Preparations for Leaving the EU

Debate between Michael Gove and Nicholas Dakin

Tuesday 8th October 2019 Commons Chamber

[Michael Gove]

My hon. Friend is absolutely right. I know that there were good people who voted for the right hon. Gentleman’s Act thinking that it would help the country, and I do not cast any aspersions on their motivation, but let us look at the consequences. The consequences are that it is more difficult to secure a deal, and as a result I hope that all those who voted for the Act—and I respect their motivation—reflect on the position in which we now find ourselves.

[Nic Dakin (Scunthorpe) (Lab)]

As 31 October approaches, may I ask when the Government will deliver on their promise to put in place a UK version of the current EU steel safeguards?

[Michael Gove]

Shortly.

Oral Answers to Questions

Debate between Michael Gove and Nicholas Dakin

Thursday 26th October 2017 Commons Chamber

[Nic Dakin (Scunthorpe) (Lab)]

T3. Like many other MPs across the House, the Secretary of State and I supported CAMRA’s general election pledges for beer and pubs, because we recognise the role of pubs in our communities. Is he putting pressure on the Chancellor to freeze beer duty in the Budget?

[Michael Gove]

Conversations between the Chancellor and myself are fruitful. They are fruitful because they are intimate and therefore I cannot say any more.

Birmingham Schools

Debate between Michael Gove and Nicholas Dakin

Monday 9th June 2014 Commons Chamber

[Michael Gove]

I am grateful to my hon. Friend for the active role he plays in ensuring that all the faith communities in his constituency are effectively represented and can contribute to modern Britain.

[Nic Dakin (Scunthorpe) (Lab)]

In an education landscape of university technical colleges, free schools and academies run directly from Whitehall, will the Secretary of State’s welcome review of what the Department has to learn include a thorough analysis of weaknesses in the current accountability system?

[Michael Gove]

I take the hon. Gentleman’s point. I think one of the things that is clear from the action that has been taken in schools today is that academies, and, for that matter, free schools, are subject to a higher level of accountability than local authority schools. One of the things I will be looking at is how we can ensure that local authority schools are held to a similar level of accountability in the future, not least for the discharge of public money.

Free Schools (Funding)

Debate between Michael Gove and Nicholas Dakin

Monday 12th May 2014 Commons Chamber

[Michael Gove]

My hon. Friend makes a very good point. Part of the progressive changes that have been introduced by my Department and which have been championed and designed by the Minister for Schools has been an increase in funding for the parts of the country that have suffered in the past. In particular, the delivery of the pupil premium ensures that disadvantaged children, wherever they are, enjoy not only a high quality of education but additional investment in a better future.

[Nic Dakin (Scunthorpe) (Lab)]

Why has £62 million been spent on nine 16-to-18 free schools, with little evidence of need and at a time when sixth-form colleges are experiencing very deep funding cuts?

[Michael Gove]

I take funding for 16 to 18-year-olds seriously. That is why I am delighted that the London Academy of Excellence in east London, which was visited and indeed praised by the hon. Member for Stoke-on-Trent Central, has helped to ensure that children in a part of east London who did not always have access to a high-quality academic education now enjoy it. Of course, my door is always open to the Association of Colleges and others to ensure that the great work that sixth-form colleges and that sixth-formers throughout the country do remains supported properly.

Oral Answers to Questions

Debate between Michael Gove and Nicholas Dakin

Monday 10th February 2014 Commons Chamber

[Michael Gove]

As ever, my hon. Friend makes a very acute point. One of the flexibilities we have given—not least to academies and free schools—is the ability to vary school holidays in order to make sure that holidays can be cheaper and parents can take them off-peak. That is another school freedom that, for ideological reasons, I am afraid Labour Front Benchers would deny. I do not understand why they are so keen to make holidays more expensive for hard-working families.

[Nic Dakin (Scunthorpe) (Lab)]

I am rather perplexed. Are Government Front Benchers able to help me? A written answer to my hon. Friend the Member for Luton North (Kelvin Hopkins) said that there was no idea how much it cost to create 138 new sixth forms in schools. Given that we want value for money, I found that very difficult to understand.

Teaching Quality

Debate between Michael Gove and Nicholas Dakin

Wednesday 29th January 2014 Commons Chamber

[Michael Gove]

Not for the first time and I am sure not for the last time, my hon. Friend hits the nail squarely on the head. It has now been the case for some time that schools can advertise for and employ instructors, trainees or others.

