academy trust to have a school level governing body; and whether she plans that those model articles will set out the role of school level governing bodies to focus on understanding and championing the needs of pupils, parents and the wider local community.
tabling member constituency	Scunthorpe
tabling member printed	Nic Dakin
uin	33914
answer	answer is ministerial correction date of answer 22/04/2016 answer text <p>The model articles of association give multi-academy trust (MAT) boards the freedom to appoint a local governing body. The board is also free to decide on what, if any, governance functions they delegate to subsidiary governance structures at the level of either individual schools or clusters of schools. Whatever arrangements MATs use, they must set out and publish on their website their chosen arrangements in a clear scheme of delegation.</p><p>The White Paper <em>Educational Excellence Everywhere</em> outlines our intention to place a new expectation on all academies to put in place specific arrangements to engage with all parents in a meaningful way to listen to their views and feedback. To enable a move to fully skills-based governance, the White Paper also announces an end to our requirement on new and existing trusts to reserve places on the board for elected parents.</p> answering member constituency Crewe and Nantwich answering member printed Edward Timpson grouped question UIN 33823 question first answered 22/04/2016 09:41:16 answering member 1605 label Biography information for Edward Timpson previous answer version 55890 answering member constituency Crewe and Nantwich answering member printed Edward Timpson answering member 1605 label Biography information for Edward Timpson
tabling member	4056 label Biography information for Nic Dakin

514180

registered interest
date	12/04/2016
answering body	Northern Ireland Office
answering dept id	21
answering dept short name	Northern Ireland
answering dept sort name	Northern Ireland
hansard heading	Economic Situation: Northern Ireland
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Northern Ireland, what steps the Government is taking to strengthen the Northern Ireland economy.
tabling member constituency	Scunthorpe
tabling member printed	Nic Dakin
uin	904524
answer	answer is ministerial correction date of answer 20/04/2016 answer text <p>The Government’s long-term economic plan is strengthening the Northern Ireland economy.</p><p> </p><p>Last year legislation was passed to allow the devolution of corporation tax rate-setting powers.</p><p> </p><p>This could bring benefits for an estimated 34,000 companies of all sizes in Northern Ireland.</p> answering member constituency Chipping Barnet answering member printed Mrs Theresa Villiers question first answered 20/04/2016 14:31:30 answering member 1500 label Biography information for Theresa Villiers
tabling member	4056 label Biography information for Nic Dakin

487012

registered interest
date	24/03/2016
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Further Education
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, pursuant to the Answer of 9 March 2016 to Question 29811, on further education, how many meetings have been held for area reviews in (a) Birmingham and Solihull, (b) Greater Manchester, (c) Sheffield City Region, (d) Tees Valley, (e) Sussex, (f) Solent and (g) West Yorkshire in each of the last nine months.
tabling member constituency	Scunthorpe
tabling member printed	Nic Dakin
uin	32491
answer	answer is ministerial correction date of answer 11/04/2016 answer text <p>A wide range of meetings are held within each area review, which is a locally owned process designed to meet the needs of each local area. Bilateral meetings will often take place, for instance, between individual colleges which might be exploring restructuring options. Local stakeholders will often meet in smaller groupings to discuss particular issues or themes, for example local enterprise partnerships and local authorities may have set up separate meetings. Additionally, some local stakeholders will seek meetings to ensure their involvement at particular points, for example local MPs once recommendations emerge.</p><p>The number and type of meetings are likely to vary with each review, depending on local provision, circumstances and issues as well as local interest in engaging with the review work. The following focuses on the formal meetings which are a core part of the area review process and would therefore be consistent across the country.</p><p>A number of formal area review steering group meetings have taken place in each area since September 2015. No steering group meetings were held prior to September 2015. Meetings held between September 2015 and March 2016 are as follows:</p><ul><li>In Birmingham and Solihull, one meeting was held in each of the following months: September, October, November, December, January and March.</li></ul><p> </p><ul><li>In Greater Manchester, one meeting was held in each of the following months: September, November and December.</li></ul><p> </p><ul><li>In Sheffield City Region, one meeting was held in each of the following months: September, November, December and March.</li></ul><p> </p><ul><li>In Tees Valley, one meeting was held in each of the following months: October, November, December, February and March.</li></ul><p> </p><ul><li>In Sussex, one meeting was held in each of the following months: October, December, January, February and March.</li></ul><p> </p><ul><li>In the Solent, one meeting was held in each of the following months: November, December, January and March.</li></ul><p> </p><ul><li>In West Yorkshire, one meeting was held in each of the following months: November, December, January and March.</li></ul> answering member constituency Grantham and Stamford answering member printed Nick Boles question first answered 11/04/2016 14:40:22 answering member 3995 label Biography information for Nick Boles
tabling member	4056 label Biography information for Nic Dakin

