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Mr. Willis: To ask the Secretary of State for Education and Skills what approaches she has made to individuals, organisations and companies to sponsor academies and city academies; and what criteria are used to determine such approaches. 
Mr. Timms: My Department has a dedicated Business Development Unit working with the corporate sector, to help build effective partnerships with companies. The Business Development Unit is supporting the Academies Unit to help identify potential sponsors for academies. My Department brings together these potential sponsorsmany of them philanthropic individualsand local education authorities (LEAs) who have expressed an interest in hosting an academy. It is for the sponsor and LEA to determine whether to establish an academy partnership.
Mr. Willis: To ask the Secretary of State for Education and Skills what arrangements she has made to ensure that private sponsors of academies and city academies do not have a majority of places on the governing body of a school. 
Mr. Timms: Governing bodies of academies will comprise sponsors, or their representatives, and other stakeholders, including staff, parents and an LEA representative. It would be possible for governors appointed by sponsors to be in the majority. As trustees all governors of academies will have a duty to act in the interests of the academy.
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Mr. Willis: To ask the Secretary of State for Education and Skills what powers and benefits can be received where an organisation or individual provides substantial sponsorship to an emerging school. 
Mr. Timms: Sponsors of academies are expected to play a key role in the strategic leadership of the schools they support. Sponsorswhether individuals or organisationscan derive no financial or other material benefit from their involvement with the schools.
Mr. Willis: To ask the Secretary of State for Education and Skills when her Department invited the Church Schools Company to sponsor the proposed Moss Side City Academy; which other schools have been offered to the Church Schools Company; and what the criteria are for such approaches. 
Mr. Timms: My Department brings together potential sponsors and local education authorities (LEAs) who have expressed an interest in hosting an Academy. It is for the sponsor and LEA to determine whether to establish an Academy partnership. Manchester LEA and the Church Schools Company have been working together since October 2001 to establish a partnership for an Academy to replace Ducie High School in Manchester. The Church Schools Company is also sponsoring a new City Academy in Lambeth. The company has expressed interest in sponsoring other Academies and is in discussion with a number of authorities.
Mr. Willis: To ask the Secretary of State for Education and Skills where an Academy is created involving the (a) Church Schools Company and (b) other faith-based organisations, what control they will be able to exercise over admissions. 
Mr. Timms: The admission arrangements for each Academy will be agreed with the Secretary of State and form part of its legally binding funding agreement. Admission arrangements for all Academies must be consistent with admissions law and the statutory codes of practice, as these apply to maintained schools.
Mr. Willis: To ask the Secretary of State for Education and Skills where an existing school is taken over by (a) a faith-based organisation and (b) a group sponsored by a faith-based individual, what provision there will be for existing pupils and teachers to opt out of faith-based teaching and arrangements. 
Mr. Timms: No state school can be taken over by an organisation or group. For an existing state school to become a faith school would require publication of two sets of statutory proposalsto close the school, and to open a new school with a religious character. The local School Organisation Committee, or Schools Adjudicator, would decide on the proposals following local consultation.
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wish to transfer to the new faith school, would be provided for and their interests safeguarded.
Teachers of the existing school who transferred to the new faith school would continue to enjoy the protections that applied to their employment at their former school. They would not have to participate in religious aspects of the new school. Those who did not wish to transfer would have to seek alternative employment if the local education authority did not offer another post.
Mr. Allan: To ask the Secretary of State for Education and Skills if teachers who teach in accommodation centres for asylum seekers will be required to have completed initial teacher training. 
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Mr. Allan: To ask the Secretary of State for Education and Skills if she will list the vacancy rates for each of the last five years for (a) primary teachers and (b) secondary teachers in each of the eight local education authorities in which the Government are proposing to locate an accommodation centre for asylum seekers. 
Mr. Timms: My right hon. Friend the Secretary of State for the Home Department is currently proposing to locate an accommodation centre for asylum seekers in the following three English local education authorities: Worcestershire, Nottinghamshire, and Oxfordshire. A site in Lincolnshire is currently being evaluated.
|Former Hereford and Worcestershire||0.0||0.0|||||||
|Total former Hereford and Worcester area||0.0||0.0||0.4||0.5||0.3|
|Total former Nottinghamshire area||0.0||0.0||0.0||0.5||0.4|
|Former Hereford and Worcestershire||0.1||0.2|||||||
|Total former Hereford and Worcester area||0.1||0.2||0.4||0.2||0.6|
|Total former Nottinghamshire area||0.0||0.0||0.0||0.2||0.6|
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training to provide trainee teachers with assistance in responding to children and young people who sexually abuse. 
Mr. Timms: The Government do not dictate the detailed curriculum for teacher training. However, we do expect teacher training providers to ensure trainee teachers are properly prepared to meet the standards required for Qualified Teacher Status. These standards include being aware of the statutory framework relating to teachers' responsibilitieswhich would include child protection legislationand identifying and supporting pupils experiencing behavioural and emotional difficulties, with the help of an experienced teacher. Trainee teachers are also expected to understand the role of other professionalsincluding those responsible for child protection; to challenge harassment; and to work within schools' policies and procedures.
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