[Nic Dakin (Scunthorpe) (Lab)]

They are paid significantly less.

[Michael Gove]

We will come to that.

It is important to recognise that situation, because that is exactly what has happened in the school referred to several times in this Chamber and elsewhere by the shadow Secretary of State—the South Leeds academy. When he first raised the issue, I was genuinely concerned, because he said that unqualified teachers might have been hired with just a few GCSEs. If such people were teachers in the classroom, that would be a genuine cause for concern. He alleged that the academy could do that only because of our changes in policy. [Interruption.] No, absolutely not. The South Leeds academy does not have the power in its funding agreement to hire unqualified teachers, because its funding agreement was constructed, written and agreed before the change in policy. The South Leeds academy has advertised for trainees under a policy that has been in place since at least 1982.

I made that point in this House, and I invited the hon. Gentleman to acknowledge that he had made a mistake. I did so as graciously as I could. [Interruption.] No. I hoped that he would take the trouble to check his facts, but he did not. I have received a letter from the chief executive officer and director of Schools Partnership Trust Academies, which is responsible for the school. Of the specific case of South Leeds academy, he said: “The post advertised was for the appointment of trainees to support the teaching of mathematics. This was not made clear in the advert, which was placed in error. Once I became aware of the issue, the advert was withdrawn. A statement was placed on our website to clarify the matter.”

Moreover, I drew that matter to the attention of the shadow Secretary of State in the House. I told him that he was persisting in error, and I gave him an opportunity to retract. He chose not to do so. Will he now take the opportunity to apologise to the South Leeds academy and to the House for getting his facts wrong?

I note that he had the opportunity then to apologise.

--- Later in debate ---

[Michael Gove]

That is a very well made point.—[Interruption.] I should say to the shadow schools Minister, the hon. Member for Cardiff West (Kevin Brennan), that the credibility with which he speaks on education is undermined by what is happening in his jurisdiction. One reason why Sir Michael Wilshaw and others recognise that it can often be a good idea to employ people who do not at that time have qualified teacher status, as my hon. Friend the Member for Kingswood (Chris Skidmore) pointed out, is that there are many teachers in the independent sector who are doing an outstanding job and whom we would want to have in our schools.

One of the direct consequences of the policy that the hon. Member for Stoke-on-Trent Central spelled out would be that any teacher in the private sector who did not have qualified teacher status would not be able to help the state sector. Where would that leave Liverpool college? Its head teacher does not have QTS, yet it is an outstanding independent school that has been taken into the state sector under our free school programme. Would the hon. Gentleman sack the head teacher and say that decades of outstanding academic achievement are worthless because he knows more about education than the head teacher of Liverpool college?

If the hon. Gentleman thinks that, would he say the same thing to the head teacher of Brighton college, Richard Cairns, who was voted the most outstanding head teacher in the independent sector and was responsible for setting up the London Academy of Excellence? That is another free school that was set up under our programme, and it has just taken children from working-class backgrounds in the east of London, represented by the hon. Member for West Ham (Lyn Brown), who is no longer in her place, and guaranteed their accession to our best universities. Richard Cairns does not have QTS, yet he has run an outstanding independent school and an outstanding state school. According to the hon. Member for Stoke-on-Trent Central, he does not know his own job. Who is better qualified to lead schools, the hon. Gentleman or Richard Cairns and the headmaster of Liverpool college? Should we erect barriers to prevent the excellence that is available in the independent sector from being made available in the state sector? I had thought that the role of progressives was to spread excellence rather than ration it, but it appears to me that the Labour party has abandoned progressivism.

[Nic Dakin]

I have led a college and managed teachers and other educational staff. Does the Secretary of State recognise that any accreditation system can include a process for accreditation of prior learning, which would deal slickly with the issues that he has raised?

[Michael Gove]

It might, or it might not, but the point is that the hon. Member for Stoke-on-Trent Central said in his speech that teachers in the independent sector who did not have QTS would have to acquire it to work in the state sector. That means that state schools could not poach great teachers from independent schools, there could be no effective collaboration between them and we would not be able to lift standards in all state schools by using the expertise that others pay for.

