To ask the Secretary of State for Education how many schools he estimates will have signed academy agreements under the terms of the Academies Act 2010 by September 2010.

To ask the Secretary of State for Education how many schools he estimates will have signed academy agreements under the terms of the Academies Act 2010 by September 2010.

To ask the Secretary of State for Education which schools have been informed their application for academy status in September 2010 (a) has been granted and (b) has not been granted.

To ask the Secretary of State for Education which schools have been informed their application for academy status in September 2010 (a) has been granted and (b) has not been granted.

To ask the Secretary of State for Education how many Academy Orders he has agreed in relation to academies planning to open in September 2010.

To ask the Secretary of State for Education how many Academy Orders he has agreed in relation to academies planning to open in September 2010.

To ask the Secretary of State for Education how much funding his Department has provided per pupil to schools with academy status in each local authority area in England in each of the last five years.

To ask the Secretary of State for Education how much funding his Department has provided per pupil to schools with academy status in each local authority area in England in each of the last five years.

To ask the Secretary of State for Education whether he has sought advice from the Equality and Human Rights Commission on the likely effects of the implementation of the proposals in the Academies Bill on (a) black pupils, (b) Asian pupils, (c) pupils from a mixed ethnic background, (d) girls...

To ask the Secretary of State for Education whether he has sought advice from the Equality and Human Rights Commission on the likely effects of the implementation of the proposals in the Academies Bill on (a) black pupils, (b) Asian pupils, (c) pupils from a mixed ethnic background, (d) girls...

To ask the Secretary of State for Education what advice he has received on the compliance of the proposed Academies Bill with the provisions of the Equalities Act 2010.

To ask the Secretary of State for Education what advice he has received on the compliance of the proposed Academies Bill with the provisions of the Equalities Act 2010.

The hon. Gentleman is absolutely right about that. Of course what Lord Hill said in another place was that if we were to consider the grammar schools that become academies, we might find that that area is significantly broader. What that ““area”” meant was very difficult to define. My hon....

The hon. Gentleman is absolutely right about that. Of course what Lord Hill said in another place was that if we were to consider the grammar schools that become academies, we might find that that area is significantly broader. What that ““area”” meant was very difficult to define. My hon....

But who will decide? It will be the head teacher and the governing body of the school. The right hon. Gentleman tells us not to worry because some consultation will take place, and he asks what head teacher would drive this through against local opposition. I just say to him...

But who will decide? It will be the head teacher and the governing body of the school. The right hon. Gentleman tells us not to worry because some consultation will take place, and he asks what head teacher would drive this through against local opposition. I just say to him...

I make a prediction to the right hon. Gentleman and to some of the hon. Members on the Government Benches who are saying ““Hear, hear””. I predict that the Government will produce amendments in the Bill that they are introducing in the autumn to clarify the situation and that hon....

I make a prediction to the right hon. Gentleman and to some of the hon. Members on the Government Benches who are saying ““Hear, hear””. I predict that the Government will produce amendments in the Bill that they are introducing in the autumn to clarify the situation and that hon....

What we are saying is that we are legislating for a process and we expect it to set out exactly what should happen. It is for the Government to determine what that process is. At the moment, they have no real idea about it. I also say to the right...

What we are saying is that we are legislating for a process and we expect it to set out exactly what should happen. It is for the Government to determine what that process is. At the moment, they have no real idea about it. I also say to the right...

My hon. Friend makes a self-evident and good point, and identifies some of the problems regarding the difference between what happened before and what will happen under the Bill's measures. There are a huge number of questions that the Minister needs to answer. On consultation, it would help if the...

My hon. Friend makes a self-evident and good point, and identifies some of the problems regarding the difference between what happened before and what will happen under the Bill's measures. There are a huge number of questions that the Minister needs to answer. On consultation, it would help if the...

Some local authorities have been a problem, but not just Labour authorities—Conservative local authorities have also stood in the way of academy development. One pays a price for local democracy and involving local authorities: sometimes it means that people pursue educational options in their area that one does not agree...

Some local authorities have been a problem, but not just Labour authorities—Conservative local authorities have also stood in the way of academy development. One pays a price for local democracy and involving local authorities: sometimes it means that people pursue educational options in their area that one does not agree...

I was going to make that point: schools adjudicators have been involved almost as a final route of appeal. I know from my experience as a Minister—if the hon. Member for Brigg and Goole (Andrew Percy) becomes a Minister he will find this out—that even when one thinks a decision...

I was going to make that point: schools adjudicators have been involved almost as a final route of appeal. I know from my experience as a Minister—if the hon. Member for Brigg and Goole (Andrew Percy) becomes a Minister he will find this out—that even when one thinks a decision...

There are two points. I shall come back to the local point in the moment, but all the way through these discussions—the hon. Gentleman, to his credit, has been in the Chamber for many hours of the debate on the Bill—I have pointed out significant and substantial differences between the...

There are two points. I shall come back to the local point in the moment, but all the way through these discussions—the hon. Gentleman, to his credit, has been in the Chamber for many hours of the debate on the Bill—I have pointed out significant and substantial differences between the...

I think that the hon. Lady's amendment puts forward a good point. However, does not the intervention from the hon. Member for Crewe and Nantwich (Mr Timpson) highlight the problem with the process that we have to go through in that the hon. Lady could have the most brilliant idea...

I think that the hon. Lady's amendment puts forward a good point. However, does not the intervention from the hon. Member for Crewe and Nantwich (Mr Timpson) highlight the problem with the process that we have to go through in that the hon. Lady could have the most brilliant idea...

The hon. Gentleman makes a perfectly reasonable point, but the problem is that we cannot amend the Bill unless we win a vote. That is the problem with this process. Frankly, we all feel immense frustration. His point is exactly right, but we cannot amend the Bill.

The hon. Gentleman makes a perfectly reasonable point, but the problem is that we cannot amend the Bill unless we win a vote. That is the problem with this process. Frankly, we all feel immense frustration. His point is exactly right, but we cannot amend the Bill.

I do not think that it is sufficient. The hon. Gentleman is right: of course one would consult teachers, non-teaching staff and pupils differently. That is why our amendment states:"““The Secretary of State shall issue guidance as to how””" that is done. Of course the consultation will be carried out...

I do not think that it is sufficient. The hon. Gentleman is right: of course one would consult teachers, non-teaching staff and pupils differently. That is why our amendment states:"““The Secretary of State shall issue guidance as to how””" that is done. Of course the consultation will be carried out...

It is a very good job that the Minister has persuaded me that statutory instruments of any sort—negative or affirmative—are unnecessary, otherwise he would not be able to announce academy orders in September. I intend to ask leave to withdraw the amendment, but I return to a point I made...

It is a very good job that the Minister has persuaded me that statutory instruments of any sort—negative or affirmative—are unnecessary, otherwise he would not be able to announce academy orders in September. I intend to ask leave to withdraw the amendment, but I return to a point I made...

I beg to move amendment 82, page 3, line 11, at end insert—

I beg to move amendment 82, page 3, line 11, at end insert—

I will be interested to hear why the Minister thinks that the amendments are unacceptable. Before that, it is important to say that, in the previous debate, there was a massive change in Government hope and expectation for their flagship academies policy. They have retreated from claiming that hundreds of...

I will be interested to hear why the Minister thinks that the amendments are unacceptable. Before that, it is important to say that, in the previous debate, there was a massive change in Government hope and expectation for their flagship academies policy. They have retreated from claiming that hundreds of...