487013

registered interest
date	24/03/2016
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Further Education
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, pursuant to the Answer of 9 March 2016 to Question 29811, on further education, if she will publish the minutes of each of those meetings.
tabling member constituency	Scunthorpe
tabling member printed	Nic Dakin
uin	32475
answer	answer is ministerial correction date of answer 12/04/2016 answer text <p>Minutes of the steering group meetings are not published as they are a series of internal discussions during which local stakeholders review post-16 provision in their area and work towards a set of recommendations. As such, each local steering group has space and autonomy to develop their proposals and discuss local issues effectively.</p><p>The Department is committed to making the outcomes transparent, and once each review reaches its conclusions, there will be a summary report published at the end of each Area Review process.</p> answering member constituency Grantham and Stamford answering member printed Nick Boles question first answered 12/04/2016 11:20:37 answering member 3995 label Biography information for Nick Boles
tabling member	4056 label Biography information for Nic Dakin

485594

registered interest
date	23/03/2016
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Special Educational Needs
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what steps she is taking to ensure that local authorities are required to take action on education and early years settings that intentionally exclude disabled children and do not meet their legal duties to such children under the Equality Act 2010.
tabling member constituency	Scunthorpe
tabling member printed	Nic Dakin
uin	32243
answer	answer is ministerial correction date of answer 12/04/2016 answer text <p>Promoting equality in education settings is a priority for this Government. In combination with our guidance to schools on managing medical conditions, the Equality Act 2010 provides a broad basis for ensuring that disabled pupils are included and supported to achieve their full potential.</p><p>The Equality Act requires all schools (whether maintained or academy) to produce an accessibility plan. These plans ensure that all aspects of school life are accessible to disabled pupils. The Act also requires Local Authorities to produce accessibility strategies with the same aims as the school-level plan, but with different coverage. There is no evidence of schools or early years settings systematically refusing to accept disabled children. However, we do take action where individual cases are brought to our attention.</p><p>Our Early Implementer Package for the new extended childcare offer will include testing how we can improve access for children with SEN and disabilities. This will provide critical information before the national rollout.</p><p>Any exclusions from school must be lawful, reasonable and fair. Schools have a legal duty not to discriminate against a pupil because of a protected characteristic. The statutory guidance on exclusion emphasises the importance of early intervention to address underlying causes of disruptive behaviour, including an assessment of whether suitable provision is in place to support any SEN or disability a pupil may have. It also states that headteachers should, as far as possible, avoid excluding permanently any pupil with a statement of SEN.</p><p>In certain circumstances, governing bodies must review head teachers’ decisions to exclude and have the power to reinstate a pupil. Where a governing body upholds a permanent exclusion, parents can request that the decision is reviewed by an independent review panel. However, the governing body has the final say on whether the pupil can return to the school. Parents can request that a SEN expert provides impartial advice to the panel.</p><p>Parents can also make a claim to the First-tier Tribunal (SEN and Disabilities) when it is alleged that an exclusion relates to disability discrimination. The Tribunal has the power to order the pupil’s reinstatement.</p><p>When Ofsted inspect a school and look at the behaviour management policies they can also consider whether the school is disproportionately excluding pupils with disabilities and can use this to inform their assessment.</p> answering member constituency Crewe and Nantwich answering member printed Edward Timpson question first answered 12/04/2016 09:59:23 answering member 1605 label Biography information for Edward Timpson
tabling member	4056 label Biography information for Nic Dakin