--- Later in debate ---

[Nic Dakin (Scunthorpe) (Lab)]

The best teachers want to be better teachers. What is changing fastest is the young people themselves and the world that they are being prepared for, both as young people and in the future as citizens and workers. Today, very young children are adept at using a tablet computer, and anyone who goes into a primary school will see electronic devices being used to access information, to draft written text creatively or to make video clips or other inventive things. The world is changing rapidly and teachers need to change too. Pedagogy needs to move with the times. The best teachers have always wanted to be better teachers. That is why in my 30-plus years of what was the chalkface and is now the technology interface, I have always seen teachers talking to each other, keen to share and develop, and keen to learn in the interests of their learners.

Politicians, as my hon. Friend the Member for Liverpool, West Derby (Stephen Twigg) said in a quite brilliant speech, need to be careful in the way they talk about these matters. They need to talk about the real world, not the world of fantasy classrooms, and about what is actually going on out there. Politicians would do well to start by understanding and celebrating what is going on in teacher education and ongoing teacher development. It is worth understanding how important high quality initial teacher training is in getting recruitment right. We have debated this before, and the Government’s obsession with School Direct is imperilling effective teacher recruitment and induction. It may well be that one of the Government’s achievements is to preside over not only a school places crisis, but a teacher supply crisis as well, while continuing with expensive, unproven pet projects.

There is a huge amount of excellent practice in schools and colleges, which any consultation on ongoing teacher development should capture, recognise and build on. Every hon. Member who has spoken has paid tribute to the work of teachers throughout the land, and I add my tributes, but it is important to understand the role of induction and support in teachers’ early years. When I was a principal, I always said to staff that supporting a new teacher effectively was one of the most important jobs they did. Get it right and the benefits are huge. Get it wrong and the problems are massive. We need to recognise how appraisal works at the moment, how the process to support staff going through the threshold works and how the ongoing process of keeping evidence of personal development that is commonplace in our schools and colleges works. Anything new needs to build on this. The hon. Member for Norwich South (Simon Wright) was right: we need to build on what is there to avoid unnecessary bureaucratic problems.

People do not want unqualified doctors to operate on them, so it is hardly surprising that parents do not want unqualified teachers teaching their children. It is about professionalism. Some Government Members seek to suggest that by giving someone qualified status the problem has been solved, but that clearly is not the case. This is about recognising the role of professionalism and professionalising the future in a way that secures the future.

The things that are important in terms of ongoing teacher education are subject knowledge—I have never come across a teacher who does not want to improve their subject knowledge—pedagogy; which is challenging and moves rapidly, particularly at the moment; assessment; and leadership, because many teachers will have leadership roles. Unless school and college leaders are committed to teacher improvement, it will not happen.

[Michael Gove]

I always enjoy listening to the hon. Gentleman, who is a distinguished figure in further education. Does he agree with me, with the shadow Secretary of State and with Amanda Phillips, the head teacher of a school in Tower Hamlets who recently wrote so passionately about the subject in The Sun, that we need performance-related pay for teachers in order to ensure that we have more effective continuous professional development?

[Nic Dakin]

My personal view is that performance-related pay rarely works in any sphere of life; all it tends to do is push up the cost of pay without tackling the real issues. I think that separating pay and performance is helpful, because we need to focus on getting performance right. If teachers are not up to scratch, we need to tackle that as a separate issue. I have dealt with that myself. Any good school or college leader will do that day in, day out—it is not easy, but it is done. The link between pay and performance, in my experience, is unhelpful more often than not.

My hon. Friend the Member for Liverpool, West Derby listed the pioneers. I could add to that list, but time is short. I merely draw attention to the strength of his argument, which needs to be listened to.

Oral Answers to Questions

Debate between Michael Gove and Nicholas Dakin

Monday 22nd April 2013 Commons Chamber

[Nic Dakin (Scunthorpe) (Lab)]

Changes to AS and A-levels are planned for 2015, as well as changes to GCSEs. What assessment have the Government made of the impact of that conflagration of curriculum changes on young people, schools and colleges?

[Michael Gove]

It will raise standards.

Curriculum and Exam Reform

Debate between Michael Gove and Nicholas Dakin

Thursday 7th February 2013 Commons Chamber

[Michael Gove]

I am grateful to my hon. Friend who, both as a school governor and as someone with experience in further education, speaks with authority. He is absolutely right. The changes that we will make, I hope, to the accountability system will ensure that schools are incentivised to help students of all abilities. The English baccalaureate is a valuable measure that has already driven up participation in sciences, languages and history, and it will remain as a key element and measurement of how schools are responding to the needs of their pupils.

[Nic Dakin (Scunthorpe) (Lab)]

I welcome the retention of the GCSE brand, but when will the Secretary of State learn from his mistakes, like a good learner, and stop meddling and tinkering, to echo the words of the hon. Member for Chatham and Aylesford (Tracey Crouch), and trying to micro-manage the school system in a way that will, I am afraid, inevitably and sadly disadvantage young people?

[Michael Gove]

I certainly shall not stop challenging the entire school system to do better for all our children, because my first priority is always to ensure that the generation of children who are in school—who, as the hon. Member for Liverpool, West Derby (Stephen Twigg), has pointed out, only have one chance—get schools that are pressurised to do even better for them.

As for micro-management, almost all the changes that we have made during my time as Secretary of State have been to allow teachers and heads greater control and to free them from micro-management in order to ensure that they can concentrate on teaching and learning. The success of the academies programme, which more than half of secondary schools have now adopted, shows that head teachers are enthusiastic about this Government’s desire to empower them with greater control over the curriculum and how teachers are rewarded.

Oral Answers to Questions

Debate between Michael Gove and Nicholas Dakin

Monday 3rd December 2012 Commons Chamber

[The Secretary of State for Education (Michael Gove)]

We announced draft proposals for the new primary curriculum earlier this year and we will bring forward proposals for the secondary curriculum in due course.

[Nic Dakin]

When I visited award-winning St Lawrence academy in my constituency on Friday, I heard first hand how year 10 and year 11 students were gaining from accessing vocational courses at North Lindsey college. Can the Secretary of State confirm that he still supports Alison Wolf’s recommendation that 14 to 16-year-olds can benefit hugely from access to high-quality vocational education in colleges?

[Michael Gove]

I often find myself nodding along whenever the hon. Gentleman makes a point, and I have never yet found a recommendation by Alison Wolf with which I have not agreed.

Exam Reform

Debate between Michael Gove and Nicholas Dakin

Monday 17th September 2012 Commons Chamber

[Michael Gove]

As is so often the case, my hon. Friend hits several nails squarely on the head in quick succession. It is our intention to ensure that the consultation is long enough to take into account the views of head teachers, academics and others, and head teachers have already welcomed many of the steps we are taking and want to engage positively with the Government. I hope that the Opposition do likewise.

[Nic Dakin (Scunthorpe) (Lab)]

The noble Baroness Thatcher, the former Prime Minister, said when she scrapped O-levels that she was doing so because they represented a cap on social mobility. Is today’s announcement a return to terminal norm-referenced exams and that cap on social mobility?

[Michael Gove]

No.

Oral Answers to Questions

Debate between Michael Gove and Nicholas Dakin

Monday 3rd September 2012 Commons Chamber

[Michael Gove]

There have been three reasons to celebrate in Suffolk over the past four weeks: first, a new free school in Brandon; secondly, a new free school in Beccles; and, thirdly, my hon. Friend coming first in a handicap race at Newmarket in his constituency and, in so doing, raising money for some of the most deserving cases in the military and equestrian worlds.

[Nic Dakin (Scunthorpe) (Lab)]

GCSE English is a progression qualification. From my 30-plus years in education and from listening to heads, teachers and local young people, it is clear to me that this year’s marking is a fiasco. Will the Secretary of State urge Ofqual to ensure fairness across the whole of this year’s entry group and not hide behind unacceptable comments such as that the entrants in January “got lucky”?

[Michael Gove]

I am sure the regulator will have heard the hon. Gentleman’s case. As I have said before, he was the head of an outstanding further education college. However, it is only appropriate to say that when the regulator appeared before the Education Committee, she made it clear that she saw it as her mission to deal with problems associated with grade inflation. It was on that basis that a Committee of this House approved her appointment.

Secondary Education

Debate between Michael Gove and Nicholas Dakin

Thursday 21st June 2012 Commons Chamber

[Michael Gove]

My hon. Friend makes his point effectively and with typical pungency. Among employers there is a lack of confidence in many of the qualifications that exist at the moment. The people let down most by that are hard-working and intelligent students. I am convinced that we have the best generation of teachers ever in our schools and that students are working harder than ever. That is why we need to change the exam system—so that it works as hard as they do.