485596

registered interest
date	23/03/2016
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Children's Play: Special Educational Needs
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what assessment she has made of the conclusion of the report from the charity Sense, Making the case for play, published in February 2016, that a misguided interpretation and approach to health and safety is creating a barrier to accessing play settings and activities for children with multiple needs.
tabling member constituency	Scunthorpe
tabling member printed	Nic Dakin
uin	32244
answer	answer is ministerial correction date of answer 11/04/2016 answer text <p>The government recognises that play has an important role in supporting all young children to develop and prepare for later learning, and the Early Years Foundation Stage is clear that “practitioners must consider the individual needs, interests, and stage of development of each child in their care… to plan a challenging and enjoyable experience for each child in all of the areas of learning and development.” Health and safety should not create a barrier to accessing play activities for children with multiple needs.</p><p>The staff working in early years settings as Early Years Educators (level 3) and Early Years Teachers (graduates) are required to have an understanding of different pedagogical approaches, including the role of play in supporting early learning and development. The criteria for the Early Years Educator and standards for Early Years Teacher Status qualifications are set by the department. However, it is the responsibility of early years settings to provide play opportunities for their children and pupils, including those with special educational needs and disabilities (SEND).</p><p>Ofsted conducts a regular cycle of inspection to ensure that provision meets the required quality and safety standards and assesses the extent to which the learning and care provided by the setting meets the needs of the range of children who attend, including the needs of any children who have SEND.</p><p>The Childcare Act 2016 expands the free childcare entitlement from 15 to 30 hours for three- and four-year-olds of working parents. As part of the Early Implementer Package announced on 2 February 2016, local authorities involved will be using the opportunity to test and showcase how childcare can be delivered in a way that improves access for children with SEND. The department also launched a consultation on 3 April 2016 seeking views on key elements of the operation and delivery of the 30 hours and we welcome views on provision for children with SEND. The consultation is available on GOV.UK at: <a href="http://www.gov.uk/government/consultations/30-hour-free-childcare-entitlement" target="_blank">www.gov.uk/government/consultations/30-hour-free-childcare-entitlement</a></p> answering member constituency East Surrey answering member printed Mr Sam Gyimah question first answered 11/04/2016 14:54:19 answering member 3980 label Biography information for Mr Sam Gyimah
tabling member	4056 label Biography information for Nic Dakin

485599

registered interest
date	23/03/2016
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Teachers: GCE A-level
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what evidence her Department holds on the relationship between the A-level grades achieved by prospective teachers and their later performance in the classroom.
tabling member constituency	Scunthorpe
tabling member printed	Nic Dakin
uin	32399
answer	answer is ministerial correction date of answer 11/04/2016 answer text <p>Evidence, including a seminal McKinsey study from 2007 (<em>How the world’s best-performing schools come out on top</em>), shows that teacher quality and impact cannot be predicted by a single factor such as A-Level grades, but result from a complex combination of factors including academic achievement combined with characteristics and attributes such as communication skills, willingness to learn and motivation to teach.</p><p>The Teachers’ Standards, developed by a group of leading teachers and heads, clearly define the core elements of effective teaching – including strong subject knowledge and the promotion of scholarship, as well as skills such as classroom management. All new teachers must demonstrate that they are meeting the standards at the end of their initial training.</p><p>It is important that providers of initial teacher training are able to select and recruit candidates on the basis of their potential and their academic achievement to date; this is why we are giving schools much greater say in recruiting and training candidates who can be successful in the classroom. This year, over half of all postgraduate trainees are coming through school-led routes.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 11/04/2016 15:35:46 answering member 111 label Biography information for Nick Gibb
tabling member	4056 label Biography information for Nic Dakin