[Nic Dakin (Scunthorpe) (Lab)]

I know from personal experience, having prepared students for many different qualifications, of the inadequacy of O-levels and CSEs, compared with GCSEs, in setting and assessing standards. Will the Secretary of State reassure the House and those outside it that any changes to our examination system are strongly and rigorously evidence-based and not based on hunch and assumption, so that he does not make a wrong turning that damages the UK economy and young people’s lives?

[Michael Gove]

The hon. Gentleman, who was an outstanding principal of an outstanding further education college, makes a very good point. I emphasise again that it is natural, when we seek to reform our examination system, that people will look backwards and think that we are moving back to a situation that we inherited. We are not; we are moving forward to ensure that our qualifications are more rigorous, stand comparison with the best in the world and take account of precisely the point that the hon. Gentleman made about the need for evidence.

Oral Answers to Questions

Debate between Michael Gove and Nicholas Dakin

Monday 16th April 2012 Commons Chamber

[Michael Gove]

With characteristic acuity, my hon. Friend puts her finger on precisely the scale of the problem we inherited from the previous Government. The system for funding sixth forms was dysfunctional, subjects that deserved better support, particularly mathematics, were not receiving it and we needed change. I am not in favour of a subject premium such as that outlined by my hon. Friend, but I am in favour of the approach outlined by Professor Alison Wolf in her report on improving vocational and technical education.

[Nic Dakin (Scunthorpe) (Lab)]

The Young People’s Learning Agency and the Department for Education have recently released data that reveal that in 2011-12 sixth-form colleges received approximately £4,500 per student whereas schools and academies received £5,600 per student. When will the Secretary of State act to address this anomaly and discrepancy?

[Michael Gove]

We have already acted. The hon. Gentleman was the distinguished principal of an outstanding further education college, so I know that he will be pleased that we are equalising funding between all sixth-form institutions. Sixth-form colleges and further education colleges do wonderful work. For too long, they have been Cinderellas, but under this Government they are at last going to the ball.

Oral Answers to Questions

Debate between Michael Gove and Nicholas Dakin

Monday 16th January 2012 Commons Chamber

[Michael Gove]

No school is better governed in Marlborough, or indeed in Wiltshire, than St John’s. As a result of my hon. Friend’s impassioned advocacy, I will ensure that the necessary posteriors are kicked.

[Nic Dakin (Scunthorpe) (Lab)]

10. What recent assessment he has made of the effect of reductions in central Government funding on the provision of out-of-school child care.

Oral Answers to Questions

Debate between Michael Gove and Nicholas Dakin

Monday 17th October 2011 Commons Chamber

[Michael Gove]

A beautifully tailored bid from my hon. Friend! We will look as favourably as we can on all schools that were overlooked by the previous Government’s BSF programme.

[Nic Dakin (Scunthorpe) (Lab)]

The Association of Colleges has surveyed its members and found a fall in recruitment to colleges this autumn. What steps is the Secretary of State putting in place to monitor and evaluate the effect on student recruitment, retention and achievement of his decision to scrap the education maintenance allowance?

[Michael Gove]

I was interested to look at the Association of Colleges survey, which showed that an equal number of colleges were, in fact, attracting more students. The truth is that there is increased competition among colleges to attract students, with strong colleges, like the one of which the hon. Gentleman used to be the principal, doing a fantastic job, but with weaker colleges—of which, sadly, there are still one or two—having to up their game.

New Schools

Debate between Michael Gove and Nicholas Dakin

Monday 10th October 2011 Commons Chamber

[Michael Gove]

My hon. Friend is absolutely right. We all know that in contributing to economic growth, we cannot at this stage anticipate all the skills that the jobs and companies of the future will require, but we know that a rigorous training in mathematic and scientific disciplines will help. That is the emphasis of so many of the schools being set up today.

[Nic Dakin (Scunthorpe) (Lab)]

Will the Secretary of State clarify whether the free schools and UTCs will be funded on projected student numbers rather than actual student numbers like other schools?

[Michael Gove]

We will ensure that in all free schools and UTCs, the existing funding mechanism for the first 24 free schools and existing UTCs carries on.

School Funding Reform

Debate between Michael Gove and Nicholas Dakin

Tuesday 19th July 2011 Commons Chamber

[Michael Gove]

A case for fairness well made, which we will seek to meet.

[Nic Dakin (Scunthorpe) (Lab)]

Will the full survey of the school estate include sixth-form colleges, and can they bid for capital support under the new private finance initiative scheme?

[Michael Gove]

We want to make sure that all schools are capable of bidding under the scheme, and we want to make sure that the gateway into such bidding is fair. I will come back to the hon. Gentleman to make sure that there are no anomalies that mean that any institution that educates children is excluded for any reason. I shall seek to work with him, given his experience as a distinguished former further education principal.

Oral Answers to Questions

Debate between Michael Gove and Nicholas Dakin

Monday 11th July 2011 Commons Chamber

[Nic Dakin (Scunthorpe) (Lab)]

It appears that the 16 to 19 funding consultation for 2013-14 will not be published until September at the earliest. Will the Secretary of State take steps to ensure that that does not delay the publication of information about the 2012-13 budgets for schools and colleges?

[Michael Gove]

The hon. Gentleman was a great FE principal and is a superb advocate for further education. We will do everything we can to accelerate this process.

Post-16 Education Funding

Debate between Michael Gove and Nicholas Dakin

Monday 28th March 2011 Commons Chamber

[Michael Gove]

I am grateful to my hon. Friend for reminding us that it was under the last Government that the Learning and Skills Council’s capital scheme collapsed, causing no end of heartache to many principals and students who had hoped that they would be able to enjoy handsome new facilities. The Chancellor has released through the Budget £125 million of additional capital spending for England. That money is intended to ensure that we have a new generation of university technical colleges, but some of it will go to support 16-to-19 institutions as well.

[Nic Dakin (Scunthorpe) (Lab)]

The majority of post-16 students attend colleges and are not currently eligible for free school meals. Will the Secretary of State confirm that, in line with his statement, they will be eligible for free school meals in future and will be paid the additional £800 a year that he has just announced?

[Michael Gove]

That is fair point. The hon. Gentleman was previously the principal of a very successful further education college. As he will know, many FE colleges simply do not have the facilities to be able to provide free school meals; they do not have the cafeterias or kitchens in place. What we need to do is ensure that students who are attending FE colleges have the money they need so that if they are travelling particular distances and are learning at different times, they receive the support they need—whether it be for subsistence, transport or equipment. We both know that the way in which students learn after the age of 16 is varied and does not follow the same pattern as the normal school day. That is why the provision has to be flexible in order to ensure that the very poorest receive the support they need.

Schools White Paper

Debate between Michael Gove and Nicholas Dakin

Wednesday 24th November 2010 Commons Chamber

[Michael Gove]

I am grateful to my hon. Friend. We are removing bureaucracy at every point. Not only are we slimming down the national curriculum, but we have got rid of the self-evaluation form, which could run to more than 100 pages. We have also got rid of financial management standards in schools, which was another burden that head teachers said that they did not want. We are doing this because we believe in trusting heads to do their best for the children whom it is their mission to educate.

[Nic Dakin (Scunthorpe) (Lab)]

I fear that the Secretary of State knows as much about schools as he does about punctuation. Will he look again at the evidence that was given to the Select Committee about the 24-hour notice provision? Great teachers and great head teachers have given evidence, and they have consistently said that the removal of that provision would have a negative effect and risk safeguarding issues. No sensible head teacher would go down that route anyway.

[Michael Gove]

A great many sensible teachers and head teachers have applauded precisely that move. There is a philosophical difference between the hon. Gentleman’s approach and my approach. When I say that we are no longer going to require something, that does not mean that we are saying to everyone, “Under no circumstances do it.” We believe in something called freedom, which means that it is up to individual teachers or head teachers to decide for themselves. It is called “treating people like adults.”

Oral Answers to Questions

Debate between Michael Gove and Nicholas Dakin

Monday 11th October 2010 Commons Chamber

[Michael Gove]

I thank my hon. Friend for her question. She joins a growing cross-party consensus, led by the hon. Member for Stoke-on-Trent Central (Tristram Hunt), that we need to ensure that children up to the age of 16 follow a stretching academic curriculum, as they do in many other European countries. As a passionate pro-European, I would like to see us emulate those countries in that regard, and in many others.

[Nic Dakin (Scunthorpe) (Lab)]

14. What estimate his Department has made of the number of children who will be eligible for free school meals in September 2010; and if he will make a statement.